Reading School District Plan 2014-2017

Reading SD District Level Plan 07/01/2014 - 06/30/2017 2

District Profile

Demographics 800 Washington St Reading, PA 19601-3616 (610) 371-5611 Superintendent: Carlinda Purcell Director of Special Education: Deb Dendas

Planning Process This district plan is based upon the Reading School District’s Strategic Plan for the 2011-2016 school years. The strategic planning process for the Reading School District was commissioned by the Board of Directors in December 2010. The purpose of the exercise was to develop a strategic plan that:

• Clarifies the district’s goal for student learning and achievement;

• Outlines the roadmap for accomplishing that goal;

• Embraces the diverse “voices” of the district’s internal and external stakeholders;

• Mobilizes leadership for courageous action at all levels.

The planning process was developed and facilitated by a team from Performance Fact, Inc., led by Mr. Mutiu O. Fagbayi (President).

The Strategic plan and other external reviews will be used to establish the goals for the Reading School District.

Mission Statement The demographics in the Reading School District have changed dramatically over the past few years. Today, the student population mirrors the ethnic, cultural and socioeconomic characteristics of our community.

For these reasons there will be an emphasis on culturally responsive teaching and learning. 3

The mission of our public schools is to transform student potential into reality, In the collective, educators, the community and parents remain committed to our core purpose of educating all students.

Leading Learning. Leading Change. Transforming our district for student success

Vision Statement The Reading School District wants to help students make their hopes and dreams a reality. We want success at the next level for every student by name. We will strive to motivate continuous academic growth in all students. We will nurture academic tenacity and resiliency. Our students will graduate prepared for postsecondary education and a career.

We will achieve this vision by actualizing the goals that serve as our guide. They are:

• Rebuild trust and authentic relationships

• Implement on standard instruction

• Develop effective teachers, leaders, and staff

• Strengthen partnerships and supports

• Motivate accountability and supports

Shared Values We believe that all students can achieve academically. Good teaching and successful schools thrive with strong, capable leadership and sound organizational practices. The capacity and resources to do so already exist, but the societal will to address matters at their roots waxes and wanes.

Success does not happen by accident. Schools and districts do not happen by accident. Schools and districts do not become high-performing “by chance.” Getting things done well demands discipline and focus. The success of our plan rests on the commitment each of us individually, and all of us collectively, make toward its consistent implementation.

That is why courageous leadership matters – boldly championing the ideals, ideas and actions that are imperative for creating and sustaining a system of strong public schools, and to focus unwavering attention on the primary intention of our public schools: bringing out all that is great in every students, without exception. 4

No one person or group has to do it all; all that each of us has to do is help students every day, so that she/he becomes better prepared for the next day, the next class, the next subject, the next teacher, the next grade level, the next school and for life after high school.

Educational Community “…Reading, a struggling city of 88,000 that has earned the unwelcome distinction of having the largest share of its residents living in poverty, barely edging out Flint, MI., according to new Census Bureau data.” “Reading began the last decade at #32. But it broke into the top 10 in '07…” “Poverty- line wages, which for a parent and two children is now $18,530.” (Source: Reading, Pa., Knew It Was Poor. Now It Knows Just How Poor, New York Times, 9/27/11.) According to the 2010 Census, Reading was ranked as the #1 city of poverty in the nation for a city of its size. New census data for 2011 ranks Reading as #6.

The headlines of the Reading Eagle on September 19, 2013 read: "Poverty in Reading worsens, census says". 40.5% of the residents are poort compared to 25% a decade ago. The 2012 poverty rates in U.S. cities and metropolitan areas with poupulations of 65,000 or more ranked the City of Reading second in highest poverty rates. the federal poverty income threshold in 2012 was $23,492 for a family of four with two children. Last year Reading was ranked #6.

The student demographics reflect the diversity and changing face of the urban City of Reading. This was based on cities with a population of 65,000 and over. The 2010 census states that the City’s 88,082 residents include ,48.4% White and 13.2% Afro-American, 1.2% Asian, .1% Pacific Islander, 30.1% from other races, and 6.1% from two or more races. Hispanic or Latino of any race were 58.2% of the population. 31.97% of Reading residents identified as Purto Rican in the 2010 Census, the highest percentage of Puerto Rican population of any municipality in Pennsylvania. The percent of foreign-born residents is significantly above the Pennsylvania average, 10.5% Reading and 4.1% PA. Only 63% of the residents have a high school degree compared to the national average of 85%. The crime index is 557.4, with a national average of 319.2. The Reading School District (RSD) (2013-2014) is comprised of 19 schools that include 13 elementary schools, 4 middle schools (gr. 6- 7), the Reading Intermediate High School (RIHS) (gr. 8-9), Reading High School (RHS) (gr. 10-12), a Family Literacy Program, the Career Technology Center, and a Migrant Program. The district also serves. Pre-Kindergarten students. The RSD had an enrollment of 17,651 students during the 2012- 2013 school year. The students were 79, 3% Hispanic, 2.7% Multi-Racial, 7.5% White, 10% Black, .6% Asisam, .03% American Indican. 3,344 (19%) of the students were Limited English Proficient students, 523 (3%) were Migrant, 88.4% were economically disadvantaged or low income. Currently, student enrollment in the 13 elementary schools range from 412 to 895. Students in grades 6-7 attend 4 middle schools where enrollments range from 472 to 884. The RIHS, an 8th–9th grade campus, has an enrollment of 2,456 students, while RHS has 3,364 students attending. The district’s average daily attendance rate for 2011-2012 was 95.77%; the graduation rate was 61.11% and the dropout rate was 38.89%.

The RSD employed 2,011 in 2012-2013. This included 1,103 teachers, 621 support staff and 54 administrators, 31 administrative assistants, and 202 educational/special education assistants. The demographics in the RSD have changed dramatically over the past few years. African-American, Asian, and White populations have dropped, while the Hispanic population has grown. Economically disadvantaged population has increased from 87% to 91.5% during the last two years. The Limited English Proficiency (LEP) population has increased about 40% in five years. Today, the student population mirrors the ethnic, cultural and socioeconomic characteristics of our community.

Planning Committee Name Role Joel Brigel Administrator Lucretia Brown Director of Diversity RSD Margaret Brown Administrator Wynton Butler Student Services Director/Specialist Wanda Crespo Administrator Coretta Davis Parent Deb Dendas Special Education Director/Specialist Valerie Deysher Elementary School Teacher - Regular Education Craig Dilkes MIS Anne Fisher Ed Specialist - School Nurse Melissa Fisher Administrator Susan Fries Middle School Teacher - Regular Education Karen Gokay Executive Director of Human Reources Lisa Herbinko Elementary School Teacher - Regular Education Mitchell Hettinger REA Nancy Jackson Family Literacy Coordinator Guadalupe Kasper Community Representative Julianne Kline Administrator Stella Leonti Community Representative Jodie Madueno Migrant Program Coordinator Gladys Mendez Parent Outreach Robert Peters Business Office Carlinda Purcell Superintendent Ernest Reid Community Representative Ben Reifsnyder Elementary School Teacher - Regular Education Maura Roberts Student Services Director/Specialist Darrah Schlegel Administrator Denise Solecki Middle School Teacher - Regular Education Nancy Swope Secondary School Teacher - Regular Education 6

Sabrina Szerzen Parent Michael Toledo Community Representative Eric Turman Administrator Marcia Vega Administrator Kandace Williams Administrator Jason Williams Elementary School Teacher - Regular Education

Core Foundations

Standards

Mapping and Alignment

Elementary Education-Primary Level Standards Mapping Alignment Needs Needs Arts and Humanities Improvement Improvement Career Education and Work Non Existent Non Existent Needs Needs Civics and Government Improvement Improvement Common Core Standards: English Language Arts Developing Developing Common Core Standards: Literacy in History/Social Non Existent Non Existent Studies, Science and Technical Subjects Common Core Standards: Mathematics Developing Developing Economics Non Existent Non Existent Needs Needs Environment and Ecology Improvement Improvement Family and Consumer Sciences Non Existent Non Existent Needs Needs Geography Improvement Improvement Needs Needs Health, Safety and Physical Education Improvement Improvement Needs Needs History Improvement Improvement Needs Needs Science and Technology and Engineering Education Improvement Improvement Needs Needs Alternate Academic Content Standards for Math Improvement Improvement Needs Needs Alternate Academic Content Standards for Reading Improvement Improvement American School Counselor Association for Students Non Existent Non Existent Early Childhood Education: Infant- Developing Developing Toddler→Second Grade Needs Needs English Language Proficiency Improvement Improvement Interpersonal Skills Non Existent Non Existent Needs Needs School Climate Improvement Improvement

Explanation for standard areas checked "Needs Improvement" or "Non Existent": 8

We are currently developing a plan for curriculum mapping and alignment District-wide.

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

Explanation for standard areas checked "Needs Improvement" or "Non Existent": We are currently developing a plan for curriculum mapping and alignment District-wide.

Middle Level Standards Mapping Alignment Needs Needs Arts and Humanities Improvement Improvement Career Education and Work Non Existent Non Existent 9

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

Explanation for standard areas checked "Needs Improvement" or "Non Existent": We are currently developing a plan for curriculum mapping and alignment District-wide.

