Susquenita School District Comprehensive Plan 2019-2022

• Susquenita School District Comprehensive Plan 2019-2022

This plan is available on the District website, and in hard copy at the District Office, for a 28-day public review period.

The Board is scheduled to approve the plan on April 10, 2018. Comprehensive Plan Parts

- Professional Education Plan [Quick Link] - Special Education Plan [Quick Link]

- Induction Plan [Quick Link] - Gifted Plan [Quick Link] - Student Services Plan [Quick Link]

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Table of Contents

DISTRICT PROFILE 3

DEMOGRAPHICS 3

PLANNING COMMITTEE 3

CORE FOUNDATIONS 5

PROFESSIONAL EDUCATION 5 CHARACTERISTICS 5 EDUCATOR DISCIPLINE ACT 126, 71 6 STRATEGIES ENSURING FIDELITY 7 INDUCTION PROGRAM 7 NEEDS OF INDUCTEES 9 MENTOR CHARACTERISTICS 10 INDUCTION PROGRAM TIMELINE 11 MONITORING AND EVALUATING THE INDUCTION PROGRAM 11 RECORDING PROCESS 11

DISTRICT LEVEL PLAN 12

ACTION PLANS 12

APPENDIX: PROFESSIONAL DEVELOPMENT IMPLEMENTATION STEP DETAILS 36 3

District Profile

Demographics 1725 Schoolhouse Rd Duncannon, PA 17020 (717)957-6000 Superintendent: Kent Smith Director of Special Education: Sonja Brunner Planning Committee Name Role Roger Carl Administrator : Professional Education Craig Funk Administrator : Professional Education Rebecca Lorfink Administrator : Professional Education Special Education William Quigley Administrator : Professional Education Kent Smith Administrator : Professional Education Shannon Wevodau Administrator : Professional Education Special Education Patricia Woods Administrator : Professional Education Donald Kauffman Board Member : Professional Education Special Education Brenda Myers Board Member : Professional Education Heather Rudy Board Member : Professional Education Jeff Forrer Business Representative : Professional Education Steve Hoffmaster Business Representative : Professional Education Kathy Fackler Community Representative : Professional Education Special Education Cheryl Maciorkoski Community Representative : Professional Education Denise Boaz Ed Specialist - School Nurse : Professional Education Allison Hall Ed Specialist - School Psychologist : Professional Education Special Education Ann Borlinghaus Elementary School Teacher - Regular Education : Special Education 4

Angela Dell Elementary School Teacher - Regular Education : Professional Education Sarah Folkenroth Elementary School Teacher - Regular Education : Professional Education Brittany Sanchez Elementary School Teacher - Special Education : Special Education Kathy Becker High School Teacher - Regular Education : Professional Education Jammee Drake High School Teacher - Regular Education : Professional Education Vicki Smith High School Teacher - Regular Education : Professional Education Special Education Beth Johnson Middle School Teacher - Regular Education : Professional Education Sue Wenger Middle School Teacher - Special Education : Professional Education Jennifer Phoenix Parent : Professional Education Special Education Shannon Reed Parent : Professional Education Sonja Brunner Special Education Director/Specialist : Special Education Mark Maldet Student Curriculum Director/Specialist : Professional Education

Core Foundations

Professional Education Characteristics District’s Professional Education Characteristics EEP EEI ML HS Enhances the educator’s content knowledge in the area of the educator’s certification or X X X X assignment. Increases the educator’s teaching skills based on effective practice research, with attention X X X X given to interventions for struggling students. Increases the educator's teaching skills based on effective practice research, with attention X X X X given to interventions for gifted students. Provides educators with a variety of classroom-based assessment skills and the skills needed X X X X to analyze and use data in instructional decision making. Empowers educators to work effectively with parents and community partners. X X X X

District’s Professional Education Characteristics EEP EEI ML HS Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for X X X X 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 X X X X 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. X X X X Empowers leaders to create a culture of teaching and learning, with an emphasis on learning. X X X X Instructs the leader in managing resources for effective results. X X X X

Provide brief explanation of your process for ensuring these selected characteristics. All teachers and administrators are trained in the use of data, as well as the Learning Focused Schools process. All of our data is uploaded to our comprehensive data management system. The Learning Focused Schools program utilizes educational "best practices" to create a framework for learning. We are fully aligned to Pennsylvania Academic/Core Standards. We provide staff development during the school year, as well as through our summer staff development program. We encourage the attainment of higher degrees by reimbursing staff for 6

the costs of tuition for graduate degree programs. Additionally, we provide internships for interested professionals and leadership development opportunities within the District.

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: 6/2/2014 continues as new employees are hired The LEA plans to conduct the required training on approximately: 6/2/2019 Whole group

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: 8/1/2015 continues as new employees are hired (1 hour) 1/16/2017 inservice day (2 hours via Mr. Maldet and Mrs. Brunner) The LEA plans to conduct the training on approximately: 1/16/2022 Whole group

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: 1/18/2016 continues as new employees are hired (1 hour) + every 5 years as required The LEA plans to conduct the training on approximately: 1/18/2021 Whole Group

Strategies Ensuring Fidelity 1. Professional Development activities are based upon detailed needs assessments that utilize student assessment results to target instructional areas that need strengthening. 2. Using disaggregated student data to determine educators’ learning priorities. 7

3. Professional Development activities are based upon detailed needs assessments that utilize student assessment results to target curricular areas that need further alignment. 4. Professional Development activities are developed that support implementation of strategies identified in your action plan. 5. Clear expectations in terms of teacher practice are identified for staff implementation. 6. 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. 7. The LEA has a systemic process that is used to validate whether or not providers have the capacity to present quality professional development. 8. Administrators participate fully in all professional development sessions targeted for their faculties. 9. Every Professional development initiative includes components that provide ongoing support to teachers regarding implementation. 10. The LEA has an ongoing monitoring system in place (i.e. walkthroughs, classroom observations). 11. 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. Professional development needs are determined through an annual needs assessment with input from professionals and administrators. The programs are organized to ensure they coincide with the District Goals and Objectives set forth by the Board of School Directors and the Comprehensive Planning Process.

Induction Program 1. Inductees will know, understand and implement instructional practices validated by the LEA as known to improve student achievement.

2. Inductees will assign challenging work to diverse student populations.

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

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

5. 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.

6. Inductees will effectively navigate the Standards Aligned System website.

7. Inductees will know and apply LEA endorsed classroom management strategies. 8

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

9. Inductees will take advantage of opportunities to engage personally with other members of the faculty in order to develop a sense of collegiality and camaraderie.

Provide brief explanation of your process for ensuring these selected characteristics. Each inductee is provided significant staff development training in the Learning Focused Schools (LFS) Teaching and Planning Framework. This provides teachers with instruction in pedagogical best practices. The District's curriculum is housed in the LFS Power Curriculum program which all teachers utilize to ensure fidelity to our curriculum, which is completely aligned to the Pennsylvania Academic/Core Standards. This was migrated to a new program in the 2014-2015 school year and continues to be updated as/when necessary. This process has ensured we provide a rigorous curriculum to all of our students. All inductees undergo a three (3) day training and orientation program which provides our teachers with information and expectations regarding Susquenita School District and building initiatives, practices, policies and procedures. Part of the three-day training addresses technology resources, of which the SAS website is one. Additionally, this orientation provides inductees with classroom management expectations and a Student Assistant Program review. Inductees are also provided with a complete overview of the Charlotte Danielson's Framework for Teaching and the Multi-Measure Educator Effectiveness model. Finally, inductees meet with the Director of Curriculum and Instruction each month from January through May of their first year to review District "news" and participate in a book club which assists with the development of collegiality and camaraderie.

Needs of Inductees 1. Frequent observations of inductee instructional practice by a coach or mentor to identify needs.

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

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

4. Student PSSA data.

5. Standardized student assessment data other than the PSSA.

6. Classroom assessment data (Formative & Summative). 9

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

8. Review of inductee lesson plans.

9. Review of written reports summarizing instructional activity.

10. Submission of inductee portfolio.

11. Knowledge of successful research-based instructional models.

12. 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. Mentors, Building Administrators, and the Director of Curriculum and Instruction, visit and formally observe inductees frequently during their first year of teaching. They discuss any areas of need which the inductee would benefit from being addressed. During Pre- and Post-Observation Conferences, planning and performance is reviewed and committed to a report. The Director of Curriculum and Instruction reviews all of these reports. Additionally, the Building Administrator and Mentor discuss the progress of the inductee on a periodic basis and review classroom assessment data. During the inductee orientation, a technology program is provided which highlights information about reviewing not only PSSA, but also all other data the school collects and houses in a Data Management System program - Performance Tracker. At the end of the inductee's first year, a portfolio is submitted to the Director of Curriculum and Instruction, containing a survey of the program. These surveys have been maintained since 2007. The inductee's training in Learning Focused Schools provides knowledge of successful research based instructional models.

Mentor Characteristics

Checked answers ● Pool of possible mentors is comprised of teachers with outstanding work performance. ● Potential mentors have similar certifications and assignments. ● Potential mentors must model continuous learning and reflection. ● Potential mentors must have knowledge of LEA policies, procedures and resources. ● Potential mentors must have demonstrated ability to work effectively with students and other adults. ● Potential mentors must be willing to accept additional responsibility. 10

● 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. Building Principals maintain a list of excellent classroom teachers who possess the necessary qualities to be successful in mentoring those teachers new to the profession. Information regarding the best mentor/inductee match is then discussed with the Director of Curriculum and Instruction, and teachers are assigned with certifications and building assignments as close to matching with the inductee as can be attained. The mentor completes an application to be a mentor. These mentor teachers must be tenured, and have at least three years of experience in the District to ensure an understanding of the policies, procedures, and resources. Mentor training is provided to the mentors by the administration on the first day of induction training. Mentors are provided a stipend for their efforts, and meet minimally monthly with the inductee.

Induction Program Timeline Apr-Ma Topics Aug-Sep Oct-Nov Dec-Jan Feb-Mar Jun-Jul y Code of Professional Practice and Conduct for Educators X X Assessments X X X X X X Best Instructional Practices X X X X X Safe and Supportive Schools X X X Standards X X X Curriculum X X X X Instruction X X X X X Accommodations and Adaptations for diverse learners X X Data informed decision making X X X X X Materials and Resources for Instruction X X X X X X

If necessary, provide further explanation. A Schedule of activities and topics to be covered is provided to both the mentor and inductee. 11

Monitoring and Evaluating the Induction Program

Identify the procedures for monitoring and evaluating the Induction program.

At the end of each year, both the Inductee and Mentor complete a survey to evaluate the program. Information is reviewed by the District administrators, and adjustments are implemented to the orientation portion of the program, and the program as a whole if necessary.

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. District Level Plan

Action Plans

Goal #1: Establish a system that ensures the continuous examination of technology and the positive impact it can have in Susquenita School District.

Related Challenges: 12

● Establish a system that ensures the continuous examination of technology and how it can impact Susquenita School District positively. Indicators of Effectiveness:

Type: Interim

Data Source: Minutes from on-going meetings

End of Year Technology Staff Survey

Specific Targets: Everything we do with technology should ultimately impact the district in a positive manner with respect to academic success while at the same time being mindful of realistic budgetary constraints.

The survey will show an overall satisfaction with the district's technology of at least 90%.

Strategies: Technology Work Group

Description:

The focus of the Technology Work Group will be to plan for the acquisition of resources that support the learning process and further the goals and policies of the Board and school administration. In addition, the group can plan for and facilitate staff training in the use of technology equipment and programs. This should, in turn, empower staff to achieve the stated goals and implement policies. The process is also designed to help empower staff with the tools to provide students with a rich learning environment.

SAS Alignment: Materials & Resources Implementation Steps: 13

Monthly Meetings

Description:

Group members comprised of:

● Administrators – Technology Coordinator, Director of Curriculum & Instruction, one (1) Building Principal from each school ● Teachers – Two (2) teachers from each school working with specified technology (rotating basis) ● Building Techs – One (1) from each school

Conduct Monthly Meetings

● Establish agendas – Include the minutes of the prior meeting ● Establish meeting “minutes” process and establish one (1) week turnaround ● Review designated hardware and software use, as well as actual, perceived, and anecdotal impacts of technology

Start Date: 11/1/2018 End Date: 11/1/2022

Program Area(s):

Supported Strategies:

● Technology Work Group

Goal #2: Establish a District system that fully ensures barriers to student learning are addresses in order to increase student achievement and meet Future Ready PA Indicators of Success.

Related Challenges:

● Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school. ● Establish a system that fully ensures that Susquenita SD can continuously improve student language and literacy acquisition. 14

● Establish a system that ensures opportunities are in place which promotes instruction of diverse learners in an inclusion setting. Indicators of Effectiveness:

Type: Annual

Data Source: Results of Future Ready PA Indicators of Success

Specific Targets: Targets as outlined within Future Ready PA Indicators of Success

Type: Annual

Data Source: Classroom Observations

Specific Targets: All teachers will show proficiency in Domains 1 & 3 of the Danielson Framework for Teaching

Type: Interim

Data Source: Walk-throughs and Informal Observations, Lesson plans

Specific Targets: When applicable, all teachers will exhibit instructional strategies obtained from Professional Development sessions; all lesson plans will incorporate strategies obtained from Professional Development sessions

Type: Annual

Data Source: SAT

Specific Targets: Increase the total number of seniors taking the SAT to 50% each year.

Type: Annual

Data Source: AP Courses/Exams

Specific Targets: Increase the total number of seniors earning a 3 or higher to 25% each year. 15

Type: Annual

Data Source: PVAAS Science, Math and ELA

Specific Targets: Overall growth measure for each grade and subject will show meeting or exceeding the PA Academic Standard for Growth (green)/(blue)/(dark blue).

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

Description:

Related Challenges: Time constraints often limit the opportunities for faculty and staff in specific grade levels and subject departments to continuously analyze data for the purposes of implementing instructional change/remediation.

Description of current practices: Susquenita Elementary School:

● Beginning, Middle, and End of Year assessments are conducted in conjunction with periodic progress monitoring of students to identify student needs and growth in reading and math. ● Assessments are used to help identify students who are in need of the Title I and other intervention opportunities. ● Student performance predictors are reviewed in order to for how a student will perform on math and reading EOY assessments. ● Teachers use data to identify specific instructional target areas for each student. ● Curricular based assessments in math and reading, aligned to the PA Standards, are also used to monitor student progress and to identify specific instructional and remedial needs of students. ● SES employs an Instructional Support Teacher who works with classroom teachers to coordinate assessment administration, analyze data, and implement instructional changes based on the data. ● Meetings with students specific to graduation requirements, and Career Pathways are held regularl ● Information/Instruction specific to graduation requirements, and Career Pathways are held regularly. 16

● Curriculum and Instruction if continuously and systematically reviewed.

