Elk Lake SD District Level Plan 07/01/2017 - 06/30/2020
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District Profile Demographics 2380 Elk Lake School Road Springville, PA 18844 (570)278-1106 Superintendent: Kenneth Cuomo Director of Special Education: Pamela Staats
Planning Process NA
Mission Statement Providing a safe and progressive educational environment in which students achieve their full potential as life long learners and responsible citizens.
Vision Statement The Vision of the Elk Lake School District is to continually strive to educate all students in collaboration with parents and community members as an education team. District educators work to provide meaningful collaborations with business, institutions of higher education and community members ensuring that all students have access to the resources and facilities that will provide them with an appropriate forum for the development and demonstration of knowledge and skills that will best address their individual needs.
The educational team continually strives to maintain and improve instruction programs that meet and exceed the standards identified by the Pa Core Academic content standards. To facilitate student learning, educators, in partnership with families and community members, strive to meet the needs of all students. This dedication contributes to the cultivation of an environment that shapes the intellectual, emotional and social growth of students. It is essential that all learners work collaboratively in order to gain greater appreciation for the diverse qualities possessed by fellow human beings.
This Vision includes a continued dedication to work together with parents, families, and communities to nurture students with opportunities to acquire knowledge, develop integrity,
3 process information, think critically, to be self motivated, work independently, collaborate with others, and adapt to change.
Shared Values 1. All students are capable of learning; 2. All students possess abilities, gifts, and talents. 3. Partnerships with families and community members, as well as, business and industry contribute to the continued growth of students. 4. Critical thinking and problem solving are essential skills that should be fostered through the implementation of various activities that encourage independent and collaborative decision making. 5. Life-long learning is a value that will be modeled by members of the school community and fostered within students. 6. All people should respect and value diversity. 7. All members of the school community will maintain the highest standards for themselves and their learning.
Educational Community The Elk Lake School District is in Northeastern Pennsylvania 45 miles north of Scranton/Wilkes-Barre and 30 miles south of Binghamton, New York. Elk Lake is a small rural school district within two (2) counties, Susquehanna and Wyoming. The District encompasses 197 square miles incorporating six townships: Dimock, Springville, Auburn, Rush, Middletown, Meshoppen Township, and Meshoppen Borough. The longest bus ride for a student is approximately 1 hour and 10 minutes. The district practices a student centered philosophy as evidenced by hosting Emotional Support, Life Skills, and Multi-handicapped Classes for schools in Susquehanna, Bradford and Wyoming Counties. The school district offers numerous extra and co-curricular activities that are not limited to but include: Golf, Cross Country, Soccer, Basketball, Wrestling, Swimming, Cheerleading, Volleyball, Baseball, Softball, Track and Field, Band, Chorus, Key Club, and Student Council.
The enrollment of the elementary school is 626 students and 518 students in the secondary school. The district sits on a site that encompasses 200 acres.
Planning Committee Name Brian Mallery Pamela Staats
Role Administrator : Professional Education Administrator : Special Education
4 John Warnero Marc Weisgold Eric Emmerich Marie Smith Yvonne Orlandini Laura Wulff Michelle Oakes Ashley Anderson Jeff Kuchak Katherine Pierson Karlyn Warnero Kimberly Dymond Kathleen Host Terry Blaisure Tony Rezykowski Darcy Chew Marsha Mosier
Administrator : Professional Education Administrator : Professional Education Business Representative : Professional Education Business Representative : Professional Education Community Representative : Professional Education Community Representative : Professional Education Ed Specialist - Other : Professional Education Ed Specialist - School Counselor : Professional Education Elementary School Teacher - Regular Education : Professional Education Elementary School Teacher - Regular Education : Professional Education Special Education Elementary School Teacher - Special Education : Special Education High School Teacher - Regular Education : Professional Education High School Teacher - Regular Education : Professional Education Middle School Teacher - Regular Education : Professional Education Middle School Teacher - Regular Education : Professional Education Parent : Professional Education Special Education Parent : Professional Education
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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: Infant-Toddler⟶Second Grade English Language Proficiency Interpersonal Skills School Climate
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Explanation for standard areas checked "Needs Improvement" or "Non Existent": This narrative is empty. Elementary Education-Intermediate 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,
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6 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
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Explanation for standard areas checked "Needs Improvement" or "Non Existent": This narrative is empty. 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 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
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7 Explanation for standard areas checked "Needs Improvement" or "Non Existent": This narrative is empty. 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
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Explanation for standard areas checked "Needs Improvement" or "Non Existent": This narrative is empty.
Adaptations Elementary Education-Primary Level No standards have been identified for this content area. Elementary Education-Intermediate Level No standards have been identified for this content area. Middle Level No standards have been identified for this content area. High School Level No standards have been identified for this content area.
8 Explanation for any standards checked: This narrative is empty.
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. Procedures for measurement of mastery of the objectives of a planned course, instructional unit or interdisciplinary studies are identified.
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Processes used to ensure Accomplishment: This narrative is empty.
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. Processes used to ensure Accomplishment: This narrative is empty.
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9 Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation: This narrative is empty. Middle Level Curriculum Characteristics 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.
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Processes used to ensure Accomplishment: This narrative is empty.
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.
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Processes used to ensure Accomplishment: This narrative is empty.
Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation: This narrative is empty.
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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. This narrative is empty.
Instruction Instructional Strategies No strategies have been identified. Provide brief explanation of LEA's process for incorporating selected strategies. This narrative is empty.
Provide brief explanation for strategies not selected and how the LEA plans to address their incorporation. This narrative is empty.
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.
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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. Differentiated instruction is used to meet student needs. A variety of practices that may include structured grouping, flexible
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11 scheduling and differentiated instruction are used to meet the needs of gifted students. If necessary, provide further explanation. (Required explanation if column selected was This narrative is empty. Middle Level Instructional Practices Structured grouping practices are used to meet student needs. Flexible instructional time or other schedule-related practices are used to meet student needs. Differentiated instruction is used to meet student needs. A variety of practices that may include structured grouping, flexible scheduling and differentiated instruction are used to meet the needs of gifted students.
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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.
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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. This narrative is empty.
Assessments Local Graduation Requirements
12 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 17/18
SY 18/19
SY 19/20
25.00 4.00 4.00 4.00 3.00 1.33 0.67
25.00 4.00 4.00 4.00 3.00 1.33 0.67
25.00 4.00 4.00 4.00 3.00 1.33 67.00
0.33
0.33
0.33
7.67
7.67
7.67
65.00
65.00
65.00
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:
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.
Local Assessments Standards
WA
TD
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
X
X X X X X X X X X
NAT
DA
PSW
Other X X
13 Geography Health, Safety and Physical Education History Science and Technology and Engineering Education World Language
X X X X X
Methods and Measures Summative Assessments Summative Assessments Chapter and Unit Assessments Mid-Term and Final Exams Writing Assessments Project-Based Assessments
EEP
EEI
ML
HS
X
X
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X
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EEP
EEI
ML
HS
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X X
EEP
EEI
ML
HS
X X X X X
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EEP
EEI
ML
HS
X X
X
EEP
EEI
ML
HS
Benchmark Assessments Benchmark Assessments Curriculum Based Benchmark Assessments Running Records Formative Assessments Formative Assessments Quizzes Curriculum Based Pre-Assessments Questioning Homework Skill Checklists Diagnostic Assessments Diagnostic Assessments Dibles Running Records
Validation of Implemented Assessments Validation Methods
14 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. At the Middle and High School level, mid-term and final exams are reviewed by the building level administrator. All summative assessments are reviewd within the department (ML and HS =) or at the grade level (EEP and EEI). Both department and grade level have a paid chairperson who reviews the curriculum and assessments with the team.
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. NA
Collection and Dissemination Describe your system to collect, analyze and disseminate assessment data efficiently and effectively for use by LEA leaders and instructional teams. At all levels, standardized assessment data (PSSA/PASA/Keystone Exams) are collected, analyzed and dissminated by the building level administrator. The data is also analyzed by grade level and/or subject specific teams. On an annual basis, standardized assessment data is presented by building level administrators to their respective building level faculty at large and the school board of education. At the EEP and EEI, grade level teams meet to discuss teacher/student specific assessment data from classroom/curriculum-based assessments. At the ML and HS level subject specific teams meet on a monthly basis to discuss assessment data and curricular/instructional needs based on the assessment data. In addition, grade levels meet on a monthy basis to share assessment data across curricular areas.