High School Level Standards Mapping Alignment Arts and Humanities Developing Developing Career Education and Work Developing Developing Civics and Government Developing Developing Common Core Standards: English Language Arts Developing Developing Common Core Standards: Literacy in History/Social Needs Needs Studies, Science and Technical Subjects Improvement Improvement Common Core Standards: Mathematics Developing Developing Economics Non Existent Non Existent Needs Needs Environment and Ecology Improvement Improvement Needs Needs Family and Consumer Sciences Improvement Improvement Geography Developing Developing Needs Needs Health, Safety and Physical Education Improvement Improvement History Developing Developing Science and Technology and Engineering Education Developing Developing 10

Needs Needs Alternate Academic Content Standards for Math Improvement Improvement Needs Needs Alternate Academic Content Standards for Reading Improvement Improvement American School Counselor Association for Students Non Existent Non Existent English Language Proficiency Developing Developing Interpersonal Skills Developing Developing School Climate Developing Developing World Language Developing Developing

Explanation for standard areas checked "Needs Improvement" or "Non Existent": We are currently developing a plan for curriculum mapping and alignment District-wide.

Adaptations

Elementary Education-Primary Level • Common Core Standards: English Language Arts • Common Core Standards: Mathematics

Elementary Education-Intermediate Level • Common Core Standards: English Language Arts • Common Core Standards: Mathematics

Middle Level • Common Core Standards: English Language Arts • Common Core Standards: Mathematics

High School Level • Common Core Standards: English Language Arts Explanation for any standards checked: We are currently working on a Common Core standards based curriculum.

Curriculum

Planned Instruction

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

Processes used to ensure Accomplishment: There are District-wide math assessments.

Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation: We are currently developing a plan for curriculum mapping and alignment District-wide.

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

Processes used to ensure Accomplishment: There are District-wide math assessments.

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

Processes used to ensure Accomplishment: A plan for curriculum mapping and alignment is being developed.

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

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

Processes used to ensure Accomplishment: A plan for curriculum mapping and alignment is being developed.

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

Modification and Accommodations

Explain how planned instruction contains modifications and accommodations that allow all students at all mental and physical ability levels to access and master a rigorous standards aligned curriculum.

Students are taught with the Diffrentiated Instruction model when applicable. This is based on the requirements of Insructional Education Plans and recommendations made by team planning for students going through the Response To Intervention (RTI) model.

Instruction

Instructional Strategies • Formal classroom observations focused on instruction • Walkthroughs targeted on instruction 13

• Annual Instructional evaluations

Regular Lesson Plan Review • Administrators • Department Supervisors Provide brief explanation of LEA's process for incorporating selected strategies. We are implementing the Teacher Effectiveness evaluation and peer collaboration to improve student achievement.

Provide brief explanation for strategies not selected and how the LEA plans to address their incorporation. Instructional Coaches were eliminated by the Board as a cost-saving measure.

Responsiveness to Student Needs

Elementary Education-Primary Level Instructional Practices Status Full Structured grouping practices are used to meet student needs. Implementation Flexible instructional time or other schedule-related practices are used Full to meet student needs. Implementation Full Differentiated instruction is used to meet student needs. Implementation Implemented in A variety of practices that may include structured grouping, flexible less than 50% of scheduling and differentiated instruction are used to meet the needs of district gifted students. classrooms

If necessary, provide further explanation. (Required explanation if column selected was A gifted program is currently being enhanced to meet the needs of our students.

Elementary Education-Intermediate Level Instructional Practices Status Full Structured grouping practices are used to meet student needs. Implementation Flexible instructional time or other schedule-related practices are used Full to meet student needs. Implementation Full Differentiated instruction is used to meet student needs. Implementation Implemented in A variety of practices that may include structured grouping, flexible less than 50% of scheduling and differentiated instruction are used to meet the needs of district gifted students. classrooms

If necessary, provide further explanation. (Required explanation if column selected was A gifted program is currently being enhanced to meet the needs of our students.

Middle Level Instructional Practices Status Implemented in 50% or more of Structured grouping practices are used to meet student needs. district classrooms Implemented in Flexible instructional time or other schedule-related practices are used less than 50% of to meet student needs. district classrooms Implemented in 50% or more of Differentiated instruction is used to meet student needs. district classrooms Implemented in A variety of practices that may include structured grouping, flexible 50% or more of scheduling and differentiated instruction are used to meet the needs of district gifted students. classrooms

If necessary, provide further explanation. (Required explanation if column selected was There are circumstances where specialists cross buildings requiring flexible instructional time.

High School Level Instructional Practices Status Implemented in 50% or more of Structured grouping practices are used to meet student needs. district classrooms Implemented in Flexible instructional time or other schedule-related practices are used 50% or more of to meet student needs. district classrooms Implemented in 50% or more of Differentiated instruction is used to meet student needs. district classrooms Implemented in A variety of practices that may include structured grouping, flexible 50% or more of scheduling and differentiated instruction are used to meet the needs of district gifted students. classrooms

If necessary, provide further explanation. (Required explanation if column selected was No response necessary. 15

Recruitment

Describe the process you implement to recruit and assign the most effective and highly qualified teachers in order to meet the learning needs of students who are below proficiency or are at risk of not graduating.

The District makes every attempt to identify highly qualified teachers based on PDE's criteria. The District is developing a comprehensive recruitment plan.Due to recent furloughs in our District over the past two years, staff has been assigned according to certification needs, but we are looking at addressing more effective placement to address learning needs.

Assessments

Local Graduation Requirements SY 13- SY 14- SY 15- SY 16- SY 17- SY 18- Course Completion 14 15 16 17 18 19 Total Courses 25.00 25.00 25.00 25.00 25.00 25.00 English 4.00 4.00 4.00 4.00 4.00 4.00 Mathematics 4.00 4.00 4.00 4.00 4.00 4.00 Social Studies 3.00 3.00 3.00 3.00 3.00 3.00 Science 3.00 3.00 3.00 3.00 3.00 3.00 Physical Education 3.00 3.00 3.00 3.00 3.00 3.00 Health 1.00 1.00 1.00 1.00 1.00 1.00 Music, Art, Family & Consumer Sciences, 0.00 0.00 0.00 0.00 0.00 0.00 Career and Technical Education Electives 7.00 7.00 7.00 7.00 7.00 7.00 Minimum % Grade Required for Credit 60.00 60.00 60.00 60.00 60.00 60.00 (Numerical Answer)

2014 Graduation Specifics

Identify the method(s) used for determining graduation proficiency for the following sets of standards. (Check all that apply)

Reading • Proficiency on State Assessments • Local Assessments aligned with State Standards

Writing • Proficiency on State Assessments 16

Mathematics • Proficiency on State Assessments • Local Assessments aligned with State Standards

Local Assessments Standards WA TD NAT DA PSW Other Arts and Humanities X Career Education and Work X Civics and Government X Common Core Standards: English X X Language Arts Common Core Standards: Literacy in History/Social Studies, Science X X and Technical Subjects Common Core Standards: X X Mathematics Economics X Environment and Ecology X Family and Consumer Sciences X Geography X Health, Safety and Physical X Education History X Science and Technology and X X Engineering Education World Language X

2015 and beyond Graduation Requirement Specifics

Identify the method(s) used for determining graduation proficiency for the following sets of standards. (Check all that apply)

English Language and Composition • Completion of Course Work in which a student demonstrates proficiency on the associated Keystone Exam • Independently validated local assessments.

English Literature • Completion of Course Work in which a student demonstrates proficiency on the associated Keystone Exam

Mathematics • Completion of Course Work in which a student demonstrates proficiency on the associated Keystone Exam 17

• Independently validated local assessments.

Science & Technology • Completion of Course Work in which a student demonstrates proficiency on the associated Keystone Exam

• Successfully complete Advanced Placement or Independent Baccalaureate Courses including "passing" a course exam.

Environment & Ecology • Completion of Course Work in which a student demonstrates proficiency on the associated Keystone Exam

2017 and beyond Graduation Requirement Specifics

Identify the method(s) used for determining graduation proficiency for the following sets of standards. (Check all that apply)

English Language and Composition • Completion of Course Work in which a student demonstrates proficiency on the associated Keystone Exam • Independently validated local assessments.

American History, Civics/Government, or World History • Completion of Course Work in which a student demonstrates proficiency on the associated Keystone Exam

Methods and Measures

Summative Assessments Summative Assessments EEP EEI ML HS PSSA, Keystones X X X X

Benchmark Assessments Benchmark Assessments EEP EEI ML HS Acuity - K-8, DIBELS X X X

Formative Assessments Formative Assessments EEP EEI ML HS SRI, Study Island, Fast ForWord X X X X

Diagnostic Assessments Diagnostic Assessments EEP EEI ML HS DIBELS - K-5, CDT - High School X X

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

Provide brief explanation of your process for reviewing assessments. The assessments we use are all aligned to SAS and recommended by PDE as valid assessments. We no longer have Instructional Coaches. Principals provided an overview of assessments used in their buildings to Central Administration. Principals are sending all assessments used and their process for data teams to Central Administration.

Development and Validation of Local Assessments

If applicable, explain your procedures for developing locally administered assessments and how they are independently and objectively validated every six years.