Susquenita Middle School:

● Beginning, Middle, and End of Year assessments are conducted in conjunction with periodic progress monitoring of students to identify student needs and growth in reading and math. ● Assessments are used to help identify students who are in need of the Title I and other intervention opportunities. ● Student performance predictors are reviewed in order to for how a student will perform on math and reading EOY assessments. ● Teachers use data to identify specific instructional target areas for each student. ● Curricular based assessments in math and reading, aligned to the PA Standards, are also used to monitor student progress and to identify specific instructional and remedial needs of students. ● Information/Instruction specific to graduation requirements, and Career Pathways are held regularly. ● Curriculum and Instruction if continuously and systematically reviewed.

Susquenita High School:

● Data teams consisting of Keystone tested subject teachers meet regularly to discuss scores and data. ● CDT assessments are administered 3 times a school year. ● Half credit Keystone lab classes are in place for biology and literature to supplement these core courses. ● Algebra I is divided into 2 separate courses, Algebra IA & Algebra IB, to increase the coverage and level of skill mastery in the content area. ● Mandated “Remediation” classes are scheduled for underperforming Biology, Literature, and Algebra 1 students scoring Basic or Below Basic following their initial attempt at the related Keystone Exam. ● Mandated “Readiness” classes are scheduled for underperforming Biology and Literature students scoring Basic or Below Basic in Science or Reading 8th Grade PSSA Exams ● Meetings with students specific to graduation requirements, and Career Pathways are held regularly. Credit recovery opportunities are provided as needed ● Curriculum and Instruction if continuously and systematically reviewed

SAS Alignment: Standards, Assessment, Curriculum Framework 17

Language and Literacy Acquisition

Description:

Literacy learning and language acquisition are essential to young children's cognitive and social development. For all students, a strong and solid early education is critical to ensuring their long-term academic success. Improving reading programs in early childhood and primary classrooms is the key to making sure that all students read on grade level by the third grade.

We recognize that for young learners of English who are speakers of other languages (ESOL). The challenges of literacy and language development are different if these students are learning in an all-English environment where they need language to function in school.

Students in grades 3-8 will continue to have their academic progress measured based on annual results from the Reading PSSA Exams. Writing skills are assessed within these exams.

High School Students are required to demonstrate proficiency based on the Literature Keystone Exam.

The new Future Ready PA Indicators of Success will need to be reviewed closely going forward across the District.

Assessment and Data Review

Data will be reviewed for individual students where the data is available. This data is currently available for students who have completed grades 4-8. The data is generally available the fall of the following academic year. Accordingly, progress data would be available for these students at the beginning of their 5th - 9th grade academic years. Keystone Exams and The Classroom Diagnostic Tool (CDT) exams are available for reviewing student progress as students' progress through grades 9-12.

Beyond grade 8, Guidance Counselors and Regular Education Teachers need to interface with the students and their parents in order to ensure challenges are provided. This includes, but is not limited to review of AP opportunities, Dual Enrollment, and general course selection opportunities that can provide the maxim support appropriate and beneficial. 18

Accordingly, the District should ensure that all students are provided every opportunity to continuously develop their unique strengths and needs.

Additional Information related to this is addressed via the goal entitled Establish a system that continuously examines the achievement & assessment results of students as well as District and school performance including but not limited to the Pennsylvania State School Assessments (PSSA) Keystone Exams School Performance Profile Targets and Future Ready PA Indicators of Success.

Cross Curricular Activities

The Standards Aligned System(SAS) created by PDE can be a tremendous resource for teachers seeking to incorporate English/Language Arts standards in the daily instruction of other subject areas. This "cross-curricular" approach can only lead to increased language and literacy acquisition for students. http://www.pdesas.org/module/content/search/#search English/Language Arts teachers across the District are already working cooperatively to help foster cross curricular activities and instructional practices.

Writing Skills Development

The District recognizes the need to provide Professional Development related to "Writing" as a result of student achievement scores and related data pointing to writing standards needing remediation.

The Pennsylvania Department of Education Standards Alignment System(SAS) can provide valuable resources for teachers.

Staff Development is on-going and used as a guide for us in addressing targets and strategies for eventual implementation across the District. Mrs. Sue Wenger and Mrs. Donna Kerstetter from Susquenita School District are valued resources in providing Staff Development and Data review in this area moving forward. Mrs. Wenger has been involved with the development and scoring of PSSA Writing Exams for the past several years. We will continue to tap into their “expertise” moving forward.

SAS Alignment: Assessment, Standards, Instruction 19

Addressing Diverse Learners in an Inclusive Setting

Description:

The use of a variety of learning strategies has been found to be effective when working with students from diverse backgrounds. Learning strategies or instructional strategies vary based upon the needs of the students. Five learning strategies have been identified as beneficial for promoting student learning:

1) setting high expectations

2) self-system of learning

3) conveying the importance of the lesson

4) promoting self-efficacy

5) understanding the student's emotions

SAS Alignment: Instruction

Differentiated Instruction

Description: 20

Differentiating instruction invites educators to rethink traditional educational practices that were based upon a time when students were more similar in background and readiness. Educators today must embrace differentiated instruction for students and assume a confident attitude that they can organize and manage this instruction.

SAS Alignment: Instruction Mathematics Skills Acquisition

Description:

The acquisition of proficiency in mathematics is essential to young children's cognitive and social development. For all students, a strong and solid early education is critical to ensuring their long-term academic success. Improving math programs in early childhood and primary classrooms is the key to making sure that all students have a solid grasp of math basics and are on grade level by the third grade. Students in grades 3-8 will continue to have their academic progress measured based on annual results from the Math PSSA Exams. High School Students are required to demonstrate proficiency based on the Algebra 1 Keystone Exam.

SES

Currently, the primary area of concern is mathematics. Our PSSA scores have significantly declined in this core curriculum area (78.13% Proficient and Advanced combined in 2014, 46.36% Proficient and Advanced combined in 2016.) This decrease in scores first occurred in 2015 when the PSSA was converted into PA Core Academic standards and language for the first time. While, this change was addressed through curriculum alignment, the data indicate that this change alone has not addressed the lack of performance. We are in year 1 (2016-’17) of a 2-year Curriculum Review/Adoption for Mathematics which we feel will help in time.

SAS Alignment: Assessment, Instruction Science and Biology Content Acquisition

Description:

Student academic progress related to science is generally measured via the Science PSSA at grade levels 4 and 8. 21

Student academic progress related to science, specifically Biology, is generally measured via the Keystone Biology Exam.

Data related to these exams for the purposes of measuring academic growth and proficiency is available to the District for continuous review. Adjustments to delivery of instruction and remediation occurs as a result of continuous data review. In addition, Future Ready PA Indicators of Success provides additional data

As of fall 2017 and the release of 2016 data, the District has received and reviewed date that indicates significant evidence that the three groups of students, then measured, exceeded the standard for PA Academic Growth. This is a pattern which we have observed for the past several years in the area of science. The District will continue to examine data and adjust as need in order to ensure this pattern continues.

SAS Alignment: Standards, Assessment, Instruction College and Career Readiness

Description:

Future Ready PA Indicators of Success specific to College and Career Measures will need to be addressed going forward. The implementation steps associated with this strategy will ensure that the District is in compliance. This includes Chapter 339 requirements and the K-12 School Counseling Plan developed for Susquenita SD

SAS Alignment: None selected Implementation Steps:

Develop a successful and supported ESL Staff

Description:

SASD is focused on developing a strong ESL program that includes the following: 22

Description: ESL Teacher

Qualifications:

·Must have valid Pennsylvania ESL Program Specialist Certification.

·Must have current Act 34, Act 151 and FBI Criminal History Background Check.

Responsibilities: Although the role of the ESL teacher must evolve based on the needs of the District, our ESL teacher acts through more of a consultative model, in which the ESL teacher not only supports individual English Language Learners across the District but also works with content-area teachers on how to support ELs. Our ESL teacher also guides and directs the Instructional Support Aide with regard to schedule and daily support responsibilities.

. …………………………… Description: ESL Instructional Paraprofessional

Qualifications:

·Must meet requirements to be considered Highly Qualified

·Must have current Act 34, Act 151 and FBI Criminal History Background Check.

Responsibilities: Provide instructional support to English Language Learners under the guidance, planning and direction of the ESL teacher and regular Education teachers.

Start Date: 11/1/2018 End Date: 11/1/2022

Program Area(s): Professional Education

Supported Strategies:

● Language and Literacy Acquisition 23

● Addressing Diverse Learners in an Inclusive Setting Enhance Listening, Literacy, and Speaking proficiency of English Language Learners (ESL Students) via Technology

Description:

iPads are the “go to” device capable of enhancing both literacy skill development and English proficiency for ESL students. The use of iPads is of interest to our ESL teachers because of the diversity of uses in the classroom. Using the right combination of techniques and apps can enhance the formal education of English language learners. Using iPads can help ESL students interact as much as possible with their peers and adults. This interaction and collaboration is essential to students' success in English language development.

An iPad costs between $350.00 to $400.00 as of 2017

Start Date: 11/1/2018 End Date: 11/1/2022

Program Area(s): Professional Education

Supported Strategies:

● Language and Literacy Acquisition ● Addressing Diverse Learners in an Inclusive Setting

Professional Development on Language and Literacy Acquisition

Description:

Professional Development will be provided to staff to learn how students learn and acquire langauge and literacy skills in all subjects. 24

Evidence: Sign in sheets, observations and walk-throughs

Start Date: 8/13/2019 End Date: 8/13/2019

Program Area(s): Professional Education

Supported Strategies:

● Language and Literacy Acquisition

Professional Development on Teaching Diverse Learners in an Inclusive Setting

Description:

Teachers will receive 3 hours of professional development that will enhance and refine their knowledge of student diversity.

Evidence: Sign in sheets, meeting agenda

Start Date: 8/22/2019 End Date: 8/22/2019

Program Area(s): Professional Education

Supported Strategies:

● Addressing Diverse Learners in an Inclusive Setting

Ongoing Professional Development on Differentiated Instruction

Description: 25

The District recognizes a need to provide on-going staff development focused on differentiated instruction. The purpose of our focus moving forward would be to promote the essential components of differentiated instruction within classrooms throughout the District on a consistent basis.

Unless students are on an IEP, all differentiated instruction is based on the same curriculum expectations and all students have opportunities to achieve the same high standards of performance. Students are assessed before, during and after their learning. Assessments inform next steps for both teacher and student. Even if students have choices in the ways that they demonstrate their learning, teachers are able to use a common assessment tool (e.g., a rubric) so that all student work is judged against the same assessment criteria.

Evidence: teacher observations, 5x5 walkthroughs of daily instructional practices.

Start Date: 11/1/2018 End Date: 11/1/2022

Program Area(s): Professional Education

Supported Strategies:

● Addressing Diverse Learners in an Inclusive Setting ● Differentiated Instruction

Ongoing Data Analysis and Progress Monitoring of Mathematics Skills Acquisition

Description:

PVASS and Future Ready PA Proposed Indicators of Success data will be reviewed for individual students where the data is available. This data is currently available for students who have completed grades 4-8. The data is generally available the fall of the following academic year. Accordingly, progress data would be available for these students at the beginning of their 5th - 9th grade academic years. Keystone Exams and the Classroom Diagnostic Tool (CDT) exams are available for reviewing student progress as students progress through grades 9-12.

Beyond grade 8, Guidance Counselors and Regular Education Teachers need to interface with the students and their parent in order to ensure challenges are provided. This includes, but is not limited to review of AP opportunities, Dual Enrollment, and general course selection opportunities that can provide the maxim support appropriate and beneficial. 26

Accordingly, the District should ensure that all students are provided every opportunity to continuously develop their unique strengths and needs.

Additional Information related to this is addressed via the goal entitled Establish a system that continuously examines Future Ready PA Indicators of Success including specific measures included within each of the following three categories... • Academic Achievement Measures • On-Track Measures • College and Career Measures

Start Date: 11/1/2018 End Date: 11/1/2022

Program Area(s): Professional Education

Supported Strategies:

● Mathematics Skills Acquisition

Ongoing Data Analysis and Progress Monitoring of Science and Biology Skills Acquisition

Description:

Data will be reviewed for individual students where available. This data is currently available for students who have completed grades 4 and 8. The data is generally available the fall of the following academic year. Accordingly, progress data would be available for these students at the beginning of their 5th - 9th grade academic years. Keystone Exams and the Classroom Diagnostic Tool (CDT) exams are available for reviewing student progress as our students progress through grades 9-12.

Start Date: 11/1/2018 End Date: 11/1/2022 27

Program Area(s): Professional Education

Supported Strategies:

● Science and Biology Content Acquisition

Implement Chapter 339 (College and Career Readiness)

Description:

ELEMENTARY SCHOOL

PERSONAL/SOCIAL DOMAIN GOAL - Improve school bus behavior: Bus meetings will be held in order to promote students’ ability to make good choices and demonstrate responsible behavior on the bus as measured by the reduction of student discipline referrals on the bus from 19% in 2015-2016 school year to 10% in the 2016-2017 school year.

CAREER DOMAIN GOAL - Improve career awareness: 85% of 4th grade students will complete the Virginia Career Web-based Interest Inventory and fill out a fact sheet about a career of their choice during the 2016-2017 school year.

ACADEMIC GOAL - Determine the level of integration of Career Standards in elementary school: 100% of elementary teachers will provide input towards Career Education and Work Gap Analysis survey during the 2016-2017 school year.

MIDDLE SCHOOL

PERSONAL/SOCIAL DOMAIN GOAL - Offer Groups on Middle School Success Skills, which will address social skills, hygiene, peer relationships, study skills and career topics. An offering of 4 groups in 2016/ 2017 will be offered which will be an increase from 1 group which was offered in 2015/ 2016 school year.