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.
15 Information is used on an individual student basis to assist in scheduling of courses which may include content specific remediation courses. Data is used to target specific students with District provided remediation software programs. Assessment results are also used to determine whether specific students may need to learn and be assessed using different instructional and assessment practices.
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
X
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Provide brief explanation of the process for incorporating selected strategies. Assessment results are reported out using PVAAS and eMetric. The curriculum has been aligned to assessment anchors and eligible content.. Targetted remediation for students who have been identified as not demonstrating mastery is based on assessment data. Teachers discuss this data with Guidance Counselors, School Psychologist and within grade leve/department meetings. Instructional strategies are identified by the team that may assist or be adapted to meet student needs.
Provide brief explanation for strategies not selected and how you plan to address their incorporation. This narrative is empty.
Distribution of Summative Assessment Results Distribution Methods Course Planning Guides Directing Public to the PDE & other Test-related Websites Individual Meetings Letters to Parents/Guardians
EEP
X X
EEI
X X
ML
HS
X
X
X X
X X
16 Local Media Reports Website Meetings with Community, Families and School Board Mass Phone Calls/Emails/Letters Newsletters Press Releases School Calendar Student Handbook
X X
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Provide brief explanation of the process for incorporating selected strategies. Assessment results, policies and procedures are distributed via the District website, publicized at School Board meetings, local media reports, contained in the District newsletter to parents and community members, discussed with parents during parent/teacher conferences as well as student specific results mailed to parents.
Provide brief explanation for strategies not selected and how the LEA plans to address their incorporation. NA
Safe and Supportive Schools Assisting Struggling Schools Describe your entity’s process for assisting schools that either do not meet the annual student achievement targets or experience other challenges, which deter student attainment of academic standards at a proficient level or higher. If your entity has no struggling schools, explain how you will demonstrate continued growth in student achievement. Continued growth in student acheivement will be demonstrated by increased student scores on the PSSA, Keystone Exams, SAT and NOCTI assessments as well as building level School Performance Profile scores. While none of the schools within the Elk Lake School District have been identified as struggling based on PSSA Reading and Mathematics Achievement, Elk Lake maintains a philosophy of continuous district-wide improvement. This commitment is evidenced through the implementation of frequent benchmark assessments, revisions to curriculum and instruction based on achievement data, frequent opportunities for professional development for all professional staff and remediation programs in place for struggling students. Written progress reports and district report cards are distributed four times per school year. The progress reports, as well as the report cards, are meant to keep parents informed of student achievement in all content areas. Parent conferences are held twice per school
17 year providing both parents and teachers time to address academic deficiencies which are related to the state standards. Parents may schedule meetings with administration, guidance, and faculty regarding their students' status in relation to proficiency. Cooperative learning and differentiated instructional practices are implemented. Departmental meetings allow faculty to discuss and share strategies which may be useful in helping those students not achieving proficiency on the academic standards. Collaborative efforts between teachers, guidance and administration are also used to determine way to address student deficiencies. The need for additional time to assist students is recognized. Continual efforts are in place to provide appropriate remediation for students having difficulty. In addition to the mechanisms described above, the Elk Lake District's Data Team assists educators and administrators with access and interpretation of standardized and local assessment data. Elk Lake’s Leadership Team in developing intervention and instructional practices that facilitate the implementation of best practice that encourage mastery of all academic sta
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
ML
HS
X
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Explanation of strategies not selected and how the LEA plans to address their incorporation: Though not a formalized program, the District utilizes conflict resolution and dispute management between student via counseling and interventions led by building level Guidance Counselors, Assistant Principal and if necessary, the building level administrator. Due to the lack of funding and identified need the District has no intention of hiring a resource officer at the current time.
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Screening, Evaluating and Programming for Gifted Students Describe your entity’s awareness activities conducted annually to inform the public of the gifted education services and programs offered (newspaper, student handbooks, school website, etc.) Gifted Education The Elk Lake School District is committed to providing every student with the opportunity to succeed. The District recognizes its mission to provide an educational environment that promotes and makes special provisions for the students demonstrating a propensity for outstanding achievement. It is the responsibility of the Elk Lake School District to follow the rules and procedures set forth by the State. The District follows the guidelines as determined in the Pennsylvania Department of Education Gifted Education Guidelines from May of 2014. The purpose of these guidelines is to assist local education agencies in meeting the requirements of the State Board’s regulations set forth in 22 Pa. Code Chapter 16 - Special Education for Gifted Students. The regulations recognize that gifted students are considered to be “children with exceptionalities” under the Public School Code of 1949 and in need of specially designed instruction. The guidelines are an overview of both acceptable and best practices, procedures and policies designed to meet the learning needs of gifted students. These guidelines reflect Pennsylvania’s continuing commitment to providing educational services appropriate for mentally gifted students that are consistent with their individual needs, outstanding abilities and potential for performing at high levels of accomplishment. Programs for gifted children fit into the array of special programs available for all exceptional children. The Elk Lake School Districts reflects individual differences, equal educational opportunity and desire for the optimal development of each child. Programs are developed on an individual basis, taking into account the courses and activities that would benefit the gifted student. Procedure for Requesting an Evaluation Parents who suspect that their child is gifted may request a gifted multidisciplinary evaluation of their child at any time, with a limit of one request per school term. The request must be in writing. The school district shall make the permission to evaluate form readily available for that purpose. If a request is made orally to any professional employee or administrator of the school district, that individual shall provide a copy of the permission to evaluate form to the parents within 10 calendar days of the oral request. Indicators of giftedness should be drawn from a wide variety of sources. The Gifted Multidisciplinary Evaluation is a process to gather the information that assists in determining if a child is mentally gifted according to the state’s definition. The evaluation should look at information relevant to the student’s suspected giftedness including academic functioning, learning strengths and educational needs. Once the student is evaluated by the School Psychologist, the Evaluation Report is presented to the parent, along with the MultiDisciplinary Team. The Team includes the School Psychologist, the general education teacher, and the Gifted Teacher, and any other appropriate personnel. If the student meets the requirements for Gifted, as outlined in the regulations, then the Team develops a GIEP. The Gifted Multidisciplinary Evaluation and Present Levels of Educational Performance must be sufficient in depth and breadth (scope) to provide the framework for a
19 comprehensive gifted individualized education plan. Student assessment and performance data should be reflected in the development of the Gifted Individualized Education Plan. The gifted student may be involved in the development of the Gifted Individualized Education Plan at the parent’s discretion. The gifted student’s individualized plan includes a range of acceleration and enrichment options appropriate for the student’s needs. The regular education curriculum and instruction will be adapted, modified or replaced to meet the individual needs of the gifted student. The GIEP is developed every year. It includes components of present levels, goals, and Specially Designed Instruction. Describe your entity’s process for locating students who are thought to be gifted and may be in need of specially designed instruction (screening). Parents who suspect that their child is gifted may request a gifted multidisciplinary evaluation of their child at any time, with a limit of one request per school term. The request must be in writing. The school district shall make the permission to evaluate form readily available for that purpose. If a request is made orally to any professional employee or administrator of the school district, that individual shall provide a copy of the permission to evaluate form to the parents within 10 calendar days of the oral request. Additionally, the LEA corresponds with teachers on a yearly basis to determine what students may be in need of an Evaluation for Gifted services. Describe your entity’s procedures for determining eligibility (through multiple criteria) and need (based on academic strength) for potentially mentally gifted students (evaluation). Indicators of giftedness should be drawn from a wide variety of sources. The Gifted Multidisciplinary Evaluation is a process to gather the information that assists in determining if a child is mentally gifted according to the state’s definition. The evaluation should look at information relevant to the student’s suspected giftedness including academic functioning, learning strengths and educational needs. The School Psychologist administers IQ and Achievement testing, gathers data from teachers and parents, completes observations, collects data from State Assessments, and makes a determination based on all of these sources. Describe the gifted programs* being offered that provide opportunities for acceleration, enrichment or both. *The word "programs" refers to the continuum of services, not one particular option. The LEA offers acceleration and enrichment through the grade level curriculum within the area of the student's "Giftedness". The continuum of services is provided through the ELA and Math curriculums. Student's receive assignments that are more reflective in nature and are developed to show higher order thinking skills. This could include an adaptation of an assignment, an alternate assignment, or an assignment that has a project as a component. Students in the Junior High are able to take classes outside of the typical class assignments for grades seven through nine. Additionally, students in grades ten through twelve are able (at District cost) to take online classes for college credit. These classes are also outside of the typical sequence for Secondary students.
