Bethlehem-Center SD District Level Plan 07/01/2016 - 06/30/2019

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District Profile Demographics 194 Crawford Rd Fredericktown, PA 15333 (724)267-4910 Superintendent: Linda Marcolini Director of Special Education: Lori Kubincanek

Planning Process The district leadership team will lead the comprehensive planning process to ensure that appropriate systemic change will not only be identified, but will also be implemented. The district administration participated in training on the Comprehensive Planning process provided by the Intermediate Unit One. The leadership team began to meet in early 2015 to identify relevant committees, discuss fundamental beliefs, and to review previous strategic plans to gain a historic perspective on district opportunities, challenges, and change processes.Key staff members and representatives from every stakeholder group participated in some capacity to ensure that multiple perspectives are considered and that staff and stakeholders support the plan. The administrative leadership team continued to meet monthly to navigate through this planning process. Relevant committees were updated about the progress of the leadership team. The committees reviewed and provided input into the document. The Board will review this Comprehensive Plan and the approved plan will be publicly displayed for public comment.

Mission Statement The mission of the Bethlehem Center School District is to challenge the academic and social potential of all students through the cooperative efforts of the school community.

Vision Statement We see the school continuing to function as the center of the community. As a result, we believe that the school must continually evolve to meet future education and social challenges. The school's responsibilities are to focus resources of the community to provide sound educational opportunities that will challenge the academic and social potential of all students. The families are to become more actively involved in educational activities of students. The communities articulate the prerequisite skills students need for employment and develop partnerships to identify resources that support the education of students and prepare them for work. the student's role is to accept responsibility for their education through regular attendance and consistent effort. The responsibility of the community is to partner with the school to enhance educational opportunities

3 for students.

Since the schools function as the center of this rural community, active parental involvement will need to be included as a strategy to focus the school district on the present mission. The leadership needed to challenge the academic and social potential of all students will evolve as a result of the cooperative efforts of the entire school community. Given the present emphasis on the academic standards by the state and federal government, the social potential of students will need to be enhanced through initiatives that emerge from the cooperative efforts of the entire school community. In order to challenge the academic and social potential of students, the expectations of students should be clearly described by the professional staff and community representatives and discussed with all students at all levels in the district.

Bethlehem Center School District is a place where each student has the opportunity to develop the attitudes and academic skills necessary to be successful in an ever-changing and global society. To do so, the entire school community must focus on excellence in learning and achievement for every student as well as providing a caring, nurturing, and safe environment. The school community is comprised of motivated and challenged students reaching their highest potential; engaged parents and community members; exemplary faculty and staff members; and committed, supportive, and responsible leadership from administration and the board of school directors.

Shared Values We believe: - Students are the central focus of the schools, with the family and community sharing important responsibilities with the students - Student attendance in school is a common concern and value - All students are capable of learning and do so at different rates and in different ways - The professional staff values both the importance of the academic standards in the educational program and in the use of multiple indicators to judge student academic performance - Continuous learning for teachers, leaders, and staff is necessary for continuous improvement. - The school district and families in the community believe education is a key to success of students - Parents and families want the best for their children and are important components in the success of students.

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Educational Community The Bethlehem Center School District is a small, rural district in Washington County. The school district physical plants include separate school buildings for the elementary, middle school, and high school levels, all in a campus setting. Enrollment has been declining in the district and the tax base is not sufficient to support some of the recent educational mandates from both the state and the federal government. Employment opportunities in the community and region are also limited. The Special Education enrollment represents over 22% of the student body. The school community population is transitional and the level of poverty in the district is another factor that influences the efforts of the school district makes to improve student academic achievement. The teaching staff is stable in that teachers tend to remain in the school district for several years. Administrative positions reflect less stability. Many members of the district administrative team are new to district and young in their administrative careers. The district does not expect significant growth in the near future given the residential nature of the local economy. Like so many school districts and local municipalities, Bethlehem Center has had to cut its budget over the last year. The district used a combination of measures to balance the budget including reducing the number of teaching positions. These reductions have resulted in decreased elective offerings and class sizes have increased. Among the shared values of the district is the belief that education is a team effort involving home, school, and the community; therefore a strong partnership exists between the schools and the communities we serve. Responsible governance and stewardship of taxpayers' investment in our students has remained a guiding principle for the board of school directors and administration. In summary, the Bethlehem Center Comprehensive Plan for 2016-2019 will be guided upon the Standards Aligned System framework with curriculum based upon the Pennsylvania Common Core Standards to implement a "high performance system" to fulfill the mandates of NCLB and the Pennsylvania Accountability System.

Planning Committee Name Aaron Cornell Amanda Kineer Joel Kirsch Lori Kubincanek

Role Building Principal : Professional Education Building Principal : Professional Education Building Principal : Professional Education Special Education Director/Specialist

5 Linda Marcolini Opal Morris Jody Nepa Brandi Samarian Kevin Urick Gina Zibrida

Administrator Support staff Administrator Intermediate Unit Staff Member Ed Specialist - School Psychologist Parent

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Core Foundations Standards Mapping and Alignment Elementary Education-Primary Level Standards

Mapping

Alignment

Arts and Humanities Career Education and Work Civics and Government PA Core Standards: English Language Arts PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects PA Core Standards: Mathematics Economics Environment and Ecology Family and Consumer Sciences Geography Health, Safety and Physical Education History Science and Technology and Engineering Education Alternate Academic Content Standards for Math Alternate Academic Content Standards for Reading American School Counselor Association for Students Early Childhood Education: InfantToddler→Second Grade English Language Proficiency Interpersonal Skills School Climate

Developing Developing Developing Developing

Developing Developing Developing Developing

Developing

Developing

Developing Developing Developing Non Existent Developing Developing Developing Developing Developing Developing Developing

Developing Developing Developing Non Existent Developing Developing Developing Developing Developing Developing Developing

Developing

Developing

Non Existent Developing Developing

Non Existent Developing Developing

Explanation for standard areas checked "Needs Improvement" or "Non Existent": Family and Consumer Sciences is introduced at the middle school level. ELP is not a need at this time. Elementary Education-Intermediate Level Standards Arts and Humanities Career Education and Work Civics and Government

Mapping

Alignment

Developing Developing Developing

Developing Developing Developing

7 PA Core Standards: English Language Arts PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects PA Core Standards: Mathematics Economics Environment and Ecology Family and Consumer Sciences

Developing

Developing

Developing

Developing

Developing Developing Developing

Developing Developing Developing Needs Improvement Developing Developing Developing Developing Developing Developing Needs Improvement Needs Improvement Developing Developing

Non Existent

Geography Health, Safety and Physical Education History Science and Technology and Engineering Education Alternate Academic Content Standards for Math Alternate Academic Content Standards for Reading

Developing Developing Developing Developing Developing Developing

American School Counselor Association for Students

Non Existent

English Language Proficiency

Non Existent

Interpersonal Skills School Climate

Developing Developing

Explanation for standard areas checked "Needs Improvement" or "Non Existent": Family and Consumer Sciences is introduced at the middle school level. Currently our guidance counselor does not participate in the American School Counselor Association for Students. ELP is not a need at this time.

Middle Level Standards

Mapping

Alignment

Arts and Humanities Career Education and Work Civics and Government PA Core Standards: English Language Arts PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects PA Core Standards: Mathematics Economics Environment and Ecology Family and Consumer Sciences Geography Health, Safety and Physical Education History

Developing Developing Developing Developing

Developing Developing Developing Developing

Developing

Developing

Developing Developing Developing Developing Developing Developing Developing

Developing Developing Developing Developing Developing Developing Developing

8 Science and Technology and Engineering Education Alternate Academic Content Standards for Math Alternate Academic Content Standards for Reading American School Counselor Association for Students English Language Proficiency Interpersonal Skills School Climate World Language

Developing Developing Developing Developing Non Existent Developing Developing Developing

Developing Developing Developing Developing Non Existent Developing Developing Developing

Explanation for standard areas checked "Needs Improvement" or "Non Existent": ELP is not a need at this time. World language currently offered to 8th grade in the 2013-2014 school year. High School Level Standards

Mapping

Alignment

Arts and Humanities Career Education and Work Civics and Government PA Core Standards: English Language Arts PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects PA Core Standards: Mathematics Economics Environment and Ecology Family and Consumer Sciences Geography Health, Safety and Physical Education History Science and Technology and Engineering Education Alternate Academic Content Standards for Math Alternate Academic Content Standards for Reading American School Counselor Association for Students English Language Proficiency Interpersonal Skills School Climate World Language

Developing Developing Developing Developing

Developing Developing Developing Developing

Developing

Developing

Developing Developing Developing Non Existent Developing Developing Developing Developing Developing Developing Non Existent Non Existent Developing Developing Developing

Developing Developing Developing Non Existent Developing Developing Developing Developing Developing Developing Non Existent Non Existent Developing Developing Developing

Explanation for standard areas checked "Needs Improvement" or "Non Existent": Economics- working to integrate through social studies and business courses. Also, a math finance course is being piloted for 2012-2013. F&CS not offered at the HS level. Reading is in the developmental stages of integration through multiple course offerings. Language Arts Course is also evolving to meet students needs. ELP is not a need at this time.

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Adaptations Elementary Education-Primary Level  PA Core Standards: English Language Arts  PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects  PA Core Standards: Mathematics Elementary Education-Intermediate Level    

PA Core Standards: English Language Arts PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects PA Core Standards: Mathematics Science and Technology and Engineering Education

Middle Level    

PA Core Standards: English Language Arts PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects PA Core Standards: Mathematics Science and Technology and Engineering Education

High School Level    

PA Core Standards: English Language Arts PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects PA Core Standards: Mathematics Science and Technology and Engineering Education

Explanation for any standards checked: Bethlehem Center School District has developed, expanded and improved the existing PA academic standards in specific content areas. BCSD has made the transition to PA Common Core Standards in the area of mathematics, English Language Arts, and literacy in history/social studies, science, and technical subjects. BCSD has also aligned its curriculum to the science and technology and engineering education standards for grades 5-9.

Curriculum Planned Instruction Elementary Education-Primary Level Curriculum Characteristics Objectives of planned courses, instructional units or interdisciplinary studies to be achieved by all students are identified for each subject area. Content, including materials and activities and estimated instructional time to be devoted to achieving the academic standards are identified. The relationship between the objectives of a planned course, instructional unit or interdisciplinary studies and academic standards are identified.

Status Developing Developing Developing

10 Procedures for measurement of mastery of the objectives of a planned course, instructional unit or interdisciplinary studies are identified.

Developing

Processes used to ensure Accomplishment: There has been a consistent approach to staff development that provided the time, knowledge, and materials to work on this objective. Each school has documents that detail each of the above characteristics available for teachers and administrators. This includes curriculum maps, vertical curriculum articulations, horizontal alignment documents, course scope and sequence charts and standards aligned texts and resources. professional development has focused on navigating and utilizing the Standards Aligned System and its resources. On-Hands Schools is available for lesson planning as well as data analysis. Staff members work together to revise curricula in all areas. All staff members are in-serviced on new curricula in grade level meetings. Principals complete weekly lesson plan checks and informal walkthroughs to ensure that staff members are teaching the written curricula.

Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation: This narrative is empty. Elementary Education-Intermediate Level Curriculum Characteristics Objectives of planned courses, instructional units or interdisciplinary studies to be achieved by all students are identified for each subject area. Content, including materials and activities and estimated instructional time to be devoted to achieving the academic standards are identified. The relationship between the objectives of a planned course, instructional unit or interdisciplinary studies and academic standards are identified. Procedures for measurement of mastery of the objectives of a planned course, instructional unit or interdisciplinary studies are identified.

Status Developing Developing Developing Developing

Processes used to ensure Accomplishment: There has been a consistent approach to staff development that provided the time, knowledge, and materials to work on this objective. Each school has documents that detail each of the above characteristics available for teachers and administrators. This includes curriculum maps, vertical curriculum articulations, horizontal alignment documents, course scope and sequence charts and standards aligned texts and resources. professional development has focused on navigating and utilizing the Standards Aligned System and its resources. On-Hands Schools is available for lesson planning as well as data analysis. Staff members work together to revise curricula in all areas. All staff members are in-serviced on new curricula in grade level meetings. Principals complete weekly lesson plan checks and informal walkthroughs to ensure that staff members are teaching the written curricula.

Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation:

11 This narrative is empty. Middle Level Curriculum Characteristics Objectives of planned courses, instructional units or interdisciplinary studies to be achieved by all students are identified for each subject area. Content, including materials and activities and estimated instructional time to be devoted to achieving the academic standards are identified. The relationship between the objectives of a planned course, instructional unit or interdisciplinary studies and academic standards are identified. Procedures for measurement of mastery of the objectives of a planned course, instructional unit or interdisciplinary studies are identified.

Status Developing Developing Developing Developing

Processes used to ensure Accomplishment: There has been a consistent approach to staff development that provided the time, knowledge, and materials to work on this objective. Each school has documents that detail each of the above characteristics available for teachers and administrators. This includes curriculum maps, vertical curriculum articulations, horizontal alignment documents, course scope and sequence charts and standards aligned texts and resources. professional development has focused on navigating and utilizing the Standards Aligned System and its resources. On-Hands Schools is available for lesson planning as well as data analysis. Staff members work together to revise curricula in all areas. All staff members are in-serviced on new curricula in grade level meetings. Principals complete weekly lesson plan checks and informal walkthroughs to ensure that staff members are teaching the written curricula.

Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation: This narrative is empty. High School Level Curriculum Characteristics Objectives of planned courses, instructional units or interdisciplinary studies to be achieved by all students are identified for each subject area. Content, including materials and activities and estimated instructional time to be devoted to achieving the academic standards are identified. The relationship between the objectives of a planned course, instructional unit or interdisciplinary studies and academic standards are identified. Procedures for measurement of mastery of the objectives of a planned course, instructional unit or interdisciplinary studies are identified.

Status Developing Developing Developing Developing

Processes used to ensure Accomplishment: There has been a consistent approach to staff development that provided the time, knowledge, and materials to work on this objective. Each school has documents that detail

12 each of the above characteristics available for teachers and administrators. This includes curriculum maps, vertical curriculum articulations, horizontal alignment documents, course scope and sequence charts and standards aligned texts and resources. professional development has focused on navigating and utilizing the Standards Aligned System and its resources. On-Hands Schools is available for lesson planning as well as data analysis. Staff members work together to revise curricula in all areas. All staff members are in-serviced on new curricula in grade level meetings. Principals complete weekly lesson plan checks and informal walkthroughs to ensure that staff members are teaching the written curricula.

Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation: This narrative is empty.