Fair assessments is one of the components of Pennsylvania’s Standards Aligned System (SAS) and is a process used by teachers and students before, during and after instruction to provide feedback and adjust on going teacher and learning to improve student achievement. As part of SAS, PA has identified four types of assessment used to gather information about student learning as follows: 1) Formative, 2) Benchmark, 3) Diagnostic, and 4) Summative. The district administers state assessments such as Keystone Exams, PSSA, CDT, as well as or other assessments; including DIBELS NEXT and Acuity, all valid assessments for measuring students' progress and achievement.

Collection and Dissemination

Describe your system to collect, analyze and disseminate assessment data efficiently and effectively for use by LEA leaders and instructional teams.

The District has an assessment calendar which indicates different assessment windows, the district used a combination of paper and electronic methods to collect data. Assessment 19 reports and data are compiled into the district data warehouse and are used by district, building, and grade/subject area data teams. These teams review and analyze the data to determine and identify student strengths, needs and professional development topics to guide school improvement efforts. Additionally, the district will use the School Performance Profile and PVASS data to monitor student growth over time.

Data Informed Instruction

Describe how information from the assessments is used to assist students who have not demonstrated achievement of the academic standards at a proficient level or higher.

The District has received training in Data Driven Decision Making by Victoria Berhnardt. The focus of this training is to use multiple measures including academic performance, demographic data, perceptual data and school processes to improve students' outcomes. Data teams review and disaggregate the data to determine and identify student strengths, needs and professional development topics to guide school improvement efforts. Additionally, the district will use the School Performance Profile and PVASS data to monitor student growth over time. Data teams throughout the districts engage in a continuous cycle of school improvement when team create plans for improvement, implement plans and evaluate the effectiveness of the plan (e.g., plan, do, study, adjust).

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

Provide brief explanation of the process for incorporating selected strategies. The fair assessments used by the District provide information on standards-aligned learning objectives or eligible content that a student has not mastered. The assessments are linked to intervention or instructional strategies that can be used, modified or adapted to increase student mastery. Additionally, the district has identified a number of interventions that can be used to improve student performance. 20

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

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

Provide brief explanation of the process for incorporating selected strategies. The district distributes information on summative assessment and results in numerous ways. Distribution methods include the use of our website, school calendar, press releases, district newsletters, mass phone calls and announcements at BOE meetings. Additionally, the district offers parents the opportunity to schedule a meeting to review an assessment if they have questions.

Provide brief explanation for strategies not selected and how the LEA plans to address their incorporation. We recently went to a new provider for our website. Certain elements that were previously shared via our website have not yet been placed for public viewing. The district will make sure that information on summative assessments is included in student handbooks and course planning guides. Additionally, the district will explain to parents and students on our website that individual meetings are available upon request if there are questions.

Safe and Supportive Schools

Assisting Struggling Schools 21

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 are making progress follow the plan of the District for continuous improvement. All schools have School Improvement Plans.

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 X X Conflict Resolution or Dispute Management X X X X Peer Helper Programs X X Safety and Violence Prevention Curricula X X X X Student Codes of Conduct X X X X Comprehensive School Safety and Violence X X X X Prevention Plans Purchase of Security-related Technology X X X X Student, Staff and Visitor Identification Systems X X Placement of School Resource Officers X X Student Assistance Program Teams and Training X X X X Counseling Services Available for all Students X X X X Internet Web-based System for the Management of X X X X Student Discipline

Explanation of strategies not selected and how the LEA plans to address their incorporation: Elementary students do not wear identification badges. We have District wide security officers located at all secondary buildings. Secondary buildings do not have students trained in conflict resolution, due to regrouping of grade levels.

Identifying Gifted Students

Describe your entity’s process for identifying gifted children.

Parent, school, and teacher refer to Child Study Team for psycho educational evaluation.

Developmental Services Developmental Services EEP EEI ML HS 22

Academic Counseling X X X X Attendance Monitoring X X X X Behavior Management Programs X X X X Bullying Prevention X Career Awareness X X X X Career Development/Planning X X Coaching/Mentoring X Compliance with Health Requirements –i.e., X X X X Immunization Emergency and Disaster Preparedness X X X X Guidance Curriculum Health and Wellness Curriculum X X Health Screenings X X X X Individual Student Planning X X X X Nutrition X X X X Orientation/Transition X X X RtII X X Wellness/Health Appraisal X X X X Vaccines For Children Clinic X X X X

Explanation of developmental services: Through Parent Involvement Activities, bullying presentations are made. Some schools have career days and activities, but it is no consistent across the District. Mentoring activities for students are inconsistent across the District. The district is exploring the use of a social skills program model. We have no health and wellness curriculum in the elementary, but some components are incorporated in the science curriculum. Response to Intervention (RtII) process is being developed for consistent implementation across the District. Lack of funding has limited the ability to implement small group counseling on a consistent basis.

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 Small Group Counseling-Educational planning X 23

Small Group Counseling-Personal and Social X X Development Special Education Evaluation X X X X Student Assistance Program X X X X 504 Plans X X X X

Explanation of diagnostic, intervention and referral services: Each building has data teams that focus on identifying student needs in order to refer to interventions (Response to Intervention (RtI), Student Assistance Program (SAP), mental health counseling).

Consultation and Coordination Services Consultation and Coordination Services EEP EEI ML HS Alternative Education X X X Case and Care Management X X X X Community Liaison X X X X Community Services Coordination (Internal or X X X X External) Coordinate Plans X X X X 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 X Staff Development X X X X Strengthening Relationships Between School X X X X Personnel, Parents and Communities System Support X X X X Truancy Coordination X X X X Student Assistance Teams X X X X Services for Coordination of Homeless Families X X X X After School Programs X X X X District-wide Parent Outreach Assistants X X X X Juvenille Probation Office X X Servie Assessment Management X X X X Mental Health Counseling X X X X

Explanation of consultation and coordination services: Early supports to parents (peditricians and resources) are needed. Corporate sponsorship to provide programs are being investigated.

Communication of Educational Opportunities 24

Communication of Educational Opportunities EEP EEI ML HS Course Planning Guides X Directing Public to the PDE & AYP Websites X Individual Meetings X X Letters to Parents/Guardians X X X X Local Media Reports X X X X Website Meetings with Community, Families and Board of X X Directors Mass Phone Calls/Emails/Letters X X X X Newsletters X X X X Press Releases X School Calendar X X X X Student Handbook X X X X School Information Board 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 Meetings with Community, Families and Board of X X X X Directors Newsletters X X X X School Calendar X X X X Student Handbook X X X X Knight Walk and Wellness Carnival (annual health X X X X fair) Posters regarding enrollment information X X X X

Frequency of Communication Elementary Education - Primary Level • More than once a month Elementary Education - Intermediate Level

• More than once a month Middle Level

• More than once a month 25

High School Level

• More than once a month

Collaboration for Interventions

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

Team meetings review students academic and behavioral concerns including interventions used. Teams consist of content area teachers, special education teacher, and ESL teacher.

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

The community has numerous child care facilities and after school programs. Berks County has a Berks Early Care and Education Council that provides community collaboration with early learning centers and organizations. Berks Career and Technology Centers are available for youth workforce development. Latch-key programs are established in the city for before and after school child care. A variety of tutoring programs are available within the district and city. Church organizations provide homework help and programs.

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. 26

Early Intervention through the BCIU works within existing preschools as well as in stand alone programs to support and serve preschool children with special needs. The district operates its own pre-kindergarten program, collaborates with Migrant Education, Family Literacy and the United Way’s Ready Set Read program. The Reading School District participates in an annual Kindergarten Transition Fair in the spring to bring districts childcare, provides parents and children together to help children in their transition to Kindergarten. Special Open Houses are held to transition children to school.

Materials and Resources

Description of Materials and Resources

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

Provide explanation for processes used to ensure Accomplishment. In the areas where we have access to adequate instructional materials, instruction is differentiated for our students.

Explanation for any row checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation: Math and social studies materials are inadequate. Reading has an abundance of materials. Science materials need to be enhanced.

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

Provide explanation for processes used to ensure Accomplishment. 27

In the areas where we haveaccess to adequate instructional materials, instruction is differentiated for our students.

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

Provide explanation for processes used to ensure Accomplishment. In the areas where we have access to adequate instructional materials, instruction is differentiated for our students.

Explanation for any row checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation: Math and social studies materials are inadequate. Science materials need to be enhanced. Reading materials need to be updated..

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

Provide explanation for processes used to ensure Accomplishment. Teams are developed for each content area to review curriculum activities and assessments.