Developmental Services
20 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
EEP
EEI
ML
HS
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Explanation of developmental services: The District incorporates all of the above identified Safe and Supportive Services. The District does not utilize a formal Peer Coaching/Mentoring program. Though the District does incorportate Career Awareness at the EEP and EEI levels it currently does not offer an formalized Career Development/Planning Program at these levels. The District utilizes an RTII program at the EEP level only and does not uses a MTSS program.
Diagnostic, Intervention and Referral Services Diagnostic, Intervention and Referral Services
EEP
EEI
ML
HS
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
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21 Student Assistance Program
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Explanation of diagnostic, intervention and referral services: The District utilizes the above identified service. The District philosophy has been that we identify counseling and casework needs but refer out ot agencies for treatment. Counselors from various community agencies utilize the school facilities to provide counseling on a case by case basis. The District has done small group counseling utilizing the District's Guidance Counselors in the past. However, due to budgetary cutbacks this has been eliminated with few exceptions.
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
EEP
EEI
ML
HS
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Explanation of consultation and coordination services: Consultation and Coordination of Services is done by various individuals within the District based on the type of services needed. All Special Education, Transition and 504 services are provided through the Special Education Office. The Guidance Office acts as a liaison for case and counseling services. The building administrator coordinates alternative education services with the Guidance Office and is responsible for coordinating building level plans, staff development, system support and internal as well as external relationships. In addition, the builidng administrator, in conjuction with the Assistant Principal and Attendance Officer are responsible for coordinating efforts to curb truancy. The Health Office is responsible for coordinating services for chronic health problems.
Communication of Educational Opportunities Communication of Educational Opportunities Course Planning Guides
EEP
EEI
ML
HS
X
X
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X
22 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
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EEI
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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 Quarterly Elementary Education - Intermediate Level Quarterly Middle Level Quarterly High School Level Quarterly
Collaboration for Interventions
23 Describe the collaboration between classroom teachers and individuals providing interventions regarding differing student needs and academic progress. NA
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
The District does not operate a pre-kindergarten program. However, a year-round Head Start Program utilizes a classroom in the Kindergarten hall of the elementary school. The transition from Head Start to Kindergarten is seamless due to the fact that the students in Head Start have access to the cafeteria, playgounds and the buiding at large. The District provides a bus safety activity for Head Start so that the students will be familiar with bus safety. The District works with the Intermediate Unit regarding Early Intervention Services. The Intermediate Unit operates the programs and the District is responsible for transportation. When student exit Early Intervention into Kindergarten student accomodations for physical and programatic access are communicated in writing to the District. There are no community run after school programs for grades Pre-K through Grade 12. Students in Grades K through 3 who are eligible receive Title I services. Flexible grouping is used in Grade 1. Students in Grades 5 and 6 receive tutoring during scheduled "study period" in the course of the school day. Students in Grades K through 6 receive targeted assistance through the work of the instructional support team. Students who are not achieving at advanced and proficient levels on PSSA or district benchmark assessments participate in reading and math tutoring offered during the school day in Grades 7 and 8. In addition, after school tutoring is offered for students in Grades 7 through 12 in all content areas.
Preschool Agency Coordination Explain how the LEA coordinates with agencies that serve preschool age children with disabilities.
24 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 does not operate a pre-kindergarten program. However, a year-round Head Start Program utilizes a classroom in the Kindergarten hall of the elementary school. The transition from Head Start to Kindergarten is seamless due to the fact that the students in Head Start has access to the cafeteria, playgounds and the buiding at large. The District provides a bus activity for Head Start so that the students will be familiar with bus safety. The District works with the Intermediate Unit regarding Early Intervention Services. The Intermediate Unit operates the programs and the District is responsible for transportation. When student exit Early Intervention into Kindergarten student accomodations for physical and programatic access are communicated in writing to the District.
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 Not answered Not answered Not answered Not answered
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Explanation for any row checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation: This narrative is empty. Elementary Education-Intermediate Level Material and Resources Characteristics
Status
25 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
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Explanation for any row checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation: This narrative is empty. Middle Level Material and Resources Characteristics 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 Not answered Not answered Not answered Not answered
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Explanation for any row checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation: This narrative is empty. High School Level Material and Resources Characteristics 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 Not answered Not answered Not answered Not answered
26 Provide explanation for processes used to ensure Accomplishment. This narrative is empty.
Explanation for any row checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation: This narrative is empty.
SAS Incorporation Elementary Education-Primary Level Standards 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
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Further explanation for columns selected " This narrative is empty. Elementary Education-Intermediate Level Standards Arts and Humanities Career Education and Work Civics and Government
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27 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
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Further explanation for columns selected " This narrative is empty. 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 School Climate
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28 World Language
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Further explanation for columns selected " This narrative is empty. High School Level Standards
Status
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
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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
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29 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.
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District’s Professional Education Characteristics
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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 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.
Provide brief explanation of your process for ensuring these selected characteristics. The above selected characteristics are ensured through the planning of weekly professional development activities. The District has incorporated into the calendar 1.5 hours devoted to professional development every Wednesday and 2.5 hours on the first Wednseday three times per schol year. The content of the scheduled professional development focuses on curriculum, assessment, instruction, and school safety either through building level, grade level, department or individual activities. In addition, the professional contract permits credit reimbursement for approved course work within the teacher's professional certificated areas(s), teaching assignment or advanced degrees in guidance, administration or information technology. New research-based, rigorous, Common Core aligned ELA and math curriculum's have been implemented in the elementary school. All faculty and staff utilizing the curricular material for student instruction and remediation have had extensive training and follow-up training by professional resource trainers from Reading Street and Everyday Math. In addition, all faculty members have been trained on Danielson's Framework for Teaching.
Provide brief explanation for strategies not selected and how you plan to address their incorporation. This narrative is empty.
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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: 8/28/2014 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: 5/7/2014 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 has conducted the training on: 8/28/2014
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).
31 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. All professional employees under the collective bargaining agreement are formally observed using the Teacher Effectiveness systmem of evaluation. Monitoring professional development activities is done though walkthrough observations and full classroom observations. All professional development activities are aligned to the components in the Danielson Framework for Teaching. Professional development activities are tracked through the building professional development calendar as well as through the Act 48 tracking spreadsheet. SLO's are developed to target curricular areas and learning priorities based on student assessment data. All faculty and staff utilizing the new, rigorous, Common Core aligned elementary ELA and math curriculums were trained by professional resource company-based trainers. In addition, all faculty have had two full days of training on the Danielson Framework for Teaching by Danielson corporation trainers.
Provide brief explanation for strategies not selected and how you plan to address their incorporation. This narrative is empty.
Induction Program
Inductees will know, understand and implement instructional practices validated by the LEA as known to improve student achievement.
Inductees will assign challenging work to diverse student populations.
Inductees will know the basic details and expectations related to LEA-wide initiatives, practices, policies and procedures.
Inductees will know the basic details and expectations related to school initiatives, practices and procedures.
Inductees will be able to access state curriculum frameworks and focus lesson design on leading students to mastery of all state academic standards, assessment anchors and eligible content (where appropriate) identified in the LEA's curricula.
Inductees will effectively navigate the Standards Aligned System website.
Inductees will know and apply LEA endorsed classroom management strategies.
Inductees will know and utilize school/LEA resources that are available to assist students in crisis.
Inductees will take advantage of opportunities to engage personally with other members of the faculty in order to develop a sense of collegiality and camaraderie.