Modification and Accommodations Explain how planned instruction contains modifications and accommodations that allow all students at all mental and physical ability levels to access and master a rigorous standards aligned curriculum. The district employs a team approach to analyze data as it relates to student achievement. This data analysis allows teachers to be able to modify instruction to meet individual needs. IEP Teams meet and develop plans to modify or make accommodations for students with special needs; however, planned instruction includes modifications and accommodations that may benefit all students and provides options and ideas for the teacher as she is teaching. The district utilizes a co-teaching model that provides additional instructional capability. Training on the Least restrictive Educational Environment and the mandate to provide a free and appropriate public education is provided to all staff. Inclusion of supplementary aids and services within the planned instruction provides support to students with disabilities and enables their access to the general curriculum. All specially designed instruction identified in student's IEP is followed. Modifications and accommodations may take many forms, but all students are held to the same standards and must be successful on state standardized tests or the equivalent for graduation.

Instruction Instructional Strategies  Formal classroom observations focused on instruction  Walkthroughs targeted on instruction  Annual Instructional evaluations Regular Lesson Plan Review  Building Supervisors Provide brief explanation of LEA's process for incorporating selected strategies.

13 The Bethlehem Center School District supports effective instructional practices that are standards aligned and demonstrate consistency between classrooms; grade-to-grade; and subject to subject through the implementation of both a formal and informal supervision model. The building principals systematically monitor and evaluate the effectiveness of instruction and provide feedback for improvement. The annual instructional evaluation is conducted and uses the PDE forms and format. Formal classroom observations that focus on instruction are done for two reasons and in two ways: by invitation to showcase or highlight exemplary instructional practices or by design to monitor the progress of a marginal teacher on an improvement plan.

Provide brief explanation for strategies not selected and how the LEA plans to address their incorporation. Peer coaching/evaluation would have to be negotiated through the collective bargaining unit. The district does not have the funding to staff instructional coaches. The district does not currently have department supervisors.

Responsiveness to Student Needs Elementary Education-Primary Level Instructional Practices Structured grouping practices are used to meet student needs. Flexible instructional time or other schedule-related practices are used to meet student needs.

Differentiated instruction is used to meet student needs. A variety of practices that may include structured grouping, flexible scheduling and differentiated instruction are used to meet the needs of gifted students.

Status Full Implementation Implemented in 50% or more of district classrooms Implemented in 50% or more of district classrooms Implemented in 50% or more of district classrooms

If necessary, provide further explanation. (Required explanation if column selected was This narrative is empty. Elementary Education-Intermediate Level Instructional Practices Structured grouping practices are used to meet student needs. Flexible instructional time or other schedule-related practices are used to meet student needs.

Status Full Implementation Implemented in 50% or more of district classrooms

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Differentiated instruction is used to meet student needs. A variety of practices that may include structured grouping, flexible scheduling and differentiated instruction are used to meet the needs of gifted students.

Implemented in 50% or more of district classrooms Implemented in 50% or more of district classrooms

If necessary, provide further explanation. (Required explanation if column selected was This narrative is empty. Middle Level Instructional Practices Structured grouping practices are used to meet student needs. Flexible instructional time or other schedule-related practices are used to meet student needs. Differentiated instruction is used to meet student needs. A variety of practices that may include structured grouping, flexible scheduling and differentiated instruction are used to meet the needs of gifted students.

Status Full Implementation Implemented in 50% or more of district classrooms Full Implementation Implemented in 50% or more of district classrooms

If necessary, provide further explanation. (Required explanation if column selected was This narrative is empty. High School Level Instructional Practices Structured grouping practices are used to meet student needs.

Flexible instructional time or other schedule-related practices are used to meet student needs.

Differentiated instruction is used to meet student needs. 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 Implemented in 50% or more of district classrooms Implemented in 50% or more of district classrooms Implemented in 50% or more of district classrooms

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If necessary, provide further explanation. (Required explanation if column selected was This narrative is empty.

Recruitment Describe the process you implement to recruit and assign the most effective and highly qualified teachers in order to meet the learning needs of students who are below proficiency or are at risk of not graduating. All of the district's teachers are Highly Qualified. We advertise for teachers, according to the type of certification that is required for the position. Struggling students are given tutoring opportunities. Our special education students are taught by teachers within a Co-Teaching model from grades K-12.

Assessments Local Graduation Requirements Course Completion Total Courses English Mathematics Social Studies Science Physical Education Health Music, Art, Family & Consumer Sciences, Career and Technical Education Electives Minimum % Grade Required for Credit (Numerical Answer)

SY 16/17

SY 17/18

SY 18/19

26.00 4.00 4.00 4.00 3.00 4.00 1.00

26.00 4.00 4.00 4.00 3.00 4.00 1.00

26.00 4.00 4.00 4.00 3.00 4.00 1.00

6.00

6.00

6.00

60.00

60.00

60.00

Graduation Requirement Specifics We affirm that our entity requires demonstration of proficiency or above in each of the following State academic standards: English Language Arts and Mathematics, Science and Technology and Environment and Ecology, as determined through any one or a combination of the following:

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Completion of secondary level coursework in English Language Arts (Literature), Algebra I and Biology in which a student demonstrates proficiency on the associated Keystone Exam or related project-based assessment if § 4.4(d)(4) (relating to general policies) applies.



Completion of an Advanced Placement exam or International Baccalaureate exam that includes academic content comparable to the appropriate Keystone Exam at a score established by the Secretary to be comparable to the proficient level on the appropriate Keystone Exam.

Local Assessments Standards

WA

Arts and Humanities Career Education and Work Civics and Government PA Core Standards: English Language Arts PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects PA Core Standards: Mathematics Economics Environment and Ecology Family and Consumer Sciences Geography Health, Safety and Physical Education History Science and Technology and Engineering Education World Language

TD

NAT

PSW

Other X

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DA

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Methods and Measures Summative Assessments Summative Assessments Final Exams Keystone Exams PASA NOCTI Terra Nova PSSA

EEP

EEI

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HS

X

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X X X X

X

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Benchmark Assessments Benchmark Assessments DiBELS Study Island

EEP

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HS

X

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EEP

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EEP

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EEP

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X

Formative Assessments Formative Assessments Classroom, teacher developed Diagnostic Assessments Diagnostic Assessments DiBELS GMADE GRADE

Validation of Implemented Assessments Validation Methods External Review Intermediate Unit Review LEA Administration Review Building Supervisor Review Department Supervisor Review Professional Learning Community Review Instructional Coach Review Teacher Peer Review

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Provide brief explanation of your process for reviewing assessments. The district is working on developing common assessments at each grade level and for each content area. The assessments will be developed by teachers of the same gradelevel/content area.

Development and Validation of Local Assessments If applicable, explain your procedures for developing locally administered assessments and how they are independently and objectively validated every six years. Not Applicable

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Collection and Dissemination Describe your system to collect, analyze and disseminate assessment data efficiently and effectively for use by LEA leaders and instructional teams. The district utilizes the On Hand School Tool to electronically warehouse assessment data. Staff has been trained on the use of the software and have access to the data while maintaining student confidentiality. PSSA and PVAAS data are shared with all staff as well as with the community through the district report card. Grade level, subject area, and data teams meet regularly to analyze student achievement data. These data teams discuss student weaknesses and share the information with the classroom teacher who then makes instructional decisions based upon these data.

Data Informed Instruction Describe how information from the assessments is used to assist students who have not demonstrated achievement of the academic standards at a proficient level or higher. Students who do not perform at the proficient level have been offered supplemental assistance wither through attending tutoring sessions with their classroom teacher or remediation through various computer-based tutoring programs.

Assessment Data Uses Assessment Data Uses Assessment results are reported out by PA assessment anchor or standards-aligned learning objective. Instructional practices are identified that are linked to student success in mastering specific PA assessment anchors, eligible content or standards-aligned learning objectives. Specific PA assessment anchors, eligible content or standards-aligned learning objectives are identified for those students who did not demonstrate sufficient mastery so that teachers can collaboratively create and/or identify instructional strategies likely to increase mastery. Instructional practices modified or adapted to increase student mastery.

EEP

EEI

ML

HS

X

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Provide brief explanation of the process for incorporating selected strategies. BCHS utilizes common plan time to discuss and share best practices and successful teaching techniques at both department and grade level meetings. Strategies are selected based upon PDE recommendation and research-based information.

19 Provide brief explanation for strategies not selected and how you plan to address their incorporation. NOT APPLICABLE

Distribution of Summative Assessment Results Distribution Methods Course Planning Guides Directing Public to the PDE & other Test-related Websites Individual Meetings Letters to Parents/Guardians Local Media Reports Website Meetings with Community, Families and School Board Mass Phone Calls/Emails/Letters Newsletters Press Releases School Calendar Student Handbook

EEP

EEI

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HS

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X X X X X

Provide brief explanation of the process for incorporating selected strategies. The BCSD makes a concerted and purposeful effort to provide parents and the public with composite information about student achievement. The parents are provided confidential information about their own child's achievement throughout the school year. the district also uses the above identified communication mediums to allow parents to assess overall student achievement.

Provide brief explanation for strategies not selected and how the LEA plans to address their incorporation. The BCSD has found its strategies to be effective but will continually look for ways to communicate with the public in order to be both transparent and accountable for student performance.

Safe and Supportive Schools Assisting Struggling Schools Describe your entity’s process for assisting schools that either do not meet the annual student achievement targets or experience other challenges, which deter student attainment of academic standards at a proficient level or higher.

20 If your entity has no struggling schools, explain how you will demonstrate continued growth in student achievement. To meet the goals of raising achievement, closing gaps, and preparing all students for the demands of college and career everyone in the school system- school boards, district personnel, faculty and staff, and students- are accountable for making meaningful progress. Systems of instruction, support for students and educators, and resources are aligned with the needs identified through data analysis and indicators for success. Attainment of academic standards for all is based upon the belief that all students can learn. High expectations for all students is framed upon the "how" rather than the "can't " or "won't". Barriers for success are addressed through comprehensive student services model and district policies and procedures for ensuring equity for learners. We will continue to implement the co-teaching model across the district. "Pulling out" students for instruction in a special education classroom will be kept at a minimum. Instead, teachers will use intense individualized instruction within the classroom.

Programs, Strategies and Actions Programs, Strategies and Actions Biennially Updated and Executed Memorandum of Understanding with Local Law Enforcement School-wide Positive Behavioral Programs Conflict Resolution or Dispute Management Peer Helper Programs Safety and Violence Prevention Curricula Student Codes of Conduct Comprehensive School Safety and Violence Prevention Plans Purchase of Security-related Technology Student, Staff and Visitor Identification Systems Placement of School Resource Officers Student Assistance Program Teams and Training Counseling Services Available for all Students Internet Web-based System for the Management of Student Discipline

EEP

EEI

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HS

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Explanation of strategies not selected and how the LEA plans to address their incorporation: NOT APPLICABLE

Identifying and Programming for Gifted Students 1. Describe your entity's process for identifying gifted children.

21 2. Describe your gifted special education programs offered. Students in Bethlehem Center School District are identified for gifted services through multiple criteria. Students who obtain an individual IQ score of 130 or higher shall be considered by the GMDT for placement into the gifted program when multiple educational criteria indicate gifted ability. Students with an IQ score lower than 130 shall be considered if they meet other criteria which include: advanced levels of performance on individual achievement test data, advanced levels of performance on curriculum based assessments (reading and math), advanced performance on state assessments, and outstanding grades. The district will also consider information gathered through rating scales which address intellect, curiosity, specific aptitude, leadership ability, and the performing and visual arts.

Developmental Services Developmental Services Academic Counseling Attendance Monitoring Behavior Management Programs Bullying Prevention Career Awareness Career Development/Planning Coaching/Mentoring Compliance with Health Requirements –i.e., Immunization Emergency and Disaster Preparedness Guidance Curriculum Health and Wellness Curriculum Health Screenings Individual Student Planning Nutrition Orientation/Transition RTII/MTSS Wellness/Health Appraisal School Social Work Services School-based mental health services Psychiatric services

EEP

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Explanation of developmental services: The district has entered into a partnership with the local mental health provider to operate a school based Partial Hospitalization Program where students can receive mental health therapy within the regular school setting.

Diagnostic, Intervention and Referral Services

22 Diagnostic, Intervention and Referral Services

EEP

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Accommodations and Modifications Administration of Medication Assessment of Academic Skills/Aptitude for Learning Assessment/Progress Monitoring Casework Crisis Response/Management/Intervention Individual Counseling Intervention for Actual or Potential Health Problems Placement into Appropriate Programs Small Group Counseling-Coping with life situations Small Group Counseling-Educational planning Small Group Counseling-Personal and Social Development Special Education Evaluation Student Assistance Program

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Explanation of diagnostic, intervention and referral services: This narrative is empty.

Consultation and Coordination Services Consultation and Coordination Services Alternative Education Case and Care Management Community Liaison Community Services Coordination (Internal or External) Coordinate Plans Coordination with Families (Learning or Behavioral) Home/Family Communication Managing Chronic Health Problems Managing IEP and 504 Plans Referral to Community Agencies Staff Development Strengthening Relationships Between School Personnel, Parents and Communities System Support Truancy Coordination Explanation of consultation and coordination services: This narrative is empty.

EEP

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Communication of Educational Opportunities Communication of Educational Opportunities Course Planning Guides Directing Public to the PDE & Test-related Websites Individual Meetings Letters to Parents/Guardians Local Media Reports Website Meetings with Community, Families and Board of Directors Mass Phone Calls/Emails/Letters Newsletters Press Releases School Calendar Student Handbook

EEP

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HS

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Communication of Student Health Needs Communication of Student Health Needs Individual Meetings Individual Screening Results Letters to Parents/Guardians Website Meetings with Community, Families and Board of Directors Newsletters School Calendar Student Handbook

Frequency of Communication Elementary Education - Primary Level  Monthly Elementary Education - Intermediate Level  Monthly Middle Level  Monthly High School Level  Monthly

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Collaboration for Interventions Describe the collaboration between classroom teachers and individuals providing interventions regarding differing student needs and academic progress. Regular communication occurs between teachers and individuals providing interventions. These communications may involve emails, phone calls, IEP meetings, and face to face meetings. Those face to face meetings may occur during daily Common Planning Time, Building Level Team meetings, Student Assistance Team meetings, Data Team meetings, and parent/teacher conferences.

Community Coordination Describe how you accomplish coordination with community operated infant and toddler centers, as well as preschool early intervention programs. In addition, describe the community coordination with the following before or after school programs and services for all grade levels, including pre-kindergarten, if offered, through grade 12. 1. 2. 3. 4.

Child care After school programs Youth workforce development programs Tutoring

Bethlehem Center School District hosts a pre-K and HeadStart classroom in the Elementary School. The district works closely with Intermediate Unit 1 who provides early intervention services and with parents to facilitate the transition to school process for eligible students. Collaboration with Head Start is accomplished through transition activities conducted in the February before the student becomes school aged. The district hosts an After School program in the Elementary building. The programs serves students/families of elementary and middle school students. The program focuses on tutoring. The district participates in the PAES program and offers the opportunity for early release and work experience for seniors who have/will obtain necessary credits for graduation. The district also endorses job shadowing and cooperative education for vocational students. After School Program focuses primarily on tutoring. Coordination is enhanced as the program is operated within the district's building.