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

SAS Incorporation

Elementary Education-Primary Level Standards Status Level of Arts and Humanities Implementation is Unknown Level of Career Education and Work Implementation is Unknown Level of Civics and Government Implementation is Unknown Implemented in less than 50% of Common Core Standards: English Language Arts district classrooms Level of Common Core Standards: Literacy in History/Social Studies, Science and Implementation Technical Subjects is Unknown Implemented in less than 50% of Common Core Standards: Mathematics district classrooms Level of Economics Implementation is Unknown Level of Environment and Ecology Implementation is Unknown Level of Family and Consumer Sciences Implementation is Unknown Level of Geography Implementation is Unknown Level of Health, Safety and Physical Education Implementation is Unknown Level of History Implementation is Unknown Science and Technology and Engineering Education Level of Implementation 29

is Unknown Implemented in less than 50% of Alternate Academic Content Standards for Math district classrooms Implemented in less than 50% of Alternate Academic Content Standards for Reading district classrooms Implemented in less than 50% of American School Counselor Association for Students district classrooms Level of Early Childhood Education: Infant-Toddler→Second Grade Implementation is Unknown Level of English Language Proficiency Implementation is Unknown Level of Interpersonal Skills Implementation is Unknown Level of School Climate Implementation is Unknown

Further explanation for columns selected " We have incorporated some SAS materials for Common Core English Language Arts and Mathematics. Some alternate academic content standards for mathematics, reading, and counseling have been used in some of our schools. The district will conduct a survey to determine the level of implementation of SAS Standards.

Elementary Education-Intermediate Level Standards Status Level of Arts and Humanities Implementation is Unknown Level of Career Education and Work Implementation is Unknown Level of Civics and Government Implementation is Unknown Implemented in less than 50% of Common Core Standards: English Language Arts district classrooms Common Core Standards: Literacy in History/Social Studies, Science and Level of Technical Subjects Implementation 30

is Unknown Implemented in less than 50% of Common Core Standards: Mathematics district classrooms Level of Economics Implementation is Unknown Level of Environment and Ecology Implementation is Unknown Level of Family and Consumer Sciences Implementation is Unknown Level of Geography Implementation is Unknown Level of Health, Safety and Physical Education Implementation is Unknown Level of History Implementation is Unknown Level of Science and Technology and Engineering Education Implementation is Unknown Implemented in less than 50% of Alternate Academic Content Standards for Math district classrooms Implemented in less than 50% of Alternate Academic Content Standards for Reading district classrooms Implemented in less than 50% of American School Counselor Association for Students district classrooms Level of English Language Proficiency Implementation is Unknown Level of Interpersonal Skills Implementation is Unknown Level of School Climate Implementation is Unknown

Further explanation for columns selected " 31

We have incorporated some SAS materials for Common Core English Language Arts and Mathematics. Some alternate academic content standards for mathematics, reading, and counseling have been used in some of our schools. The district will conduct a survey to determine the level of implementation of SAS Standards.

Middle Level Standards Status Implemented in 50% or more of Arts and Humanities district classrooms Career Education and Work Not Applicable Civics and Government Not Applicable Implemented in 50% or more of Common Core Standards: English Language Arts district classrooms Level of Common Core Standards: Literacy in History/Social Studies, Science and Implementation Technical Subjects is Unknown Implemented in 50% or more of Common Core Standards: Mathematics district classrooms Economics Not Applicable Implemented in 50% or more of Environment and Ecology district classrooms Family and Consumer Sciences Not Applicable Implemented in 50% or more of Geography district classrooms Implemented in 50% or more of Health, Safety and Physical Education district classrooms Implemented in 50% or more of History district classrooms Implemented in less than 50% of Science and Technology and Engineering Education district classrooms Level of Alternate Academic Content Standards for Math Implementation is Unknown 32

Level of Alternate Academic Content Standards for Reading Implementation is Unknown Level of American School Counselor Association for Students Implementation is Unknown Implemented in 50% or more of English Language Proficiency district classrooms Implemented in less than 50% of Interpersonal Skills district classrooms Implemented in less than 50% of School Climate district classrooms World Language Not Applicable

Further explanation for columns selected " We have incorporated some SAS materials for Common Core English Language Arts and Mathematics. Some alternate academic content standards for mathematics, reading, and counseling have been used in some of our schools. Content area teams meet regularly to discuss SAS standards.

High School Level Standards Status Implemented in 50% or more of Arts and Humanities district classrooms Implemented in 50% or more of Career Education and Work district classrooms Implemented in 50% or more of Civics and Government district classrooms Implemented in less than 50% of Common Core Standards: English Language Arts district classrooms Implemented in Common Core Standards: Literacy in History/Social Studies, Science and 50% or more of Technical Subjects district classrooms Common Core Standards: Mathematics Implemented in 33

less than 50% of district classrooms Implemented in 50% or more of Economics district classrooms Implemented in 50% or more of Environment and Ecology district classrooms Implemented in 50% or more of Family and Consumer Sciences district classrooms Implemented in 50% or more of Geography district classrooms Implemented in 50% or more of Health, Safety and Physical Education district classrooms Implemented in 50% or more of History district classrooms Implemented in 50% or more of Science and Technology and Engineering Education district classrooms Implemented in 50% or more of Alternate Academic Content Standards for Math district classrooms Implemented in 50% or more of Alternate Academic Content Standards for Reading district classrooms Implemented in 50% or more of American School Counselor Association for Students district classrooms Implemented in 50% or more of English Language Proficiency district classrooms Implemented in 50% or more of Interpersonal Skills district classrooms 34

Implemented in 50% or more of School Climate district classrooms Implemented in 50% or more of World Language district classrooms

Further explanation for columns selected " We have incorporated some SAS materials for Common Core English Language Arts and Mathematics. Some alternate academic content standards for mathematics, reading, and counseling have been used in some of our schools. Content area teams meet regularly to discuss SAS standards.

Current Technology Services

Required for LEA applying for eRate Priority 2 Funding

Describe your current telecommunications services, hardware, software and other services used to implement education. What strengths and weaknesses, related to technology, have been identified by staff, students or parents?

Reading School District applies for eRate Priority 1 funding.

Future Technology Services

Required for LEA applying for eRate Priority 2 Funding

Describe what specific telecommunications services, hardware, software and other services will be needed to improve education? (Address how you plan to take advantage of emerging technologies to improve education. Be sure to include the acquisition or implementation of such services/equipment within your Action Plans.)

Reading School District applies for eRate Priority 1 funding.

Professional Education

Characteristics District’s Professional Education Characteristics EEP EEI ML HS Enhances the educator’s content knowledge in the X X X X area of the educator’s certification or assignment. Increases the educator’s teaching skills based on effective practice research, with attention given to X X X X interventions for struggling students. 35

Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and X X X X use data in instructional decision making. Empowers educators to work effectively with parents X X X X and community partners.

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

Provide brief explanation of your process for ensuring these selected characteristics. Much of the professional development provided within our schools addresses the professional education characteristics for our teachers. The administrators' retreat addressed the selected professional education characteristics highlighted above.

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

Strategies Ensuring Fidelity • Using disaggregated student data to determine educators’ learning priorities. • Professional Development activities are based upon detailed needs assessments that utilize student assessment results to target curricular areas that need further alignment. • Professional Development activities are developed that support implementation of strategies identified in your action plan. • Administrators participate fully in all professional development sessions targeted for their faculties. • Every Professional development initiative includes components that provide ongoing support to teachers regarding implementation. • The LEA has an ongoing monitoring system in place (i.e. walkthroughs, classroom observations). Provide brief explanation of your process for ensuring these selected characteristics. 36

We have implemented MyLearning Plan, which manages attendance and evaluation of professional development. We have embedded professional development in District Leadership meetings and our Administrative Retreat.

Provide brief explanation for strategies not selected and how you plan to address their incorporation. The Professional Development Team will take feedback from buildings to design a plan for all professional development needs.

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 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.

The Reading School District provides seminar meetings in the New Teacher Induction Program. The topics that are covered are: Human Resource Orientation, Orientation to Induction, Classroom Management that Works - learning principles of excellent classroom management, PA Teacher Effectiveness System - Danielson Domains, PVAAS Attribution, PDE SAS Website, Federal Programs & ESL Programs - Title I, II and III, Student Services and Mandatory Reporting, Student Engagement - Meaningfully Engaging Students in Learning, Technology Supported Instruction, Special Education/Co-teaching - Legality and Regulation, Intervention/Differentiated Instruction, IEP Process, Assessment/Differentiated Learning - Formal and Informal Assessment, Progress Monitoring, and Response to Intervention.

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

Information on assisting when there is a student crisis is provided in each school building at the beginning of the school year. This information is updated as needed. Standard Response Protocol is utilized.

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.

• Knowledge of successful research-based instructional models.

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

• The original signed Teacher Induction Checklist, the original signed Mentor/Inductee Completion Verification Form, the completed Mentor/Inductee Checklist

Provide brief explanation of your process for ensuring these selected characteristics.

The framework for the teacher induction program in the district includes the following two components: (1) A process has been devised for providing program implementation and oversight. (2) The building induction team is composed of the inductee, a mentor teacher, and a building administrator, who directs the building level activates throughout the school year.

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

We do not use a portfolio for inductees.

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. The building principal will oversee the mentor responsibilities. The following items are are required: 1) Establish a supportive relationship with the inductee, 2) Participate in training and other staff development programs related to the induction program, whenever possible, 3) Meet with the inductee at least weekly during the first semester and biweekly during the second semester, 4) Aid the inductee to identify the most immediate and pressing needs, and 5) Encourage the inductee to make peer visitations which will help the inductee with identified areas of need.

Provide brief explanation for characteristics not selected and how you plan to address their incorporation. The Reading School District has identified all of the characteristics.