32 Provide brief explanation of your process for ensuring these selected characteristics. Activities and Topics The following activities and topics will be addressed during the beginning teacher's first year of teaching: • Assign a mentor teacher to all beginning teachers and meet with the mentor on a regular basis. • Interact with fellow beginning teacher's during Inductee/Mentor meetings. • Communicate needs to their respective Mentor and Induction Team members. • Make an effort to implement suggestions or recommendations made by their Mentor and Induction Team members. • View and discuss the video series "The Effective Teacher" by Dr. Harry Wong. • Provide a copy of "The First Days of School" by Dr. Harry Wong. • Provide a copy of "Enhancing Professional Practice" by Charlotte Danielson. • Maintain a notebook or portfolio of observations, events, meetings, or suggestions. • Participate in Inductee seminars and activities. • Participate in Department/Grade Level Team meetings. • Provide a copy and discuss the Pennsylvania Professional Code of Conduct • Assist in the evaluation of various aspects of the Teacher Induction Program. • Blood Born Pathogens, Sexual Harassment and Mandated Reporter • Teacher Observation and Evaluation Process. • SLO The general content/topics covered during the induction process include but are not limited to: 1) Induction Orientation • Administrative Organization • Elk Lake School District and Susquehanna County Career and Technology Center • School Board, Superintendent, Principals, Directors 2) Business Office • Insurance - Medical, Dental, Vision, Life
33 • Pay Structure - Deductions • Purchase Order Procedure • Retirement - Beneficiaries 3) District Policies • Classroom Supplies • Computerized Grading System • Computerized Attendance System • Discipline Procedures • Lesson Plans • Parent Conferences • Professionalism • Professional Code of Conduct • Professional Dress • School Calendar and Work Day • Teacher Absenteeism and Substitutes • Conflict of Interest • Bullying and Hazing • Sexual Harrassment 4) Classroom Management and Instructional Delivery • Assertive Discipline Plan • Effective and Efficient Use of Instructional Time, "Time on Task" • Planning and Assessment of Pennsylvania Academic Standards • Review Research on Effective Schools • Student Assessment Practices: Secondary Assessment Guidelines • Utilization of Teacher Texts and Instructional Resources • Writing and Using Planned Courses 5) Elementary, Secondary, and/or Career Center Topics
34 • Duties • Emergency Plans • End of School Year Procedures • Homework Procedures • Instructional Materials • Parent/Teacher Communication • Permanent Records • Progress Reports and Report Cards • Schedules • State/District/Building level assessment 6) Support Services • Guidance Office • Health Office • Library • Psychological • Special Education Programs and Procedures • Title I 7) Support Programs and Organizations • PDE Website, Standards Aligned System • District Mentoring Program • NEIU Induction Programs • NEIU General Programs
Provide brief explanation for strategies not selected and how you plan to address their incorporation. This narrative is empty.
Needs of Inductees
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Frequent observations of inductee instructional practice by a coach or mentor to identify needs.
Frequent observations of inductee instructional practice by supervisor to identify needs.
Regular meetings with mentors or coaches to reflect upon instructional practice to identify needs.
Student PSSA data.
Standardized student assessment data other than the PSSA.
Classroom assessment data (Formative & Summative).
Inductee survey (local, intermediate units and national level).
Review of inductee lesson plans.
Review of written reports summarizing instructional activity.
Submission of inductee portfolio.
Knowledge of successful research-based instructional models.
Information collected from previous induction programs (e.g., program evaluations and second-year teacher interviews).
Provide brief explanation of your process for ensuring these selected characteristics. A survey of teachers who have completed the induction program during the past three years was conducted. The following topics were consistently identified as needed. • Classroom Management • Special Education and Adaptations • Differentiated Instruction • PSSA/Keystone Exam Preparation • Beginning teacher/Inductee and Mentor Survey • Group discussions with Mentors, beginning teachers and Induction Team Observation and Evaluation:
Each beginning teacher is observed by the mentor twice per year and the beginning teacher observes the mentor twice per year.
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Each beginning teacher is observed by their supervisor at minimum twice per year
A beginning teacher portfolio is reviewed with the supervisor. Participation and Completion Annually, the beginning teachers: • Complete an Induction Activity Tracking Form highlighting the activities in which they participated during their first year. This form will be maintained in the District Office and will provide verification of participation in the Induction Program. A copy of this form may be found in the Required Documents folder.
Provide a brief explanation for strategies not selected and your plan to address their incorporation. This narrative is empty.
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. Mentor Selection The mentor teacher should (must): • Be tenured. • Hold an Instructional II Certificate. • Have taught a minimum of three years in the district. • Be recognized and respected by their peers. • Display and promote professionalism.
37 • Teach at the same grade level or in the same subject area as the Inductee if possible. • Be assigned to classrooms in close proximity to the Inductee. • Have knowledge of effective teaching skills. • Utilize effective teaching techniques in his/her class. • Develop realistic performance objectives. • Display enthusiasm and commitment to teaching as a profession. • Believe in and set high expectations for student achievement and have had success in fostering excellent student performance. Mentor selection is as follows: The selection and assignment of Mentor Teachers to beginning teachers/Inductees shall be the responsibility of the building level administrator in collaboration with the beginning teacher's/Inductee's department chairperson. The Mentor should teach the same grade level or subject as the beginning teacher/Inductee and be from the same building, whenever possible.
Provide brief explanation for characteristics not selected and how you plan to address their incorporation. This narrative is empty.
Induction Program Timeline Topics Code of Professional Practice and Conduct for Educators Assessments Best Instructional Practices Safe and Supportive Schools Standards Curriculum Instruction Accommodations and Adaptations for diverse learners Data informed decision making Materials and Resources for Instruction If necessary, provide further explanation. This narrative is empty.
Aug- Oct- Dec- Feb- Apr- JunSep Nov Jan Mar May Jul X X X X X X
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Monitoring and Evaluating the Induction Program Identify the procedures for monitoring and evaluating the Induction program. Annually, the Induction Team will: • Evaluate the orientation process through a survey • Evaluate the overall effectiveness of content areas by: • Beginning teacher/Inductee and Mentor Survey • Group discussions with Mentors, beginning teachers and Induction Team Participation and Completion Annually, the beginning teachers will: • Complete an Induction Activity Tracking Form highlighting the activities in which they participated during their first year. This form will be maintained in the District Office and will provide verification of participation in the Induction Program. A copy of this form may be found in the Required Documents folder.
Recording Process Identify the recording process for inductee participation and program completion. (Check all that apply)
Mentor documents his/her inductee's involvement in the program.
A designated administrator receives, evaluates and archives all mentor records.
School/LEA maintains accurate records of program completion and provide a certificate or statement of completion to each inductee who has completed the program.
LEA administrator receives, tallies, and archives all LEA mentor records.
Completion is verified by the LEA Chief Executive Officer on the Application for Level 2 Certification.
Special Education Special Education Students Total students identified: 196
Identification Method
39 Identify the District's method for identifying students with specific learning disabilities. Currently, the Elk Lake School District identifies students with Specific Learning Disabilities through ability/achievement discrepancy model. This is used in all buildings. Pre-referral information is gathered through a variety of methods and resources. Interventions are developed based on the data. If a child does not respond to the interventions, then the team would change the interventions as needed. The District would recommend that a PsychoEducational Evaluation be conducted by the School Psychologist after all interventions have been exhausted. The team would rule out other factors and make a recommendation based on all the data/information gathered. Additionally, the District would evaluate any child at parent request. During the 60 day Evaluation timeline, the District would implement strategies as appropriate for data collection.
Enrollment Review the Enrollment Difference Status. If necessary, describe how your district plans to address any significant disproportionalities. The data is publicly available via the PennData website. You can view your most recent report. The link is: https://penndata.hbg.psu.edu/PublicReporting/DataataGlance/tabid/2523/Default.aspx According to the most recent data report, 2014-2015, the District showes significant disproportionalities in the area of Speech and Language. The State was at 15.4% and the District was at 28.9%. This is consistent with the 2013-2014 Data Report as well. That report lists the State as 15.8% and the District at 28.8%. Due to the rural nature of the District, many parents do not initiate Early Intervention Services in the area of Speech and Language. This is a service provided through IU19 to students ages 3-5. The District often has students who enter Kindergarten with some Speech and/or Language deficits that are not developmental and need correction through Therapy. The District is going to implement a more rigorous Kindergarten Speech RtII in an attempt to correct many of the Speech and Language issues that are seen with students who are not receiving Early Intervention services for these issues when they enroll. The Therapists will provide a pushin program and conduct sessions in small group during a time deemed appropriate with the academic schedule of the classroom. Some of the discrepancies can be easily corrected with intervention services before a formal Evaluation is conducted. The District will follow the current procedures for parental agreement that Title 1 uses when implementing this process.