CAREER DOMAIN GOAL - A Career and Economic education program will be initiated in the 6th grade. This will bring our career interventions from 0% participation in 2015/2016 to a growth of 100% participation for the 2016-2017 school year. 28

ACADEMIC GOAL - All 8th grade students will go through an academic choice workshop provided by the Counseling department to review academic options upon entering high school. Participation will go from 0% in 2015/2016 to 100% in 2016/2017

HIGH SCHOOL

PERSONAL/SOCIAL DOMAIN GOAL - Offer small group on grief and loss, moving from a baseline of zero groups currently offered to one group during the 2016-2017 school year.

CAREER DOMAIN GOAL - Conduct a career interest inventory with 11th grade students moving from a baseline of zero to a goal of 100% participation.

ACADEMIC GOAL - All 9th grade students create an activities resume by the end of the 2016-2017 school year, increasing participation from zero to 100%.

Start Date: 8/15/2017 End Date: 11/1/2022

Program Area(s): Professional Education

Supported Strategies:

● College and Career Readiness

Purchase and implement The Naviance Platform

Description:

The Naviance Platform is a web-based and mobile access to help students plan for their futures and stay in communication with school staff about their post-secondary goals. Parents have visibility into their students' progress and can see where they may need extra help. 29

Naviance is a college and career readiness platform that helps connect academic achievement to post secondary goals. Its comprehensive college and career planning solutions optimize student success, enhance school counselor productivity, and track results for school and district administrators.

Naviance enables schools and districts to create personalized success plans for each of their students, and aligns to many state mandates for individual learning plans. The solution offers a core set of functionality that enables students and counselors to connect college and career planning to individual student goals. The platform allows students to collaborate with educators to: set personal goals and tasks; search for colleges; and explore careers based on personal skills and interests.

In addition, the Naviance platform offers schools and districts the flexibility to customize the solution to their needs, and add additional functionality that extends the reach of their college and career readiness efforts. These solutions include:

• The Naviance College & Career Readiness Curriculum

• Adaptive Test Preparation for ACT, SAT and Advanced Placement exams

• Electronic Transcript and Document Exchange

• Alumni Tracking

The Naviance Marketplace provides a wide variety of third-party solutions that complement a school's Naviance implementation. Learn more at http://www.naviance.com/marketplace

Start Date: 8/1/2017 End Date: 11/1/2022

Program Area(s):

Supported Strategies:

● College and Career Readiness 30

Professional Development targeting the use of data analysis

Description:

Grade level and Subject/Department Teams will participate in ongoing professional development as required and needed to review and interpret student performance to guide instruction.

Evidence: Act 48 credits, agendas,

Start Date: 7/1/2018 End Date: 6/30/2022

Program Area(s): Professional Education

Supported Strategies:

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

Create Annual Targets Related to Future Ready Index

Description:

Future Ready PA Indicators of Success are based upon indicators that define a high performing school. Many data elements contribute to success of "All Students" including "Historically Underperforming Students".

· All Students — defined as all students enrolled for a full academic year taking the PSSA/Keystone Exam

· Historically Underperforming Students — defined as a non-duplicated count of students with disabilities, economically disadvantaged students, and English Language Learners enrolled for a full academic year taking the PSSA/Keystone Exam. If a student is in more than one of the individual groups (e.g., special education and English Language Learner), s/he is only included in the Historically Underperforming Student group one time — a 31

non-duplicated count. This group is not a cohort but rather students currently in the building meeting the definition during the reported year.

For both groups of students, Indicators of Success is calculated using a variety of measures.

Evidence: Each school will calculate annual targets. In addition, data points will also be utilized to help promote the success of both “groups of students measured.

Start Date: 11/1/2018 End Date: 11/1/2022

Program Area(s):

Supported Strategies:

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

Implement the Use of SAS Assessment Builder

Description:

Teachers will use pdesas.org Assessment Builder to create formative and summative assessments for students based on analysis of local and state assessment data.

Evidence: Creation of assessments

Start Date: 11/1/2018 End Date: 11/1/2022

Program Area(s):

Supported Strategies:

● Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data Warehousing 32

Quarterly Data Meetings

Description:

Building level data teams will meet once a quarter in order to review assessment data to respond to students’ academic strengths and needs. Building teams are formed by each building principal and generally meet at the beginning of the year at IU 15 in order to review preliminary data, particularly PVAAS related. Throughout the year, local assessments will be reviewed and the following will be determined:

• prioritizing instructional time

• targeting additional individual instruction for students who are struggling

with particular topics;

• more easily identifying individual students’ strengths and instructional interventions

that can help students continue to progress

• gauging the instructional effectiveness of classroom lessons;

• refining instructional methods and

• examining school-wide data to consider whether and how to adapt the curriculum based on information about students’ strengths and weaknesses.

A schedule of meeting dates and times will be maintained by each building principal and shared with the Director of Curriculum and Superintendent.

Evidence: Meeting minutes, agenda items

Start Date: 11/1/2018 End Date: 11/1/2022 33

Program Area(s):

Supported Strategies:

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

Monitor the Use of PVAAS and SAS Through Teacher Observations and Evaluations

Description:

Teachers will be responsible for providing evidence to their building principal that they utilize PVAAS data and the PA Standard Aligned System (SAS) for planning and instruction as it applies to Domains 1, 3 and 4 of the teacher Multi-Measure Evaluation system.

Evidence:

Start Date: 6/1/2018 End Date: 6/30/2022

Program Area(s):

Supported Strategies:

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

Appendix: Professional Development Implementation Step Details Establish a District system that fully ensures barriers to student learning are addresses in Strategy #1: Language and Literacy LEA Goals Addressed: order to increase student achievement and Acquisition meet Future Ready PA Indicators of Success.

Start End Title Description Professional Development will be provided to staff to learn how students learn and Professional Development on acquire language and literacy skills in all subjects. 8/13/2019 8/13/2019 Language and Literacy Acquisition Evidence: Sign in sheets, observations and walk-throughs

Person Responsible SH S EP Provider Type App. Director of 24. 24 110 District School No Curriculum and 0 Entity Instruction, Director of Special Education, and Building Principals

How to create lessons that help students with language and literacy across all subject matter. Knowledge

Supportive SAS, What Works Clearinghouse

Research

Designed to Accomplish 35

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 For classroom teachers, school given to interventions for struggling students. counselors and education Provides educators with a variety of classroom-based assessment skills and the skills needed to specialists: analyze and use data in instructional decision-making. Empowers educators to work effectively with parents and community partners.

Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for For school and district struggling students are aligned to each other as well as to Pennsylvania’s academic standards. administrators, and other Provides leaders with the ability to access and use appropriate data to inform decision-making.

educators seeking leadership Empowers leaders to create a culture of teaching and learning, with an emphasis on learning. roles: Instructs the leader in managing resources for effective results.

LEA Whole Group Presentation School Whole Group Presentation Training Format Department Focused Presentation

Classroom teachers Principals / Asst. Principals Elementary - Primary (preK - grade 1) School counselors Elementary - Intermediate (grades 2-5) Participant Roles Paraprofessional Grade Levels Middle (grades 6-8) New Staff

Student PSSA data Team development and sharing of Follow-up Activities Evaluation Methods Classroom student assessment data content-area lesson implementation Review of participant lesson plans 36

outcomes, with involvement of Future Ready PA Indicators of Success administrator and/or peers

Analysis of student work, with administrator and/or peers Creating lessons to meet varied student learning styles Joint planning period activities

Establish a District system that fully ensures barriers to student learning are addresses in Strategy #1: Addressing Diverse Learners in LEA Goals Addressed: order to increase student achievement and an Inclusive Setting meet Future Ready PA Indicators of Success.

Start End Title Description Teachers will receive 3 hours of professional development that will enhance and refine Professional Development on their knowledge of student diversity. 8/22/2019 8/22/2019 Teaching Diverse Learners in an Inclusive Setting Evidence: Sign in sheets, meeting agenda

Person Responsible SH S EP Provider Type App. Director of 3 1 75 CAIU IU No Curriculum and Instruction, Director of Special Education, Building Principals, Teachers

Teachers will demonstrate their focus on Setting High Expectations. Knowledge 37

● Know your students' strengths and weaknesses.

● Set goals that are achievable by all students in the classroom.

● Ensure that the established goals provide students with a challenge

● Use goals as a motivational factor for engagement; for example, if all students achieve a goal, then they receive a reward. (Note: Use sparingly, as students will always expect a reward if used too frequently)

Teachers will demonstrate the fostering of a Self-System of Learning.

● Have students identify their perceived ability to complete a given task.

● Utilize questionnaires that identify a student's strengths and weaknesses.

● Provide students with assignments or tasks that play on their strengths.

● Engage in conversation with students regarding their interests, allowing you to learn from their stories and experiences.

Teachers will demonstrate their ability to promote the Importance of the Lesso

● Explicitly state why the lesson is important for students.

● Utilize students' interests to convey the importance of a lesson.

● Tie the importance of the lesson into the anticipatory set or perfection.

● The use of an interactive activity to convey the importance of a lesson can increase student motivation.

Teachers will demonstrate the promotion of Self-Efficacy

● Utilize questionnaires to detem1ine students' self-efficacy towards the course material. 38

● Utilize goals that are achievable by the students to increase their self-efficacy.

● Engage in conversation with your students about their academic careers to determine if the students have developed learned helplessness

● Engage in positive interactions with the student by attending sporting events, discussing their personal interests, or integrating their interests into a lesson.

Teachers will demonstrate their attention to Student Emotions

● Determine the typical behavior of your students

● If a student seems distressed, have a private conversation with the student and determine if further assistai-1ce is needed

● If possible, help students (typically by soliciting the help of a guidance counselor) through an emotional dilemma by ensuring that they are fed, sheltered, and feel safe.

● Ensure that all students are treated equally and feel safe within your classroom by utilizing positive feedback and interaction with peers

Students come to an educational setting with various backgrounds and abilities. It is our duty as an LEA to Supportive provide the best learning environment and an equitable education to all students. Research

Designed to Accomplish Enhances the educator’s content knowledge in the area of the educator’s certification or For classroom teachers, school assignment. counselors and education Increases the educator’s teaching skills based on research on effective practice, with attention specialists: given to interventions for struggling students. 39

Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision-making.

educators seeking leadership Empowers leaders to create a culture of teaching and learning, with an emphasis on learning. roles: Instructs the leader in managing resources for effective results.

LEA Whole Group Presentation Training Format

Classroom teachers Elementary - Primary (preK - grade 1) Principals / Asst. Principals Elementary - Intermediate (grades 2-5) Supt / Asst. Supts / CEO / Ex Dir Middle (grades 6-8) Participant Roles School counselors Grade Levels High (grades 9-12) New Staff

Team development and sharing of content-area lesson implementation Classroom observation focusing on factors outcomes, with involvement of such as planning and preparation, administrator and/or peers knowledge of content, pedagogy and Follow-up Activities Analysis of student work, with Evaluation Methods standards, classroom environment, administrator and/or peers instructional delivery and professionalism. Lesson modeling with mentoring

Establish a District system that fully ensures Strategy #1: Addressing Diverse Learners in barriers to student learning are addresses in an Inclusive Setting LEA Goals Addressed: order to increase student achievement and meet Future Ready PA Indicators of Success. Strategy #2: Differentiated Instruction

Start End Title Description The District recognizes a need to provide on-going staff development focused on differentiated instruction. The purpose of our focus moving forward would be to promote the essential components of differentiated instruction within classrooms throughout the District on a consistent basis.

Unless students are on an IEP, all differentiated instruction is based on the same curriculum expectations and all students have opportunities to achieve the same high standards of performance. Students are assessed before, during and after their Ongoing Professional learning. Assessments inform next steps for both teacher and student. Even if 11/1/2018 11/1/2022 Development on Differentiated students have choices in the ways that they demonstrate their learning, teachers are Instruction able to use a common assessment tool (e.g., a rubric) so that all student work is judged against the same assessment criteria.

Evidence: teacher observations, 5x5 walkthroughs of daily instructional practices.

Person Responsible SH S EP Provider Type App. Director of 1.0 1 10 District School Yes Curriculum and Entity Instruction, Director of Special Education, 41

Building Principals, and Classroom Teachers

The District hopes to realize an increase in student performance as measured on test scores and PVAAS data over time.

Knowledge of students' readiness to work with concepts, their interests and their learning preferences and Knowledge seeing all preferences as equally valid.

Teachers use a repertoire of instructional and assessment strategies to meet the needs of different learners.

All differentiated instruction activities are equally engaging and respectful and take approximately the same amount of time.

Supportive A defining characteristic of a differentiated classroom is flexibility. Students work in short-term, flexible learning

Research groups and educators are flexible in creating and altering instructional plans in response to learners.

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.

educators seeking leadership Empowers leaders to create a culture of teaching and learning, with an emphasis on learning. roles: Instructs the leader in managing resources for effective results.

LEA Whole Group Presentation Training Format

Classroom teachers Elementary - Primary (preK - grade 1) Principals / Asst. Principals Elementary - Intermediate (grades 2-5) Paraprofessional Middle (grades 6-8) Participant Roles Grade Levels New Staff High (grades 9-12)

Student PSSA data Creating lessons to meet varied Standardized student assessment data student learning styles other than the PSSA Follow-up Activities Evaluation Methods Review of participant lesson plans

Establish a District system that fully ensures Strategy #1: Data Analysis Procedures, barriers to student learning are addresses in Data-Informed Instruction, Data Teams & LEA Goals Addressed: order to increase student achievement and Data Warehousing meet Future Ready PA Indicators of Success.

Start End Title Description Grade level and Subject/Department Teams will participate in ongoing professional development as required and needed to review and interpret student performance to Professional Development guide instruction. 7/1/2018 6/30/2022 targeting the use of data analysis Evidence: Act 48 credits, agendas,

Person Responsible SH S EP Provider Type App. Director of 3.0 1 7 IU IU Yes Curriculum and Instruction, Building Level Principals, Guidance Counselors, Teachers

PVAAS Data Interpretation Knowledge

PVAAS is a statistical analysis of Pennsylvania (PA) state assessment data, and provides Pennsylvania districts and schools with growth data to add to achievement data. This lens of measuring student learning provides educators Supportive with valuable information to ensure they are meeting the academic needs of groups of students, as well as

Research individual students. PVAAS is one of the tools in the cadre of tools provided to districts from the Pennsylvania Department of Education. Districts and schools are using PVAAS (growth data), in conjunction with achievement data, to make sure students are on the path to proficiency and beyond. Utilizing all the data available (growth 44

and achievement), educators are able to make data-informed instructional decisions to ensure the academic growth and achievement of all students.