Preschool Agency Coordination Explain how the LEA coordinates with agencies that serve preschool age children with disabilities.

25 1. Address coordination activities designed to identify and serve children with disabilities and the supports and accommodations available to ensure both physical and programmatic access. 2. Address pre-kindergarten programs operated directly by the LEA and those operated by community agencies under contract from the LEA. 3. Describe how the LEA provides for a smooth transition from the home setting and any early childhood care or educational setting the students attend, to the school setting. The district participates in Transition to K meetings in February with eligible students who will be entering kindergarten. These meetings are hosted within the elementary school setting and have a district representative, an IU representative, and the parent in attendance. Written information from the early intervention service provider is reviewed at the meeting. Parents have the opportunity to meet the special education director during the meeting and discuss any concerns and the parents goals for their child. After the transition meeting in February, parents are asked to sign a Permission to Evaluate for school age programs. The evaluation is conducted and their input is again solicited. The parent and student are then asked to schedule an individual appointment for kindergarten registration. The district asks that all students participate in the registration process as the regular home school building is thought to be an appropriate educational placement. During this registration appointment, parents will be introduced to kindergarten teachers, special education teacher, building principal, guidance counselor, and school nurse. Immediately prior to the beginning of the school year, the district hosts an orientation day where the students are permitted to practice donning and doffing the school bus, accessing the school cafeteria, and their classrooms.

Materials and Resources Description of Materials and Resources Elementary Education-Primary Level Material and Resources Characteristics Aligned and supportive of academic standards, progresses level to level and demonstrates relationships among fundamental concepts and skills A robust supply of high quality aligned instructional materials and resources available Accessibility for students and teachers is effective and efficient Differentiated and equitably allocated to accommodate diverse levels of student motivation, performance and educational needs

Status Accomplished Developing Developing Accomplished

Provide explanation for processes used to ensure Accomplishment. The district employs a materials, technology, and resources acquisition rotation process. All acquisitions are based on criteria established through scientifically researched data and must be needs driven. Budget constraints have had a direct impact on the purchase of

26 instructional materials; however, the BCSD staff has found many free resources and utilizes the PDE SAS Portal, IU 1, and shared services with other districts to maintain a high quality delivery system. Transition to Common Core Standards is evolving and may impact the need for updated textbooks and resources. The BCSD uses free technology resources such as Google for Educators and the Khan Academy to supplement materials. Professional development is aligned with the characteristics identified.

Explanation for any row checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation: NOT APPLICABLE Elementary Education-Intermediate Level Material and Resources Characteristics Aligned and supportive of academic standards, progresses level to level and demonstrates relationships among fundamental concepts and skills A robust supply of high quality aligned instructional materials and resources available Accessibility for students and teachers is effective and efficient Differentiated and equitably allocated to accommodate diverse levels of student motivation, performance and educational needs

Status Accomplished Developing Developing Accomplished

Provide explanation for processes used to ensure Accomplishment. The district employs a materials, technology, and resources acquisition rotation process. All acquisitions are based on criteria established through scientifically researched data and must be needs driven. Budget constraints have had a direct impact on the purchase of instructional materials; however, the BCSD staff has found many free resources and utilizes the PDE SAS Portal, IU 1, and shared services with other districts to maintain a high quality delivery system. Transition to Common Core Standards is evolving and may impact the need for updated textbooks and resources. The BCSD uses free technology resources such as Google for Educators and the Khan Academy to supplement materials. Professional development is aligned with the characteristics identified.

Explanation for any row checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation: NOT APPLICABLE Middle Level Material and Resources Characteristics Aligned and supportive of academic standards, progresses level to level and demonstrates relationships among fundamental concepts and skills A robust supply of high quality aligned instructional materials and resources available Accessibility for students and teachers is effective and efficient

Status Accomplished Developing Developing

27 Differentiated and equitably allocated to accommodate diverse levels of student motivation, performance and educational needs

Developing

Provide explanation for processes used to ensure Accomplishment. The district employs a materials, technology, and resources acquisition rotation process. All acquisitions are based on criteria established through scientifically researched data and must be needs driven. Budget constraints have had a direct impact on the purchase of instructional materials; however, the BCSD staff has found many free resources and utilizes the PDE SAS Portal, IU 1, and shared services with other districts to maintain a high quality delivery system. Transition to Common Core Standards is evolving and may impact the need for updated textbooks and resources. The BCSD uses free technology resources such as Google for Educators and the Khan Academy to supplement materials. Professional development is aligned with the characteristics identified.

Explanation for any row checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation: NOT APPLICABLE High School Level Material and Resources Characteristics Aligned and supportive of academic standards, progresses level to level and demonstrates relationships among fundamental concepts and skills A robust supply of high quality aligned instructional materials and resources available Accessibility for students and teachers is effective and efficient Differentiated and equitably allocated to accommodate diverse levels of student motivation, performance and educational needs

Status Accomplished Accomplished Developing Developing

Provide explanation for processes used to ensure Accomplishment. The district employs a materials, technology, and resources acquisition rotation process. All acquisitions are based on criteria established through scientifically researched data and must be needs driven. Budget constraints have had a direct impact on the purchase of instructional materials; however, the BCSD staff has found many free resources and utilizes the PDE SAS Portal, IU 1, and shared services with other districts to maintain a high quality delivery system. Transition to Common Core Standards is evolving and may impact the need for updated textbooks and resources. The BCSD uses free technology resources such as Google for Educators and the Khan Academy to supplement materials. Professional development is aligned with the characteristics identified.

Explanation for any row checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation: NOT APPLICABLE

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SAS Incorporation Elementary Education-Primary Level Standards Arts and Humanities Career Education and Work Civics and Government PA Core Standards: English Language Arts PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects PA Core Standards: Mathematics Economics Environment and Ecology Family and Consumer Sciences Geography Health, Safety and Physical Education History Science and Technology and Engineering Education Alternate Academic Content Standards for Math

Alternate Academic Content Standards for Reading American School Counselor Association for Students Early Childhood Education: Infant-Toddler→Second Grade English Language Proficiency Interpersonal Skills School Climate

Status Full Implementation Not Applicable Not Applicable Full Implementation Full Implementation Full Implementation Not Applicable Full Implementation Not Applicable Full Implementation Full Implementation Full Implementation Full Implementation Implemented in 50% or more of district classrooms Implemented in 50% or more of district classrooms Not Applicable Not Applicable Not Applicable Full Implementation Full Implementation

Further explanation for columns selected " The process of development and refinement. using the SAS recourses have been incorporated accordingly to Pa. Common Cores. Career Education and Work, Civics and Government, and Economics are not addressed at the Elementary Primary Level. They are addressed at the Middle and High School Levels.

29 Family and Consumer Science is not addressed at the Elementary Primary Level. It is addressed at the Middle School Level. ELP is not a need at this time. Elementary Education-Intermediate Level Standards Arts and Humanities Career Education and Work Civics and Government PA Core Standards: English Language Arts PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects PA Core Standards: Mathematics Economics Environment and Ecology Family and Consumer Sciences Geography Health, Safety and Physical Education History Science and Technology and Engineering Education Alternate Academic Content Standards for Math

Alternate Academic Content Standards for Reading American School Counselor Association for Students English Language Proficiency Interpersonal Skills School Climate Further explanation for columns selected "

Status Full Implementation Not Applicable Full Implementation Full Implementation Full Implementation Full Implementation Full Implementation Full Implementation Not Applicable Full Implementation Full Implementation Full Implementation Full Implementation Implemented in 50% or more of district classrooms Implemented in 50% or more of district classrooms Not Applicable Not Applicable Full Implementation Full Implementation

30 The process of development and refinement. using SAS recourses have been incorporated accordingly to Pa. Common Core.. ELP is not a need at this time. Tthe Elementary School does not participate with ASCAS. Career Education and Work is not addressed at the Elementary Intermediate Level. It is addressed at the Middle and High School Levels. Family and Consumer Science is not addressed at the Elementary Intermediate Level. It is addressed at the Middle School Level. Middle Level Standards Arts and Humanities Career Education and Work Civics and Government PA Core Standards: English Language Arts PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects PA Core Standards: Mathematics Economics Environment and Ecology Family and Consumer Sciences Geography Health, Safety and Physical Education History Science and Technology and Engineering Education Alternate Academic Content Standards for Math

Alternate Academic Content Standards for Reading American School Counselor Association for Students English Language Proficiency Interpersonal Skills

Status Full Implementation Full Implementation Full Implementation Full Implementation Full Implementation Full Implementation Not Applicable Full Implementation Full Implementation Full Implementation Full Implementation Full Implementation Full Implementation Implemented in 50% or more of district classrooms Implemented in 50% or more of district classrooms Not Applicable Not Applicable Full Implementation

31 Full Implementation Full Implementation

School Climate World Language Further explanation for columns selected "

Process of development and refinement using the SAS recourses have been incorporated accordingly to Pa Common Core.. ELP is not a need at this time. World Language is currently not offered at the Middle School level and the Middle School does not participate with ASCAS. High School Level Standards Arts and Humanities Career Education and Work Civics and Government PA Core Standards: English Language Arts PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects PA Core Standards: Mathematics Economics Environment and Ecology Family and Consumer Sciences Geography Health, Safety and Physical Education History Science and Technology and Engineering Education Alternate Academic Content Standards for Math

Alternate Academic Content Standards for Reading

Status Full Implementation Full Implementation Full Implementation Full Implementation Full Implementation Full Implementation Full Implementation Full Implementation Not Applicable Full Implementation Full Implementation Full Implementation Full Implementation Implemented in 50% or more of district classrooms Implemented in 50% or more of district classrooms

32 American School Counselor Association for Students English Language Proficiency

Not Applicable Not Applicable Full Implementation Full Implementation Full Implementation

Interpersonal Skills School Climate World Language Further explanation for columns selected "

Areas that are designated with more than 50% are in the process of development and refinement. As SAS recourses have been incorporated accordingly aligning all courses aligned to Pa. Common Core.. BCHS does not offer F&CS at this time and does not participate with ASCAS. Career Education and Work are addressed at area vocational school and buisness classes at the High School.

Professional Education Characteristics District’s Professional Education Characteristics Enhances the educator’s content knowledge in the area of the educator’s certification or assignment. Increases the educator’s teaching skills based on effective practice research, with attention given to interventions for struggling students. Increases the educator's teaching skills based on effective practice research, with attention given to interventions for gifted students. Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision making. Empowers educators to work effectively with parents and community partners. District’s Professional Education Characteristics Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other, as well as to Pennsylvania’s academic standards. Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for gifted students are

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33 aligned to each other, as well as to Pennsylvania's academic standards. Provides leaders with the ability to access and use appropriate data to inform decision making. Empowers leaders to create a culture of teaching and learning, with an emphasis on learning. Instructs the leader in managing resources for effective results.

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Provide brief explanation of your process for ensuring these selected characteristics. We believe that the content and design of our continuing professional education plan should be determined by the learning needs of our professional staff, the organizational needs of the school entity, and the changing nature of the federal and state policies and initiatives. Therefore, we utilized much of the information developed from the district's needs assessment and the Act 48 Professional education Documentation Forms to determine tentative content and timelines to guide our continuing education offerings. We also utilize principal and administrative suggestions for staff development.

Provide brief explanation for strategies not selected and how you plan to address their incorporation. NOT APPLICABLE

Educator Discipline Act 126, 71 Provides educators with mandated reporter training, totaling 3 hours, every 5 years as outlined in Act 126. Questions The LEA has conducted the required training on: 3/20/2015 All staff watched the training modules and completed the quiz. Provides educators with four (4) hours of professional development in youth suicide awareness and prevention every five (5) years for professional educators in grades six through twelve as outlined in Act 71. Questions The LEA has conducted the training on: 10/16/2015 I hour training on suiciide Provides educators with four (4) hours of professional development every five (5) years for professional educators that are teaching the curriculum in which the Child Exploitation Awareness Education program is incorporated as outlined in Act 71. Questions The LEA plans to conduct the training on approximately: 3/18/2016 Staff willl be trained the Child Exploitation Awareness Education Program

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Strategies Ensuring Fidelity  Professional Development activities are based upon detailed needs assessments that utilize student assessment results to target instructional areas that need strengthening.  Using disaggregated student data to determine educators’ learning priorities.  Professional Development activities are based upon detailed needs assessments that utilize student assessment results to target curricular areas that need further alignment.  Professional Development activities are developed that support implementation of strategies identified in your action plan.  Clear expectations in terms of teacher practice are identified for staff implementation.  An implementation evaluation is created, based upon specific expectations related to changes in teacher practice, which is used to validate the overall effectiveness of the professional development initiative.  The LEA has a systemic process that is used to validate whether or not providers have the capacity to present quality professional development.  Administrators participate fully in all professional development sessions targeted for their faculties.  Every Professional development initiative includes components that provide ongoing support to teachers regarding implementation.  The LEA has an ongoing monitoring system in place (i.e. walkthroughs, classroom observations).  Professional Education is evaluated to show its impact on teaching practices and student learning. Provide brief explanation of your process for ensuring these selected characteristics. The District has all of the teacher's participate in a Staff Development Needs Assessment Survey. The results of this survey are used to guide much of the professional development activities for the subsequent year. Trainings and workshops through the Intermediate Unit and PaTTAN are also shared with teachers based upon identified needs. These needs are also identified by the results of student data and state initiatives such as the implementation of the Common Core Standards.

Provide brief explanation for strategies not selected and how you plan to address their incorporation. NOT APPLICABLE

Induction Program 

Inductees will know, understand and implement instructional practices validated by the LEA as known to improve student achievement.

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Inductees will assign challenging work to diverse student populations.

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Inductees will know the basic details and expectations related to LEA-wide initiatives, practices, policies and procedures.

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Inductees will know the basic details and expectations related to school initiatives, practices and procedures.

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Inductees will be able to access state curriculum frameworks and focus lesson design on leading students to mastery of all state academic standards, assessment anchors and eligible content (where appropriate) identified in the LEA's curricula.

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Inductees will effectively navigate the Standards Aligned System website.

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Inductees will know and apply LEA endorsed classroom management strategies.

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Inductees will know and utilize school/LEA resources that are available to assist students in crisis.

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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 your process for ensuring these selected characteristics. Program is set up based on necessary criteria and staff member meets with various mentors and administrators to complete the mentoring program.

Provide brief explanation for strategies not selected and how you plan to address their incorporation. NOT APPLICABLE

Needs of Inductees 

Frequent observations of inductee instructional practice by a coach or mentor to identify needs.

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Frequent observations of inductee instructional practice by supervisor to identify needs.

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Regular meetings with mentors or coaches to reflect upon instructional practice to identify needs.

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Student PSSA data.

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Standardized student assessment data other than the PSSA.

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Classroom assessment data (Formative & Summative).

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Inductee survey (local, intermediate units and national level).

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Review of inductee lesson plans.