Induction Program Timeline Aug- Oct- Dec- Feb- Apr- Jun- Topics Sep Nov Jan Mar May Jul Code of Professional Practice and Conduct for X Educators Assessments X X Best Instructional Practices X X Safe and Supportive Schools X Standards X Curriculum X Instruction X 39

Accommodations and Adaptations for diverse X learners Data informed decision making X Materials and Resources for Instruction X

If necessary, provide further explanation. There is always available time at each of the seminars for inductees to ask questions. Topics are reinforced and reviewed as necessary.

Monitoring Evaluating and Induction Program

Identify the procedures for monitoring and evaluating the Induction program.

The Induction packet includes a checklist of the seminars that are to be held throughout the year. For each of the sessions the Inductee attends, the checklist is dated. The Inductee also completes an In-Service Evaluation form for each seminar. The DIrector of Professional Development or the Director of Human Resources reviews the evaluations. The Inductee and the principal complete a checklist and a review of the monthly meetings that are held throughout the months of October to April. The inductee also has a Mentor/Inductee Checklist that is completed for the months of August/September/October; October/November; November/March; March/June. At the end of school year, the Mentor/Inductee Completion Verification Form is completed and signed by the Inductee, Mentor and Principal. This form must be submitted to the Director of Human Resources. The Inductee completes a final evaluation of the Teacher Induction Program, and provides their signature and returns this form to Human Resources.

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 Administrator on the Application for Level 2 Certification.

Special Education 40

Special Education Students Total students identified: 2987

Identification Method

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

Identifying students with Learning Disabilities The Reading School District determines as part of its pre-referral assessment the extent to which the child has responded to intervention techniques through child study and RTII process. When the team is able to determine that lack of exposure to appropriate reading and math instruction, truancy, or lack of English language exposure has not been the cause of students' academic performance deficits, the Reading School District conducts norm- referenced tests of intelligence and achievement. The areas of oral expression, listening comprehension, written expression, basic reading skills, reading fluency skills, reading comprehension, mathematical calculation and mathematical problem solving are assessed. Assessments utilized provide the evaluator with a valid cognitive analysis which compare strengths and weaknesses in the student's cognitive and achievement profile. The School Psychologist rules out other disability categories and/or needs such as vision, hearing or motor problems. In all situations, classroom observations are conducted. Throughout the process, the evaluator is documenting whether the students' presenting academic and/or performance problems are not the result of a lack of instruction. When significant weaknesses in the cognitive-achievement profile align with weaknesses in performance in the classroom, the student is identified as having a specific learning disability in the affected areas.Students whose primary language is Spanish are tested by the District’s Bilingual School Psychologist.

Enrollment

Review the Enrollment Difference Status. If necessary, describe how your district plans to address any significant disproportionalities.

The data is publicly available via the PennData website. You can view your most recent report. The link is: http://penndata.hbg.psu.edu/BSEReports

The Reading School District is not significantly disproportional in regards to race and ethnicity.

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)? 41

3. What problems or barriers exist which limit the District's ability to meet its obligations under Section 1306 of the Public School Code?

The Reading School District meets its obligation under Section 1306 of the Public School Code as the host District at the Children's Home of Reading (CHOR), a residential treatment facility, by responding to requests from the CHOR faculty for assistance or guidance.The Reading School District meets its obligation under 1306 of the Public School Code by attending IEP meetings and providing necessary resources for Reading School District students as required. Resources include English as a Second Language (ESL) staff as necessary. Plans will be developed for the 2013-2014 school year to participate in annual IEP meetings for those students having residence outside the Reading School District and assist in monitoring the special education regulations including timelines and procedures.The Reading School District has not experienced any problems or barriers that would limit its abilities to meet its obligations under 1306 of the Public School Code for resident students. Plans will be developed for the 2013-2014 school year assigning supervisory staff to monitor programming for all students attending CHOR whether a resident or non-resident of Reading School 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).

The Reading School District has a close working relationship with the Youth Detention Services in the area. Currently, district personnel serve as the Local Education Agency (LEA) representative and attend IEP’s and Multidisciplinary Team meetings to ensure compliance for programming of student needs. Students that are adjudicated to local facilities continue to receive the support of the Reading School District within their academic programs. The Reading School District Pupil Accounting Department maintains data of student placements. This department communicates with the Special Education Department to ensure that students are properly tracked and monitored. The Reading School District has a cooperative relationship with many agencies, including Children and Youth Services, Juvenile Probation, numerous mental health agencies, and families.

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. 42

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.

The Reading School District ensures that to the maximum extent appropriate, children with disabilities, including those in private institutions, are educated with non-disabled children. The removal from the regular education environment only occurs when education in the regular setting with supplemental aids and services cannot be achieved. Every effort is made to place the students in the least restrictive environment. The Reading School District believes that every student can learn and succeed in a diverse, caring, goal oriented and data centered learning environment. Through the IEP process, the district provides supplemental aids and services to allow students to be successful in the least restrictive environment. The team discusses the strengths and needs of the student to determine the levels of support. Adjustments to the students program are recommended based on the data from progress monitoring. The data is collected from tools such as DIBELS Next, Sonday Reading, Acuity, and other standardized tests. Reading School District has a data warehouse, On-Hands Schools; this data is available and updated daily. The IEP team monitors the supports and progress of each student and determines any modifications necessary with the input of the parents and student. In addition to monitoring IEPs, the district closely monitors academic programming and curriculum delivery. This is accomplished by implementing the district's walkthrough process conducted by administrators on a regular basis. There are many levels of support that the district has provided to special education teachers to improve instructional practices. The buildings' leadership teams monitor and guide special education teachers in the assessment and delivery of the curriculum. The behavioral specialist is utilized, when needed, across the district. Ongoing training on the common core standards and their implementation will be provided to all teachers. The district will access support from PaTTAN and BCIU trainers as well as access the resources available on the Standards Aligned System (SAS) portal. Professional development on special education compliance and IEP development will continue to be provided through the contracted legal services of Sweet, Stevens, Katz & Williams, LLP. This professional development ensures that 43 students with disabilities have access to the general education curriculum in the least restrictive environment. The Reading School District will continue its involvement with the Verbal Behavior (VB) or Applied Behavioral Analysis (ABA) Initiative with the support of PaTTAN as it has proven to support students with autism in accessing the general education curriculum in the least restrictive environment. The district has plans to move a training focus toward building capacity within the district and participating school buildings by identifying ABA coaches to support ongoing program development. Staff earn the title of ABA coach upon completion of competencies outlined by PaTTAN. The use of existing staff in their current positions will be used to implement the ABA initiative district-wide. Reading School District uses an inclusive model in the elementary, middle, and high school levels to the extent possible that students benefit and make progress academically, behaviorally and/or socially. Special education teachers support students at an itinerant level with instruction and/or specially designed instruction in the regular education classroom. The same occurs for some students needing a supplemental level of support. Co-teaching is a component of the inclusive model using the design of complementary teaching. The lead teacher identifies the skills and strategies needed for groups and individual students to complete the task of the lesson. The support teacher teaches components of the lessons with small groups of individuals and provides content support to the lead teacher's lesson. Where possible, teachers have common planning times. Teachers work collaboratively to develop lessons which support diverse learning in the classroom. For students with complex needs, schedules are developed and modified to provide them with opportunities to participate in non-academic regular education courses. Training has been provided on differentiated instruction for the regular and special education teachers; plans will be developed to provide additional professional development related to inclusive practices. The Special Education Data Report does not reflect the data from the 2012-2013 school year. The 2011-2012 data shows 56.3% of Students with Special Needs inside regular education classrooms 80% or more of the time; the State average is 62.2%. For Special Education Students inside the Regular Education classroom less than 40%, the data shows the district at 13.7%; the state average is 9.2%, with the State Performance Plan target at 8.0%. The district will continue to evaluate its existing programs and will make changes based on students’ needs. Planning will focus on programs at the high school level as there is an identified need to provide opportunities for students as they transition to adult life such as work experience programs including job coaching and community-based instruction. There are currently 175 students in out-of-district placements. Each placement is determined based on the student's needs at 44 an IEP meeting. In most cases, the behavior of the student interferes with his/her educational progress. The student requires intensive behavioral supports which are not available within the district. The Reading School District is investigating the possibility of providing therapeutic services within the district for 75 students needing Emotional Support and Learning Support. Other placements involving hospitalization, adjudication, residential components and other complex mental health needs will continue to be provided in more restrictive settings.

Behavior Support Services

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

The Reading School District has a Board approved Behavior Policy. The policy includes all aspects of IDEA requirements for district behavior programs including conducting and analyzing functional behavioral assessments, implementation of research based practices, and ongoing consideration for least intrusive interventions. All District staff are required to report restraints or use of crisis prevention intervention. IEP meetings are convened immediately as outlined in the District’s Behavior Policy. Staff participate in training by Crisis Prevention Intervention (CPI) trainers within a year of employment and attend refresher courses annually. Subsequent to a referral to law enforcement, an updated functional behavior assessment and positive behavior support plan are required for students with disabilities who have a positive behavior support plan at the time of referral. Personnel Development Activities Topic: Develop positive behavioral supports within each building. Train teachers, administrators, and support staff to analyze data and create positive behavior support plans for students.