Designed to Accomplish Increases the educator’s teaching skills based on research on effective practice, with attention For classroom teachers, school given to interventions for struggling students. counselors and education specialists:

For school and district Provides leaders with the ability to access and use appropriate data to inform decision-making. administrators, and other

educators seeking leadership roles: Series of Workshops Training Format

Classroom teachers Elementary - Primary (preK - grade 1) Principals / Asst. Principals Elementary - Intermediate (grades 2-5) Participant Roles School counselors Grade Levels Middle (grades 6-8)

Team development and sharing of content-area lesson implementation outcomes, with involvement of Student PSSA data administrator and/or peers Follow-up Activities Evaluation Methods Peer-to-peer lesson discussion Joint planning period activities

District Level Affirmations We affirm that this District Level Plan was developed in accordance, and will comply with the applicable provisions of 22 Pa. Code, Chapters 4, 12, 16, and 49. We also affirm that the contents are true and correct and that the plan was placed for public inspection in the school district/AVTS offices and in the nearest public library until the next regularly scheduled meeting of the board or for a minimum or 28 days whichever comes first.

We affirm that the responses in the Professional Education Core Foundations and the Professional Development Implementation Steps focus on the learning needs of each staff member to enable all staff members meet or exceed the Pennsylvania academic standards in each of the core subject areas.

No signature has been provided Board President

No signature has been provided Superintendent/Chief Executive Officer

Table of Contents District Profile 4 Demographics 4 Planning Committee 4 Core Foundations 5 Special Education 4 Special Education Students 5 Identification Method 5 Enrollment 5 Non-Resident Students Oversight 6 Incarcerated Students Oversight 6 Least Restrictive Environment 7 Behavior Support Services 12 Intensive Interagency/Ensuring FAPE/Hard to Place Students 15 Strengths and Highlights 16 Assurances 19 Special Education Assurances 19 24 P.S. §1306 and §1306.2 Facilities 20 Least Restrictive Environment Facilities 20 Special Education Program Profile 20 Special Education Support Services 36 Special Education Contracted Services 36 District Level Plan 37 Special Education Personnel Development 37 Autism 37 Behavior Support 39 Paraprofessional 40 Reading NCLB #1 44 3

Transition 46 Special Education Affirmations 50

4 District Profile

Demographics 1725 Schoolhouse Rd Duncannon, PA 17020 (717)957-6000 Superintendent: Kent Smith Director of Special Education: Sonja Brunner Planning Committee

Name Role Administrator : Professional Education Special Education Rebecca Lorfink Administrator : Professional Education Special Education Shannon Wevodau Board Member : Professional Education Special Education Donald Kauffman Community Representative : Professional Education Special Kathy Fackler Education Ed Specialist - School Psychologist : Professional Education Special Heather Bravener Education Elementary School Teacher - Regular Education : Special Ann Borlinghaus Education Elementary School Teacher - Special Education : Special Education Brittany Sanchez High School Teacher - Regular Education : Professional Education Vicki Smith Special Education Parent : Professional Education Special Education Jennifer Phoenix Special Education Director/Specialist : Special Education Sonja Brunner

Core Foundations

Special Education

Special Education Students Total students identified: 299

Identification Method

Identify the District's method for identifying students with specific learning disabilities.

Susquenita School District uses the discrepancy model when evaluating and identifying students with Specific Learning Disabilities. Using the discrepancy model, a certified school psychologist determines whether a severe discrepancy exists between a student’s intellectual ability and academic achievement, as defined in Chapter 14. Susquenita Elementary School is also working toward continuing the implementation of a Multi-Tiered System Support (MTSS) framework for providing supports to students.

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

Susquenita is a small district, which means variations in the enrollment of students in special education programs is more likely than in larger school districts. Due to the enrollment numbers within Susquenita, the district has a smaller number of students identified with an Intellectual Disability and Other Health Impairment than the state average. At this time, Susquenita has a higher percentage of students identified with an Emotional Disturbance than the state average. Emotional Disturbance is often associated with a medical diagnosis provided by an outside doctor, agency, or clinician. Susquenita School District considers these diagnoses as part of the evaluation process for special education services and supports. Interventions have been developed to provide supplementary aids and services to students in the least restrictive environment. Each building has implemented pre-referral interventions such as the Multi-Tier System of Supports, Student Assistance Program, and School-wide Positive Behavior Support. The district collaborates with Laurel Life to provide school 6 based outpatient services at Susquenita School District during the school day. These counseling services are personalized to reflect and individual's unique needs and circumstances. In addition, Susquenita School District works with Cumberland Perry Child and Adolescent Service System Program to identify barriers for students and families and implement supports to address these needs. The district assists students and families with accessing family supports, case management, Behavioral Health Rehabilitation Services, inpatient services, and multi-systemic treatment.

Non-Resident Students Oversight

1. How does the District meet its obligation under Section 1306 of the Public School Code as the host District at each location? 2. How does the District ensure that students are receiving a free appropriate public education (FAPE) in the least restrictive environment (LRE)? 3. What problems or barriers exist which limit the District's ability to meet its obligations under Section 1306 of the Public School Code?

Susquenita School District does not host any locations under the Section 1306 of the Public School Code. When Susquenita School District is notified that a resident student is being educated by another district under Section 1306, the District claims the student and fulfills its financial obligation to the host district. When the Director of Special Education receives notice that a student is enrolled in another district entity, the District provides all relevant educational records to the hosting district within 10 business days. Susquenita School District and the host district collaborate, communicate, and work together for the purpose of educational planning and programming. There are barriers that exist that limit the District's ability to meet its obligation under Section 1306 of the Public School Code. The barriers include timely and frequent communication about the student's educational program, initial notification that a District resident is in another location under Section 1306, and lack of communication when the student is ready to return to 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).

Susquenita School District has no facilities for incarcerated students within the district's boundaries. Susquenita School District students who become incarcerated are tracked by the Director of Special Education and the Attendance Officer to ensure that they are receiving FAPE in their current setting. The District would communicate with the family, contact the facility in which the student is incarcerated, and work with any other agency that provide services to the student. Susquenita School District administrators and counselors work with the probation officers serving the students. If the student is identified as a special education student, the District provides the appropriate 7 documents as defined in the regulations to continue educational services. The Director of Special Education would ensure that all students who have been identified as eligible for special education services receive FAPE until the age of 21.

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 of the district and how those placements were determined to assure that LRE requirements are met.

Susquenita School District educates children with disabilities, to the maximum extent appropriate, with their non-disabled peers in the regular education classroom with supplementary aids and services. For students educated outside the regular education classroom, the IEP teams review each student’s present levels of academic and functional performance levels, transition present levels (if appropriate), parent information, and strengths and needs to determine the goals and specially designed instruction in the IEP. The IEP team will then discuss the least restrictive environment to implement the IEP considering all supplementary aids and supports that can be added to the general education classroom. The IEP team reviews all supplementary aids and services available in the general education classroom prior to recommending removal from the regular education classroom for any portion of the day. The IEP team can refer to the Supplementary Aids and Services Consideration Toolkit as part of this process. The team must identify the most appropriate Supplemental Aids and Services needed to support the student’s learning and participation in the general education setting. Susquenita School District provides a continuum of services in all general education classrooms and special education classrooms throughout the district. Prior to utilizing special education services, the district provides supports and interventions in the general education classroom. At the elementary level, the District utilizes the Multi-Tiered System of Supports (MTSS) in the areas of language arts, mathematics, and behavior to monitor student achievement and provide interventions based on individual student need. Classroom teachers instruct students at their level in reading and math through flexible grouping. In reading, all students are assessed using DIBELS 8 as a universal screener. All students are included in core instruction that is monitored through DIBELS (Dynamic Indicators of Early Literacy Skills) and curriculum based assessments. Teachers work with small groups to provide additional instruction during MAGIC (Monitoring Academic Growth in Children). The Title 1 staff utilizes MAGIC time to provide students with intensive interventions. They meet with students for 45-60 minutes every day. Instructional Interventions are tracked and monitored through progress monitoring and data collection. Additional diagnostic assessments may be given to gather additional information for intervention planning. Students are broken into small groups that focus on targeted skills using the 95 % Group interventions and other research based programs as applicable. 95% Group is an educational consulting company that has designed researched based reading intervention programs. The programs we are using address phonemic awareness and phonics. The programs offer direct, explicit instruction in the areas of need. Students who do not reach benchmark in DIBELS are given further diagnostic assessments that correlate to the programs. Students in Kindergarten and first grade are given the Phonemic Awareness Screening Inventory. Students in second grade through fourth grade are given the Phonics Screening Inventory. These tools allow us to begin instruction at the lowest level of skill deficit in order to solidify the foundation for reading. Progress in continually monitored as students move through the program. In addition to the programs offered through the 95% Group, our third and fourth grade students may also receive instruction through Read 180, System 44, or Wilson Reading Programs . Student data is reviewed by the team and those students who would benefit from these programs are placed in Read 180 or System 44 accordingly. Read 180 is a comprehensive, research-proven program that addresses the needs of students reading below grade level. Each day begins with whole group instruction to determine the focus for the day. Students are then broken into three groups and rotate through stations: small group instruction with the teacher, independent reading, and computer software. Each session ends with another whole group session to wrap up the day. The software component guides students through five zones of learning: reading, word, spelling, success (comprehension and oral reading fluency), and writing. During their time on the computer, data specific to each learner is collected and the program adjusts to meet the needs of the individual. System 44 is a comprehensive, research-proven program specifically designed for those students who have not yet mastered the art of reading. The program focuses on the 44 sounds and 26 letters that make up the English language. Each day begins with whole group instruction to determine the focus for the day. Students are then broken into three groups and rotate through stations: small group instruction with the teacher, independent reading, and computer software. Each session ends with another whole group session to wrap up the day. The software component delivers direct, explicit, research-based phonics instruction. Students are placed based on their performance on the Scholastic Phonics Inventory. The program continuously assesses their performance and adjusts accordingly. The program is structured around four main components: The Code, Word Strategies, Sight Words, and Success. The students are guided through the Smart Zone, the Word Zone, the Spelling Zone, and the Fluency Zone working their way toward mastery. As students make progress, they advance through the program. Students who complete System 44 then move into Read 180. A rubric is used to determine when students are ready to be released from Read 180. Students in kindergarten through fourth grade are assessed using curriculum 9 based math assessments as a universal screener. Teachers work with students in small groups to provide additional instruction during MAGIC and student progress is monitored by individual intervention plans if students aren’t being successful through the small group progress. Individual instructional interventions are tracked through progress monitoring data which analyzes the rate of improvement during the intervention process. Progress towards curriculum benchmarks are also monitored through iREADY, an online diagnostic screener for reading and math. iREADY is used to pinpoint student needs and provide ongoing progress monitoring. In addition, iREADY provides grade level instruction and practice on identified skills to increase achievement. Classroom performance, iREADY, and individual intervention plans are used to determine which students need more targeted interventions. Those students receive instruction in a small group setting with the Title I reading and/or math teacher. This allows the students to receive more individualized instruction while still receiving the core curriculum. At the elementary level, before and after school tutoring is also available to students as an additional intervention in reading and/or math. Tutoring groups are capped at five students. Collaboration sheets and progress monitoring data is used to target the skills being addressed in tutoring program and quarterly progress reports are sent to the parents and the teacher. At the high school level, remedial English and math instruction is provided by teachers through extra instructional periods for those whose scores are below the expected achievement levels. After school study sessions are available to all students and study halls can be utilized to provide additional support in grade level materials. The elementary, middle, and high school teams use a collaborative model to support all students, provide academic instruction, and implement interventions in the regular education classrooms. The team will first consider academic and behavior interventions, in the regular education setting, prior to moving to an evaluation for special education services. The School-wide Positive Behavior Support program provides tiered supports for students that need additional behaviors, social, and emotional supports. The district has school counselors at all levels to support the social and emotional growth of students. Once it is determined that regular education can’t meet the identified needs of the student and the student has a disability, the appropriate level of support is identified based on an individual basis and an Individualized Education Program will be developed by the team. If the student is already identified as having a disability, the District will consider services that will provide a Free and Appropriate Public Education (FAPE) for the student by first considering supplemental aids and services in the regular education environment. The District provides a continuum of services for which very few students are placed outside the District. The IEP team always considers the least restrictive environment for all students prior to moving to a placement outside of the District. The District belongs to a consortium program with West Perry School District, Newport School District, and Greenwood School District which gives students access to special education programs in these districts. Susquenita School District offers consortium services to West Perry School District, Newport School District, Greenwood School District, East Pennsboro School District, Millersburg Area School District, Upper Dauphin School District, and Selingsgrove School District if Susquenita's program meets that student’s needs. The district uses consultative services from Vista’s Outreach and PaTTAN. The District is involved in a cohort with the Capital Area Intermediate Unit focusing on identifying Assistive Technology resources starting with Universal Design for Learning. The cohort consists of special education teachers, speech and language therapists, one occupational therapist, and the Director of Special Education. The team attended trainings at the Capital Area Intermediate Unit as well as on site collaboration from coaches in 10 the classroom. The team identified tier strategies and supports, procedures for utilizing the Student-Environment-Task-Tool (SETT) process, and Accessible Instructional Materials (AIM) resources. The District is implementing a grant that was awarded to the Autistic Support Program at the elementary building in December 2017. The grant supports innovation in the areas of literacy and technology for students who are identified with Autism. The students received iPad and programs to assist with increasing their language and literacy skills. The Language Acquisition through Motor Planning (LAMP) is a therapeutic approach based on neurological and motor learning principles Susquenita School District is participating in evidence-based models, including the Autism Initiative, Assistive Technology MTSS Cohort, BrainSTEPS, and Secondary Transition Programs. The District has participated in the Autism Initiative since the 2012-2013 school year. This is the fifth year participating in the initiative and it has expanded from the elementary school to the middle school and on to the high school, during the following school year. In addition, similar programs have been incorporated into the Life Skills Program and Multi-Disability Support Program at the elementary and middle schools. The Autism consultants provide direct consultation to the teachers participating in this initiative through PDE/PaTTAN. In addition, the District contracts with Vista Outreach Services to provide additional supports for targeted classrooms based on student needs and site review assessment data. District teams at the elementary, middle, and high school have been trained using the BrainSTEPS School Consulting Programs. The teams support students who have acquired a brain injury and require support in the educational setting. The program is supported by the Pennsylvania Department of Education/Bureau of Special Education through the PaTTAN. Students in the District who are age 14-21 years old have the opportunity to participate in The Workforce Innovation and Opportunity Act (WIOA) and Pre-Employment Transition Services (PETS). The District collaborates with United Cerebral Palsy to provide transition services to students at the high school during the school day focusing on vocational services, functional skills, and activities of daily living. The teachers and staff work together with the vocational trainers to provide instruction to students and access community based instruction. The District employs one speech and language therapist and contracts with an occupational therapist to support students. The District contracts for additional supports and services with the CAIU for additional speech and language therapy, physical therapy, vision support, orientation & mobility support, and deaf/hard of hearing support in order to provide services and supports needed to access the regular education curriculum. Special education teachers, regular education teachers, school administrators, paraprofessionals, and school psychologists are trained in Safe Crisis Management to support students who are in crisis. During any crisis situation, the team will focus on de-escalation strategies to calm the student. A Functional Behavior Assessment is conducted by special education teachers and school psychologists for any student who is engaging in significant behaviors and/or patterns of behaviors that are disruptive to his/her educational program. Susquenita School District continually analyzes the supplemental aids and services it provides to students with disabilities in the general education classroom. Any and all additional resources and supports that are needed will be provided to the students. Special Education teachers are available for support and consultation in the general education classroom based on the individual students needs identified in each student’s IEP. 11