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Review of written reports summarizing instructional activity.

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Submission of inductee portfolio.

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Knowledge of successful research-based instructional models.

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Information collected from previous induction programs (e.g., program evaluations and second-year teacher interviews).

Provide brief explanation of your process for ensuring these selected characteristics. The BCSD believes that making meaning through reflective study improves quality teaching and learning. The development of essential knowledge and skills is accomplished through the induction plan that provides mentorship and learning experiences. This view reflects a belief that teachers' knowledge and skills are dynamic rather than static. Knowledge about teaching is continually generated through the study and reflection of their teaching practices. Professional growth is guided by beliefs, quality teaching and data driven practices and is critical to successful implementation.

Provide brief explanation for strategies not selected and you plan to address their incorporation. NOT APPLICABLE

Mentor Characteristics     

Pool of possible mentors is comprised of teachers with outstanding work performance. Potential mentors have similar certifications and assignments. Potential mentors must model continuous learning and reflection. Potential mentors must have knowledge of LEA policies, procedures and resources. Potential mentors must have demonstrated ability to work effectively with students and other adults.  Potential mentors must be willing to accept additional responsibility.  Mentors must complete mentor training or have previous related experience (e.g., purpose of induction program and role of mentor, communication and listening skills, coaching and conferencing skills, problem-solving skills and knowledge of adult learning and development).  Mentors and inductees must have compatible schedules so that they can meet regularly. Provide brief explanation of your process for ensuring these selected characteristics.

37 Principals and district administrators provide input in terms of recommended mentors. Before principals recommend a mentor, all of the above characteristics are considered. Every effort is made to ensure that mentors and inductees share a common planning time, have similar certifications and positions, and will be able to work together effectively to meet the needs of the new teacher.

Provide brief explanation for characteristics not selected and how you plan to address their incorporation. NOT APPLICABLE

Induction Program Timeline Topics Code of Professional Practice and Conduct for Educators Assessments Best Instructional Practices Safe and Supportive Schools Standards Curriculum Instruction Accommodations and Adaptations for diverse learners Data informed decision making Materials and Resources for Instruction

Aug- Oct- Dec- Feb- Apr- JunSep Nov Jan Mar May Jul X X X

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If necessary, provide further explanation. This narrative is empty.

Monitoring Evaluating and Induction Program Identify the procedures for monitoring and evaluating the Induction program. The mentor documents his/her involvement with the program as does the inductee. The inductee and mentor answer questions in the binder with regard to the quality of the Induction Program and are encouraged to make suggestions/recommendations for improvement. The checklist and activities are reviewed by the building principal to ensure completeness of the program. All activities and logs are sent to the Superintendent for approval. The Superintendent also reviews and considers suggestions for improvement in the program. Each inductee is presented with a certificate upon successful completion of the Induction Program.

Recording Process

38 Identify the recording process for inductee participation and program completion. (Check all that apply) 

Mentor documents his/her inductee's involvement in the program.

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A designated administrator receives, evaluates and archives all mentor records.

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School/LEA maintains accurate records of program completion and provide a certificate or statement of completion to each inductee who has completed the program.

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LEA administrator receives, tallies, and archives all LEA mentor records.

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Completion is verified by the LEA Chief Executive Officer on the Application for Level 2 Certification.

Special Education Special Education Students Total students identified: 218

Identification Method Identify the District's method for identifying students with specific learning disabilities. Bethlehem Center School District currently utilizes the severe discrepancy model (ability/achievement) when determining if a student meets definitional criteria for being identified as a student with specific learning disabilities. The district uses this process to analyze student strengths and weaknesses and to determine if the student has a severe discrepancy between intellectual ability and academic achievement relative to age or grade. Evaluation teams administer tests of intelligence to determine the student's IQ as well as norm referenced tests of academic achievement so that the discrepancy between the scores from the two measures can be appraised. The evaluation team utilizes the statistical and technical information provided by the test developers to calculate significant statistical differences (.05 probability level) between intellectual ability and actual achievement. The district further recognizes that the existence of an ability-achievement discrepancy is not sufficient to determine eligibility. The evaluation team also documents the extent to which the student's achievement is discrepant from age or grade. In Bethlehem center School District, in order for a student to be identified as a student with a specific learning disability, the student must not only display a significant discrepancy in pattern of scores but must also be achieving below age or grade level. The district also assesses and documents exclusionary criteria as set forth in federal and state regulations including: vision/hearing/motor problems, intellectual disability, emotional disturbance, cultural/environmental/economic disadvantage, and limited

39 English proficiency. The district also ensures that the underachievement in a child suspected of having a learning disability is not due to lack of appropriate instruction in reading and or math. Prior to formalized testing (at the elementary) unless parent requests special education testing, the child participates in the Child Study Team Program. Research based strategies are utilized for six weeks . If the interventions were unsuccessful, a formal psychoeducational evaluation is completed. If a child demonstrates educational growth, the interventions were successful, so the child contuniues with the Child Study process.

Enrollment Review the Enrollment Difference Status. If necessary, describe how your district plans to address any significant disproportionalities. The data is publicly available via the PennData website. You can view your most recent report. The link is: http://penndata.hbg.psu.edu/BSEReports Considering a 5% difference as disproportionate, the evaluation data presented in the Special Education Data report for the 2013-14 school year, suggests that Bethlehem Center School District has identified a higher percentage of students with Specific Learning Disabilities (district-52.8% - state average-44.3%) and has identified a lower percentage of students with Other Health Impairments. (District 6.0%- state average- 12.3%) The Bethlehem Center School District uses the predicted achievement method, rather than the one standard deviation method (between IQ and the actual achievement score) to identify students with Specific Learning Disabilities. The predicted achievement method may tend to identify more children for specific learning disabilities than the 1 SD method. If the district practiced the 1 SD method, we may have substantially less children meeting the criteria for SLD, but being in the need for Specially Designed Instruction in order to be successful in the general education classroom. The general education classroom teacher would provide the SDIs and differentiated instruction to meet students needs. The district will consider using the 1 SD method to identify students with Specific Learning Disabilities. The district has a lower percentage of students identified in the Other Health Impairments category, perhaps because the majority of our 504 Service Plans are written for students with OHIs such as ADHD and ADD. The district will consider meeting with parents to discuss the options of IEPs vs. 504 plans for students with Other Health Impairments.

Non-Resident Students Oversight

40 1. How does the District meet its obligation under Section 1306 of the Public School Code as the host District at each location? 2. How does the District ensure that students are receiving a free appropriate public education (FAPE) in the least restrictive environment (LRE)? 3. What problems or barriers exist which limit the District's ability to meet its obligations under Section 1306 of the Public School Code? No programs within geographic boundaries.

Incarcerated Students Oversight Describe the system of oversight the District would implement to ensure that all incarcerated students who may be eligible for special education are located, identified, evaluated and when deemed eligible, are offered a free appropriate public education (FAPE). The district's annual public notice is published in local newspapers, student handbooks, and on the district's web page thereby making community members aware of the screenings available and services offered by the school district. When a responsible party (parent, guardian, legal representative) requests an evaluation for a student registered in the Bethlehem Center School District, the district conducts such evaluations within 60 days and proceeds with the special education process. When the district is aware that a student with a disability has been incarcerated, the LEA contacts a representative from the correction facility to expedite the process and necessary paperwork to get an appropriate educational program in place for that student. When the District receives Determination of District of Residence for Students in Facilities and Institutions-Form 4605, the district verifies the family's residency, signs, and returns the form. The form is the impetus for contact with the institution and communication about student needs and educational programming. Each building has a copy of the BEC on this issue. A collaborative working relationship has been established between district administrators and local law enforcement in order to safeguard the confidentiality of the students to the degree protected bu the law.

Least Restrictive Environment 1. Describe the District procedures, which ensure that, to the maximum extent appropriate, children with disabilities, including those in private institutions, are educated with non-disabled children, and that removal from the regular education environment only occurs when education in that setting with supplementary aids and services, cannot be achieved satisfactorily. 2. Describe how the District is replicating successful programs, evidence-based models, and other PDE sponsored initiatives to enhance or expand the continuum of

41 supports/services and education placement options available within the District to support students with disabilities access the general education curriculum in the least restrictive environment (LRE). (Provide information describing the manner in which the District utilizes site-based training, consultation and technical assistance opportunities available through PDE/PaTTAN, or other public or private agencies.) 3. Refer to and discuss the SPP targets and the district's percentages in the Indicator 5 section - Educational Environments. Also discuss the number of students placed out of the district and how those placements were determined to assure that LRE requirements are met. The Bethlehem Center School District educates students with disabilities with non disabled students to the maxium extent appropriate with supplemental aides and services. Special classes, separate schooling, or other removal of children with disabilites from the regular educataion environment occurs ONLY if the severity of the disability is such that education in regular classes even with the use of supplementary aids and services could not be achieved satisfactorily. Students placed outside of school district are monitored via telephone contacts and e-mail. There are currently fifteen students placed outside of the school district in IU run autstic, emotional support and life skill programs and in Approved Private Schools for autism. IEP meetings begin by focusing on the student's classroom performance located in the Present Levels section of the IEP. General education teachers are present at every IEP meeting and are not routinely excused without parent permission. A. The IEP Team reviews assessment data including results from standardized tests, curriculum based assessments, daily classroom performance (grades, attendance, and discipline), general education teacher input, parent input, and student input (if appropriate). The team also reviews the student's strengths and needs and instructional strategies that have been implemented in the general education classroom to address the student's specific problem areas. The team discusses the effectiveness of these strategies/modifications/accommodations in relation to the individual student's progress compared to his/her classmates and curricular benchmarks. The team discusses how the student's difficulties impact his/her achievement and progress in the general education curriculum. B. The IEP Team develops specific goals for the student that will allow progress and skills to be quantified and monitored. The IEP Team reflects on the effectiveness of strategies currently being employed in the classroom and brainstorm any additional strategies/accommodations that would be necessary and are directly related to the student's targeted difficulty and goal. In this brainstorming session, the IEP Team considers the need for supplemental aids and services and additional supports for school personnel to facilitate student success toward goals. II. Placement options are not considered until the body of the IEP has been developed. Team considers input from all members including the GE teacher, parent, and student (if appropriate) to determine if these strategies are appropriate and able to be implemented in the GE classroom with supports and services. If members agree that the program can be implemented in the GE classroom, that placement option is chosen. If the members of the team conclude that a more restrictive environment (small group, pull out class)would best

42 meet student's need, then IEP team will choose this option. The more restrictive option is chosen if the IEP Team agrees that the student would not gain educational benefit in the general education class, even with supports and services. Based on student need, outside placement will be considered only after all other options have been discussed and considered. If the student's needs would be best met at an outside placement, that option will be considered. III. After the IEP is completely developed, a NOREP is issued based on student's needs. The array of placement options are outlined and reviewed with the parent. A. If the parent agrees and signs the NOREP, the placement begins. B. If the parent disagrees and refuses the district's recommendation, dialogue continues until consensus about student needs and appropriate programming is reached. If need be, the district and/or parent can request and participate in mediation or dispute resolution process through ODR. The district administration joined PATTAN's Co-Teaching Professional Learning Community Co-Teaching: Beyond One Teach/One Assist Approach. (The district was awarded a $6,000 mini-grant for each bulding) The administrative team, along with IU 1's Inclusive Practices/LRE representative are committed to attend three webinars and 3 Face -to Face meetings located at PATTAN-Pittsburgh. Bethlehem-Center School District currently implements the co-teaching model in the 5th grade, the middle school and high school for Science, English, Social Studies and Math. The purpose of this training is to encourage the middle and high school teachers to utilize other models of co-teaching aside from one teachone assist. The district plans to introduce and implement the co-teaching model in the area of math and/or reading in the lower grades as well. The district administration and IU 1 Inclusive Practices/LRE representative have also joined together to provide training and information on Least Restrictive Environment to all buildings. The district has made arrangements for the special education and general education teachers identified as target groups for the Co-Teaching training, to observe effective co-teaching practices in neighboring districts. The District and IU 1 have also joined together to provide training to the general education and special education staff on Optimized Inclusive Practices Training (sponsored through PATTAN) The district will continue to seek out programs and grant monies that assist in facilitating access to the general education curriculum in the least restrictive environment. All buildings offer common planning time to ensure collaboration between General education and special education teachers. Consultations are provided by IU1 and PATTAN to assist in behavior management of students, and are available to assist teachers in conducting Functional Behavior Assessments and writing Positive Behavior Support Plans when student's behavior is impeding the learning of himself or others. Program supervision is provided by the Principal or Special Education Supervisor. The district also has a partnership with Centerville Clinics to provide on-site therapists on a daily basis for eligible students. Two high school learning support teachers, the high school principal, special education director, and social worker has joined the PATTAN sponsored RENEW Program. The program focuses on how to determine which students are at risk for dropping out of school and teach

43 strategies to help at risk students stay in school, in the LRE, graduate and achieve their goals. The RENEW Team will participate in PA Schoolwide Positive Behavior Support Program which focuses on positive reinforcement, good classroom management strategies and individual behavior plans. The Student Assistance Team is also avaialble to conduct assessments and develop intervention plans focusing on the student's academic and behavior issue. Our district also has a full time social worker and guidance counselors that provide individual and small group counseling sessions to address student behavior, academic or emotional issues. The district also has a full time School Psychologist to provide psychological services. The District special education supervisor developed a manual for General and Special Educators with various special education topics including: Responsibilities of the General Education Teacher, Special Education Landmark Cases, LRE and Educational PLacements, Inclusion Practices, Accommodations and Modifications, Co teaching and coteaching approaches, Behavior Management techniques and Changing Actions and Attitudes toward people with Disabilities. In additon, the special education director and IU1 has conducted professional development classes on Autism, Behavior Management Support, Special Education Law, Functional Behavior Assessments/Positive Behavior Support Plans, Extended School Year, Assistive Technology, Writing Reevaluations. The district has also sent staff to participate in professional development activities sponsored through PATTAN and IU1. The district is committed to reading instruction and reading programs to meet student needs. All students are exposed to the general education curriculum. Intensive intervention materials are utlized from the general education curriculum for those students who need extra support. SRA Direct Instruction is available and utilized for students who are struggling readers. The district is committed to using reseached based programs in math. Students are exposed to the regualr education curriculum by using the co-teaching model. When not appropriate, students are provided instruction in smaller group, slower paced setting using functional math program. Student data reviews are stressed to enable teaching staff to make connections between the needs of divers learners and differentiated instruction as an effective strategy. The district plans to continue to provide professional development regarding inclusive practices, LRE, differentiated curriculum, UDL, assistive technology,behavior management, autism and other disabilities., parent engagement, and scientifically based interventions. The district also intends to establish improved partnerships with community and families. EDUCATIONAL ENVIRONMENTS The 2013-14 Special Education Data Report indicates that Bethlehem-Center educates 77% of special education students inside the regular education class for 80% or more of the school day, The state average is 62.7%. The Data indicates that the Bethlehem Center School District educates 8.5% of special education students for 40% or more of school day inside regular education class. This is attributed to the co-teaching method that is used primarily in 5th grade through middle school and high school. Based on the 2013-14 Special Education Data, the district has 3.83% percent of students

44 outside the district in other settings, compared to the 1.5% state average according to cyclical monitoring data in 2013-14. As a result of this, the District was obligated to devise a plan. The Bethlehem Center School District is committed to decreasing the number of students of disabilities sent to outside placements. 1. August 2014- the district created an autistic/life skills classroom in the Beth-Center Elementary School. 2. August 2014- the district created a resource room in the middle school, specifically designed to provide a continuum of services for those students who are not being successful in the general education classroom even with supplementary aids and services. The room is also utilized as a resource room for students in need of assistance academically or emotionally. 3. August 2014- The district created a life skils program in the middle school 4. The district has established a RENEW team and is committed to working with those individual Tier 3 students. Tailored programs are being developed in an attempt to help student behavior. Special education teachers and general education teachers were provided training through IU1 on classroom mangement. Special educatin teachers were provided training on developing Functional Behavior Assessments and Positive Behavior Support Plans. 5. The district RENEW team plans to attend the conference sponsored through PATTAN on school wide Positive Behavior Support Program . The district is considering implementing the School Wide Positive Behavior Support Model. The RENEW Team consists of the high school emotional support teacher, high school learning support teacher, the special education director and the high school principal.

