Recognition 2019-2020 School Year Papbs Network
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Annual Public Notice of Special Education Services and Programs
Annual Public Notice of Special Education & Early Intervention Services and Programs It is the responsibility of the Pennsylvania Department of Education to ensure that all children with disabilities residing in the Commonwealth, regardless of the severity of their disability, and who are in need of special education and related services, are identified, located, and evaluated. This responsibility is required by a federal law called the Individual with Disabilities Education Act (IDEA). The IDEA requires each state educational agency to publish a notice to parents in newspapers or other media before any major identification, location or evaluation activity. The IDEA requires this notice to contain certain information. Pennsylvania law requires each school district to fulfill this notice requirement by providing an annual public notice. The school district is required by the IDEA to provide a free appropriate public education to children with disabilities who need special education and related services. Pennsylvania has adopted state laws which conform with the IDEA and which school districts must follow. In Pennsylvania a school age child with disabilities who needs special education and related services is identified as a child with a disability. Students are exceptional if they need specially designed instruction and have one or more of the following physical or mental disabilities: Autism/Pervasive Development Disorder Orthopedic Impairment Deaf-Blindness Other Health Impairment Deafness Specific Learning Disability Emotional Disturbance Speech or Language Impairment Hearing Impairment Traumatic Brain Injury Intellectual Disabilities Visual Impairment Including Blindness Multiple Disabilities In Pennsylvania, students also qualify as exceptional if they require specially designed instruction and are determined to be mentally gifted. -
August 4, 2007 (Pages 4161-4416)
Pennsylvania Bulletin Volume 37 (2007) Repository 8-4-2007 August 4, 2007 (Pages 4161-4416) Pennsylvania Legislative Reference Bureau Follow this and additional works at: https://digitalcommons.law.villanova.edu/pabulletin_2007 Recommended Citation Pennsylvania Legislative Reference Bureau, "August 4, 2007 (Pages 4161-4416)" (2007). Volume 37 (2007). 31. https://digitalcommons.law.villanova.edu/pabulletin_2007/31 This August is brought to you for free and open access by the Pennsylvania Bulletin Repository at Villanova University Charles Widger School of Law Digital Repository. It has been accepted for inclusion in Volume 37 (2007) by an authorized administrator of Villanova University Charles Widger School of Law Digital Repository. Volume 37 Number 31 Saturday, August 4, 2007 • Harrisburg, PA Pages 4161—4416 Agencies in this issue The Courts Department of Banking Department of Environmental Protection Department of Health Department of Labor and Industry Department of Transportation Environmental Hearing Board Fish and Boat Commission Governor’s Office Health Care Cost Containment Council Independent Regulatory Review Commission Insurance Department Office of Attorney General Pennsylvania Public Utility Commission State Board of Vehicle Manufacturers, Dealers and Salespersons State Employee’s Retirement Board Thaddeus Stevens College of Technology Treasury Department Detailed list of contents appears inside. PRINTED ON 100% RECYCLED PAPER Latest Pennsylvania Code Reporter (Master Transmittal Sheet): No. 393, August 2007 published weekly by Fry Communications, Inc. for the PENNSYLVANIA BULLETIN Commonwealth of Pennsylvania, Legislative Reference Bu- reau, 647 Main Capitol Building, State & Third Streets, (ISSN 0162-2137) Harrisburg, Pa. 17120, under the policy supervision and direction of the Joint Committee on Documents pursuant to Part II of Title 45 of the Pennsylvania Consolidated Statutes (relating to publication and effectiveness of Com- monwealth Documents). -
County of Butler Comprehensive Plan