The District provides support for students in the areas of career development, life skills development, interviewing skills, and support with creating resumes and completing job applications. The students are invited to participate in presentations from numerous post-secondary institutions about career choices and program opportunities within their institutions. The District also presents on topics such as how to use social edia appropriately, interviewing skills, financial management, creating budgets, and self-esteem issues. The students attend the Harrisburg Area Community College career information days that include engineering, transportation technology, computer technology, building and construction trades, GIS technology, and many other events as they are offered. District students take tours of local post-secondary options throughout the school year. Susquenita hosts field trips to local businesses that offer volunteer opportunities. District students tour businesses in many career cluster areas for the students to learn about different available jobs. They attend expos and tour local union and non-union apprenticeship opportunities. Susquenita hosts a Mock Interview session in partnership with the Perry County Chamber of Commerce for the seniors prior to graduation. Seniors participate in activities to write a cover letter, resume, complete a job application, and write a thank you letter to the interviewer. The District holds career awareness events every year. Every other year, a Transition Fair is held that include post-secondary institutions, businesses, military, and community agencies who meet with students to discuss options. This is held during the same school day so that all students in the high school as well as the eighth-grade class can attend. The District provides opportunities to apply for internships for Seniors to gain information and skills in career areas of interest. Juniors and Seniors are encouraged to apply for job shadowing opportunities in their areas of interest as well. The District provides volunteer opportunities for students with disabilities to engage in their career area of interest and obtain workplace skills that they can transfer to possible jobs upon graduation from high school. The volunteer opportunities also help our students to establish a connection with their community, as well as learn about the value of volunteer services. The transition coordinator and job coch provide job coaching during school hours for students with disabilities that are hired by local employers if necessary. The District participates in the Capital Region Partnership for Career Development, which provides career exploration opportunities for the students through partnerships with the Holy Spirit Hospital Career Exploration program, Pinnacle Health Volunteer program, the HACC Nurse Aide Training program, ad other career exploration events and activities. The District participates in the Work Based Learning Experience Program through Goodwill Industries for students with disabilities. If accepted, students then attend the program on a set number of days per week for a specific session period. If the family permits, the District refers students to the Office of Vocational Rehabilitation (OVR) and the Cumberland/Perry Intellectual and Developmental Disability Services Unit to support in the transition between high school services and adult services. If the student is eligible for OVR and is interested in post-secondary education, the District may refer him/her to the PAS (Promoting Academic Success) class that OVR offers in partnership with HACC. The District offers students the opportunity to register to vote and for selective service. The District works with CASSP (Child and Adolescent Service System Program) for students with mental diagnoses to support their needs as they transition from high school to adult services. The District provides referrals and help families make connections with support agencies as needed such as the United Cerebral Palsy (UCP), the Elks Home Nursing Program, Careerlink services, Aaron’s Acres, ARC of Dauphin county and Cumberland/Perry ARC program, Bureau of Blindness and Visual Services, ASERT Autism Resource Center, and Job Corps. 12

Susquenita School District did not meet Indicator 5 targets: Educational Environments during the 2016-2017 school year as identified on the Special Education Data Plan. The district reported 55.5% of students inside the regular education classroom for 80% or more of the school day as compared to the state target of 62.4%. The district reported 5.9% of students being educated in other settings as compared to the state target of 4.9%. The individual student IEP teams have identified areas of the core curriculum that special education students can participate in the regular education classroom with additional accommodations and modifications. The teachers have been provided professional development at department meetings and faculty meetings to increase student participation in the regular education class. The District has special education supports that provide full-time, supplemental, and itinerant services for students with disabilities in the neighborhood school they would normally attend. The District met the state target for students being educated inside the regular class for less than 40% of the day.

Behavior Support Services

1. Provide a summary of the District policy on behavioral support services including, but not limited to, the school wide positive behavior supports (PBS). 2. Describe training provided to staff in the use of positive behavior supports, de-escalation techniques and responses to behavior that may require immediate intervention. 3. If the district also has School-Based Behavioral Health Services, please discuss it.

Susquenita School District has policies and procedures in place that emphasizes using positive reinforcement and positive techniques to assist students with learning and maintaining skills that will enhance educational opportunities. The Positive Behavior Support policy includes all required components to ensure that all positive behavior support programs are in accordance with 22 Pa. Code 14. 133, including the training of personnel for the use of specific procedures, methods, and techniques. Each building has a code of conduct that promotes expected behaviors through positive role modeling and incentives. There are written policies and procedures in place regarding the use of positive behavior management techniques and obtaining parent consent prior to the use of Emergency Safety Physical Intervention. Susquenita School District’s Positive Behavior Support policy includes research-based practices and ensures that Emergency Safety Physical Interventions are used only as a last resort. Interventions used in the Positive Behavior Support policy are based on the research of Applied Behavior Analysis, which is a scientific approach to behavior. Applied Behavior Analysis (ABA) can be used with students to provide positive reinforcement to teach and maintain appropriate behaviors and to provide immediate feedback during instruction. ABA principles are used in identifying problem behaviors, observing and measuring the behaviors, developing a comprehensive plan to change the behaviors, and monitoring the behaviors to make sure the plan is effective in changing those behaviors. Susquenita School District's Positive Behavior Support Plan policy describes the plan for personnel training on the use of Positive Behavior Support. The training includes interventions that are proactive rather than reactive and punitive. Conditions/antecedents 13 contributing to inappropriate behaviors are carefully managed or eliminated; multiple opportunities for positive, corrective feedback are created; and pro-social behaviors are taught directly, practiced frequently, and routinized so they become automatic. The District has schoolwide programs to teach, model, and reinforce appropriate behaviors across all school settings. Susquenita Elementary has a schoolwide positive behavior support program called "High Five" that emphasizes five areas of positive behavior for students: Respect Yourself, Respect Others, Respect the Environment, Be Safe, and Be Ready to Learn. Students who demonstrate these behaviors are rewarded with a "High 5 Ticket." A carbon copy of this ticket is kept by the student, one is given to the teacher, and one is turned into the office. Students can bring their tickets home to show their guardians. Classroom teachers offer class rewards, such as extended recess, when the total number of tickets earned by students in the class reaches a predetermined number. Schoolwide, two students are selected as the "Student of the Day" based on a random drawing of tickets that have been turned in that week. These students get a special seat at lunch with a friend and are given a neon yellow High 5 shirt to wear for the day. Additionally, five student names are drawn at the end of the week from the week's total pool of tickets. These students are recognized as "Weekly Winners." Weekly Winners get special neon orange High 5 t-shirt for the day and are given a small prize. All students of the day and weekly winners are announced schoolwide during the morning announcements. The High 5 program extends beyond the classroom. The bus drivers are given vouchers that can be turned in for High 5 tickets. These vouchers are distributed to students who are demonstrating appropriate bus behaviors. In the cafeteria, grade level goals are created that correlate to the High 5 values. When classes earn a designated number of points they are given the opportunity to roll a die to determine the class reward. Students who commit Level One violations are given a Level One Discipline Slip by the teacher. This slip specifically identifies the inappropriate behavior within one of the High 5 categories. A copy of this slip is sent home to the parent and the administration tracks the occurrences. At the end of each month, students receiving less than two discipline skips get to participate in a special school wide activity such as a movie or a fun craft. Students who do not earn the reward are put into groups based on the type of offense and then assigned to work with a teacher or counselor to reflect on how they could earn the reward during the next marking period. Schoolwide training is provided at the onset of every school year. A refresher course is held in January to kick-start the second half of the year.

Susquenita Middle School and High School, first and foremost, work to establish a positive climate for all students. The teachers and staff are provided professional development at faculty meetings regarding signs of bullying and appropriate responses to bullying. They are watchful around the building for potential signs of bullying. Students have the opportunity to participate in clubs organized by the staff. This provides an opportunity for students to build positive relationships with staff and peers. The student Diversity Club worked with the Anti-Defamation League toward gaining recognition as a "No Place For Hate" School. As part of this program, all students and staff were able to sign the "Resolution of Respect Pledge". The Blackhawk Bonus program rewards students for positive behavior through a raffle system for school spirit items. The Student of the Month program officially recognizes students who are striving for excellence and are nominated by a faculty member. Teachers are expected to communicate regularly with parents regarding behavior issues, along with 14 academic issues. The administration empowers faculty to assign consequences for minor offenses with additional support as needed from the building administration. The Student Assistance Program is also available to assist students who are experiencing social, emotional, and/or behavioral issues. Small group instruction is provided to students demonstrating difficulty with participating in the educational environment based on social, emotional, and behavioral challenges. The students are selected based on data analysis of discipline and attendance. The students are provided with small group instruction on expected behaviors and self-regulation strategies. Susquenita School District works cooperatively with outside behavioral health rehabilitative service providers when Therapeutic Staff Support, Mobile Therapy, and/or Behavior Support Consultants are assigned to our students. These services focus on behavior modification and directing treatment of the problem behavior utilizing direct interventions that build upon student strengths and needs. The District contracts with a local psychiatrist for psychiatric evaluations to assist with educational recommendations and educational programming. Susquenita School District provides school-based counseling to students as needed by using the district’s school psychologists and school counselors. The District partners with Teen-line, Perry Integrated Children Service Planning Committee, Holy Spirit Hospital Intensive Case Management, Perry County Truancy Elimination Committee, Pennsylvania Psychiatric Institute, and The Perry County Elementary Based Social Service Worker to provide resources to the family and improve student programming in the District. In addition, the District collaborates with Laurel Life to provide school based outpatient services to students that are eligible based upon parent participation. The District utilizes the Child and Adolescent Service System Program (CASSP) to assist schools and families with additional supports in the school, home, and/or community. During the 2017-2018 school year, Susquenita School District received a grant from the Mental Wellness Awareness Association which promotes mental wellness by giving the community the tools to recognize and intervene in mental health problems. The programs provided training and tools for the staff to assist in helping a person in a crisis. In addition, an awareness training and health fair was presented to students in grades 8-12 on mental wellness. Susquenita School District provides professional development opportunities on Positive Behavior Support, Functional Behavior Assessment, and Safe Crisis Management. Susquenita has provided staff development on positive behavior support through CAIU, PaTTAN, New Story, and Vista Outreach Services.

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. 15

Susquenita School District provides a continuum of special education services and supports necessary for all students to receive a Free and Appropriate Public Education (FAPE). The District considers the least restrictive environment where the student can receive educational benefit prior to placing a student outside the district. This is achieved through the process of developing the Individual Education Program at a meeting with the parents, regular education teacher, special education teacher, local educational agency representative, the student, and any appropriate service providers. For students with significant needs or low incidence disabilities, the District exhausts all possibility of programming within Susquenita School District in conjunction with providing the needed supports for the student to make progress. The District uses outreach services that can be delivered within district programs or training to personnel to assist with the students’ educational needs. Training programs are essential in delivering research-based instruction and intervention strategies to provide for educational programming in the least restrictive environment. The District has contracted with Vista Outreach Services and New Story to provide consultation services to district teachers, as well as to conduct intensive Functional Behavior Assessments. In addition, the District has partnered with PaTTAN as part of the Autism Initiative. PaTTAN provides direct technical support for students who are diagnosed with Autism across all grade levels and buildings. The District has contracted with the Capital Area Intermediate Unit (CAIU) to provide Vision Services/Orientation and Mobility Services to students who have visual impairments and to provide Hearing Services for students who a hearing impairment. Susquenita School District continues to be part of a consortium of districts in the immediate area for special education students that can’t be educated in their neighborhood school. The District works with Cumberland Perry Children and Adolescent Service System Program (CASSP) to coordinate educational and agency supports for these students and families. In addition, we have an elementary school based social worker as part of the CASSP team that works in the elementary school one day per week to coordinate services and supports. The District works collaboratively with other agencies to coordinate services including The Office of Vocational Rehabilitation (OVR), Mental Health/Intellectual and Developmental Disabilities (MH/IDD), Holy Spirit Behavioral Health Case Management, Pennsylvania Psychiatric Institute (PPI), Perry County Probation, District Justice Daniel McGuire, Perry County Children and Youth, Pennsylvania Education for Children and Youth Experiencing Homelessness Program (ECYEH), and Performcare/Behavioral Health and Rehabilitative Services.

Strengths and Highlights

Describe the strengths and highlights of your current special education services and programs. Include in this section directions on how the district provides trainings for staff, faculty and parents.