Behavior Support Services Provide a summary of the District policy on behavioral support services including, but not limited to, the school wide positive behavior supports (PBS). Describe training provided to staff in the use of positive behavior supports, de-escalation techniques and responses to behavior that may require immediate intervention. If the district also has School-Based Behavioral Health Services, please discuss it. Current Board-approved Behavioral Support policy states that positive, rather than negative measures must form the basis of behavior support programs to ensure that all students must be free from demeaning treatment, the use of aversive techniques, and the unreasonable use of restraints. Behavior support programs and plans must be based upon a functional assessment and utilize positive behavioral techniques. When an intervention is needed to address a problem behavior, the types of interventions chosen must be the least intrusive necessary. The use of restraints is considered as a measure of last resort, only to be used after less intrusive measures, including de-escalating techniques. The use of restraints on an individual student shall result in an IEP meeting within 10 school days regarding the inappropriate behavior causing the use of restraints, unless the parent, agrees

45 in writing to waive the meeting. At this meeting, it will be determined by IEP Tem whether student is in need of Functional Behavior Assessment, Reevaluation, or new or revised Positive Behavior Support Plan. The Bethlehem Center School District is obligated to report data on the use of restraints on the RISC system maintained by Leaders. The district provides training to all staff through IU1 Behavior Management Specialist, yearly, in the use of positive behavior supports, de-escalation techniques and responses to behavior that may require immediate intervention. In addition, the district administration and IU1 Behavior management specialist is available for consultative services for specific issues for individual students. SCHOOL BASED BEHAVIORAL HEALTH SERVICES The Bethlehem-Center School District provides various behavior,social, and emotional supports to help maintain students in the least restrictive environment. The district has established a RENEW Team to assist Tier 3, At-risk students with attendance issues, academics or behavior/emotional issues. This team will attend the PA School Wide Positive Support Conference in May and train staff on School Wide Behavior Program that focuses on positive reinforcement, classroom management strategies and individual Behavior Plans. The district will also utilize the On Hands System as an early data tracking system to detect students who are having attendance, behavior and class performance issues. A "Check and Connect" IEP Team will be assigned to monitor the at risk student's academic performance, behavior and attendance, Team members will attempt to establish personal connections with student/family and make phone calls home and hold meetings to discuss attendance. behavior and or poor grades. It will also be determined what interventions are needed to for student success. The District employs three guidance counselors- one in each building (elementary, middle school, high school) We also have one full time social worker for the district. The guidance counselors and social worker meet with individual or small groups of students. Some activities and services provided are: academic support, decision making, post secondary school/career awareness, problem-solving/conflict resolution, getting along with peers, relationships, social skills and copinfg strategies. The District has a Student Assistance Program in all three buildings. The team has been specially trained to conduct student needs assessments, develop intervention plans focusing on the academic, social, emotional and behavioral neeeds of the students. Members on the team include administration members, nurse, social worker, school psychologist, guidance counselor and teachers. The District also has a partnership with Centerville Clinic that provides therapeutic services to eligible students at the high school level. The district is considering expanding program to elementary and middle school level in the 2016-17 school year. · .

46

Intensive Interagency/Ensuring FAPE/Hard to Place Students 1. If the LEA is having difficulty ensuring FAPE for an individual student or a particular disability category, describe the procedures and analysis methods used to determine gaps in the continuum of special education supports, services and education placement options available for students with disabilities. 2. Include information detailing successful programs, services, education placements as well as identified gaps in current programs, services, and education placements not available within the LEA. Include an overview of services provided through interagency collaboration within the LEA. 3. Discuss any expansion of the continuum of services planned during the life of this plan.

When the district recognizes that a student is having significant difficulty succeeding in his/her educational program, the IEP Team reconvenes to brainstorm additional strategies and supports to address the student's difficulty. If after exhausting all supplemental aids and services, the district suspects that a student requires a more restrictive educational environment than is available in the home school setting, the district contacts other local agencies including the Intermediate Unit One and Privately Licensed Academic Facilities to see if either can provide necessary services to the student. The Washington County InterAgency Team Coordinators should also be contacted. After the student's situation has been discussed and needs clearly defined, if an appropriate placement cannot be found, the district will convene an Inter-Agency Team meeting with the IU 1 and the Interagency Coordinator at PATTAN to assist in the process of securing a placement for the student. In the event that a placement cannot be secured and in the event that the student has been or will be at risk of waiting 30 days or more for an appropriate educational placement, the district will report the required information to the Pennsylvania Department of Education, updating the information monthly as needed until the appropriate placement can be secured. Additionally, the district will report to the Pennsylvania Department of Education all students who are on Homebound Instruction or Instruction in the Home. The district was able to place an individual student with multiple disabilities within his home school at the elementary level, with the assistance and support from the Intensive Interagency representatives from PATTAN and IU 1. Through Cylical Monitoring in May 2014, the Bethlehem Center School District was cited for too many students placed out of the District in other settings. The District created a LRE Improvement Plan. The main points to the plan is to have discussions at the IEP Meeting for any student placed outside district to determine if the student could be returned to home school. This will be carried out on a case by case basis, The District opened an Autistic Support/Life Skills CLassroom at the beginning of the 2014-15 school year. The District has been taking this current school year (2014-15) to establish the program and have all supports and resources in place. . A middle school Life Skills program was also established in 2014-15. The district continues to run its emotional support and life skills classroom at the high school. PLANS OF EXPANSION OF CONTINUUM OF SERVICES

47

The district is considering splitting the emotional support/life skills classroom into two separate classrooms for the next school year (2015-16) The District is also considering opening an emotional support/therapeutic services classroom to provide services to the elementary and middle school aged students during the 2016-17 school year. The district is also training staff members in order to establish a building wide Positive Behavior Support Program at the high school level starting the 2015-16 school year and eventaully at the middle school and elementary levels. (2016-17 school year) The district will continue to ensure LRE by utilizing the co-teaching method in 5th grade through the middle school and high school in English, Math, Science and Social Studies Classes. The Administration will continue to encourage the teachers to use different models of co-teaching beside the One Teach-One Assist Method. The lower grades will be encouraged to use co-teaching strategy to provide students access to the general education curriculum with supports and services.

Strengths and Highlights Describe the strengths and highlights of your current special education services and programs. Include in this section directions on how the district provides trainings for staff, faculty and parents. The district recognizes the following strengths in our special education programs and services: 1. The district has significantly increased the provision of special education services available to students in the general education classroom setting. The district recognizes the portability of supplemental aids and services and is now bringing those services to the students in their regular education classroom settings. Co-teaching is now evident in all district buildings. Students with special needs are being exposed to grade level curriculum with more frequency. Students and families have expressed their satisfaction with this shift in service delivery. Special education teachers who are trained in meeting the needs of diverse learners are working cooperatively and collaboratively with their regular education counterparts. This has led to a positive effect in meeting the needs of all learners in our school community. 2. The district has entered a collaborative relationship with Centerville Clinics, Inc. to provide therapeutic services to our students within their home school district, within the building they would attend if not a student with a disability. In previous years, special needs students who have required this level of care were sent to programs outside of the district's borders. This partnership has given our students and families on-site access to mental health professionals including therapists and a psychiatrist. 3. Increased communications between teachers, students, and families have been noted by parents. parents state that they are comfortable contacting teachers when issues arise and

48 collaborating with staff to problem solve. Parents further note that through the open communication between school and home, parents are able to be more actively involved in their child's education. Parents are able to understand how their child is performing in school and to keep abreast of outstanding assignments or tasks. 4. The District opened a Life Skills/Autistic Support Classroom at the beginning of the 201415 school year. In previous years, students were sent to programs outside of the school district. 5. The District opened a Life Skills Support Classroom at the beginning of the 2014-15 school year. In previous years, students were sent to programs outside of the school district. 6. The District established a RENEW Team as a strategy to use for the prevention of students at risk of dropping out of high school. 7. The district administration in collaboration with IU 1 Inclusive Practices/LRE Representative joined PATTANS PLC for Co-Teaching: Beyond One Teach/One Assist Method. 8. Director of Special Education was selected for PATTANs Fellowship Program for new supervisors. 9. The Special Education Director and one learning support teacher are attending OVR meetings in order to collaborate with other special educators in district regarding transition activities. This learning support teacher is serving as our liasion to the community - and we plan on establishing school-to work- experiences with business owners in our community in the upcoming school year (s). 10. Our high school life skills classroom has increased the amount of time they are spending on community based training. The students continue to develop independent living skills. The students have jobs presently in the school setting and are hoping to find job placement within the community. 11. Two students (eligible through OVR) will be attending PAS classes through CCAC and will earn 1 college credit when course is completed in May 2015. 12. The special education director has added Transition related information for parents and staff on the Bethlehem Center Website on the Special Education Page. All activities/trainings/meetings are posted on this site for parents/staff to view. TRAININGS The district provides trainings to staff during common planning time (before students arrive to school) or on delayed start days, (students brought in on a 2 hour delay schedule) Inservice Days or staff is sent to specified training sites. Parents are invited to Inservice Day Trainings through letter and/or trainings hosted by district or the IU 1 are posted on the Special Education Page of the Bethlehem-Center School District Website.

49

Assurances Safe and Supportive Schools Assurances The LEA has verified the following Assurances: 

Implementation of a comprehensive and integrated K-12 program of student services based on the needs of its students. (in compliance with § 12.41(a))



Free Education and Attendance (in compliance with § 12.1)



School Rules (in compliance with § 12.3)



Collection, maintenance and dissemination of student records (in compliance § 12.31(a) and § 12.32)



Discrimination (in compliance with § 12.4)



Corporal Punishment (in compliance with § 12.5)



Exclusion from School, Classes, Hearings (in compliance with § 12.6, § 12.7, § 12.8)



Freedom of Expression (in compliance with § 12.9)



Flag Salute and Pledge of Allegiance (in compliance with § 12.10)



Hair and Dress (in compliance with § 12.11)



Confidential Communications (in compliance with § 12.12)



Searches (in compliance with § 12.14)



Emergency Care and Administration of Medication and Treatment (in compliance with 35 P.S. § 780-101—780-144)



Parents or guardians are informed regarding individual survey student assessments and provided a process for refusal to participate (consistent with § 445 of the General Education Provisions Act (20 U.S.C.A. § 1232h) and in compliance with § 12.41(d))



Persons delivering student services shall be specifically licensed or certified as required by statute or regulation (in compliance with § 12.41(e))



Development and Implementation of Local Wellness Program (in compliance with Public Law 108-265, Section 204)



Early Intervention Services System Act (if applicable) (11 P.S. § 875-101—875-503)

50 

Establishment and Implementation of Student Assistance Programs at all of levels of the school system (in compliance with 24 PS § 15-1547)



Acceptable Use Policy for Technology Resources



Providing career information and assessments so that students and parents or guardians might become aware of the world of work and career options available.

Special Education Assurances The Local Education Agency (District) has verified the following Assurances: 

Implementation of a full range of services, programs and alternative placements available to the school district for placement and implementation of the special education programs in the school district.



Implementation of a child find system to locate, identify and evaluate young children and children who are thought to be a child with a disability eligible for special education residing within the school district's jurisdiction. Child find data is collected, maintained and used in decision-making. Child find process and procedures are evaluated for its effectiveness. The District implements mechanisms to disseminate child find information to the public, organizations, agencies and individuals on at least an annual basis.



Assurances of students with disabilities are included in general education programs and extracurricular and non-academic programs and activities to the maximum extent appropriate in accordance with an Individualized Education Program.



Compliance with the PA Department of Education, Bureau of Special Education's report revision notice process.



Following the state and federal guidelines for participation of students with disabilities in state and district-wide assessments including the determination of participation, the need for accommodations, and the methods of assessing students for whom regular assessment is not appropriate.



Assurance of funds received through participation in the medical assistance reimbursement program, ACCESS, will be used to enhance or expand the current level of services and programs provided to students with disabilities in this local education agency.