THE COUNTY OF BUTLER COMPREHENSIVE PLAN PHASE I (RECONNAISSANCE REPORT) 1997 Prepared by the Butler County Planning Commission The preparation of th~sreport was financed in part through a State Planning Assistance Grant (SPAG) from the Department of Community and Economic Development, under the: provisions of Act 5A, approved June 30, 1995, as administered by the Pennsylvania Department of Community and Economic Development, Strategic Planning and Program Operations Office. p James L. Kennedy, Chairman William L. McCarrier Glenn L. Anderson PlanninP Commission Jeffrey M. Thompson, Chairman Howard L. Graham Paul M. Montgomery Theodore J. Walwik Howie J. Pentony Frank E. Uhl Kenneth M. Thomas James F. Peters Daniel D. Santoro Planning Director David P. Johnston TABLE OF CONTENTS m History and Historic Preservation ........................................... HHPl Native American Prehistory ............................................ HHPl Heritage of the Native American Period ................................... HHP2 The Early Historic Period: Pre-Settlement ................................... HHP3 Heritage of the Native-White and Colonial Conflicts in Butler County ............."P4 PlaceNarnes ..................................................... HHP4 DonatiodDepreciation Lands ........................................ HHP4 Initial Settlement of the County, 1790-1860 ................................ HHPS The Heritage of the Era of Settlement in Butler County ....................... HHP7 The Industrial Revolution - 1860-1945 ................................... -
Evaluating a School-Wide Positive Behavior Intervention and Supports Program For
Title Page Evaluating a School-Wide Positive Behavior Intervention and Supports Program for System Improvement by Jamie Lusebrink Bachelor of Science, The Pennsylvania State University, 2004 Master of Education, University of Pittsburgh, 2012 Submitted to the Graduate Faculty of the School of Education in partial fulfillment of the requirements for the degree of Doctor of Education University of Pittsburgh 2021 COMMITTEE PAGE UNIVERSITY OF PITTSBURGH SCHOOL OF EDUCATION This dissertation was presented by Jamie Lusebrink It was defended on April 15, 2021 and approved by Dr. Keith Trahan, Visiting Assistant Professor of Practice, Educational Foundations, Organization, and Policy Dr. Janet Sardon, Superintendent, Yough School District Dissertation Director: Dr. Diane L. Kirk, Clinical Associate Professor, Teaching, Leading, and Learning ii Copyright © by Jamie Lusebrink 2021 iii Abstract Evaluating a School-Wide Positive Behavior Intervention and Supports Program for System Improvement Jamie Lusebrink, EdD University of Pittsburgh, 2021 The place of inquiry implemented a School-Wide Positive Behavior Intervention and Supports (SWPBIS) plan in 2016 with the goal of building a positive organizational climate while reducing the number of discipline infractions and office referrals. Although interventions and supports have been in place since the original implementation of the SWPBIS programming, suspensions and office referrals continue to occur at an alarming rate, particularly in third through fifth grades. These suspensions were creating gaps in learning for students due to the loss of instructional time without effectively addressing the behaviors to reduce further occurrences. This mixed methods study evaluated the current School-Wide Positive Behavior Intervention and Supports (SWPBIS) programming and implementation at the building of inquiry against best practices based on a state-wide model of SWPBIS with the purpose to make recommendations for improvement. -
Student Meal Sites Senior Meal Sites
Find Free Food in City Council District 1 Councilmember Mark Squilla Food & Meal distribution made possible by: Philabundance, Philadelphia Corporation for the Aging, School District of Philadelphia, Share Food Program, Step Up To The Plate Campaign Student Meal Sites • All children and their caregivers are eligible. No ID is required. • Families can pick up one box per child with meals for the week. Site Name Address Days and Time Mon./Tues./Wed./Thurs./Fri. Mariana Bracetti Academy Charter School 1840 Torresdale Ave. 7 am – 1 pm Mastery Charter - Thomas Campus 927 Johnston St. Tues. & Fri. 12 pm – 2 pm Mastery Charter - Thomas Elementary 814 Bigler St. Tues. & Thurs. 1 pm – 4 pm D. Newlin Fell School 900 W Oregon Ave. Fri. 9 am – 2 pm Horace Furness High School 1900 S. 3rd St. Fri. 9 am – 2 pm Horatio B. Hackett School 2161 E. York St. Fri. 9 am – 2 pm John H. Webster School 3400 Frankford Ave. Fri. 9 am – 2 pm Jules E. Mastbaum High School 3116 Frankford Ave. Fri. 9 am – 2 pm 2051 E. Cumberland Fri. 9 am – 2 pm Kensington High School St. South Philadelphia High School 2101 S. Broad St. Fri. 9 am – 2 pm Senior Meal Sites • Residents age 60+ are eligible. No reservation needed. • Call senior center for meal schedule. Site Name Address Phone Number On Lok House Satellite 219 N. 10th St. 215-599-3016 Philadelphia Senior Center - Avenue of the Arts 509 S. Broad St. 215-546-5879 and Asia-Pacific Senior Resource Center South Philly Older Adult Center 1430 E. -