Susquenita School District is dedicated to meeting the needs of children with disabilities and helping them become productive and 16 successful members of our society. Our Special Education Department encompasses many programs and initiatives designed to meet the various needs of each individual student. We accomplish this by focusing on each student’s individual needs and developing a comprehensive plan that includes services and instructional accommodations in the least restrictive environment. Based on the students’ needs, we have developed new programming, delivery of services, training for all instructional staff, and on-going evaluation of our current programs. Our belief is that Susquenita students will receive the best education from Susquenita School District staff. The Special Education Department at Susquenita School District is comprised of dedicated and highly trained individuals who are committed to offering each individual student with special needs a free and appropriate public education. Our Special Education staff includes a Director of Special Education, two full-time psychologists, two secretaries, twenty-five special education teachers, forty-six paraprofessionals. Currently 100% of our special education teachers, special education paraprofessionals, and personal care assistants are highly qualified. Susquenita School District provides training and support for paraprofessionals to attain a highly qualified status. Susquenita School District is focused on educating our students within district programs. We contract with several agencies that provide expertise and outreach to our programs and direct services to our students. These agencies support individual student needs and provide training and consultation within the classroom. With a focus on educating students within Susquenita School District, our programs include specialized supports across the district. We offer Learning Support, Emotional Support, Life Skills Support, Autistic Support, and Multiple Disabilities Support for all grade levels. Itinerant, supplemental, and full-time learning support services are provided for students at every building level with a focus on providing a full continuum of services. These services provide the support and accommodations that are necessitated by each student's Individualized Education Program. Susquenita School District collaborates with surrounding districts to provide programming to students with low-incidence disabilities. This programming provides students in surrounding local districts with the opportunity to be educated closer to their home district. We currently have 12 students from surrounding districts attending programs hosted by Susquenita School District. Based on the specific needs of our students, related services are offered to all students with disabilities. These services include speech and language therapy services, occupational therapy services, physical therapy services, vision support, transportation services, audiology services, orientation and mobility services, school health services, school nursing services, school counseling/psychological counseling and parent training. Personal care assistants (PCA) are provided for students who require one-to-one support based on the needs identified by the Individualized Education Program (IEP) Team. The District provides a variety of services including monitoring health and behavioral needs, activities of daily living, augmentative communication devices, and the use of medical equipment. Susquenita School District contracts with the Capital Area Intermediate Unit to provide related services that are not provided in the District. Parent Training sessions are offered to all parents of children within the District. Some of the topics presented include Special Education Laws; Understanding Individualized Education Programs; Least Restrictive Environment; Reading, Writing, and Math strategies; Positive Behavior Supports; Autism Spectrum Disorders; and Vocational/Post-Secondary Training. In addition to these training sessions, the District previously worked with PaTTAN to increase family engagement within the district. All staff members are provided the opportunity to be trained in Safe Crisis Management through certified trainers in the District. This 17 training highlights and emphasizes the use of de-escalation techniques including the use of positive behavior support. In addition, all staff members are also provided the opportunity to be trained in First Aid and CPR. Susquenita School District uses a web-based program for their documentation of special education paperwork district-wide. This allows all staff and service providers, working with the student, to access the information necessary to develop special education reports and monitor progress on student's goals. In addition, the teachers, service providers, and administrators have increased capacity to share necessary information and plan for student programming. For the purpose of implementing transition services, Susquenita School District has a Transition Coordinator and Career Facilitator. This highly qualified individual assists with transition plans; coordinates job experiences; institutes job coaching; establishes job shadowing programs; and develops several trainings for students, parents, and other staff. These services support the students in working towards goals, activities and services in preparation for life after high school, as well as and implementing the needs identified in the IEP. In addition, students have the opportunity to attend classes and vocational training at Cumberland Perry Vocational Technical School. All teachers are trained in Learning Focused School Strategies. The District focus has positively impacted both regular education and special education settings and instructional outcomes. The Special Education Department at Susquenita makes it a priority to be involved in the pre-referral process at all building levels. Monthly meetings are held at each school building with the principals, director of special education, counselors, intervention specialist, and school psychologists to discuss student concerns. Susquenita School District partners with PaTTAN to implement the Autism Initiative/ABA Supports in various classrooms across the district. Staff working in the classroom, including teachers, paraprofessionals, and related service providers, receive training from Board Certified Behavior Analysts (BCBAs) that allows them to implement teaching procedures using applied behavior analysis and the analysis of verbal behavior to improve communication, social, academic, and other relevant skills for students with autism and other developmental disabilities. PaTTAN consultants provide consultation in the classrooms on a regular basis and the school psychologist also serves as an internal coach to support staff who are involved in the initiative.

At the high school and middle school, affective education groups are regularly facilitated by trained staff, including a school psychologist, teachers, and staff. These groups are designed to help foster self-esteem, as well as develop group cohesion, trust, problem-solving techniques, and effective communication. Based on individual need, the students who participate in these groups gain skills to foster their social and emotional regulation and awareness.

The Director of Special Education conducts monthly department meetings with the entire special education staff. During these meetings, the staff are provided ongoing professional development in various topics as it relates to their professional responsibilities.

Assurances

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.

Least Restrictive Environment Facilities

Facility Name Type of Facility Type of Service Number of Students Placed Other Emotional Support 3 Yellow Breeches Educational Center Special Education Centers Emotional Support 3 CAIU/Hill Top Academy Other Emotional Support 4 Capital Academy Other Emotional Support 2 River Rock Other Emotional Support 1 Diakon Center Point Other Autistic Support 1 NHS Other Autistic Support 1 New Story

Special Education Program Profile Program Position #1 Operator: School District PROGRAM DETAILS Type: Implementation Date: PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE Learning Support 6 to 10 4 0.2 Itinerant

Justification: Students are grouped according to age and provided individualized instruction.

Locations: An Elementary School A building in which General Education programs are operated Susquenita Elementary School Building

Type of Support Level of Support Age Range Caseload FTE Learning Support 6 to 11 12 0.8 Supplemental (Less Than 80% but More Than

20%) 20

Justification: Students are grouped according to age and provided individualized instruction.

Locations: An Elementary School A building in which General Education programs Susquenita Elementary School Building are operated

Program Position #2 Operator: School District PROGRAM DETAILS Type: Implementation Date: PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE Learning Support 8 to 11 15 0.5 Itinerant

Locations: An Elementary School A building in which General Education programs are operated Susquenita Elementary School Building

Type of Support Level of Support Age Range Caseload FTE Learning Support 10 to 10 3 0.5 Supplemental (Less Than 80% but More Than

20%)

Locations: An Elementary School A building in which General Education programs Susquenita Elementary School Building are operated

Program Position #3 Operator: School District PROGRAM DETAILS Type: Class Implementation Date: March 14, 2017 Reason for the proposed change: Increased level of support needed for students as identified by the IEP team. PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE Emotional Support 6 to 9 5 0.25 Itinerant

Locations: 21

An Elementary School A building in which General Education programs are Susquenita Elementary School Building operated

Type of Support Level of Support Age Range Caseload FTE Emotional Support 6 to 9 1 0.5 Supplemental (Less Than 80% but More Than

20%)

Locations: An Elementary School A building in which General Education programs Susquenita Elementary School Building are operated

Type of Support Level of Support Age Range Caseload FTE Learning Support 7 to 10 3 0.25 Supplemental (Less Than 80% but More Than

20%)

Locations: An Elementary School A building in which General Education programs Susquenita Elementary School Building are operated

Program Position #4 Operator: School District PROGRAM DETAILS Type: Class Implementation Date: August 29, 2016 Reason for the proposed change: Classroom room change due to increase in student enrollment PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE Multiple Disabilities Support 10 to 20 6 1 Full-Time Special Education Class

Justification: Student needs can be met in the MDS classroom. Parents agreed to age range variance as documented in the student IEP.

Locations: An Elementary School A building in which General Education programs are Susquenita Elementary School Building operated

Program Position #4 Operator: School District PROGRAM DETAILS Type: Class 22

Implementation Date: August 29, 2016 Reason for the proposed change: Classroom room change due to increase in student enrollment PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE Multiple Disabilities Support 7 to 14 5 1 Full-Time Special Education Class

Justification: Student needs can be met in the MDS classroom. Parents agreed to age range variance as documented in the student IEP.

Locations: An Elementary School A building in which General Education programs are Susquenita Elementary School Building operated

Program Position #5 Operator: School District PROGRAM DETAILS Type: Class Implementation Date: March 14, 2017 Reason for the proposed change: Students moving into the district needing an increased level of support for students entering the program PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE Autistic Support 5 to 9 4 0.5 Full-Time Special Education Class

Justification: Student needs can be met in the AS classroom of students beyond the age range variance. Parent requested and agrees to the placement as documented in the IEP.

Locations: An Elementary School A building in which General Education programs are Susquenita Elementary School Building operated

Type of Support Level of Support Age Range Caseload FTE Autistic Support 5 to 9 2 0.5 Supplemental (Less Than 80% but More Than

20%)

Justification: Parents and district agree the Autistic Support Program can meet student needs even though it exceeds the maximum age range variance.

Locations: An Elementary School A building in which General Education programs Susquenita School District Building are operated

Program Position #6 23

Operator: School District PROGRAM DETAILS Type: Class Implementation Date: March 14, 2017 Reason for the proposed change: Students in the Life Skills Classroom increasing time in regular education as documented in the student's IEP PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE Life Skills Support 5 to 6 1 0.2 Full-Time Special Education Class

Justification: Student needs can be met within the Life Skills classroom with the age range various. Parent agrees to the placement as documented in the

IEP.

Locations: An Elementary School A building in which General Education programs are Susquenita Elementary School Building operated

Type of Support Level of Support Age Range Caseload FTE Life Skills Support 5 to 10 7 0.8 Supplemental (Less Than 80% but More Than

20%)

Justification: Parents and District agree the students’ needs can be met in the Life Skills Classroom. The age range variance is document in the student's

IEP.

Locations: An Elementary School A building in which General Education programs Susquenita School District Building are operated

Program Position #7 Operator: School District PROGRAM DETAILS Type: Class Implementation Date: March 7, 2017 Reason for the proposed change: Student need and caseload assignment PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE Speech and Language Support 5 to 10 14 1 Itinerant

Justification: Students are provided direct instruction with students of the same age. Students are not instructed at the same time with students outside the age range variance. 24

Locations: An Elementary School Building A building in which General Education programs are Susquenita Elementary School operated

Program Position #8 Operator: School District PROGRAM DETAILS Type: Implementation Date: PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE Learning Support 11 to 13 12 0.5 Itinerant

Locations: A Middle School Building A building in which General Education programs are operated Susquenita Middle School

Type of Support Level of Support Age Range Caseload FTE Learning Support 11 to 14 3 0.5 Supplemental (Less Than 80% but More Than

20%)

Locations: A Middle School A building in which General Education programs are Susquenita Middle School Building operated

Program Position #9 Operator: School District PROGRAM DETAILS Type: Position Implementation Date: August 24, 2015 Reason for the proposed change: Program needs/student transitioning from the elementary school PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE Life Skills Support 11 to 14 6 1 Supplemental (Less Than 80% but More Than

20%)

Locations: A Middle School A building in which General Education programs are Susquenita Middle School Building operated 25

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

Type of Support Level of Support Age Range Caseload FTE Learning Support 10 to 11 11 0.3 Itinerant

Locations: A Middle School Building A building in which General Education programs are operated Susquenita Middle School

Type of Support Level of Support Age Range Caseload FTE Learning Support 10 to 12 10 0.7 Supplemental (Less Than 80% but More Than

20%)

Locations: A Middle School A building in which General Education programs are Susquenita Middle School Building operated

Program Position #11 Operator: School District PROGRAM DETAILS Type: Class Implementation Date: March 14, 2017 Reason for the proposed change: Students participating in least restrictive environment PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE Learning Support 12 to 14 7 0.75 Supplemental (Less Than 80% but More Than

20%)

Locations: A Middle School A building in which General Education programs are Susquenita Middle School Building operated

Type of Support Level of Support Age Range Caseload FTE Learning Support 12 to 14 7 0.25 Itinerant 26

Locations: A Middle School Building A building in which General Education programs are operated Susquenita Middle School

Program Position #12 Operator: School District PROGRAM DETAILS Type: Class Implementation Date: March 14, 2017 Reason for the proposed change: Changes in educational placement due to student needs as documented in the IEP PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE Emotional Support 14 to 14 1 0.25 Supplemental (Less Than 80% but More Than

20%)

Locations: A Middle School A building in which General Education programs are Susquenita Middle School Building operated

Type of Support Level of Support Age Range Caseload FTE Emotional Support 12 to 14 5 0.5 Itinerant

Locations: A Middle School Building A building in which General Education programs are operated Susquenita Middle School

Type of Support Level of Support Age Range Caseload FTE Emotional Support 12 to 12 1 0.25 Full-Time Special Education Class

Locations: A Middle School Building A building in which General Education programs are operated Susquenita Middle School

Program Position #13 Operator: School District PROGRAM DETAILS Type: Class Implementation Date: March 14, 2017 Reason for the proposed change: Educational programming needs based on new students in the district and recently identified students in the middle school PROGRAM SEGMENTS 27

Type of Support Level of Support Age Range Caseload FTE Autistic Support 16 to 16 1 0.2 Full-Time Special Education Class

Locations: A Middle School Building A building in which General Education programs are operated Susquenita Middle School

Type of Support Level of Support Age Range Caseload FTE Autistic Support 12 to 15 5 0.6 Supplemental (Less Than 80% but More Than

20%)

Locations: A Middle School A building in which General Education programs are Susquenita Middle School Building operated

Type of Support Level of Support Age Range Caseload FTE Emotional Support 12 to 15 2 0.2 Itinerant

Locations: A Middle School Building A building in which General Education programs are operated Susquenita Middle School

Program Position #14 Operator: School District PROGRAM DETAILS Type: Implementation Date: PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE Learning Support 12 to 14 7 0.25 Itinerant

Locations: A Middle School Building A building in which General Education programs are operated Susquenita Middle School

Type of Support Level of Support Age Range Caseload FTE Learning Support 12 to 14 6 0.75 Supplemental (Less Than 80% but More Than

20%)

Locations: A Middle School A building in which General Education programs are Susquenita Middle School Building operated 28

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

Type of Support Level of Support Age Range Caseload FTE Learning Support 15 to 19 19 0.8 Itinerant

Locations: A Senior High School Building A building in which General Education programs are operated Susquenita High School

Type of Support Level of Support Age Range Caseload FTE Learning Support 17 to 17 1 0.2 Supplemental (Less Than 80% but More Than

20%)

Locations: A Senior High School A building in which General Education programs Susquenita High School Building are operated

Program Position #16 Operator: School District PROGRAM DETAILS Type: Class Implementation Date: March 14, 2017 Reason for the proposed change: Changes in student need for Autistic Support Services PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE Autistic Support 17 to 20 5 0.9 Supplemental (Less Than 80% but More Than

20%)

Locations: A Senior High School A building in which General Education programs Susquenita High School Building are operated

Type of Support Level of Support Age Range Caseload FTE Autistic Support 18 to 18 1 0.1 Itinerant 29

Locations: A Senior High School Building A building in which General Education programs are operated Susquenita High School