Anticipated Training Training Participants and Training Evidence of Training Partners Audience Format Results Dates Fall 2013 PaTTAN Parents, Teachers, On-site Individual student Spring 2014 Staff, BCIU Paraprofessional, Administrative Training with behavior data, Fall 2014 Consultants Staff, Related Service Personnel Guided reduced 45

Spring 2015 and Students Practice, disciplinary Fall 2015 Workshops referrals, inc reased Spring 2016 with joint parental planning involvement and periods support Topic: Train staff in de-escalation techniques through CPI (Crisis Prevention Intervention) training.

Anticipated Training Training Evidence of Training Participants and Training Format Partners Results Dates Audience

An administrator, special education teacher, regular education teacher in each building Fall 2013 plus each security New Staff, Spring 2014 District guard and Paraprofessional, Fall certified paraprofessional Instructional Staff, On-site Training with 2014 Spring trainers, CPI will be trained in Administrative Staff, Guided Practice 2015 Training CPI. It is projected Related Service Fall 2015 resources that a third of the Personnel Spring 2016 above staff will be trained/recertified in 2014-2015; remaining staff will be trained/recertified by 2015-2016.

Topic: Continue the development of a school based positive behavior program at the Intermediate High School and initiate the development of a program at the Senior High School.

Anticipated Training Evidence of Training Training Partners Participants and Training Format Results Dates Audience Fall 2013 BCIU Consultants, Parents, Teachers, On-site Training Over the next Spring 2014 Behavior Specialists, Paraprofessionals, with Guided three years, a Fall 2014 Intervention Administrative Practice, decrease in the Spring 2015 Counselors, School Staff, Security Workshops with number of Fall 2015 Psychologists, Law Officers Joint Planning disciplinary 46

Spring 2016 Enforcement, PaTTAN Periods, referrals. It is Staff Conferences anticipated that there will be an overall decrease of 3% by the end of 2014 school year. It is projected that there will be a decrease of 3% by the end of the 2014- 2015 school year, and 3% by 2015- 2016.

Intensive Interagency/Ensuring FAPE/Hard to Place Students

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

The Reading School District staff and administration has successfully provided Free Appropriate Public Education (FAPE) for all students within the District. Plans have been initiated to provide a continuum of services for all levels of intervention. During this plan, specific attention will be placed on the services for students identified with a Serious Emotional Disturbance. Programs will be clustered across the district allowing students to remain in two elementary schools to develop peer relationships and educational consistency while offering itinerant, supplemental and full time placement options. Staff within each program will be expected to participate in training series, engage in professional team building, plan and implement social skills in classrooms each school day, and develop working knowledge of local supports available to support social and emotional needs. Collection, analysis and review of behavioral data will become a standard practice for staff and students. 47

Some school buildings will receive on-site support of a local counseling agency, Progressions. This agency offers school based counseling, goal planning and intervention for eligible students. The Reading School District will be investigating other providers offering therapeutic services, in and out of school, with focus on mental health diagnosis. These services must support not only individual students but also the parents, family and school. The District's goal is to support and educate the whole child.

The District provides a continuum of services and programs for students with autism across all grades. Over the next three years, all classroom staff will continue to receive monthly training and an annual program competency audit from PaTTAN staff. When students are not successful in the least restrictive environment, the District will seek out of district services and/or programming. This will be considered by the IEP team only when data indicates the need for a more staff intensive, therapeutic program.

Services provided through interagency collaboration include counseling, crisis intervention, transitioning to adult life, nursing services, dispute resolution and other related services.

Strengths and Highlights

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

The Reading School District’s teachers, support staff, administrators and Board of Directors are committed to educating all students, regardless of disability. The continuum of services is primary in ensuring Least Restrictive Environment. Developing and locating appropriate programs to meet the needs of all students is the strength of the district. This includes the provision of various levels and types of support to meet the individual needs of students. The district currently services all exceptionalities, with services ranging from Life Skills, Multiple Disabilities, Autism, Hearing Impairment, Learning Support, and Emotional Support within a total inclusion setting to self-contained classes. Given the broad offerings in the district, IEP teams work collaboratively to determine which support level meets students’ individual needs. Through progress monitoring, standardized testing and curriculum based assessment, staff are able to determine when students are able to transition into the least restrictive environment.Instructional paraprofessionals support our students in regular classrooms as well as in special education classrooms. All paraprofessionals have completed or are enrolled in a rigorous training provided by the Berks County Intermediate Unit (BCIU) to become highly qualified as certified by the 48

Pennsylvania Department of Education. Trainings are over several months throughout the year. Even after completion, BCIU Consultants provide a variety of professional development sessions for paraprofessionals.Co-teaching is a component of the inclusive model using the design of complementary teaching. The lead teacher identifies the skills and strategies needed for groups and individual students to complete the task of the lesson. The support teacher teaches components of the lessons with small groups of individuals and provides content support to the lead teacher's lesson. Where possible, teachers have common planning times. For students with complex needs, schedules are developed and modified to provide them with opportunities to participate in non-academic regular education courses. Regular and special education teachers attend trainings that support staff collaboration, adaptations, and modifications within the regular classroom setting. This model supports the development and delivery of instruction in a diverse manner. The district will conduct training at the building level and in focus groups for continuous enhancement in differentiated instruction, collaboration, team teaching, and other strategies. Each team consists of administrators, regular education teachers, special education teachers, paraprofessionals and specialists.All special education teachers utilize a web based IEP system to create special education documents which include Permission to Evaluate/Reevaluate, Invitation to IEP Meeting, IEP, NOREP, ACCESS, 504s, Evaluation and Reevaluation Reports. Progress reports are created on the same web-based system and sent to parents quarterly. This system has assisted with monitoring the documents, timetables, access, and utilization of the special education process. All IEPs are converted into word documents, encrypted, and e-mailed to the regular education teachers educating the student with a disability. This ensures compliance with Family Educational Rights and Privacy Act (FERPA) regulations and enables communication between special and the regular education staff. All students with a disability receive instruction using the general education curriculum. The IEPs dictate what accommodations or supplemental materials should be used in order to meet the student's needs.Plans have been initiated and will be under continuous review for Reading School District staff to work diligently to meet compliance timelines for evaluations, re-evaluations, and IEP deadlines. Teachers will create monthly due date lists for re-evaluations and IEPs; lists will be available for Building Administrators, as well as the Special Education Department staff. A designated team will monitor compliance and train staff in order to ensure accurate data submissions for PIMS and Penn Data reporting. The district provides continuous support and services to students who qualify for the Early Intervention Programs. A team of administrators, school psychologists, speech pathologists, English as Second Language personnel, translators, occupational therapist and physical therapist attend an informational meeting sponsored by BCIU to assist parents in the transitional process. The team explains the services, registration process, and evaluation process for the child that is transitioning to school-age services. Through parental consent on the Permission to Evaluate form, testing will continue through the summer prior to beginning in a school age program facilitating a comprehensive evaluation of strengths and needs allowing the team to recommend placement in an appropriate setting at the onset of their school year.With Adequate Yearly Progress (AYP) and Safe School reports, the district staff are cognizant of the need 49 to increase graduation rates, reduce truancy and behavioral issues. Plans will be developed to identify means to address each of these areas. Parents play an essential part in the education of their children. Reading School district provides bilingual Parent Outreach Assistants in every school to ensure parents have a contact person to meet their needs. Interpreters are available at an IEP meeting upon request. Staying connected with parents, collaborating with staff and outside agencies allows students to achieve their maximum potential. The Curriculum and Special Education Departments work closely to assure that training and materials are used across the general and special education programs to promote data-driven instruction. The district strives to deliver curriculum that is designed to accommodate students’ ability levels while delivering challenging instruction to help students increase their skills. Further, the district has made provisions for additional curriculum support to assist with improving rigor, and achievement expectations in instruction for special needs students. In addition to responding to students' curricular needs, the district expedites the delivery of information to teachers regarding changes in regulations that affect programming in Special Education. 50

Assurances

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

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

• Free Education and Attendance (in compliance with § 12.1 )

• School Rules (in compliance with § 12.3 )

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

• Discrimination (in compliance with § 12.4 )

• Corporal Punishment (in compliance with § 12.5 )

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

• Freedom of Expression (in compliance with § 12.9 )

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

• Hair and Dress (in compliance with § 12.11 )

• Confidential Communications (in compliance with § 12.12 )

• Searches (in compliance with § 12.14 )

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

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

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

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

• Early Intervention Services System Act (if applicable) ( 11 P.S. § 875-101—875-503 ) 51

• Establishment and Implementation of Student Assistance Programs at all of levels of the school system

• Acceptable Use Policy for Technology Resources

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

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 Facility Name Facility Services Provided Student Type By Count Childrens Home of Reading (CHOR) Nonresident CHOR 47 Residential