Non-Resident Students Oversight 1. How does the District meet its obligation under Section 1306 of the Public School Code as the host District at each location?
40 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? There are currently no facilities located in our District. If there were to be an Institution developed here in the future, the Elk Lake School District would ensure a Free Appropriate Education to those students residing at that Institution. This which would include, but not be limited to, drug and alcohol treatment centers, Prisions, Resdiential Facilities, etc. Special Education services would be provided when applicable, following the Procedures for Evaluations if necessary, then the IEP Process and provision of Least Restrictive Environment. Enrollment of these students would follow the same requirements as resident students of the District.
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). Presently, there are no Elk Lake School District students who are incarcerated. If this should occur, then the LEA would ensure enrollment of these students, following the same requirements as resident students of the District. The LEA would work closely with Probation and the Court System to ensure that students are located, identified, and offered a Free Appropriate Public Education. The would also apply if a Correctional Facility would be developed with the Elk Lake School District.
Least Restrictive Environment 1. Describe the District procedures, which ensure that, to the maximum extent appropriate, children with disabilities, including those in private institutions, are educated with non-disabled children, and that removal from the regular education environment only occurs when education in that setting with supplementary aids and services, cannot be achieved satisfactorily. 2. Describe how the District is replicating successful programs, evidence-based models, and other PDE sponsored initiatives to enhance or expand the continuum of supports/services and education placement options available within the District to support students with disabilities access the general education curriculum in the least restrictive environment (LRE). (Provide information describing the manner in which the District utilizes site-based training, consultation and technical assistance opportunities available through PDE/PaTTAN, or other public or private agencies.) 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
41 of the district and how those placements were determined to assure that LRE requirements are met.
The Elk Lake District uses a variety of procedures to ensure that students with disabilities are educated with non-disabled peers to the maximum extent possible. Least Restrictive Environment is determined by the individual needs of the student. Once the MDT Team identifies the needs of the student, the Team then gives consideration to all possible supports and services in the general education setting. Students only receive replacement instruction when the IEP Team finds it necessary for the educational benefit of the student. The IEP team utilizes the continuum of services when making decisions regarding placement after supplementary aids and services are discussed. Supplementary aids and services can include (but not be limited to) strategies such as: a Tier system, flex grouping, prior selection of the classroom most conducive to the needs of the student, identifying the learning style of the student, in-service provided to the adults who will be working with the student, and progress monitoring of any supports and services. The Team focuses on the specific area of Disability, and implements strategies such as adapted materials, visual schedules, Occupational Therapy strategies, instructional strategies, and behavior plans as appropriate. The LEA utilizes paraprofessional staff and co-teaching to ensure that students are educated in the Least Restrictive Environment. We act to ensure that each students' needs are being met in the best possible way in the best possible setting. According to the 2014-2015 and 2013-2014 Data Report, the Elk Lake District has met our target in the group identified as 80% or more inside the Regular class. We have students included in the general education setting whenever possible. Additionally, many of our students attend programs in the Susquehanna County Career and Technology Center. We have also met the target in the area of students placed in other settings. Currently, there are only 5 students receiving services through other facilities. These students had needs beyond the scope of a public school settings. These students worked through the continuum of services before being placed in other facilities. The area that we have not met our target in is that area where students are receiving services in a regular class less than 40% of the time. As the LEA reviews the data, this may be attributed to a growing number of students identified as ID and receiving services in a Life Skills Support classroom. In order for a student to be successful in the general education setting, the IEP Team must review the data and make decisions based on the educational benefit for that student. If the curriculum needs to be altered extensively, the IEP Team must consider the best setting for that student.
Behavior Support Services Provide a summary of the District policy on behavioral support services including, but not limited to, the school wide positive behavior supports (PBS). Describe training provided to staff in the use of positive behavior supports, de-escalation techniques and responses to behavior that may require immediate intervention. If the district also has School-Based Behavioral Health Services, please discuss it. The Elk Lake School District has a Behavior Support Policy that is in line with the guidelines set forth by the State in accordance with Chapter 14 and the Pennsylvania State Standards for Special Education. This policy was adopted in June of 2013. The District utilizes PSBA
42 for policy updates. The staff works with students who exhibit behavior problems that interfere with their ability to learn. The District utilizes a school-wide Behavior Support System, that is based on three tiers. The first Tier is the system in place within the classroom for discipline and structure. The second Tier includes the Guidance Counselor and a Behavior Plan developed with a Team of appropriate staff. The third Tier would include the development of a Functional Behavior Assessment (FBA) and a Positive Behavior Support Plan. This Plan would be developed for these students and implemented in the general education curriculum. The Team makes decisions based on Least Restrictive Environment when determining what is best for each student. The Plan could lead to interventions and/or an Evaluation by the School Psychologist. The Elementary staff continues to use a School-Wide Positive Behavior Intervention Support Plan. The team has representatives from all grade levels and various disciplines. This was implemented in the Elementary during the 2010-2011 school year and has continued since then, and had evolved as necessary for our population. This plan includes three levels of behavior: what is expected at the classroom, a "check-in/check-out" system that is set up with a teacher, and a specific behavior plan developed from an FBA. The system also included definitions of behaviors, positive consequences, and various protocols and lesson plans. The District is committed to positive behavior support, redirecting students, and reinforcing appropriate behaviors. The Elk Lake District operates three Emotional Support classes and one Elementary Partial Hospitalization class. Several neighborhood school districts utilize these classes for their students. The District staff are knowledgeable about Positive Behavior Support. The classrooms include general support plans as well as specific plans that are outlined in the IEP process. The staff are trained in De-Escalation techniques and are committed to providing an environment that is safe and conducive to learning. There is a Crisis Counselor who provides group and individual counseling sessions to students who are labeled Emotionally Disturbed. This counselor may also be utilized when Positive Behavior Support plans are being developed for students who are involved in an FBA and Behavior Plan system. The Elk Lake District has a SAP (Student Assistance Program) that operates on both an Elementary and Secondary level. Students who are struggling with behavioral issues can receive assistance from this support service. The District has an outside agency who utilizes space within the school setting as an OutPatient Clinic. This agency provides counseling sessions for students (and sometimes with families) during the school day. This allows for greater communication between the District and the agency. It also allows for carry-over between school and the Counselor. Procedures for Suspensions/Expulsions are followed according to the guidelines set forth by the State. The District utilizes counseling as often as possible when helping students correct and/or replace inappropriate behavior. The Elk Lake School Psychologist has a good working knowledge of FBA's and Positive Behavior Support Plans. She has conducted FBA's, developed plans, and assisted with implementation of those plans. Additionally, the Special Education Coordinator also has a
43 background in Positive Behavior Support. If necessary, the team will also consult with a qualified Behavioral Specialist who can develop plans for students with more diverse needs. The Elk Lake District has provided a number of trainings concerning behavioral issues for the Professional staff as well as the Paraeducators. These trainings were conducted by various sources, including IU staff, private trainers, and in-house staff. The District will continue to provide these sessions as refresher courses and/or as the need arises for new information. The current Crisis Counselor is a certified trainer for Safe Crisis Management techniques.
Intensive Interagency/Ensuring FAPE/Hard to Place Students 1. If the LEA is having difficulty ensuring FAPE for an individual student or a particular disability category, describe the procedures and analysis methods used to determine gaps in the continuum of special education supports, services and education placement options available for students with disabilities. 2. Include information detailing successful programs, services, education placements as well as identified gaps in current programs, services, and education placements not available within the LEA. Include an overview of services provided through interagency collaboration within the LEA. 3. Discuss any expansion of the continuum of services planned during the life of this plan. The Elk Lake School District ensures FAPE for hard to place students in all disability categories. The District operates classrooms for almost all District students who are in Special Education with the exception of a Secondary Partial Hospitalization class. Typically, these have been a low incident enrollment for the District. The District provides FAPE to students in this categories through neighboring school district programs. The Elk Lake District provides all necessary supports and services for students who are struggling. These services are provided through on-site personnel, or off-site professionals when necessary. The IEP is used to provide FAPE and ensure that each child is able to be successful in the school setting. The District utilizes an Interagency process and the CASSP meeting process whenever there is a student in danger of not having a placement. The appropriate Interagency Coordinator and Mental Health Coordinator is notified, invitations are sent to the team members, and a meeting is held. During the course of the meeting, an Action Plan is developed for the student. That plan is implemented, and the team reconvenes if necessary for follow-up. Parents are given access to outside resources when applicable. The Elk Lake District currently has a total of five students placed off campus. All five of these students had needs that could not be met on-site. Students will be considered for reentry to Elk Lake upon the recommendation of the IEP Team..