Program Position #17 Operator: School District PROGRAM DETAILS Type: Implementation Date: PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE Learning Support 15 to 17 11 0.5 Itinerant

Locations: A Senior High School Building A building in which General Education programs are operated Susquenita High School

Type of Support Level of Support Age Range Caseload FTE Learning Support 16 to 16 2 0.5 Supplemental (Less Than 80% but More Than

20%)

Locations: A Senior High School A building in which General Education programs Susquenita School District Building are operated

Program Position #18 Operator: School District PROGRAM DETAILS Type: Position Implementation Date: August 24, 2015 Reason for the proposed change: Change in district alternative education programming and program needs across the district PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE Learning Support 15 to 15 2 0.1 Itinerant

Locations: A Senior High School Building A building in which General Education programs are operated Susquenita High School

Type of Support Level of Support Age Range Caseload FTE 30

Learning Support 14 to 17 6 0.7 Supplemental (Less Than 80% but More Than

20%)

Locations: A Senior High School A building in which General Education programs Susquenita High School Building are operated

Type of Support Level of Support Age Range Caseload FTE Learning Support 18 to 18 1 0.2 Full-Time Special Education Class

Locations: A Senior High School A building in which General Education programs are Susquenita High School Building operated

Program Position #19 Operator: School District PROGRAM DETAILS Type: Class Implementation Date: March 14, 2017 Reason for the proposed change: Student needs based on IEP meetings and data review PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE Emotional Support 16 to 19 7 0.5 Supplemental (Less Than 80% but More Than

20%)

Locations: A Senior High School A building in which General Education programs Susquenita High School Building are operated

Type of Support Level of Support Age Range Caseload FTE Emotional Support 15 to 18 6 0.2 Itinerant

Locations: A Senior High School Building A building in which General Education programs are operated Susquenita High School

Type of Support Level of Support Age Range Caseload FTE Emotional Support 17 to 19 2 0.3 Full-Time Special Education Class

Locations: 31

A Senior High School A building in which General Education programs are Susquenita High School Building operated

Program Position #20 Operator: School District PROGRAM DETAILS Type: Implementation Date: PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE Learning Support 14 to 15 5 0.5 Supplemental (Less Than 80% but More Than

20%)

Locations: A Senior High School A building in which General Education programs Susquenita High School Building are operated

Type of Support Level of Support Age Range Caseload FTE Learning Support 14 to 15 9 0.5 Itinerant

Locations: A Senior High School Building A building in which General Education programs are operated Susquenita High School

Program Position #21 Operator: School District PROGRAM DETAILS Type: Implementation Date: PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE Learning Support 16 to 18 6 0.75 Supplemental (Less Than 80% but More Than

20%)

Locations: A Senior High School A building in which General Education programs Susquenita High School Building are operated

Type of Support Level of Support Age Range Caseload FTE 32

Learning Support 18 to 19 3 0.25 Itinerant

Locations: A Senior High School Building A building in which General Education programs are operated Susquenita High School

Program Position #22 Operator: School District PROGRAM DETAILS Type: Class Implementation Date: March 14, 2017 Reason for the proposed change: Change in educational placement based on IEP team decisions and new students PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE Emotional Support 8 to 9 3 0.25 Itinerant

Locations: An Elementary School A building in which General Education programs are Susquenita Elementary School Building operated

Type of Support Level of Support Age Range Caseload FTE Emotional Support 8 to 8 1 0.5 Supplemental (Less Than 80% but More Than

20%)

Locations: An Elementary School A building in which General Education programs Susquenita Elementary School Building are operated

Type of Support Level of Support Age Range Caseload FTE Emotional Support 9 to 9 1 0.25 Full-Time Special Education Class

Locations: An Elementary School A building in which General Education programs are Susquenita Elementary School Building operated

Program Position #23 Operator: School District PROGRAM DETAILS Type: Position Implementation Date: August 24, 2015 33

Reason for the proposed change: Staff and program changes at the high school PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE Life Skills Support 14 to 21 5 0.75 Supplemental (Less Than 80% but More Than

20%)

Justification: Student needs can be met in Life Skills Classroom with parent agreement for the age range variance.

Locations: A Senior High School A building in which General Education programs Susquenita High School Building are operated

Type of Support Level of Support Age Range Caseload FTE Learning Support 15 to 17 4 0.25 Itinerant

Locations: A Senior High School Building A building in which General Education programs are operated Susquenita School High School

Program Position #24 Operator: School District PROGRAM DETAILS Type: Implementation Date: PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE Speech and Language Support 6 to 8 20 1 Itinerant

Justification: Students receive itinerant level speech and language support in small/individual groups within the 3 year age variance

Locations: An Elementary School A building in which General Education programs are operated Susquenita Elementary School Building

Program Position #28 Operator: School District PROGRAM DETAILS Type: Class and Position Implementation Date: August 25, 2012 PROGRAM SEGMENTS 34

Type of Support Level of Support Age Range Caseload FTE Emotional Support 10 to 12 6 0.2 Itinerant

Locations: An Elementary School A building in which General Education programs are operated Susquenita Elementary School Building

Type of Support Level of Support Age Range Caseload FTE Emotional Support 11 to 11 2 0.3 Supplemental (Less Than 80% but More Than

20%)

Locations: A Middle School A building in which General Education programs are Susquenita Middle School Building operated

Type of Support Level of Support Age Range Caseload FTE Emotional Support 11 to 13 4 0.5 Full-Time Special Education Class

Locations: A Middle School Building A building in which General Education programs are operated Susquenita Middle School

Program Position #29 Operator: School District PROGRAM DETAILS Type: Position Implementation Date: August 28, 2017 PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE Emotional Support 10 to 10 1 0.1 Itinerant

Locations: A Middle School Building A building in which General Education programs are operated Susquenita Middle School

Type of Support Level of Support Age Range Caseload FTE Emotional Support 10 to 10 1 0.2 Supplemental (Less Than 80% but More Than

20%)

Locations: 35

A Middle School A building in which General Education programs are Susquenita Middle School Building operated

Type of Support Level of Support Age Range Caseload FTE Learning Support 9 to 12 7 0.5 Supplemental (Less Than 80% but More Than

20%)

Locations: A Middle School A building in which General Education programs are Susquenita Middle School Building operated

Type of Support Level of Support Age Range Caseload FTE Learning Support 9 to 11 3 0.2 Itinerant

Locations: A Middle School Building A building in which General Education programs are operated Susquenita Middle School

Special Education Support Services

Support Service Location Teacher FTE District Office 1 Director of Special Education District Wide 1 School Psychologist District Wide 1 School Psychologist District Wide 1 Transition Coordinator Susquenita Elementary School 15 Part Time Paraprofessionals Susquenita Middle School 15 Part Time Paraprofessionals Susquenita High School 12.5 Part Time Paraprofessionals Cumberland-Perry Vo-Tech 0.5 Part Time Paraprofessionals District Office 2 Administrative Assistant to the Director of Special Education

Special Education Contracted Services

Special Education Contracted Services Operator Amt of Time per Week 36

Outside Contractor 5 Days Occupational Therapist Outside Contractor 2 Hours Vista/Autism Outreach Services Outside Contractor 2 Days Speech and Language Therapist

District Level Plan

Special Education Personnel Development

Autism Description Special education staff will be trained in Applied Behavior Analysis and research-based educational strategies to support students diagnosed with Autism. Individual student programs will be developed based on skills identified through diagnostic and curriculum based assessments. Student progress will be monitored through goals, objectives, and developmental milestones outlined in their individual programs. The programming could consist of intensive teaching sessions, direct instruction, social skills instruction, participation in the regular education environment with supports, and related service supports.

Person Responsible Director of Special Education Start Date 7/1/2018 End Date 6/30/2021 Program Area(s) Professional Education, Special Education, Student Services, Gifted Education

Professional Development Details Hours Per Session 1.0 # of Sessions 3 37

# of Participants Per Session 25 Provider District Provider Type School Entity PDE Approved Yes Knowledge Gain Participants will identify and describe applied behavior analysis and implement programs for students who are identified with Autism to address challenging behaviors, instructional strategies to support academic, social, behavioral, and emotional needs.

Research & Best Practices Base Training and research are based on the work of various researchers including information provided by The Department of Education and PaTTAN initiatives.

For classroom teachers, school Enhances the educator’s content knowledge in the area of the educator’s certification or assignment. counselors and education Increases the educator’s teaching skills based on research on effective practice, with attention given to specialists interventions for struggling students. Provides educators with a variety of classroom-baed 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.

For school or LEA administrators, Provides the knowledge and skills to think and plan strategically, ensuring that assessments, and other educators seeking curriculum, instruction, staff professional education, teaching materials and interventions for leadership roles 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.

Training Format School Whole Group Presentation Department Focused Presentation 38

Participant Role Classroom teachers Principals / Asst. Principals School counselors Paraprofessional New Staff Related Service Personnel Parents

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

Follow-up Activities Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers Analysis of student work, with administrator and/or peers Creating lessons to meet varied student learning styles Peer-to-peer lesson discussion Lesson modeling with mentoring

Evaluation Methods Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism. Classroom student assessment data

Behavior Support Description Staff will participate in professional development activities to support students with behavioral needs. Susquenita School District will provide a continuum of services to special education students needing behavioral supports and specific mental health positions. The continuum of services includes School Wide Positive Behavior Support, Positive Behavior Support Intervention, Emotional Support Services, Student Assistance Program, Outreach Services, Affective Education, and county agency coordination. Student's identified with emotional and behavioral needs will receive a free and appropriate education in the least restrictive environment. Progress monitoring data, state reports, attendance, and discipline data will be reviewed to make data-based decisions about trends and needs in the district.

Person Responsible Susquenita School District Administrators Start Date 7/1/2018 End Date 6/30/2019 Program Area(s) Professional Education, Special Education, Student Services, Gifted Education

Professional Development Details Hours Per Session 2.0 # of Sessions 2 # of Participants Per Session 75 Provider Susquenita School District Provider Type School Entity PDE Approved No Knowledge Gain Participants will identify behaviors of concern and use antecedent /reinforcement strategies to reduce the likelihood of the behavior increasing in the future. Schoolwide building initiatives will create positive environments in the building and foster relationships with staff and students to increase student learning. 40

Participants will increase their understanding of specific mental health conditions and identify behavioral interventions to support students.

Research & Best Practices Base Information for each of these sessions will come from journals and books that focus on mental health disorders and ways to manage these disorders in the educational environment.

For classroom teachers, school Enhances the educator’s content knowledge in the area of the educator’s certification or assignment. counselors and education Increases the educator’s teaching skills based on research on effective practice, with attention given to specialists 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. Empowers educators to work effectively with parents and community partners.

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

Training Format Series of Workshops School Whole Group Presentation

Participant Roles Classroom teachers Principals / Asst. Principals School counselors Paraprofessional New Staff 41

Related Service Personnel Parents

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

Paraprofessional Description All paraprofessional staff will be highly qualified every school year. Paraprofessional staff will acquire the knowledge and skills needed to perform their job responsibilities and provide appropriate supports to students as identified in the students Individualized Education Programs (IEP). Training will be provided to all paraprofessionals across topics relevant to special education. These trainings will be district-wide, program specific, and targeted topics based on individual student need. 42

Person Responsible Director of Special Education Start Date 7/2/2018 End Date 6/25/2021 Program Area(s) Professional Education, Special Education, Student Services

Professional Development Details Hours Per Session 7.0 # of Sessions 3 # of Participants Per Session 30 Provider Susquenita School District Provider Type School Entity PDE Approved No Knowledge Gain Participants will describe research-based interventions and strategies to utilize during instruction t increase student learning and achievement.

Research & Best Practices Base Research based strategies and best practices identified through resources provided by PDE, PaTTAN, IDEA, Ch. 14, and other approved resources.

For classroom teachers, school counselors Enhances the educator’s content knowledge in the area of the educator’s certification or and education specialists assignment. Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students.

For school or LEA administrators, and Empowers leaders to create a culture of teaching and learning, with an emphasis on learning. other educators seeking leadership roles

Training Format LEA Whole Group Presentation 43

Series of Workshops

Participant Roles Paraprofessional

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

Follow-up Activities Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers Observation in the classroom, end of the year evaluation

Reading NCLB #1 Description All special education staff will participate in data review meetings with their respective buildings to review PSSA data, CDT's and/or Keystone data. Teachers will use the Common Core and Standards Aligned System to write goals and monitor student progress. Teachers will receive ongoing training and support in the use of research-based instructional strategies in reading instruction. Benchmark assessment data such as Study Island, DIBELS, DRA, 44

curriculum based reading assessments, iReady and CDTs will be used as evidence of progress in the reading goals.

Person Responsible Susquenita School District Administrators Start Date 7/1/2018 End Date 6/30/2021 Program Area(s) Professional Education, Special Education, Educational Technology

Professional Development Details Hours Per Session 2.0 # of Sessions 6 # of Participants Per Session 30 Provider District Provider Type School Entity PDE Approved No Knowledge Gain Participants will implement research-based strategies into classroom instruction and utilize strategies and programs to increase student achievement based on data analysis.

Research & Best Practices Base Research based methodologies that are aligned to the common core and district curriculum to increase student learning with technology integration into everyday use.

For classroom teachers, school counselors Enhances the ducator’s content knowledge in the area of the educator’s certification or and education specialists 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. Empowers educators to work effectively with parents and community partners. 45

For school or LEA administrators, and Provides leaders with the ability to access and use appropriate data to inform decision-making. other educators seeking leadership roles Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.

Training Format LEA Whole Group Presentation Series of Workshops School Whole Group Presentation Department Focused Presentation

Participant Roles Classroom teachers Principals / Asst. Principals Paraprofessional New Staff Other educational specialists Parents

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

Student PSSA data Standardized student assessment data other than the PSSA Classroom student assessment data

Transition Description Students of transition age will identify post-secondary goals based on assessments and surveys administered by the special education teacher and/or guidance counselor. The team will work with the transition coordinator to identify activities and services to support the students' goals. Susquenita School District will analyze graduation and dropout data from the State Performance Plan to monitor success of the transition program in the district. Susquenita School District will have a graduation rate above the state performance target for three consecutive years.

Person Responsible Sonja Brunner Start Date 7/1/2018 End Date 6/30/2021 Program Area(s) Professional Education, Special Education, Student Services

Professional Development Details Hours Per Session 1.0 # of Sessions 2 # of Participants Per Session 40 Provider Susquenita School District Provider Type School Entity PDE Approved No Knowledge Gain Participants will create transition plans including activities and strategies that support post-secondary success and increase graduation rates. 47

Research & Best Practices Base Services and activities that support increased student learning and graduation.