24 P.S. §1306 and §1306.2 Facilities There are no facilities.

51

Least Restrictive Environment Facilities Facility Name

Type of Facility

IU 1 Educational Campus at Laboratory Transformation Learning Washington Park Elementary Bentworth Middle School IU 1 Bentworth Elementary Bentworth Elementary Bentworth High School IU 1 Charleroi Elementary IU 1 East Franklin NHS -Ellsworth Watson Institute

Special Education Centers Approved Private Schools Neighboring School Districts Neighboring School Districts Neighboring School Districts Neighboring School Districts Neighboring School Districts Neighboring School Districts Neighboring School Districts Approved Private Schools Approved Private Schools

Type of Service Autistic Support Emotional Support Autistic Support Autistic Support Autistic Support Emotional Support Emotional Support Autistic Support Emotional Support Autistic Support Autstic Support

Number of Students Placed 1 1 4 1 1 1 2 1 1 3 1

Special Education Program Profile Program Position #1 Operator: School District PROGRAM DETAILS Type: Position Implementation Date: August 24, 2015 Reason for the proposed change: Supplemental support students PROGRAM SEGMENTS Location/Building Bethlehem Center Elementary-RO

Grade An Elementary School Building

Building Type A building in which General Education programs

Support Supplemental (Less Than 80% but More Than 20%)

Service Type Learning Support

Age Range

Caseload

FTE

5 to 8

15

0.6

52 are operated Justification: More students on caseload are demonstrating a need for increased supports. Bethlehem Center An A building Learning Itinerant 5 to 8 Elementary-RO Elementary in which Support School General Building Education programs are operated Bethlehem Center An A building Supplemental Emotional 5 to 8 Elementary School Elementary in which (Less Than Support School General 80% but More Building Education Than 20%) programs are operated

3

0.3

2

0.1

Age Range

Caseload

FTE

Program Position #2 Operator: School District PROGRAM DETAILS Type: ClassandPosition Implementation Date: August 24, 2015 Reason for the proposed change: emotional support students. PROGRAM SEGMENTS Location/Building

Grade

Bethlehem Center Elementary SchoolDA

An Elementary School Building

Building Type

A building in which General Education programs are operated Justification: More need for increased supports Bethlehem center An A building Elementary SchoolElementary in which DA School General Building Education programs are operated Bethlehem Center An A building Elementary School Elementary in which School General Building Education programs are operated

Support

Service Type

Supplemental (Less Than 80% but More Than 20%)

Learning Support

8 to 11

10

0.5

Itinerant

Learning Support

8 to 11

10

0.4

Supplemental (Less Than 80% but More Than 20%)

Emotional Support

8 to 11

2

0.1

Program Position #3 Operator: School District PROGRAM DETAILS Type: ClassandPosition Implementation Date: August 24, 2015 Reason for the proposed change: itinerant emotional support student PROGRAM SEGMENTS

53 Location/Building

Grade

Bethlehem Center Elementary SchoolJS

An Elementary School Building

Bethlehem Center Elementary SchoolJS

An Elementary School Building

Bethlehem Center Elementary School

An Elementary School Building

Building Type A building in which General Education programs are operated A building in which General Education programs are operated A building in which General Education programs are operated

Support

Service Type

Age Range

Caseload

FTE

Supplemental (Less Than 80% but More Than 20%)

Learning Support

9 to 12

10

0.7

Itinerant

Learning Support

9 to 12

10

0.2

Itinerant

Emotional Support

9 to 12

1

0.1

Age Range

Caseload

FTE

Program Position #4 Operator: School District PROGRAM DETAILS Type: ClassandPosition Implementation Date: August 24, 2015 Reason for the proposed change: emotional support students. PROGRAM SEGMENTS Location/Building

Grade

Bethlehem Center Elementary SchoolBB

An Elementary School Building

Bethlehem Center Elementary SchoolBB

An Elementary School Building

Bethlehem Center Elementary School

An Elementary School Building

Program Position #5 Operator: School District PROGRAM DETAILS

Building Type A building in which General Education programs are operated A building in which General Education programs are operated A building in which General Education programs are operated

Support

Service Type

Supplemental (Less Than 80% but More Than 20%)

Learning Support

10 to 13

10

0.7

Itinerant

Learning Support

10 to 13

10

0.2

Supplemental (Less Than 80% but More Than 20%)

Emotional Support

10 to 13

1

0.1

54 Type: ClassandPosition Implementation Date: August 24, 2015 Reason for the proposed change: supplemental support students PROGRAM SEGMENTS Location/Building Bethlehem center Middle School-KM

Grade

Building Type

Support

A Middle School Building

A building in Supplemental which General (Less Than 80% Education but More Than programs are 20%) operated Justification: In creased number of supplemental support students Bethlehem center A Middle A building in Itinerant Middle school-KM School which General Building Education programs are operated Bethlehem Center A Middle A building in Itinerant Middle School School which General Building Education programs are operated

Age Range

Caseload

FTE

Learning Support

12 to 14

15

0.7

Learning Support

12 to 14

8

0.2

Autistic Support

12 to 14

1

0.1

Age Range

Caseload

FTE

Learning Support

13 to 15

12

0.6

Learning Support

13 to 15

15

0.3

Autistic Support

13 to 15

2

0.1

Service Type

Program Position #6 Operator: School District PROGRAM DETAILS Type: ClassandPosition Implementation Date: August 24, 2015 Reason for the proposed change: autstic support students PROGRAM SEGMENTS Location/Building Bethlehem Center Middle School-MD

Grade A Middle School Building

Building Type

Support

A building in Supplemental which General (Less Than 80% Education but More Than programs are 20%) operated Bethlehem Center A Middle A building in Itinerant Middle School-MD School which General Building Education programs are operated Justification: Increased number of itinerant LS students. Bethlehem Center A Middle A building in Itinerant Middle School School which General Building Education programs are operated

Service Type

Program Position #7 Operator: School District PROGRAM DETAILS Type: ClassandPosition Implementation Date: August 24, 2015 Reason for the proposed change: Emotional support students and Autistic Support Int.

55 PROGRAM SEGMENTS Location/Building Bethlehem Center Middle School-LR

Grade

Building Type

Support

A Middle School Building

A building in Supplemental which (Less Than 80% General but More Than Education 20%) programs are operated Justification: Increased need for supplemental learning support Bethlehem center A Middle A building in Itinerant Middle School-LR School which Building General Education programs are operated Justification: Increased need for itinerant learning support Bethlehem Center A Middle A building in Supplemental Middle School School which (Less Than 80% Building General but More Than Education 20%) programs are operated Bethlehem Center A Middle A building in Itinerant Middle School School which Building General Education programs are operated

Age Range

Caseload

FTE

Learning Support

14 to 16

14

0.6

Learning Support

14 to 16

12

0.2

Emotional Support

16 to 16

1

0.1

Autistic Support

14 to 16

1

0.1

Age Range

Caseload

FTE

Service Type

Program Position #8 Operator: School District PROGRAM DETAILS Type: ClassandPosition Implementation Date: August 24, 2015 Reason for the proposed change: Itinerant support services. PROGRAM SEGMENTS Location/Building Bethlehem Center High School-SV

Grade

Building Type

Support

A Senior High School Building

Service Type

A building in Supplemental Learning 14 to 12 0.7 which General (Less Than 80% Support 17 Education but More Than programs are 20%) operated Bethlehem Center A Senior A building in Learning 14 to Itinerant 15 0.3 High School-SV High which General Support 17 School Education Building programs are operated Justification: Students are indicating more need for itinerant support than supplemental support services.

Program Position #9 Operator: School District PROGRAM DETAILS Type: Class Implementation Date: August 24, 2015

56 Reason for the proposed change: supplemental support students PROGRAM SEGMENTS Location/Building Bethlehem Center High School-JP

Grade

Building Type

Support

A Senior High School Building

A special Itinerant education Center in which no general education programs are operated Bethlehem Center A Senior A building in Supplemental High School-JP High which General (Less Than 80% School Education but More Than Building programs are 20%) operated Justification: There is a need for supplemental support servicces.

Age Range

Caseload

FTE

Learning Support

16 to 20

15

0.75

Learning Support

16 to 20

12

0.25

Age Range

Caseload

FTE

Service Type

Program Position #10 Operator: School District PROGRAM DETAILS Type: Implementation Date: PROGRAM SEGMENTS Location/Building

Building Type

Support

Service Type

A building in which General Education programs are operated

Supplemental (Less Than 80% but More Than 20%)

Emotional Support

16 to 18

20

0.2

A building in Full-Time which Special General Education Class Education programs are operated Justification: At this time only one student age wavier in place.

Emotional Support

13 to 18

7

0.8

Bethlehem Center School District-KG

Grade A Senior High School Building

Justification: Age waiver in place A Senior High School-KG High School Building

Program Position #11 Operator: School District PROGRAM DETAILS Type: Implementation Date: PROGRAM SEGMENTS Location/Building Bethlehem center High School-FB

Grade A Senior High School Building

Building Type

Support

Service Type

Age Range

Caseload

FTE

A building in which General Education programs are

Supplemental (Less Than 80% but More Than 20%)

Life Skills Support

12 to 19

12

1

57 operated Justification: The IEP Team documents age range variances on individual student IEPs and asks parents to sign age range waivers when appropriate. Students are placed within the program only when the IEP Team agrees that the individual student's needs can be appropriately addressed within this program despite age range requirements

Program Position #12 Operator: School District PROGRAM DETAILS Type: Implementation Date: PROGRAM SEGMENTS Location/Building Bethlehem Center Elementary School-JD

Grade

Building Type

Support

Service Type

Age Range

Caseload

An Elementary School Building

A building in Itinerant Speech and 5 to 11 42 which General Language Education Support programs are operated Justification: Teacher caseload exceeds the three year span, but students are seen in small groups or individually and these services are provided to groups within the allowable three year span. Bethlehem Center A Middle A building in Itinerant Speech and 12 to 15 Middle School-JD School which General Language 15 Building Education Support programs are operated Bethlehem Center A Senior High A building in Itinerant Speech and 13 to 7 High School-JD School which General Language 17 Building Education Support programs are operated

FTE 0.65

0.25

0.1

Program Position #13 Operator: School District PROGRAM DETAILS Type: Class Implementation Date: August 24, 2015 Average square feet in regular classrooms: 837 sq. ft. Square footage of this classroom: 837 sq. ft. (31 feet long x 27 feet wide) Reason for the proposed change: Changed to Autistic Support Only. PROGRAM SEGMENTS Service Type

Age Range

Caseload

FTE

A building in Supplemental Autistic which (Less Than 80% Support General but More Than Education 20%) programs are operated Justification: Changes to Autistic Support Classroom Only. Age waivers on file.

5 to 12

8

1

Location/Building Elementary-EM

Grade An Elementary School Building

Program Position #14 Operator: School District PROGRAM DETAILS

Building Type

Support

58 Type: ClassandPosition Implementation Date: August 25, 2014 Average square feet in regular classrooms: 837 sq. ft. Square footage of this classroom: 837 sq. ft. (31 feet long x 27 feet wide) Reason for the proposed change: Supplemental learning support services. PROGRAM SEGMENTS Location/Building

Grade

Building Type

Support

Service Type

Age Range

Caseload

FTE

A building in Supplemental Life Skills 12 to 10 0.25 which General (Less Than 80% Support 15 Education but More Than programs are 20%) operated Justification: There is an increased need for life skills support services. A Middle A building in Supplemental Learning 12 to Middle School-EJ 15 0.75 School which General (Less Than 80% Support 15 Building Education but More Than programs are 20%) operated Justification: There is an increased student population in need of supplemental learning support services. Middle School-EJ

A Middle School Building

Program Position #15 Operator: School District PROGRAM DETAILS Type: Implementation Date: PROGRAM SEGMENTS Location/Building

Age Range

Caseload

FTE

Learning Support

15 to 17

15

0.75

Learning Support

15 to 17

12

0.25

Grade

Building Type

Support

Service Type

High School

A Senior High School Building

Itinerant

High School-JW

A Senior High School Building

A building in which General Education programs are operated A building in which General Education programs are operated

Itinerant

Program Position #16 Operator: School District PROGRAM DETAILS Type: ClassandPosition Implementation Date: August 24, 2015 Average square feet in regular classrooms: 837 sq. ft. Square footage of this classroom: 841 sq. ft. (29 feet long x 29 feet wide) PROGRAM SEGMENTS Location/Building E;EMENTARY - CS

Grade An Elementary School Building

Building Type A building in which General Education programs

Support Supplemental (Less Than 80% but More Than 20%)

Service Type Life Skills Support

Age Range

Caseload

FTE

5 to 12

6

0.8

59 are operated Justification: We have age waivers. Student of different age levels will not usually be in the class at the same time. Classroom aide will be in place. An A building Full-Time Multiple Elementary - CS 9 to 9 1 0.1 Elementary in which Special Disabilities School General Education Support Building Education Class programs are operated An A building Supplemental Emotional 5 to Elementary - CS 2 0.1 Elementary in which (Less Than Support 12 School General 80% but More Building Education Than 20%) programs are operated Justification: Age waivers on file.

Special Education Support Services Support Service

Teacher FTE

Location

Director of Special Education Special Education Secretary Transportation/Personal care attendants

All District Buildings All district buildings All district buildings

1 1 5

Special Education Contracted Services Special Education Contracted Services Psychologist School Social Worker Occupational Therapist Physical Therapist Speech Therapist

Operator Intermediate Unit Intermediate Unit Intermediate Unit Intermediate Unit Intermediate Unit

Amt of Time per Week 5 Days 5 Days 2 Days 1 Days 1 Days

60

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: Review of each building's accomplishments indicate: 1. Participation targets have been made at each building. 2. Attendance targets have been made in each building. 3. Graduation target was met in 2014-15. 4. SPP was made in Reading/literature for at the high score showing growth.. Elementary and middle school Scores were down due to the the common core PSSA exam. Score will be will be used as a baseline . 5. Student performance in math is strongest at the high school level attaing growth in the Alg.1Keystone Exam. Elementaryr and middle school, fell short of due to the new common core PSSA Exam.. Review of each building's challenges indicate: 1. IEP Subgroup is performing significantly below their non-disabled cohorts

Review of each buildings challenges suggest common necessary action steps including: 1. Establish a system within the school that fully ensures consistent implementation of common core curricula across all classrooms for all students. 2. Establish a system within the school that fully ensures school staff members use common core assessments to monitor student achievement and adjust instructional practices. 3. Establish a system within the school that fully ensures teachers and administrators meet on a regular basis to use multiple data sources to reflect on the progress of student learning as it relates to the effectiveness of professional practice 4. Establish a system within the school 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. 5. Establish a system within the school that fully ensures the school has partnered with families and the community to support student participation in the learning process. 6. Establish a system within the school that fully ensures professional development is focused, strategic and implemented with fidelity. 7. Establish a system within the school that fully ensures the school's resources effectively address instructional priorities that are aligned with the school's vision and mission.

61

District Accomplishments Accomplishment #1: 1. District has religned the k-12 Curriuculum to meet the needs of the common core in 2014-15

Accomplishment #2: 1. Participation targets have been made at each building.

2. Attendance targets have been made in each building. 3. Graduation target was met in 2014-15. 4. Pa Academic Growth was accomplished at the high school level in Alg.1, Biology, and Literature. 5. Met the standard of PA Academic Growth for the PSSAs in Grade 4 Math. 6. Exceeded the standard of PA Academic Growth for the PSSAs in Grade 8 Math and Science. 7. The Special Education Subgroup met the standard of PA Academic Growth for the PSSAs in Grade 4, 5, and 8 Math and Grade 4 and 8 Science. 8. Of the students participating in the Spring 2015 Biology Keystone, 57.1% achieved a score of Proficient or Advanced. 9. Of the students participating in the Spring 2015 Literature Keystone, 63.7% achieved a score of Proficient or Advanced. 10. The Special Education Subgroup met or exceeded the standard of PA Academic Growth at the high school level for Algebra I, Biology, and Literature. 11. The Economically Disadvantaged Subgroup met or exceed the standard of PA Academic Growth for the PSSAs in Grade 8 Math and Science. 12. The Economically Disadvantaged Subgroup met the standard of PA Academic Growth at the high school level for Biology and Literature.