Strengths and Highlights
44 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 Elk Lake School District continues to be committed to serving the needs of the Special Education students who attend school here. In addition to those students who are Elk Lake residents, we run programs for a number of districts who send their Emotional Support and Life Skills Support students to our facility. We have many initiatives in place that encourage and foster student growth and achievement. All staff, teachers and paraeducators, have been in-serviced on various strategies and interventions for working with students. This includes academic as well as behavioral interventions. Inclusion is practiced at all levels, as well as opportunities for coteaching and collaboration. The staff is open to working with students with special needs and they have the support and assistance they need in order to help these students to be successful. They foster an atmosphere of care and concern for all. The Elk Lake School District is committed to raising the achievement level for all learners. Special Education staff are included with the general education teachers during our in-service time. It is our belief that a seamless system needs to exist; not just from the Elementary to the Secondary but between Special Education and general education as well . Many of the in-services and initiatives that are in place in the Elementary are also used in the Secondary. Workshops are conducted in the areas of Reading, Math, Writing, and Assessment techniques. We use Corrective Reading, SRA, Horizons, Basic Reading Inventory, DIBELS testing, Running Record, the PSSA Writing Rubric, Key Math, Woodcock Reading Assessment and Progress Monitoring. We have updated our Curriculums. The Elementary is now using Reading Street from Kindergarten through sixth grade. Everyday Math is being used from grades K through five and Big Ideas Math is being used in sixth through eighth. The Special Education Teachers use AIMSweb and the Basic Reading Inventory (BRI) to progress monitor Special Needs students and chart their performance in relation to meeting their goals and objectives. Many of our initiatives are used by the Special Education teachers as well as the General Education teachers in order to provide the best possible instruction and to remain current with General Education practices. The District uses a variety of pre-referral intervention techniques. Interventions and data collection is provided through Title 1 services. The referrals in the Secondary follow pre-referral strategies developed through the MDT Team. Teachers provide appropriate assistance to identified students. Interventions can be academically or behaviorally based. We use parent/student support meetings in which we plan different strategies to assist a student who may be struggling. The teachers are very proactive about dealing with students. In addition to school based strategies, we often provide the parent with a home packet for reinforcement of skills. Parents are kept informed of the curriculum and various school activities. We host two Parent/Teacher conference dates, one in October and one in February. Additionally, we have a "Curriculum Night" early on in the year for parents to meet the teachers and learn about the curriculum at their student's grade level. Parents and Grandparents are invited to special lunches, plays, and awards/graduation ceremonies. We have a parent portal and a drop down menu on our website with information for parents of Special Education students. The District has two Speech and Language Therapists who provide push-in programs as well as pull-out services. Currently, the number of students receiving Speech and Language services is disproportionate to the State number. Due to the rural nature of the District, many of our preschool students do not receive Early Intervention services. The Therapists will work with these
45 students through an RtII program to determine if there is a need for a Speech and Langauge Evaluation, or if the problems can be corrected with Tier II or Tier II interventions. The Elk Lake District also works with a number of Mental Health agencies. The Elk Lake District consists of students who reside in two counties. The outside organizations that provide services are primarily located in Susquehanna and Wyoming County. Occasionally, we work with agencies and supports from Bradford and Lackawanna County as well. The agencies include, but are not limited to, NHS Human Services, Children's Service Center, Youth Advocate Program, Family Enrichment Center, Scranton Counseling, The Burke Center, and NEPA Community Health Care. Elk Lake is host to a Partial Hospitalization program at the elementary level. This program is designed in cooperation with NHS Human Services to provide for students with many emotional needs. There is a therapeutic component, counseling services, and the services of a psychiatrist through this arrangement, as well as the academic component. Elk Lake also operates three other Emotional Support classes, at the Elementary, Junior High, and Secondary level. These classes deliver group and individual counseling sessions to students, in addition to crisis intervention when necessary. There is one Crisis Counselor who provides services to this group of students, as well as an Elk Lake teacher for the academic portion in each classroom. The Elementary students focus on Social Skills, while the Secondary students focus on problem solving strategies. Additionally, many of the Secondary students are included in the Susquehanna County Career and Technology Center where they are able to pursue an education in a job related field. The District currently houses an out-patient clinic that is run by Children's Service Center. Students receive counseling services through this organization on school premises. The Counselor makes arrangements with parents and provides sessions to students at the
school. Parent involvement occurs on an individual basis. This has been a great addition to our list of services. Parents appreciate the fact that their child is able to access counseling while at school. The Elk Lake School District runs three Life Skills Support classes and one Multi-Disabilities classroom. These students focus on a more specific curriculum, designed especially for their needs. The Secondary students are often included in the Susquehanna County Career and Technology Center (SCCTC) for career based instruction. There is a Transition Coordinator who works primarily with the Life Skills students, as well as some of the students in Emotional Support and Learning Support when appropriate. Our students are able to receive Transition services both on and off campus. They are incorporated in a number of activities that teach and reinforce job skills and life experiences. Students are given a variety of Transition Assessments. These Assessments are used to determine appropriate placements. Some of the placements include the local nursing homes, senior centers, the Public Library, pet groomers, a local garden center, and a local garage. Some students also access Transition through the Co-Op Program, run by the Susquehanna County Career and Technology Center (SCCTC). Students receive many training opportunities through the SCCTC programs of study. Tutors are available in the SCCTC to assist Special Education students with their academics and skills. The Elk Lake School District provides information to parents about local annual Transition and Disability Fairs. The District sends flyers home to parents of Transition age students. The District hands out the "Planning for the Future Checklist" that was developed by the State. Our District covers two counties, so the checklist has been updated to contain information specific to the County of Residence. Additionally, the District sets aside time for the OVR Representative to
come into school and meet with parents and students to determine eligibility for services upon Graduation. Information is provided to the parents through the yearly flyer from PDE, IEP meetings, and conversations with parents through the Special Education office.
46 The LEA has also developed a quarterly Transition Newsletter that was developed by the Transition Coordinator and distributed each quarter, either through mailings or report cards. The District Transition Coordinator works with the teachers on Transition Assessments. She keeps them updated with the current Assessments that need to be included in the IEPs. She has held trainings in the past for our teachers, as well as several Transition Coordinators from our sending school districts. She keeps staff current through emails and one-to-one assistance. The District works with the local Intermediate Unit when necessary to obtain placements for students who are in need of a more restrictive setting than a public school environment can provide. An Interagency meeting is scheduled whenever we need to ensure that FAPE (Free Appropriate Public Education) is being provided for all students within our District. The Elk Lake District works with the parents and holds several meetings prior to scheduling an Interagency Meeting. The Elk Lake Special Education teachers have received trainings and in-services on IEP writing, Progress Monitoring, and Transition services. We are very conscientious about the development of our IEPs and realize that they are working documents. They are designed to be a reflection of the student, to demonstrate their skills and project forward to their future. The District schedules an in-service day when general education teachers are presented with time to read the IEPs and ask questions about them from the Special Education teacher. General Education teachers have been given access to the IEPs for their students whenever needed through the IEP Writer program.
47
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)
48
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.
49
Least Restrictive Environment Facilities Facility Name
Type of Facility
Scranton School for Deaf and Hard of Hearing Alternative Learning Center PATH (Pa Treatment and Healing) Woods Abraxas
Approved Private Schools Special Education Centers Other Approved Private Schools Approved Private Schools
Deaf/Hard of Hearing, Autism
Number of Students Placed 1
Emotional Support
1
Learning Support/Emotional Support Residential Facility/Mental Health Residential Placement/Emotional Support
1
Type of Service
1 1
Special Education Program Profile Program Position #1 - Proposed Program Operator: School District PROPOSED PROGRAM INFORMATION Type: Class Implementation Date: August 31, 2015 Average square feet in regular classrooms: sq. ft. Square footage of this classroom: sq. ft. ( feet long x feet wide) Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate. PROGRAM SEGMENTS Location/Building Elk Lake Elementary Building
Grade
Building Type
An Elementary School Building
Type of Support
Level of Support
Age Range
Caseload
FTE
A building in Supplemental Life 6 to 12 10 1 which (Less Than 80% Skills General but More Than Support Education 20%) programs are operated Justification: One student entered the District mid-year. This is the best support for this student. The student receives academic instruction in an age appropriate group.