Least Restrictive Environment Facilities Facility Name Type of Type of Service Number of Facility Students Placed Opportunities - Elwyn Special Emotional Support 2 Education Centers Berks County IU Other Life Skills Support 1 Devereux Program - Approved Autistic Support, Emotional Support, 5 Chester County - Kanner Private Life Skills Support Campus Schools Devereux Program - Approved Emotional Support 4 Brandywine Private Schools George Jr. Republic Other Adjudicated youth; Emotional 13 Blanket Support, Learning Support KidsPeace - Salisbury Other Agency or parent placed; Emotional 3 Township SD Support Northwestern Human Special Autistic Support, Emotional Support 11 Services (NHS) Education Centers New Story - Kenhorst Special Emotional Support, Autistic Support 2 Education Centers New Story - Wyomissing Special Emotional Support, Autistic Support 14 Education Centers Northwestern Academy - Other Adjudicated youth; Emotional 1 Shamokin Area SD Support Pyramid Behavioral Special Emotional Support, Learning 1 Health - Quakertown Education Support; adolescent residential Community SD Centers treatment facility Youth Services Agency - Other Emotional Support, Learning 4 Jim Thorpe SD Support; adolescent residential treatment facility Instruction in the Home Instruction in Instruction in the Home 2 the Home Alsace Other Alternative Education placement 1 after manifestation & hearing; 53

Emotional Support, Learning Support Children's Home of Other Emotional Support, Learning 1 Reading (CHOR) - Day Support, Life Skills Support Academy Children's Home of Other Emotional Support, Learning 5 Reading - Residential Support, Life Skills Support Melmark Special Emotional Support; Life Skills 2 Education Support Centers

Special Education Program Profile Program Position #1 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Tyson -Schoener An A building in Supplemental Learning 5 to 8 20 1 Elementary which (Less Than 80% Support School General but More Than Building Education 20%) programs are operated

Program Position #2 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Tyson -Schoener An A building in Itinerant Learning 7 to 10 30 1 Elementary School Elementary which General Support School Education Building programs are operated

Program Position #3 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Reading Senior High A Senior A building in Full -Time Autistic 15 to 8 1 School High which General Special Support 18 School Education Education Building programs are Class operated

Program Position #4 Operator: School District PROGRAM SEGMENTS 54

Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Reading Senior High A Senior A building in Full -Time Autistic 16 to 8 1 School High which General Special Support 19 School Education Education Building programs are Class operated

Program Position #5 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Reading Senior High A Senior A building in Full -Time Autistic 18 to 8 1 School High which General Special Support 21 School Education Education Building programs are Class operated

Program Position #6 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Reading Senior High A Senior A building in Supplemental Life 15 to 15 1 School High which General (Less Than 80% Skills 18 School Education but More Than Support Building programs are 20%) operated

Program Position #7 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Reading Senior High A Senior A building in Full -Time Life 15 to 15 1 School High which General Special Skills 18 School Education Education Support Building programs are Class operated

Program Position #8 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Reading Senior High A Senior A building in Full -Time Life 16 to 15 1 School High which General Special Skills 19 School Education Education Support Building programs are Class operated

Program Position #9 55

Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Reading Senior High A Senior A building in Supplemental Life 16 to 15 1 School High which General (Less Than 80% Skills 19 School Education but More Than Support Building programs are 20%) operated

Program Position #10 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Reading Senior High A Senior A building in Full -Time Life 18 to 15 1 School High which General Special Skills 21 School Education Education Support Building programs are Class operated

Program Position #11 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Reading Senior High A Senior A building in Full -Time Life 18 to 15 1 School High which General Special Skills 21 School Education Education Support Building programs are Class operated

Program Position #12 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Reading Senior High A Senior A building in Supplemental Life 18 to 15 1 School High which General (Less Than 80% Skills 21 School Education but More Than Support Building programs are 20%) operated

Program Position #13 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Reading Senior High A Senior A building in Itinerant Learning 15 to 30 1 School High School which General Support 18 Building Education programs are operated 56

Program Position #14 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Reading Senior High A Senior A building in Itinerant Learning 15 to 30 1 School High School which General Support 18 Building Education programs are operated

Program Position #15 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Reading Senior High A Senior A building in Itinerant Learning 16 to 30 1 School High School which General Support 19 Building Education programs are operated

Program Position #16 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Reading Senior High A Senior A building in Itinerant Learning 18 to 30 1 School High School which General Support 21 Building Education programs are operated

Program Position #17 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Reading Senior A Senior A building in Supplemental Emotional 15 to 20 1 High School High which (Less Than 80% Support 18 School General but More Than Building Education 20%) programs are operated

Program Position #18 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Reading Senior A Senior A building in Supplemental Emotional 15 to 20 1 57

High School High which (Less Than 80% Support 18 School General but More Than Building Education 20%) programs are operated

Program Position #19 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Reading Senior A Senior A building in Supplemental Emotional 16 to 20 1 High School High which (Less Than 80% Support 19 School General but More Than Building Education 20%) programs are operated

Program Position #20 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Reading Senior A Senior A building in Supplemental Emotional 18 to 20 1 High School High which (Less Than 80% Support 21 School General but More Than Building Education 20%) programs are operated

Program Position #21 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Reading Senior High A Senior A building in Full -Time Multiple 15 to 8 1 School High which General Special Disabilities 18 School Education Education Support Building programs are Class operated

Program Position #22 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Reading Senior High A Senior A building in Full -Time Multiple 16 to 8 1 School High which General Special Disabilities 19 School Education Education Support Building programs are Class operated

Program Position #23 Operator: School District 58

PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Reading Senior High A Senior A building in Full -Time Multiple 18 to 8 1 School High which General Special Disabilities 21 School Education Education Support Building programs are Class operated

Program Position #24 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Reading Senior High A Senior A building in Itinerant Learning 15 to 30 1 School High School which General Support 18 Building Education programs are operated

Program Position #25 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Reading Senior High A Senior A building in Itinerant Learning 16 to 30 1 School High School which General Support 19 Building Education programs are operated

Program Position #26 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Reading Senior High A Senior A building in Itinerant Learning 18 to 30 1 School High School which General Support 21 Building Education programs are operated

Program Position #27 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Reading Senior High A Senior A building in Itinerant Learning 15 to 30 1 School High School which General Support 18 Building Education programs are operated

Program Position #28 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Reading Senior High A Senior A building in Itinerant Learning 16 to 30 1 School High School which General Support 19 Building Education programs are operated

Program Position #29 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Reading Senior High A Senior A building in Itinerant Learning 18 to 30 1 School High School which General Support 21 Building Education programs are operated

Program Position #30 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Reading Senior High A Senior A building in Itinerant Learning 15 to 30 1 School High School which General Support 18 Building Education programs are operated

Program Position #31 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Reading Senior High A Senior A building in Itinerant Learning 16 to 30 1 School High School which General Support 19 Building Education programs are operated

Program Position #32 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Reading Senior High A Senior A building in Itinerant Learning 18 to 30 1 School High School which General Support 21 Building Education programs are 60

operated

Program Position #33 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Reading Senior High A Senior A building in Itinerant Learning 15 to 30 1 School High School which General Support 18 Building Education programs are operated

Program Position #34 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Reading Senior High A Senior A building in Itinerant Learning 16 to 30 1 School High School which General Support 19 Building Education programs are operated

Program Position #35 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Career Technical A Senior A building in which Itinerant Learning 16 to 30 1 School High School General Education Support 19 Building programs are operated

Program Position #36 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Career Technical A Senior A building in which Itinerant Learning 18 to 10 0.2 School High School General Education Support 21 Building programs are operated

Program Position #37 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Reading Senior High A Senior A building in Itinerant Learni ng 16 to 30 1 School High School which General Support 19 Building Education 61

programs are operated

Program Position #38 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Reading A Senior A building in Full -Time Autistic 12 to 8 1 Intermediate High High which General Special Support 16 School School Education Education Building programs are Class operated

Program Position #39 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Re ading A Senior A building in Full -Time Autistic 13 to 8 1 Intermediate High High which General Special Support 17 School School Education Education Building programs are Class operated

Program Position #40 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Reading A Senior A building in Full -Time Multiple 12 to 8 1 Intermediate High High which General Special Disabilities 16 School School Education Education Support Building programs are Class operated

Program Position #41 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Reading A Senior A building in Full -Time Multiple 13 to 8 1 Intermediate High High which General Special Disabilities 17 School School Education Education Support Building programs are Class operated

Program Position #42 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range 62

Reading A Senior A building in Supplemental Life 12 to 20 1 Intermediate High High which General (Less Than 80% Skills 16 School School Education but More Than Support Building programs are 20%) operated

Program Position #43 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Reading A Senior A building in Full -Time Life 12 to 15 1 Intermediate High High which General Special Skills 16 School School Education Education Support Building programs are Class operated

Program Position #44 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Reading A Senior A bu ilding in Supplemental Life 13 to 20 1 Intermediate High High which General (Less Than 80% Skills 17 School School Education but More Than Support Building programs are 20%) operated

Program Position #45 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Reading Intermediate A Senior A building in Itinerant Learning 12 to 30 1 High School High School which General Support 16 Building Education programs are operated

Program Position #46 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Reading Intermediate A Senior A building in Itinerant Learning 12 to 30 1 High School High School which General Support 16 Building Education programs are operated

Program Position #47 Operator: School District PROGRAM SEGMENTS 63

Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Reading Intermediate A Senior A building in Itinerant Learning 13 to 30 1 High School High School which General Support 17 Building Education programs are operated