62

District Concerns Concern #1: Decline in reaching SPP targets in math over the grades 3-8 due to the common core exam. 1. At the elementary level, 60.5% of the student population scored Basic or Below Basic in the area of Math. 2. At the middle school level, 89.5% of the student population scored Basic or Below Basic in the area of Math. 3. Grades 5-7 did not meet the standard for PA Academic Growth in the area of Math. 4. Grades 6-7 of the Special Education subgroup did not meet the standard for PA Academic Growth in the area of Math. 5. Grades 5-7 of the Economically Disadvantaged subgroup did not meet the standard of PA Academic Growth in the area of Math. 6. Of the high school students participating in the Spring 2015 Algebra I Keystone, 91.6% achieved a score of Basic or Below Basic. Concern #2: Decline in reaching the SPP targets in reading over the grades 3-8 due to the new common core exam. 1. At the elementary level, 46.4% of the student population scored Basic or Below Basic in the area of Reading/English Language Arts. 2. At the middle school level, 62.9% of the student population scored Basic or Below Basic in the area of Reading/English Language Arts. 3. Grades 4-8 did not meet the PA Academic Growth measure in the area of Reading/English Language Arts. 4. Grades 4-8 of the Special Education and Economically Disadvantaged subgroups did not meet the standard for PA Academic Growth in the area of Reading/English Language Arts.

63 Concern #3: Decline in reaching SPP targets in science for grade 4 due to the new common core exam. 1. Of the Grade 4 student population, 19.6% scored Basic or Below Basic in the area of Science. 2. Grade 4 did not meet the standard PA Academic Growth in the area of Science. 3. Grade 4 of the Economically Disadvantaged subgroup did not meet the standard for PA Academic Growth in the area of Science.

Prioritized Systemic Challenges Systemic Challenge #1 (Guiding Question #1) Establish a district system that fully ensures consistent implementation of standards aligned curricula across all schools for all students. Aligned Concerns: Decline in reaching SPP targets in math over the grades 3-8 due to the common core exam. 1. At the elementary level, 60.5% of the student population scored Basic or Below Basic in the area of Math. 2. At the middle school level, 89.5% of the student population scored Basic or Below Basic in the area of Math. 3. Grades 5-7 did not meet the standard for PA Academic Growth in the area of Math. 4. Grades 6-7 of the Special Education subgroup did not meet the standard for PA Academic Growth in the area of Math. 5. Grades 5-7 of the Economically Disadvantaged subgroup did not meet the standard of PA Academic Growth in the area of Math. 6. Of the high school students participating in the Spring 2015 Algebra I Keystone, 91.6% achieved a score of Basic or Below Basic.

Decline in reaching the SPP targets in reading over the grades 3-8 due to the new common core exam. 1. At the elementary level, 46.4% of the student population scored Basic or Below Basic in the area of Reading/English Language Arts. 2. At the middle school level, 62.9% of the student population scored Basic or Below Basic in the area of Reading/English Language Arts.

64 3. Grades 4-8 did not meet the PA Academic Growth measure in the area of Reading/English Language Arts. 4. Grades 4-8 of the Special Education and Economically Disadvantaged subgroups did not meet the standard for PA Academic Growth in the area of Reading/English Language Arts.

Decline in reaching SPP targets in science for grade 4 due to the new common core exam. 1. Of the Grade 4 student population, 19.6% scored Basic or Below Basic in the area of Science. 2. Grade 4 did not meet the standard PA Academic Growth in the area of Science. 3. Grade 4 of the Economically Disadvantaged subgroup did not meet the standard for PA Academic Growth in the area of Science.

Systemic Challenge #2 (Guiding Question #2) Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school. Aligned Concerns: Decline in reaching SPP targets in math over the grades 3-8 due to the common core exam. 1. At the elementary level, 60.5% of the student population scored Basic or Below Basic in the area of Math. 2. At the middle school level, 89.5% of the student population scored Basic or Below Basic in the area of Math. 3. Grades 5-7 did not meet the standard for PA Academic Growth in the area of Math. 4. Grades 6-7 of the Special Education subgroup did not meet the standard for PA Academic Growth in the area of Math. 5. Grades 5-7 of the Economically Disadvantaged subgroup did not meet the standard of PA Academic Growth in the area of Math. 6. Of the high school students participating in the Spring 2015 Algebra I Keystone, 91.6% achieved a score of Basic or Below Basic.

Decline in reaching the SPP targets in reading over the grades 3-8 due to the new common core exam.

65 1. At the elementary level, 46.4% of the student population scored Basic or Below Basic in the area of Reading/English Language Arts. 2. At the middle school level, 62.9% of the student population scored Basic or Below Basic in the area of Reading/English Language Arts. 3. Grades 4-8 did not meet the PA Academic Growth measure in the area of Reading/English Language Arts. 4. Grades 4-8 of the Special Education and Economically Disadvantaged subgroups did not meet the standard for PA Academic Growth in the area of Reading/English Language Arts.

Decline in reaching SPP targets in science for grade 4 due to the new common core exam. 1. Of the Grade 4 student population, 19.6% scored Basic or Below Basic in the area of Science. 2. Grade 4 did not meet the standard PA Academic Growth in the area of Science. 3. Grade 4 of the Economically Disadvantaged subgroup did not meet the standard for PA Academic Growth in the area of Science.

Systemic Challenge #3 (Guiding Question #3) Establish a district system that fully ensures staff members in every school use standards aligned assessments to monitor student achievement and adjust instructional practices. Aligned Concerns: Decline in reaching SPP targets in math over the grades 3-8 due to the common core exam. 1. At the elementary level, 60.5% of the student population scored Basic or Below Basic in the area of Math. 2. At the middle school level, 89.5% of the student population scored Basic or Below Basic in the area of Math. 3. Grades 5-7 did not meet the standard for PA Academic Growth in the area of Math. 4. Grades 6-7 of the Special Education subgroup did not meet the standard for PA Academic Growth in the area of Math. 5. Grades 5-7 of the Economically Disadvantaged subgroup did not meet the standard of PA Academic Growth in the area of Math.

66 6. Of the high school students participating in the Spring 2015 Algebra I Keystone, 91.6% achieved a score of Basic or Below Basic.

Decline in reaching the SPP targets in reading over the grades 3-8 due to the new common core exam. 1. At the elementary level, 46.4% of the student population scored Basic or Below Basic in the area of Reading/English Language Arts. 2. At the middle school level, 62.9% of the student population scored Basic or Below Basic in the area of Reading/English Language Arts. 3. Grades 4-8 did not meet the PA Academic Growth measure in the area of Reading/English Language Arts. 4. Grades 4-8 of the Special Education and Economically Disadvantaged subgroups did not meet the standard for PA Academic Growth in the area of Reading/English Language Arts.

Decline in reaching SPP targets in science for grade 4 due to the new common core exam. 1. Of the Grade 4 student population, 19.6% scored Basic or Below Basic in the area of Science. 2. Grade 4 did not meet the standard PA Academic Growth in the area of Science. 3. Grade 4 of the Economically Disadvantaged subgroup did not meet the standard for PA Academic Growth in the area of Science.

Systemic Challenge #4 (Guiding Question #5) Establish a district system that fully ensures barriers to student learning are addressed in order to increase student achievement and graduation rates. Aligned Concerns: Decline in reaching SPP targets in math over the grades 3-8 due to the common core exam. 1. At the elementary level, 60.5% of the student population scored Basic or Below Basic in the area of Math. 2. At the middle school level, 89.5% of the student population scored Basic or Below Basic in the area of Math. 3. Grades 5-7 did not meet the standard for PA Academic Growth in the area of Math.

67 4. Grades 6-7 of the Special Education subgroup did not meet the standard for PA Academic Growth in the area of Math. 5. Grades 5-7 of the Economically Disadvantaged subgroup did not meet the standard of PA Academic Growth in the area of Math. 6. Of the high school students participating in the Spring 2015 Algebra I Keystone, 91.6% achieved a score of Basic or Below Basic.

Decline in reaching the SPP targets in reading over the grades 3-8 due to the new common core exam. 1. At the elementary level, 46.4% of the student population scored Basic or Below Basic in the area of Reading/English Language Arts. 2. At the middle school level, 62.9% of the student population scored Basic or Below Basic in the area of Reading/English Language Arts. 3. Grades 4-8 did not meet the PA Academic Growth measure in the area of Reading/English Language Arts. 4. Grades 4-8 of the Special Education and Economically Disadvantaged subgroups did not meet the standard for PA Academic Growth in the area of Reading/English Language Arts.

Systemic Challenge #5 (Guiding Question #10) Establish a district system that fully ensures professional development is focused, comprehensive and implemented with fidelity. Aligned Concerns: Decline in reaching SPP targets in math over the grades 3-8 due to the common core exam. 1. At the elementary level, 60.5% of the student population scored Basic or Below Basic in the area of Math. 2. At the middle school level, 89.5% of the student population scored Basic or Below Basic in the area of Math. 3. Grades 5-7 did not meet the standard for PA Academic Growth in the area of Math. 4. Grades 6-7 of the Special Education subgroup did not meet the standard for PA Academic Growth in the area of Math. 5. Grades 5-7 of the Economically Disadvantaged subgroup did not meet the standard of PA Academic Growth in the area of Math.

68 6. Of the high school students participating in the Spring 2015 Algebra I Keystone, 91.6% achieved a score of Basic or Below Basic.

Decline in reaching the SPP targets in reading over the grades 3-8 due to the new common core exam. 1. At the elementary level, 46.4% of the student population scored Basic or Below Basic in the area of Reading/English Language Arts. 2. At the middle school level, 62.9% of the student population scored Basic or Below Basic in the area of Reading/English Language Arts. 3. Grades 4-8 did not meet the PA Academic Growth measure in the area of Reading/English Language Arts. 4. Grades 4-8 of the Special Education and Economically Disadvantaged subgroups did not meet the standard for PA Academic Growth in the area of Reading/English Language Arts.

Decline in reaching SPP targets in science for grade 4 due to the new common core exam. 1. Of the Grade 4 student population, 19.6% scored Basic or Below Basic in the area of Science. 2. Grade 4 did not meet the standard PA Academic Growth in the area of Science. 3. Grade 4 of the Economically Disadvantaged subgroup did not meet the standard for PA Academic Growth in the area of Science.

69

District Level Plan Action Plans Goal #1: Establish a district system that fully ensures consistent implementation of standards aligned curricula across all schools for all students. Related Challenges:  

Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school. Establish a district system that fully ensures staff members in every school use standards aligned assessments to monitor student achievement and adjust instructional practices.

Indicators of Effectiveness: Type: Annual Data Source: PSSA and Keystone Exam scores (data years 2015, 2016, 2017) Specific Targets: A 5% increase in categories advanced or proficient per year will show that the district is on the correct path with adjustments in the curriculum.

For math, the district will examine the results of the Algebra Keystone and Math PSSA results to monitor and adjust new curriculum. A 2% increase in advanced and proficient categories per year will show that the district is on the correct path with adjustments in the curriculum

Strategies: Online Learning Opportunities Description: On average, students in online learning conditions perform modestly better than those receiving face-to-face instruction. This is based upon a small number of studies and caution is required in transferring findings to the K-12 population because the results are derived for the most part from studies in other settings (e.g. medical training, higher

70 education). http://www2.ed.gov/rschstat/eval/tech/evidence-basedpractices/finalreport.pdf SAS Alignment: Instruction, Materials & Resources

Curriculum Mapping Description: Empirical evidence of a positive statistical correlation of the use of curriculum mapping with student achievement is scarce. There was a 2001 study by the Indiana Center of Evaluation conducted for the Ohio DOE that determined curriculum alignment (defined as curriculum mapping with subsequent change in instructional practice) was the “single greatest factor in achieving improved test scores.” The following link provides a list of resources supporting the positive contributions of curriculum mapping to educational processes: http://www.curriculummapping101.com/materials/curriculum-mappingresearch ; the following link provides an overview of curriculum mapping: http://en.wikipedia.org/wiki/Curriculum_mapping SAS Alignment: Standards, Materials & Resources

Implementation Steps: Staff discussions focusing on curriculum during common planning time. Description: Common planning time will be utilized to examine both curriculum and common practices in classrooms. Staff will review and synthesize curriculum mapping resources to develop a template for use in developing a map of all classes as the district moves toward the Common Core. The district will also utilize this time to train teachers how to map curriculum to ensure appropriate pacing of instruction to make sure students are prepared for high stakes testing. Start Date: 8/27/2015

End Date: 5/29/2018

Program Area(s): Professional Education, Special Education, Educational Technology Supported Strategies: 

Curriculum Mapping

71

Align curriculum with PA Common Core. Description: Teachers and Principal will use SAS web site to assure that curriculum is aligned with Common Core Standards. Teachers will also meet across grade levels and buildings to examine curriculum and common practices in the classroom. Cross curricular reading and writing activities are being implemented across subject areas reflecting Literature and Composition Common Core Standards. Start Date: 8/27/2015

End Date: 5/29/2018

Program Area(s): Professional Education, Special Education, Educational Technology Supported Strategies: 

Curriculum Mapping

Review student achievement data to identify gaps in curriculum Description: Leadership and faculty will review student achievment data at least two times a year to analyze student data to identify gaps in the curriculum. Gaps will be evident when data indicates student performance was below proficiency levels. Meeting agendas, sign-in sheets, and written description of curricular shortcomings. Start Date: 8/27/2015

End Date: 6/1/2018

Program Area(s): Professional Education, Educational Technology Supported Strategies:  

Online Learning Opportunities Curriculum Mapping

Exploration of Online Opprortunities to supplement curricular gaps

72 Description: Leadership team will investigate various online learning opportunities that are available to supplement the district's current curriculum. Start Date: 8/27/2015

End Date: 6/1/2018

Program Area(s): Professional Education, Educational Technology Supported Strategies:  

Online Learning Opportunities Curriculum Mapping

Goal #2: Establish a district system that fully ensures staff members use standards aligned assessments to monitor student achievement and adjust instructional practices. Related Challenges:   

Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school. Establish a district system that fully ensures staff members in every school use standards aligned assessments to monitor student achievement and adjust instructional practices. Establish a district system that fully ensures barriers to student learning are addressed in order to increase student achievement and graduation rates.

Indicators of Effectiveness: Type: Interim Data Source: Common assessments used in courses as well as common practices among classrooms. Specific Targets: Teachers will meet a minimum of three times during the 12/13 and 13/14 school years to examine common expectations and practices and begin to look at exams as the expectations of the Keystone become clear. Implementation of common assessments to begin in March 2014.