Program Position #2 - Proposed Program Operator: School District PROPOSED PROGRAM INFORMATION
50 Type: Class Implementation Date: August 31, 2015 Average square feet in regular classrooms: sq. ft. Square footage of this classroom: sq. ft. ( feet long x feet wide) Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate. PROGRAM SEGMENTS Location/Building Elk Lake Elementary Building
Grade
Building Type
Type of Support
Level of Support
Age Range
Caseload
FTE
An Elementary School Building
A building in Supplemental Emotional 8 to 10 1 which (Less Than Support 12 General 80% but More Education Than 20%) programs are operated Justification: Students in this class receive instruction with age appropriate groups either within the Emotional Support class or through the Inclusion sections in the Elementary building.
Program Position #3 - Proposed Program Operator: School District PROPOSED PROGRAM INFORMATION Type: Class Implementation Date: August 31, 2015 Average square feet in regular classrooms: sq. ft. Square footage of this classroom: sq. ft. ( feet long x feet wide) Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate. PROGRAM SEGMENTS Location/Building Elk Lake Elementary Building
Grade
Building Type
Type of Support
Level of Support
Age Range
An Elementary School Building
Caseload
FTE
A building in Supplemental Emotional 6 to 9 1 which (Less Than Support 12 General 80% but More Education Than 20%) programs are operated Justification: Students who are outside of the age range do not receive academic instruction in the Emotional Support classroom. They are included with their peers for instruction and monitored for behavior through the ES classroom.
Program Position #4 - Proposed Program Operator: School District PROPOSED PROGRAM INFORMATION Type: Class Implementation Date: August 31, 2015 Average square feet in regular classrooms: sq. ft. Square footage of this classroom: sq. ft. ( feet long x feet wide)
51 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate. PROGRAM SEGMENTS Location/Building Elk Lake Elementary Building
Grade
Building Type
Type of Support
Level of Support
Age Range
Caseload
FTE
An Elementary School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Learning Support
8 to 10
17
1
Program Position #5 - Proposed Program Operator: School District PROPOSED PROGRAM INFORMATION Type: Class Implementation Date: August 31, 2015 Average square feet in regular classrooms: sq. ft. Square footage of this classroom: sq. ft. ( feet long x feet wide) Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate. PROGRAM SEGMENTS Location/Building Elk Lake Elementary Building
Grade
Building Type
Type of Support
Level of Support
Age Range
Caseload
FTE
An Elementary School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Learning Support
10 to 12
19
1
Program Position #6 - Proposed Program Operator: School District PROPOSED PROGRAM INFORMATION Type: Class Implementation Date: August 31, 2015 Average square feet in regular classrooms: sq. ft. Square footage of this classroom: sq. ft. ( feet long x feet wide) Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate. PROGRAM SEGMENTS Location/Building Elk Lake Elementary Building
Grade
Building Type
Type of Support
Level of Support
Age Range
Caseload
FTE
An Elementary School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Learning Support
11 to 13
15
1
52
Program Position #7 - Proposed Program Operator: School District PROPOSED PROGRAM INFORMATION Type: Class Implementation Date: August 31, 2015 Average square feet in regular classrooms: sq. ft. Square footage of this classroom: sq. ft. ( feet long x feet wide) Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate. PROGRAM SEGMENTS Location/Building
Grade
Building Type
Type of Support
Level of Support
Age Range
Caseload
FTE
Elk Lake Secondary Building
A Junior/Senior High School Building
A building in which General Education programs are operated
Itinerant
Learning Support
12 to 14
18
1
Program Position #8 - Proposed Program Operator: School District PROPOSED PROGRAM INFORMATION Type: Class Implementation Date: August 31, 2015 Average square feet in regular classrooms: sq. ft. Square footage of this classroom: sq. ft. ( feet long x feet wide) Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate. PROGRAM SEGMENTS Location/Building
Grade
Building Type
Type of Support
Level of Support
Age Range
Caseload
FTE
Elk Lake Secondary Building
A Junior/Senior High School Building
A building in which General Education programs are operated
Itinerant
Learning Support
13 to 16
18
1
Program Position #9 - Proposed Program Operator: School District PROPOSED PROGRAM INFORMATION Type: Class Implementation Date: August 31, 2015 Average square feet in regular classrooms: sq. ft. Square footage of this classroom: sq. ft. ( feet long x feet wide) Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate. PROGRAM SEGMENTS
53 Location/Building
Grade
Building Type
Type of Support
Level of Support
Age Range
Caseload
FTE
Elk Lake Secondary Building
A Junior/Senior High School Building
A building in which General Education programs are operated
Itinerant
Learning Support
17 to 19
13
1
Program Position #10 - Proposed Program Operator: School District PROPOSED PROGRAM INFORMATION Type: Class Implementation Date: August 31, 2015 Average square feet in regular classrooms: sq. ft. Square footage of this classroom: sq. ft. ( feet long x feet wide) Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate. PROGRAM SEGMENTS Location/Building
Grade
Building Type
Type of Support
Elk Lake Secondary Building
A Junior/Senior High School Building
Itinerant
Elk Lake Secondary Building
A Junior/Senior High School Building
A building in which General Education programs are operated A building in which General Education programs are operated
Itinerant
Age Range
Caseload
FTE
Learning Support
15 to 17
12
0.5
Emotional Support
13 to 16
4
0.5
Level of Support
Program Position #11 - Proposed Program Operator: School District PROPOSED PROGRAM INFORMATION Type: Class Implementation Date: August 31, 2015 Average square feet in regular classrooms: sq. ft. Square footage of this classroom: sq. ft. ( feet long x feet wide) Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate. PROGRAM SEGMENTS Location/Building
Grade
Elk Lake Secondary Building
A Junior/Senior High School Building
Building Type A building in which General Education programs are operated
Type of Support
Level of Support
Supplemental (Less Than 80% but More Than 20%)
Emotional Support
Age Range
Caseload
FTE
13 to 16
4
0.5
54 Program Position #12 - Proposed Program Operator: School District PROPOSED PROGRAM INFORMATION Type: Class Implementation Date: August 31, 2015 Average square feet in regular classrooms: sq. ft. Square footage of this classroom: sq. ft. ( feet long x feet wide) Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate. PROGRAM SEGMENTS Location/Building
Grade
Building Type
Type of Support
Level of Support
Elk Lake Secondary Building
A Junior/Senior High School Building
A building in which General Education programs are operated
Itinerant
Emotional Support
Age Range
Caseload
FTE
16 to 18
9
1
Program Position #13 - Proposed Program Operator: School District PROPOSED PROGRAM INFORMATION Type: Class Implementation Date: August 31, 2015 Average square feet in regular classrooms: sq. ft. Square footage of this classroom: sq. ft. ( feet long x feet wide) Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate. PROGRAM SEGMENTS Location/Building
Grade
Elk Lake Secondary Building
A Junior/Senior High School Building
Building Type A building in which General Education programs are operated
Type of Support
Level of Support
Age Range
Caseload
FTE
Supplemental (Less Than 80% but More Than 20%)
Life Skills Support
13 to 16
7
1
Program Position #14 - Proposed Program Operator: School District PROPOSED PROGRAM INFORMATION Type: Class Implementation Date: August 31, 2015 Average square feet in regular classrooms: sq. ft. Square footage of this classroom: sq. ft. ( feet long x feet wide) Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate. PROGRAM SEGMENTS
55 Location/Building
Grade
Elk Lake Secondary Building
A Junior/Senior High School Building
Building Type A building in which General Education programs are operated
Type of Support
Level of Support
Age Range
Caseload
FTE
Supplemental (Less Than 80% but More Than 20%)
Life Skills Support
17 to 19
10
1
Program Position #15 - Proposed Program Operator: School District PROPOSED PROGRAM INFORMATION Type: Class Implementation Date: August 31, 2015 Average square feet in regular classrooms: sq. ft. Square footage of this classroom: sq. ft. ( feet long x feet wide) Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate. PROGRAM SEGMENTS Location/Building Elk Lake Districtwide
Grade
Building Type
Type of Support
Level of Support
Age Range
Caseload
FTE
An Elementary School Building
A building in Speech and 5 to 19 55 Itinerant 1 which General Language Education Support programs are operated Justification: Speech and Language Therapists work with students in small age-appropriate groups or one-onone sessions. They work in both buildings.