Impact of COVID-19 on K-12 Education in Our Region Part 1: Spring 2020
A Partnership Among Geisinger Commonwealth School of Medicine, Johnson College, Keystone College, Lackawanna College, Luzerne County Community College, Marywood University, Misericordia University, Penn State Scranton, Penn State Wilkes-Barre, The Wright Center for Graduate Medical Education, University of Scranton & Wilkes University Institute Insights: Impact of COVID-19 on K-12 Education in Our Region Part 1: Spring 2020 August 2020 Education plans posted on school district websites or Introduction obtained from school administrators, and This research was underwritten by the Greater supplemented with information from published Scranton Chamber of Commerce, and UGI media reports. In a few cases, school districts’ Utilities and with support from the Luzerne Continuity of Education plans were no longer County COVID-19 Emergency Response Fund of available on district websites, and were unable to be obtained upon request by The Institute, limiting the The Luzerne Foundation, the Scranton Area information that could be collected regarding their Community Foundation COVID 19 Fund and approach. the Wells Fargo Foundation. This report was developed to examine the impact of Spring 2020 Learning Approaches the COVID-19 pandemic on public school education School districts in Luzerne and Lackawanna Counties in our region for Kindergarten through 12th grade. used two approaches for providing continuity of This iterative study will involve several components. education to students in the spring of 2020 following The first part of this analysis examines the school closures. All districts in both Lackawanna and approaches used by school districts in Lackawanna Luzerne Counties initially offered Enrichment and and Luzerne Counties to provide Continuity of Review opportunities. These consisted of informal Education to students in the spring of 2020 following activities designed to reinforce or extend students’ the mandated closure of all Pennsylvania schools prior learning. -
Entire Bulletin
Volume 37 Number 31 Saturday, August 4, 2007 • Harrisburg, PA Pages 4161—4416 Agencies in this issue The Courts Department of Banking Department of Environmental Protection Department of Health Department of Labor and Industry Department of Transportation Environmental Hearing Board Fish and Boat Commission Governor’s Office Health Care Cost Containment Council Independent Regulatory Review Commission Insurance Department Office of Attorney General Pennsylvania Public Utility Commission State Board of Vehicle Manufacturers, Dealers and Salespersons State Employee’s Retirement Board Thaddeus Stevens College of Technology Treasury Department Detailed list of contents appears inside. PRINTED ON 100% RECYCLED PAPER Latest Pennsylvania Code Reporter (Master Transmittal Sheet): No. 393, August 2007 published weekly by Fry Communications, Inc. for the PENNSYLVANIA BULLETIN Commonwealth of Pennsylvania, Legislative Reference Bu- reau, 647 Main Capitol Building, State & Third Streets, (ISSN 0162-2137) Harrisburg, Pa. 17120, under the policy supervision and direction of the Joint Committee on Documents pursuant to Part II of Title 45 of the Pennsylvania Consolidated Statutes (relating to publication and effectiveness of Com- monwealth Documents). Subscription rate $82.00 per year, postpaid to points in the United States. Individual copies $2.50. Checks for subscriptions and individual copies should be made payable to ‘‘Fry Communications, Inc.’’ Postmaster send address changes to: Periodicals postage paid at Harrisburg, Pennsylvania. FRY COMMUNICATIONS Orders for subscriptions and other circulation matters Attn: Pennsylvania Bulletin should be sent to: 800 W. Church Rd. Fry Communications, Inc. Mechanicsburg, Pennsylvania 17055-3198 Attn: Pennsylvania Bulletin (717) 766-0211 ext. 2340 800 W. Church Rd. (800) 334-1429 ext. 2340 (toll free, out-of-State) Mechanicsburg, PA 17055-3198 (800) 524-3232 ext. -
Resolution Summary