Strategies:

73

Common Assessment within Grade/Subject Description: WWC reports the effective use of data can have a positive impact upon student achievement; using common assessments to inform teacher practice is one such use of data. (Source: http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf ) Teacher Moderation: Collaborative Assessment of Student Work and Common Assessments provide detailed looks at the development and use of common assessments. (Sources: http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Teac her_Moderation.pdf and Common Assessments: Mike Schmoker. (2006) Results Now: How We Can Achieve Unprecedented Improvements in Teaching and Learning. Alexandria, Va.: ASCD.) SAS Alignment: Assessment, Instruction

Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data Warehousing Description: Using Student Achievement Data to Support Instructional Decision Making provides a WWC reporting of various strategies related to the acquisition, analysis, and application of student data. (Source: http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf ) SAS Alignment: Assessment, Instruction

Implementation Steps: Align curriculum with PA Common Core. Description: Teachers and Principal will use SAS web site to assure that curriculum is aligned with Common Core Standards. Teachers will also meet across grade levels and buildings to examine curriculum and common practices in the classroom. Cross curricular reading and writing activities are being implemented across subject areas reflecting Literature and Composition Common Core Standards. Start Date: 8/27/2015

End Date: 5/29/2018

Program Area(s): Professional Education, Special Education, Educational Technology

74 Supported Strategies: 

Common Assessment within Grade/Subject



Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data Warehousing

Use of Common planning time to develop and review results from common assessments. Description: Common meeting time will be utilized to meet across grade levels/buildings to examine both curriculum and common practices in classrooms. Staff development will be focused toward the developed of common assessments across core content with an emphasis placed on understanding and developing assessments reflecting depth of knowledge required by the Keystone exams. This CPT will also be utilized to review results of common assessments and make adjustments to instruction and curriculum as needed. Start Date: 8/27/2015

End Date: 5/29/2018

Program Area(s): Professional Education, Special Education, Educational Technology Supported Strategies: 

Common Assessment within Grade/Subject



Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data Warehousing

Goal #3: Establish a district system that fully ensures barriers to student learning are addressed in order to increase student achievement and graduation rates. Indicators of Effectiveness: Type: Annual

75 Data Source: Review of district's annual graduation rates Specific Targets: District will improve graduation rates by 3-5% per year and drop out rates will decline by 3-5% per year

Strategies: Online Learning Opportunities Description: On average, students in online learning conditions perform modestly better than those receiving face-to-face instruction. This is based upon a small number of studies and caution is required in transferring findings to the K-12 population because the results are derived for the most part from studies in other settings (e.g. medical training, higher education). http://www2.ed.gov/rschstat/eval/tech/evidence-basedpractices/finalreport.pdf SAS Alignment: Instruction, Materials & Resources

Dropout Prevention Expansion Description: WWC identifies 6 dropout prevention strategies for which empirical evidence exists that indicates the strategies reduce dropout rates. (Source: http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dp_pg_090308.pdf ) The National Dropout Prevention Center/Network provides a list with resources for 15 strategies the organization claims to be “effective” and “have the most positive impact on the dropout rate.;” the Mid-Atlantic REL provides additional support for Dropout Prevention. (Sources: http://www.dropoutprevention.org/effective-strategies and http://ies.ed.gov/ncee/edlabs/regions/midatlantic/pdf/REL_2011103.pdf ) SAS Alignment: Safe and Supportive Schools

Positive Behavior Support Description: “Positive behavior support strives to use a system to understand what maintains an individual's challenging behavior…It also summarizes and creates a hypothesis about the behavior, and directly observes the behavior and takes data to get a baseline. The positive behavior support process involves goal identification, information gathering, hypothesis development, support plan design, implementation and monitoring…Strategies are needed that teachers and parents are able

76 and willing to use and that have an impact on the child's ability to participate in community and school activities.” (Source: http://en.wikipedia.org/wiki/Positive_behavior_support ) Measures of fidelity of PBS implementation were established in 2009, which means that the correlation between fidelity of implementation and measures of student behavior (e.g. number of behavioral referrals) can and needs to be determined before PBS can be verified as having a statistically significant impact on student behavior. A number of tools provide indicators of implementation, but indicators of effectiveness remain to be verified. The following site provides technical information related to PBS. (Source: http://www.pbis.org/default.aspx ) While empirical evidence is being developed regarding the effectiveness of School Wide PBS at the high school level, there is initial support for use of PBS in high schools. (Source: http://www.pbis.org/school/high_school_pbis.aspx ) SAS Alignment: Safe and Supportive Schools

Implementation Steps: Graduation/drop out rates review Description: The district will monitor its graduation rate yearly and will maintain and review information regarding student withdrawal/dropout. Withdrawal/dropout rates will be reviewed quarterly. Start Date: 8/27/2015

End Date: 5/29/2018

Program Area(s): Special Education, Student Services, Educational Technology Supported Strategies:  

Dropout Prevention Expansion Positive Behavior Support

Behavior Support Description: Student disciple data will be reviewed annually to examine patterns of problematic behaviors and disciplinary consequences and exclusions. Staff will implement positive behavior support and disciplinary exclusions will reduce by 2-5% yearly. Trainings/meetings will be held in the fall and

77 Spring of each school year. Evidence of training include: agenda, flyers, sign-in sheets, and participant evaluation forms Start Date: 8/24/2015

End Date: 6/1/2018

Program Area(s): Professional Education, Special Education, Student Services, Educational Technology Supported Strategies:  

Dropout Prevention Expansion Positive Behavior Support

Student will be offered online opportunities to recover credits necessary for graduation Description: Guidance counselor and student will review student progress, grades, and transcripts. If a student has barriers prohibiting graduation with cohort, online opportunities will be offered for credit recovery Start Date: 5/1/2014

End Date: 6/1/2015

Program Area(s): Special Education, Student Services, Educational Technology Supported Strategies:  

Dropout Prevention Expansion Online Learning Opportunities

78

Appendix: Professional Development Implementation Step Details LEA Goals Addressed:

Start

8/27/2015

#1 Establish a district system that fully ensures consistent implementation of standards aligned curricula across all schools for all students.

End

Title

5/29/2018

Staff discussions focusing on curriculum during common planning time.

Person Responsible Principal / Teachers

SH 0.7 5

S 180

EP 89

Strategy #1: Curriculum Mapping

Description Common planning time will be utilized to examine both curriculum and common practices in classrooms. Staff will review and synthesize curriculum mapping resources to develop a template for use in developing a map of all classes as the district moves toward the Common Core. The district will also utilize this time to train teachers how to map curriculum to ensure appropriate pacing of instruction to make sure students are prepared for high stakes testing. Provider Type App. School District School No Entity

Teachers will map curriculum to identify areas that do not connect vertically and horizontally. Knowledge Insure appropriate pacing of curriculum

Supportive Research

Curriculum maps lead educators and their community to ask and answer the provoking questions that improve instruction and promote achievement. Curriculum mapping improves instruction through vertical alignment, horizontal alignment, elimination of redundancies, and facilitation of interdisciplinary linking thus building stronger curricula and improves instruction throughout a building.

Designed to Accomplish

79 For classroom teachers, school  counselors and education specialists:  For school and district administrators, and other educators seeking leadership roles:

Training Format

  

   Participant Roles 



Follow-up Activities 

Empowers educators to work effectively with parents and community partners.

Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards.

School Whole Group Presentation Department Focused Presentation Professional Learning Communities

Classroom teachers Principals / Asst. Principals School counselors Other educational specialists

Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers Peer-to-peer lesson discussion

   Grade Levels 

Elementary - Primary (preK - grade 1) Elementary - Intermediate (grades 2-5) Middle (grades 6-8) High (grades 9-12)



Evaluation Methods 

Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism. Participant survey

80

LEA Goals Addressed:

Start

8/27/2015

#1 Establish a district system that fully ensures staff members use standards aligned assessments to monitor student achievement and adjust instructional practices.

End

Title

5/29/2018

Align curriculum with PA Common Core.

Person Responsible Teachers / Principal / Superintendent

SH 1.0

S 9

EP 15

Strategy #1: Common Assessment within Grade/Subject Strategy #2: Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data Warehousing

Description Teachers and Principal will use SAS web site to assure that curriculum is aligned with Common Core Standards. Teachers will also meet across grade levels and buildings to examine curriculum and common practices in the classroom. Cross curricular reading and writing activities are being implemented across subject areas reflecting Literature and Composition Common Core Standards. Provider Type App. School District School No Entity

Knowledge

Educators will understand the practical implementation of SAS in the teaching and learning process within the classroom. Strategies used will promote active experiences and will provide an integrated approach to content understanding and applications within the classroom.

Supportive Research

The Standards Aligned System (SAS), developed by the Pennsylvania Department of Education, is a comprehensive, researched-based resource to improve student achievement. SAS identifies six elements that impact student achievement: Standards, Assessments, Curriculum Framework, Instruction, Materials & Resources, and Safe and Supportive Schools. Schools and educators across Pennsylvania are supported in their efforts to implement SAS by the development of a state-ofthe-art portal.

Designed to Accomplish For classroom teachers, school  counselors and education specialists:

Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students.

81

 For school and district administrators, and other educators seeking leadership  roles:

Training Format

  

    Participant Roles 



Follow-up Activities 

Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards. Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.

LEA Whole Group Presentation School Whole Group Presentation Professional Learning Communities

Classroom teachers Principals / Asst. Principals School counselors New Staff Other educational specialists

Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers Creating lessons to meet varied student learning styles

   Grade Levels 

Elementary - Primary (preK - grade 1) Elementary - Intermediate (grades 2-5) Middle (grades 6-8) High (grades 9-12)



Evaluation Methods 

Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism. Participant survey

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LEA Goals Addressed:

Start

8/27/2015

#1 Establish a district system that fully ensures staff members use standards aligned assessments to monitor student achievement and adjust instructional practices.

End

Title

5/29/2018

Use of Common planning time to develop and review results from common assessments.

Person Responsible Principal / Teachers

SH 1.0

S 9

EP 15

Strategy #1: Common Assessment within Grade/Subject Strategy #2: Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data Warehousing

Description Common meeting time will be utilized to meet across grade levels/buildings to examine both curriculum and common practices in classrooms. Staff development will be focused toward the developed of common assessments across core content with an emphasis placed on understanding and developing assessments reflecting depth of knowledge required by the Keystone exams. This CPT will also be utilized to review results of common assessments and make adjustments to instruction and curriculum as needed. Provider Type App. School District School No Entity

Educators will be able to: 

describe data in different ways



develop common assessments aligned with the common core standards



make instructional decisions based on assessment data

Knowledge

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A better understanding of teachers’ strengths and weaknesses in understanding data can inform the design of more effective teacher training and professional development. As student populations become more diverse, teachers face the challenge of providing differentiated instruction to students with a wide range of knowledge and skill levels. By improving skills related to collecting, analyzing, and interpreting student assessment data, teachers will be potentially better equipped to adjust their instruction to accommodate the needs of individual students. As teachers have access to more student data, they need to learn to interpret the data themselves to adjust instruction in a timely manner.

Supportive Research

Designed to Accomplish  For classroom teachers, school  counselors and education specialists:



For school and district  administrators, and other educators seeking leadership roles: 

Training Format

   

Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students. Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision-making.

Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards. Provides leaders with the ability to access and use appropriate data to inform decision-making. Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.

LEA Whole Group Presentation Series of Workshops School Whole Group Presentation Professional Learning Communities

84     Participant Roles 

Classroom teachers Principals / Asst. Principals School counselors New Staff Other educational specialists



Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers Creating lessons to meet varied student learning styles

Follow-up Activities 

LEA Goals Addressed:

Start

8/24/2015

   Grade Levels 



Evaluation Methods

#1 Establish a district system that fully ensures barriers to student learning are addressed in order to increase student achievement and graduation rates.

End

Title

6/1/2018

Behavior Support

Person Responsible

SH

S

EP

Elementary - Primary (preK - grade 1) Elementary - Intermediate (grades 2-5) Middle (grades 6-8) High (grades 9-12)



Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism. Participant survey

Strategy #1: Dropout Prevention Expansion Strategy #2: Positive Behavior Support

Description Student disciple data will be reviewed annually to examine patterns of problematic behaviors and disciplinary consequences and exclusions. Staff will implement positive behavior support and disciplinary exclusions will reduce by 2-5% yearly. Trainings/meetings will be held in the fall and Spring of each school year. Evidence of training include: agenda, flyers, sign-in sheets, and participant evaluation forms Provider Type App.

85 District Leadership Team and faculty

2.0

6

90

school district

IU

Yes

Knowledge

The staff will have increased knowledge and strategies for working with students with behavioral challenges.

Supportive Research

School wide positive behavior support is a systems approach to establish a social culture and behavior support needed for all children in a school to achieve both social and academic success.

Designed to Accomplish For classroom teachers, school counselors and education specialists:

For school and district administrators, and other educators seeking leadership roles: 



Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students.



Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards.

LEA Whole Group Presentation

Training Format     Participant Roles  

Classroom teachers Principals / Asst. Principals School counselors Paraprofessional Related Service Personnel Parents

   Grade Levels 

Elementary - Primary (preK - grade 1) Elementary - Intermediate (grades 2-5) Middle (grades 6-8) High (grades 9-12)

86 

Follow-up Activities 

Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers Peer-to-peer lesson discussion Journaling and reflecting

 Evaluation Methods

Review of year end building level disciplinary information

87

District Level Affirmations We affirm that this District Level Plan was developed in accordance, and will comply with the applicable provisions of 22 Pa. Code, Chapters 4, 12, 16, and 49. We also affirm that the contents are true and correct and that the plan was placed for public inspection in the school district/AVTS offices and in the nearest public library until the next regularly scheduled meeting of the board or for a minimum or 28 days whichever comes first. We affirm that the responses in the Professional Education Core Foundations and the Professional Development Implementation Steps focus on the learning needs of each staff member to enable all staff members meet or exceed the Pennsylvania academic standards in each of the core subject areas. No signature has been provided Board President No signature has been provided Superintendent/Chief Executive Officer

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Special Education Affirmations We also affirm our understanding that any requests for any deviations from the Chapter 14 regulations, standards, policies, and procedures must be made in writing to the Pennsylvania Department of Education. The school district understands that the Special Education Component of the District Level Plan will be approved by PDE in accordance with the following criteria as set forth in 22 Pa. School Code § 14.104 and as part of the District Level Plan: 1. There are a full range of services, programs and alternative placements available to the school district for placement and implementation of the special education programs in the school district. 2. The school district has adopted a child find system to locate, identify and evaluate young children and children who are thought to be a child with a disability eligible for special education residing within the school district's jurisdiction. Child find data is collected, maintained, and used in decision-making. Child find process and procedures are evaluated for its effectiveness. The school district implements mechanisms to disseminate child find information to the public, organizations, agencies, and individuals on at least an annual basis. 3. The school district has adopted policies and procedures that assure that students with disabilities are included in general education programs and extracurricular and nonacademic programs and activities to the maximum extent appropriate in accordance with an Individualized Education Program. 4. The school district will comply with the PA Department of Education, Bureau of Special Education's revision notice process. 5. The school district follows the state and federal guidelines for participation of students with disabilities in state and district-wide assessments including the determination of participation, the need for accommodations, and the methods of assessing students for whom regular assessment is not appropriate. 6. The school district affirms the Pennsylvania Department of Education that funds received through participation in the medical assistance reimbursement program, ACCESS, will be used to enhance or expand the current level of services and programs provided to students with disabilities in this local education agency. Affirmed by Chad Novotney on 5/1/2015 Board President Affirmed by Linda Marcolini on 5/1/2015

89 Superintendent/Chief Executive Officer