Program Position #16 - Proposed Program Operator: School District PROPOSED PROGRAM INFORMATION Type: Class Implementation Date: August 31, 2015 Average square feet in regular classrooms: sq. ft. Square footage of this classroom: sq. ft. ( feet long x feet wide) Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate. PROGRAM SEGMENTS Location/Building Elk Lake Districtwide
Grade A Junior/Senior High School Building
Building Type
Type of Support
Level of Support
Age Range
Caseload
FTE
A building in Itinerant Speech and 5 to 12 50 1 which General Language Education Support programs are operated Justification: Speech and Language Therapists work with students in small group age appropriate settings or one-on-one sessions. They work in both buildings.
56 Program Position #17 - Proposed Program Operator: School District PROPOSED PROGRAM INFORMATION Type: ClassandPosition Implementation Date: September 2, 2014 Average square feet in regular classrooms: 896 sq. ft. Square footage of this classroom: 896 sq. ft. (28 feet long x 32 feet wide) PROGRAM SEGMENTS Location/Building Elk Lake School District
Grade
Building Type
Type of Support
Level of Support
Age Range
Caseload
FTE
An Elementary School Building
A building in Full-Time Multiple 7 to 11 5 1 which Special Disabilities General Education Support Education Class programs are operated Justification: One student is out of the age range. This student is included with age appropriate students or taught individually for academics.
Program Position #18 - Proposed Program Operator: School District PROPOSED PROGRAM INFORMATION Type: ClassandPosition Implementation Date: February 23, 2015 Average square feet in regular classrooms: 896 sq. ft. Square footage of this classroom: 896 sq. ft. (28 feet long x 32 feet wide) Explain any unchecked boxes for facilities questions: This class is a temporary addition in order to be compliant with caseload and age range. The class will run from February 2015 to June 2015. Caseloads will be reassigned for the 2015-2016 school year. PROGRAM SEGMENTS Location/Building Elk Lake Elementary
Grade
Building Type
Type of Support
Level of Support
Age Range
Caseload
FTE
An Elementary School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Learning Support
6 to 9
13
1
Special Education Support Services Support Service Special Education Coordinator School Psychologist Paraprofessionals Paraprofessionals
Teacher FTE
Location District-wide District-wide Elk Lake Elementary Elk Lake Secondary Building
1 1 9 8
57
Special Education Contracted Services Special Education Contracted Services Tier Occupational Services Physical Therapist Vision Therapist Hearing Therapist Crisis Counselor for Emotional Support Orientation and Mobility
Operator Outside Contractor Intermediate Unit Intermediate Unit Intermediate Unit Outside Contractor Intermediate Unit
Amt of Time per Week 4 Days 0.5 Days 0.5 Days 1 Days 5 Days 0.5 Days
58
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: This question has not been answered.
District Accomplishments Accomplishment #1: Due to static reading results in the elementary building the District has phased in a new systemic, rigorous reading curriculum called Reading Street. All teachers who teach reading as well as Title 1 have been trained and received new reading curriculum resources. The results from the process has shown growth on the PSSA Reading Assessment for each grade level.
Accomplishment #2: Elk Lake High School's SAT scores consistently rank in the top 10% in northeastern Pennsylvania. Accomplishment #3: Attendance rate for the elementary school is 94% and the secondary school is 93%. Accomplishment #4: Elk Lake High School had the highest indicator of academic achievement score on the SPP for Algebra 1 compared to 10 surrounding school districts. Accomplishment #5: Everyday Math has been implemented in Grades K-5 and Big Ideas Math has been implemented in Grades 6-8 due to consistent elementary math assessment scores and resources that were not aligned to the rigor of the Common Core. The math scores on the PSSA have shown growth at each grade level. Accomplishment #6:
59 Implemented a Keystone remediation program for Algebra 1 and Biology. Accomplishment #7: Techology upgrades include District-wide WiFi and the District is utilizing Google for Education. Accomplishment #8: Elk Lake High School had the highest indicator of academic achievement score on the SPP for Biology compared to 10 surrounding school districts.
District Concerns Concern #1: Due to the State's transition of writing into the ELA state assessment the secondary school realizes the need to implement a systemic writing curriculum in all content areas. Concern #2: Due to the changes in the state math assessments the District needs to align the curriculum to the current state assessment expectations. Concern #3: Due to the changes in the state ELA assessments the District needs to align the curriculum to the current state assessment expectations.
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: Due to the State's transition of writing into the ELA state assessment the secondary school realizes the need to implement a systemic writing curriculum in all content areas.
Due to the changes in the state math assessments the District needs to align the curriculum to the current state assessment expectations.
60 Due to the changes in the state ELA assessments the District needs to align the curriculum to the current state assessment expectations.
61
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. Indicators of Effectiveness: Type: Annual Data Source: PSSA/Keystone Exam Data and Local Assessments Specific Targets: The percentage students scoring proficient and advanced in ELA, math and science on the PSSA and Keystone Exams as related to the indicators of academic achievement and closing the achievement gap categories of the SPP.
Strategies: 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://webserver3.ascd.org/handbook/demo/mapping2.html Resource:http://effectivestrategies.wiki.caiu.org/Curriculum+Framework SAS Alignment: Standards, Materials & Resources
Implementation Steps:
62
Curricular Mapping Description: Grade level and subject level departments will meet monthly to begin the process of aligning the curriculum to the State standards and assessments. IU 19 qill assist the District 3 times during the process; a pre, mid and post meeting to provide a curriculum framework to ensure proper alignement to the State assessment expectations. Start Date: 8/24/2016
End Date: 5/31/2018
Program Area(s): Professional Education Supported Strategies:
Curriculum Mapping
63
Appendix: Professional Development Implementation Step Details LEA Goals Addressed:
Start
8/24/2016
Establish a district system that fully ensures consistent implementation of standards aligned curricula across all schools for all students.
End
Title
5/31/2018
Curricular Mapping
Person Responsible Building Level Administrator and Building Leadership Team
SH 1.5
S 24
EP 42
Strategy #1: Curriculum Mapping
Description Grade level and subject level departments will meet monthly to begin the process of aligning the curriculum to the State standards and assessments. IU 19 qill assist the District 3 times during the process; a pre, mid and post meeting to provide a curriculum framework to ensure proper alignement to the State assessment expectations. Provider Type App. Elk Lake School District School Yes Entity
1. Evaluate local assessments based on the level of rigor found on the State assessments. Knowledge 2. Develop local assessments that are aligned to the content and rigor of the State assessments. Supportive Research
Understanding by Design model to develop the curriculum Utilize the Heidi Hayes Jocobs model of curricular mapping.
Designed to Accomplish
64 For classroom teachers, school counselors and education specialists:
For school and district administrators, and other educators seeking leadership roles:
Training Format
Participant Roles
Enhances the educator’s content knowledge in the area of the educator’s certification or assignment. Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students. 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. Instructs the leader in managing resources for effective results.
Department Focused Presentation Professional Learning Communities
Classroom teachers Principals / Asst. Principals
Follow-up Activities
Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or
Grade Levels
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,
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Analysis of student work, with administrator and/or peers Creating lessons to meet varied student learning styles Peer-to-peer lesson discussion Lesson modeling with mentoring Journaling and reflecting
instructional delivery and professionalism. Student PSSA data Standardized student assessment data other than the PSSA Classroom student assessment data
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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. Affirmed by Arden Tewksbury on 4/28/2016 Board President Affirmed by Kenneth Cuomo on 4/28/2016 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. We affirm that the school district has completed a 28 day public inspection and comment period as required under 22 PA Code § 4.13 (d) prior to the school entity's governing board approval and submission to the Department of Education (Bureau of Special Education). Affirmed by Arden Tewksbury on 4/28/2016
68 Board President Affirmed by Kenneth Cuomo on 4/28/2016 Superintendent/Chief Executive Officer