Final SCHOOL REFORM COMMISSION PUBLIC MEETING RESOLUTION SUMMARY JANUARY 19, 2017 I. SCHOOL REFORM COMMISSION SRC-1 (PRESENTED FOR REVIEW DECEMBER 15, 2016) Proposed Adoption of Policies #105.1 – Curriculum Review by Parents/Guardians and Students, #107 – Adoption of Planned Instruction, 113 – Special Education, #113.1 Discipline of Students with Disabilities, #113.2 – Behavior Support, #113.3 – Screening and Evaluations for Students with Disabilities, #113.4 – Confidentiality of Special Education Student Information, #122 – Extracurricular Activities, #123 – Interscholastic Athletics, #123.1 Concussion Management, #123.2 – Sudden Cardiac Arrest, #805.1 – Relations with Law Enforcement Agencies RESOLVED, that the School Reform Commission hereby adopts the following SRC Policies, in the forms attached, effective January 20, 2017: Policy 105.1 – Curriculum Review by Parents/Guardians and Students Policy 113.2 – Behavior Support Policy 113.4 – Confidentiality of Special Education Student Information Policy 123.1 – Concussion Management Policy 123.2 – Sudden Cardiac Arrest Policy 805.1 – Relations with Law Enforcement Agencies; and be it FURTHER RESOLVED, that the School Reform Commission hereby adopts amendments to the following SRC Policies, in the forms attached, effective January 20, 2017: Policy 107 – Adoption of Planned Instruction Policy 113 – Special Education Policy 113.1 – Discipline of Students with Disabilities Policy 113.3 – Screening and Evaluations for Students with Disabilities Policy 122 – Extracurricular Activities Policy 123 – Interscholastic Athletics Description: The School Reform Commission establishes general parameters in which the daily operations of the School District are to be governed. As such, the policies (listed above and attached) have been revised and updated to align with current local, state and federal law. -
Per House by Name As Well As by Accomplishment. Such, However, Is 1840 to 1851, His Length of Service Being Unsurpassed by A
DANIEL STURGEON, A STUDY IN OBSCURITY GEORGE ROADMAN1 nrfjxB Constitution of the United States has provided for only two JL senators from each state, a factor which ought to attract more than the average amount of public attention for those who have made the grade. A state as large and politically important as Pennsylvania should be able, by virtue of this fact alone, to list its representatives in the up- per house by name as well as by accomplishment. Such, however, is not the case, for in the long listof senators who served inthe nineteenth century, few attained any degree of national prominence and then only as a President, political boss, or member of a Presidential cabinet. The reasons for the well-known and lamentable obscurity of Penn- sylvania senators are many and varied, and are quite often explainable only as a result of rather complete studies of the lives of those involved. One of these unknowns, Daniel Sturgeon of Uniontown, is worth con- sidering because he combined the factors of long service in state and national public life with an almost total obscurity as far as the pages of history are concerned. 2 From 1818 to 1858, Sturgeon pursued a politi- cal career that began with his election to the state house of representa- tives, took him to the state senate in 1826, made him speaker of the senate in 1828, saw him appointed auditor general under Governor George Wolf in 1830, elected him state treasurer in 1836, and finally carried him into the United States Senate where he remained from 1840 to 1851, his length of service being unsurpassed by a Pennsylva- nian until Don Cameron's twenty years of service from 1877 to 1897. -
Student & Family Handbook
Student & Family Handbook 2021-2022 391 HOOKER ROAD WEST SUNBURY, PA 16061 (724)637-2321 Preparing Moniteau students to achieve their fullest potential as they face the challenges of life. STUDENT HANDBOOK RECEIPT Student/ Parent Acknowledgement We have reviewed the online copy of the 2021-2022 Dassa McKinney Elementary School Student & Family Handbook including general information, rules and regulations, Title I Parent and Family Compact and Parent Involvement Plan, and the School-Wide Positive Behavior expectations. Our signatures below indicate that we accept responsibility for being aware of its contents. This handbook can be found on the Moniteau School District website at www.moniteau.org. I understand that my son/daughter is expected to abide by the