For classroom teachers, school Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze counselors and education and use data in instructional decision-making. specialists Empowers educators to work effectively with parents and community partners.

For school or LEA administrators, Provides the knowledge and skills to think and plan strategically, ensuring that assessments, and other educators seeking curriculum, instruction, staff professional education, teaching materials and interventions for leadership roles 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. Instructs the leader in managing resources for effective results.

Training Format Series of Workshops Professional Learning Communities

Participant Roles Classroom teacher Principals / Asst. Principals School counselors Paraprofessional Other educational specialists Related Service Personnel Parents

Grade Levels Elementary - Primary (preK - grade 1) Elementary - Intermediate (grades 2-5) Middle (grades 6-8) 48

High (grades 9-12)

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

Special Education Affirmations We also affirm our understanding that any requests for any deviations from the Chapter 14 regulations, standards, policies, and procedures must be made in writing to the Pennsylvania Department of Education. The school district understands that the Special Education Component of the District Level Plan will be approved by PDE in accordance with the following criteria as set forth in 22 Pa. School Code § 14.104 and as part of the District Level Plan:

1. There are a full range of services, programs and alternative placements available to the school district for placement and implementation of the special education programs in the school district. 2. The school district has adopted a child find system to locate, identify and evaluate young children and children who are thought to be a child with a disability eligible for special education residing within the school district's jurisdiction. Child find data is collected, maintained, and used in decision-making. Child find process and procedures are evaluated for its effectiveness. The school district implements mechanisms to disseminate child find information to the public, organizations, agencies, and individuals on at least an annual basis. 3. The school district has adopted policies and procedures that assure that students with disabilities are included in general education programs and extracurricular and non-academic programs and activities to the maximum extent appropriate in accordance with an Individualized Education Program. 4. The school district will comply with the PA Department of Education, Bureau of Special Education's revision notice process. 5. The school district follows the state and federal guidelines for participation of students with disabilities in state and district-wide assessments including the determination of participation, the need for accommodations, and the methods of assessing students for whom regular assessment is not appropriate. 6. The school district affirms the Pennsylvania Department of Education that funds received through participation in the medical assistance reimbursement program, ACCESS, will be used to enhance or expand the current level of services and programs provided to students with disabilities in this local education agency. We affirm that the school district has completed a 28-day public inspection and comment period as required under 22 PA Code § 4.13 (d) prior to the school entity's governing board approval and submission to the Department of Education (Bureau of Special Education).

No signature has been provided 50

Board President

No signature has been provided Superintendent/Chief Executive Officer

Table of Contents Induction Program 4 Needs of Inductees 5 Mentor Characteristics 6 Induction Program Timeline 6 Monitoring and Evaluating the Induction Program 7 Recording Process 7

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.

This process has ensured we provide a rigorous curriculum to all of our students. All inductees undergo a three (3) day training and orientation program which provides our teachers with information and expectations regarding Susquenita School District and building initiatives, practices, policies and procedures. Part of the three day training addresses technology resources, of which the SAS website is one. Additionally, this orientation provides inductees with classroom management expectations and a Student Assistant Program review. Inductees are also provided with a complete overview of the Charlotte Danielson's Framework for Teaching and the Multi-Measure Educator Effectiveness model. Finally, inductees meet with the Director of Curriculum and Instruction each month from January through May of their first year to review District "news" and participate in a book club which assists with the development of collegiality and camaraderie.

Needs of Inductees ● 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).

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. Building Principals maintain a list of excellent classroom teachers who possess the necessary qualities to be successful in mentoring those teachers new to the profession. Information regarding the best mentor/inductee match is then discussed with the Director of Curriculum and Instruction, and teachers are assigned with certifications and building assignments as close to matching with the inductee as can be attained. The mentor completes an application to be a mentor. These mentor teachers must be tenured, and have at least three years of experience in the District to ensure an understanding of the policies, procedures, and resources. Mentor training is provided to the mentors by the administration on the first day of induction training. Mentors are provided a stipend for their efforts, and meet minimally monthly with the inductee.

Induction Program Timeline Aug- Oct- Dec- Feb- Apr- Jun- Topics Sep Nov Jan Mar May Jul Code of Professional Practice and Conduct for Educators X X Assessments X X X X X X Best Instructional Practices X X X X X Safe and Supportive Schools X X X Standards X X X Curriculum X X X X Instruction X X X X X Accommodations and Adaptations for diverse learners X X Data informed decision making X X X X X Materials and Resources for Instruction X X X X X X

A Schedule of activities and topics to be covered is provided to both the mentor and inductee.

Monitoring and Evaluating the Induction Program

Identify the procedures for monitoring and evaluating the Induction program.

Recording Process

Identify the recording process for inductee participation and program completion. ● 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.

Screening, Evaluating and Programming for Gifted Students

Describe your entity’s awareness activities conducted annually to inform the public of the gifted education services and programs offered (newspaper, student handbooks, school website, etc.) The school district follows the child find procedures described by the State for the identification of gifted children. Public notice of the Districts' responsibility to locate and assess potential gifted students is described on the District's website. Additionally, the schools' handbooks and calendar describe the identification of gifted children and the Susquenita services that the district offers.

Describe your entity’s process for locating students who are thought to be gifted and may be in need of specially designed instruction (screening). Teachers and parents can request that a child be screened for giftedness. Susquenita utilizes a screening process for students up to the eighth grade. If a request is made for a high school student, a file review is completed to determine whether or not a permission to evaluate will be issued. Screenings require parent/guardian permission and letters are sent home letting parents/guardians know whether or not a gifted evaluation is recommended. Screenings consist of a teacher rating scale (Gifted Rating Scale or Scales for Identifying Gifted Students), a parent questionnaire and the Kaufman Brief Intelligence Test (KBIT 2) which is an individually administered measure of verbal and non-verbal intelligence. A gifted eligibility matrix of these data sources is used to determine if permission to evaluate for gifted will be issued.

Describe your entity’s procedures for determining eligibility (through multiple criteria) and need (based on academic strength) for potentially mentally gifted students (evaluation). The gifted evaluation consists of a record review, parent input, teacher input, rating scales and standardized assessments of ability and achievement administered by a school psychologist. A student may be determined to be automatically eligible for gifted services when their Full Scale Intelligence Quotient(FSIQ) score is two standard deviations above the mean or higher (a standard score of 130 or higher). If the student does not have a FSIQ score that is 130 or higher, then the matrix eligibility criteria is used to determine if the student qualifies for gifted support services. The eligibility matrix uses multiple factors including cognitive ability, achievement assessment, parent questionnaire, teacher rating scales and consideration of any intervening factors that may potentially mask giftedness. At the end of the evaluation process it may be determined that A. The student is not gifted and therefore is not eligible for gifted placement and programming B. The student is gifted but does not need specially designed instruction, and therefore is not eligible for gifted placement and programming or C. The student is gifted and is in need of specially designed instruction, and therefore is eligible for gifted placement and programming

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. Acceleration-access to higher level learning activities and skill development than typically provided in regular education to students of the same age. The pacing, complexity and depth pf planned coursework are modified as indicated by individual needs.

Elementary: ▪ Compacting and eliminating content that was already mastered determined by a pre-test for the unit of study. ▪ Telescoping (cover topics across grade levels) ▪ Grade skipping ▪ Subject level acceleration/partial acceleration/content based acceleration ▪ Specially designed instruction ▪ Cluster grouping ▪ Independent learning contracts

Secondary: ▪ Grade skipping ▪ Self paced instruction ▪ Compacting ▪ Subject acceleration ▪ Distance learning courses ▪ Higher education level courses ▪ Dual Enrollment ▪ Credit by examination ▪ Advanced placement courses ▪ Independent learning contracts ▪ Opportunities for gifted students to work with their peers in a resource room ▪ Incorporation of appropriate outside-of-school educational experiences ▪ Mentorships, apprenticeships, internships and field experiences designed to meet gifted students’ performance level and career interests Enrichment-in depth learning experiences that provide interaction with new ideas, skills and topics that enhance the curriculum.

Elementary/Secondary: ▪ Cross-curricular ▪ Differentiated ▪ Responsive to students’ needs, strengths, and interests ▪ Higher level thinking skills applied to content ▪ Increase breadth, depth, and complexity ▪ Planned and purposeful ▪ Choices for students ▪ Flexible groups (may change daily or weekly)

Professional Education District’s Professional Education Characteristics EEP EEI ML HS Increases the educator's teaching skills based on effective practice X X X X research, with attention given to interventions for gifted students. Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for X X X X gifted students are aligned to each other, as well as to Pennsylvania's academic standards.

Table of Contents Safe and Supportive Schools 11 Assisting Struggling Schools 11 Programs, Strategies and Actions 11 Developmental Services 12 Diagnostic, Intervention and Referral Services 12 Consultation and Coordination Services 13 Communication of Educational Opportunities 14 Communication of Student Health Needs 14 Frequency of Communication 15 Collaboration for Interventions 15 Community Coordination 15 Preschool Agency Coordination 16

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.

Schools that do not meet annual student achievement targets or experience other challenges, identify specific goals and actions designed to address particular needs. Progress is monitored to ensure that interventions are effective in addressing student needs. Goals and actions are adjusted if needed to ensure goal attainment.

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

Explanation of strategies not selected and how the LEA plans to address their incorporation: Susquenita Elementary School is a K-4 configuration. We do operate a Peer Helper Program for students in grades 3 and 4. Students in grades K-2 receive help in the classroom setting which we feel is appropriate for that age group. We also currently provide support in Conflict Resolution and Dispute Management. These are areas that we feel will become even stronger as we initiate the Olweus Bully Prevention Program at the Elementary level.

Developmental Services Developmental Services EEP EEI ML HS Academic Counseling X X X X Attendance Monitoring X X X X Behavior Management Programs X X X X Bullying Prevention X X X X Career Awareness X X X X Career Development/Planning X X Coaching/Mentoring Compliance with Health Requirements –i.e., Immunization X X X X Emergency and Disaster Preparedness X X X X Guidance Curriculum X Health and Wellness Curriculum X X Health Screenings X X X X Individual Student Planning X X Nutrition X X X X Orientation/Transition X X X X RTII/MTSS X X Wellness/Health Appraisal

Explanation of developmental services: Academic counseling and monitoring are provided by teachers, guidance counselors, and administrators. Behavior management plans are put into place by administrators with specific guidance provided by school psychologists. Bullying prevention is provided in the Middle School through the Olweus program, and at the Elementary through the same program from 2014-2015 to present. High School administrators provide information and support regarding the prevention of bullying to their staff through professional development. Career awareness is provided at all levels (K-12) by the guidance counselors, and Career development and planning is provided by the counselors at the Middle and High Schools. A guidance course is provided at the Middle School. District nurses work with the administrators to ensure the compliance with health requirements. District nurses also provide health screenings. Health and Wellness Curriculum and Nutrition information is provided by the District Health/Physical Education teachers. Individual student planning and orientations/transitions are provided by both the guidance counselors and administrators. RtII is in place at the Elementary School.

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

Explanation of diagnostic, intervention and referral services: The special education department, in conjunction with the building administrators and teachers are responsible for addressing the following: Accommodations and Modifications, Assessment/Progress Monitoring, Casework, Assessment of Academic Skills/Aptitude for Learning, Placement into Appropriate Programs, and Special Education Evaluation. The District administrators primarily address Crisis Response/Management/Intervention. Guidance counselors are primarily responsible for: Individual Counseling and Small Group Counseling-coping with life situations/Education planning/Personal and Social Development. District nurses are responsible for addressing the following: Administration of Medication and Intervention for Actual or Potential Health Programs.

Consultation and Coordination Services Consultation and Coordination Services EEP EEI ML HS

Alternative Education X X

Case and Care Management X X X X

Community Liaison X X

Community Services Coordination (Internal or External) X

Coordinate Plans

Coordination with Families (Learning or Behavioral) X X X X

Home/Family Communication X X X X

Managing Chronic Health Problems X X X X

Managing IEP and 504 Plans X X X X

Referral to Community Agencies X X X

Staff Development X X X X Strengthening Relationships Between School Personnel, X X X X Parents and Communities System Support

Truancy Coordination X X X X

Explanation of consultation and coordination services: The building administration, with assistance as necessary from district administrators, are primarily responsible for the consultation and coordination of the following services: alternative education, community liaison, community services coordination, coordination with families, home/family communication, referral to community agencies, strengthening relationships between school personnel, parents, and communities, truancy coordination, and system support. The special education department, with assistance from the building and district administrators, is primarily responsible for the following services: case and care management, managing IEP and 504 plans, managing chronic health problems, and staff development.

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

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

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

Collaboration for Interventions

Describe the collaboration between classroom teachers and individuals providing interventions regarding differing student needs and academic progress.

The following is a list of collaboration opportunities for interventions: Grade level meetings, daily collaboration between classroom teachers, support teachers and paraprofessionals, IEP/504 reviews at the beginning of the school year, IEP/504 meetings, Title I Interventions, Transition Coordinator, Therapeutic Support Staff and Behavioral Support Coach meetings, Instruction and Intervention Support Team meetings, English as a Second Language meetings, Gifted meetings, Outside Agencies - Teen Line, Perry Human Services, Newport Counseling Services, VISTA, CAASP, Laurel Life, PaTTAN.

Community Coordination

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

1. Child care 2. After school programs 3. Youth workforce development programs 4. Tutoring

At the Elementary School, we work closely with the Capital Area Head Start program. This group comes in weekly and provides services to local pre-school children. In addition, we have a before and after school care program operated in our Elementary School by Precious Little Angels. The program is offered to both elementary and middle school students.

Preschool Agency Coordination

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

1. Address coordination activities designed to identify and serve children with disabilities and the supports and accommodations available to ensure both physical and programmatic access. 2. Address pre-kindergarten programs operated directly by the LEA and those operated by community agencies under contract from the LEA. 3. Describe how the LEA provides for a smooth transition from the home setting and any early childhood care or educational setting the students attend, to the school setting.

The Director of Special Education coordinates Early Intervention services with the Capital Area Intermediate Unit. The CAIU provides services for preschool students with disabilities. Transition meetings occur among the Elementary School staff, CAIU personnel, and families to provide a smooth transition for our incoming kindergarten students. A preschool family meeting occurs in the spring. A kindergarten orientation meeting is held in August.