rules, policies and procedures as set forth in the 2021-2022 Student & Family Handbook. Date: Student Name: Student Signature: Parent Name: Parent Signature: Teacher Name: PLEASE COMPLETE AND RETURN THIS SIGNED FORM TO YOUR CHILD’S HOMEROOM TEACHER BY SEPTEMBER 3, 2021. Thank you! CONTENTS Board of Directors 1 STUDENT CONDUCT TITLE IX, Section 504 Policy 1 Student Discipline 38 Administration 2 Acceptable Use of Technology Policy 39 Purpose of Handbook 3 Child Internet Protection Act 42 Hazing Policy 42 ATTENDANCE School-Wide Positive Behavior 46-54 School Hours 4 After School Detention 55 Tardy to School 6 Arson 55 Early Dismissal 6 Bomb Threat 55 Truancy or Unlawful Absence 6 Bullying/Cyber Bullying 55 Student Excusals 7 Cheating 56 Unexcused Absence 7 Chewing Gum 56 Proceedings/Penalties -
User Guide 2018-2019 School Progress Report User Guide
2018-2019 SCHOOL PROGRESS REPORT User Guide 2018-2019 School Progress Report User Guide Welcome This guide is intended to help you understand the various components that make up the SPR and will cover the following topics: Topic Content Page SPR Components This section provides an overview of the SPR layout and its main 3 & Scoring Overview components. It also provides details on how each metric and domain are scored. Report Types There are four SPR report types. This section explains how a 7 school's report type is determined. Domains The SPR is organized into four domains: Achievement, Progress, 8 Climate, and (for high schools only) College & Career. This section provides a brief overview of each domain. Domain Weights This section explains how each domain is weighted. Because the 9 District is committed to ensuring that all students are learning, the Progress domain is weighted most heavily. Performance Tiers This section explains how a school's progress at the overall, 10 domain, and metric levels is categorized into four performance tiers: Intervene, Watch, Reinforce, and Model. Appendices Additional information on metric definitions; floors, targets, and 11 points possible; peer groups; and schools with consecutive years of overall score improvement. Page 1 2018-2019 School Progress Report User Guide SPR Components & Scoring Overview School Demographics & Performance Tiers Each School Progress Report begins with some basic information about the specific school being evalu- ated. It is formatted as in the sample below. School Name, Address, and The left side of the school demographics section provides all relevant contact Contact Information information for the school being evaluated, including address, phone and fax numbers, and the school's website. -
Download Download
SCHOOL SEGREGATION IN NINETEENTH-CENTURY PENNSYLVANIA BY EDWARD J. PRICE, JR. 7HE Pennsylvania Abolition Act of 1780 provided for the gradual Xabolition of slavery as well as the elimination of discriminatory laws, but it did not provide the black citizens of the commonwealth with equality. The general acceptance by whites of the concept of black inferiority and the fear of racial amalgamation or misce- genation led to segregation and discrimination in the social, political, and economic spheres of life. Blacks did not quietly accept these conditions. ' They labored to improve their status by es- tablishing various self-help organizations. Many considered educa- tional activities to. be the most important part of the self-help program since they saw education as a panacea for the problems facing the race. Blacks have traditionally viewed education as a means of im- proving their condition in society. Their great faith in education was manifested in various ways. Leading black men established schools, formed literary societies, and urged others to take advantage of these institutions. Even though groups of philanthropic whites such as the Quakers established schools for the basic education of blacks, groups such as the African Methodist Episcopal Church also founded schools. Members of the black intelligentsia joined together to form literary societies which provided libraries and a forum for the ex- change of ideas on topics of interest. During the ante-bellum period nine of these organizations were established in Philadelphia, and the black community in Pittsburgh supported two literary societies. Furthermore, state and national conventions of black men, which were held frequently prior to 1860, urged black people to improve The author received his Ph.D.