Program Position #48 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Reading Intermediate A Senior A building in Itinerant Learning 12 to 30 1 High School High School which General Support 16 Building Education programs are operated

Program Position #49 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Reading Intermediate A Senior A building in Itinerant Learning 12 to 30 1 High School High School which General Support 16 Building Education programs are operated

Program Position #50 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Reading Intermediate A Senior A building in Itinerant Learning 13 to 30 1 High School High School which General Support 17 Building Education programs are operated

Program Position #51 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Reading Intermediate A Senior A building in Itinerant Learnin g 12 to 30 1 High School High School which General Support 16 Building Education programs are operated

Program Position #52 64

Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Reading Intermediate A Senior A building in Itinerant Learning 13 to 30 1 High School High School which General Support 17 Building Education programs are operated

Program Position #53 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Reading Intermediate A Senior A building in Itinerant Learning 12 to 30 1 High School High School which General Support 16 Building Education programs are operated

Program Position #54 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Reading Intermediate A Senior A building in Itinerant Learning 12 to 30 1 High School High School which General Support 16 Building Education programs are operated

Program Position #55 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Reading Intermediate A Senior A building in Itinerant Learning 13 to 30 1 High School High School which General Support 17 Building Education programs are operated

Program Position #56 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Reading Intermediate A Senior A building in Itinerant Learning 13 to 30 1 High School High School which General Support 17 Building Education programs are operated 65

Program Position #57 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Reading Intermediate A Senior A building in Itinerant Learning 12 to 30 1 High School High School which General Support 16 Building Education programs are operated

Program Position #58 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FT E Type Range Reading Intermediate A Senior A building in Itinerant Learning 13 to 30 1 High School High School which General Support 17 Building Education programs are operated

Program Position #59 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Reading Intermediate A Senior A building in Itinerant Learning 12 to 30 1 High School High School which General Support 16 Building Education programs are operated

Program Position #60 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Reading Intermediate A Senior A building in Itinerant Learni ng 13 to 30 1 High School High School which General Support 17 Building Education programs are operated

Program Position #61 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Reading Intermediate A Senior A building in Itinerant Learning 13 to 30 1 High School High School which General Support 17 66

Building Education programs are operated

Program Position #62 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Reading Intermediate A Senior A building in Itinerant Learning 12 to 15 1 High School High School which General Support 16 Building Education programs are operated

Program Position #63 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Reading A Senior A building in Full -Time Emotional 12 to 12 1 Intermediate High High which General Special Support 16 School School Education Education Building programs are Class operated

Program Position #64 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Reading A Senior A building in Supplemental Emotional 12 to 20 1 Intermediate High High which (Less Than 80% Support 16 School School General but More Than Building Education 20%) programs are operated

Program Position #65 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Reading A Senior A building in Full -Time Emotional 13 to 12 1 Intermediate High High which General Special Support 17 School School Education Education Building programs are Class operated

Program Position #66 Operator: School District PROGRAM SEGMENTS 67

Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Northwest Middle A Middle A building in Full -Time Multiple 12 to 8 1 School School which General Special Disabilities 15 Building Education Education Support programs are Class operated

Program Position #67 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Northwest Middle A Middle A building in Supplemental Emotional 12 to 20 1 School School which (Less Than 80% Support 15 Building General but More Than Education 20%) programs are operated

Program Position #68 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Northwest Middle A Middle A building i n Full -Time Emotional 12 to 12 1 School School which General Special Support 15 Building Education Education programs are Class operated

Program Position #69 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Southwest Middle A Middle A building in Supplemental Learning 12 to 20 1 School School which General (Less Than 80% Support 15 Building Education but More Than programs are 20%) operated

Program Position #70 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Northwest Middle A Middle A building in Supplemental Learning 12 to 20 1 School School which General (Less Than 80% Support 15 Building Education but More Than programs are 20%) operated

Program Position #71 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Northwest Middle A Middle A building in Supplemental Learning 12 to 20 1 School School which General (Less Than 80% Support 15 Building Education but More Than programs are 20%) operated

Program Position #72 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Northwest Middle A Middle A building in Supplemental Learning 12 to 20 1 School School which General (Less Than 80% Support 15 Building Education but More Than programs are 20%) operated

Program Position #73 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Northwest Middle A Middle A building in Supplemental Learning 12 to 4 0.2 School School which General (Less Than 80% Support 15 Building Education but More Than programs are 20%) operated

Program Position #74 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Northwest Middle A Middle A building in Supplemental Learning 12 to 20 1 School School which General (Less Than 80% Support 15 Building Education but More Than programs are 20%) operated

Program Position #75 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Southwest Middle A Middle A building in Supplemental Life 11 to 20 1 School School which General (Less Than 80% Skills 14 Building Education but More Than Support programs are 20%) 69

operated

Program Position #76 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Southwest Middle A Middle A building in Supplemental Life 12 to 20 1 School School which General (Less Than 80% Skills 15 Building Education but More Than Support programs are 20%) operated

Program Position #77 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Southwest Middle A Middle A building in Suppl emental Learning 12 to 20 1 School School which General (Less Than 80% Support 15 Building Education but More Than programs are 20%) operated

Program Position #78 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Southwest Middle A Middle A building in Supplemental Learning 12 to 20 1 School School which General (Less Than 80% Support 15 Building Education but More Than programs are 20%) operated

Program Position #79 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Southwest Middle A Middle A building in Supplemental Learning 11 to 20 1 School School which General (Less Than 80% Support 14 Building Education but More Than programs are 20%) operated

Program Position #80 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Southwest Middle A Middle A building in Supplemental Learning 11 to 20 1 70

School School which General (Less Th an 80% Support 14 Building Education but More Than programs are 20%) operated

Program Position #81 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Southwest Middle A Middle A building in Full -Time Emotional 12 to 12 1 School School which General Special Support 15 Building Education Education programs are Class operated

Program Position #82 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Northeast Middle A Middle A building in Full -Time Autistic 12 to 8 1 School School which General Special Support 15 Building Education Education programs are Class operated

Program Position #83 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Northeast Middle A Middle A building in Full -Time Autistic 11 to 8 1 School School which General Special Support 14 Building Education Education programs are Class operated

Program Position #84 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Northeast Middle A Middle A building in Supplemental Learning 11 to 20 1 School School which General (Less Than 80% Support 14 Building Education but More Than programs are 20%) operated

Program Position #85 Operator: School District PROGRAM SEGMENTS 71

Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Northeast Middle A Middle A building in Supplemental Learning 12 to 20 1 School School which General (Less Than 80% Support 15 Building Education but More Than programs are 20%) operated

Program Position #86 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Northeast Middle A Middle A building in Supplemental Learning 11 to 20 1 School School which General (Less Than 80% Support 14 Building Education but More Than programs are 20%) operated

Program Position #87 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Northeast Middle A Middle A building in Supplemental Learning 11 to 10 0.5 School School which General (Less Than 80% Support 14 Building Education but More Than programs are 20%) operated Southern Middle A Middle A building in Supplemental Learning 11 to 10 0.5 School which General (Less Than 80% Support 14 Building Education but More Than programs are 20%) operated

Program Position #88 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Northeast Middle A Middle A building in Suppl emental Learning 12 to 10 0.5 School School which General (Less Than 80% Support 15 Building Education but More Than programs are 20%) operated Southern Middle A Middle A building in Supplemental Learning 12 to 10 0.5 School School which General (Less Than 80% Support 15 Building Education but More Than programs are 20%) operated

Program Position #89 Operator: School District PROGRAM SEGMENTS 72

Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Northeast Middle A Middle A building in Supplemental Learning 11 to 20 1 School School which General (Less Than 80% Support 14 Building Education but More Than programs are 20%) operated

Program Position #90 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Northeast Middle A Middle A building in Supplemental Learning 12 to 20 1 School School which General (Less Than 80% Support 15 Building Education but More Than programs are 20%) operated

Program Position #91 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Northeast Middle A Middle A building in Supplemental Learning 12 to 20 1 School School which General (Less Than 80% Support 15 Building Education but More Than programs are 20%) operated

Program Position #92 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Southern Middle A Middle A building in Supplem ental Learning 11 to 20 1 School School which General (Less Than 80% Support 14 Building Education but More Than programs are 20%) operated

Program Position #93 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Southern Middle A Middle A building in Supplemental Learning 12 to 20 1 School School which General (Less Than 80% Support 15 Building Education but More Than programs are 20%) operated

Program Position #94 73

Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Southern Middle A Middle A building in Supplemental Learning 11 to 20 1 School School which General (Less Than 80% Support 14 Building Education but More Than programs are 20%) operated

Program Position #95 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Southern Middle A Middle A building in Supplemental Learning 12 to 20 1 School School which General (Less Than 80% Support 15 Building Education but More Than programs are 20%) operated

Program Position #96 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Southern Middle A Middle A build ing in Supplemental Learning 11 to 20 1 School School which General (Less Than 80% Support 14 Building Education but More Than programs are 20%) operated

Program Position #97 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Southern Middle A Middle A building in Supplemental Learning 12 to 20 1 School School which General (Less Than 80% Support 15 Building Education but More Than programs are 20%) operated

Program Position #98 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range 13th & Union An A building in Full -Time Autistic 5 to 8 8 1 Elementary School Elementary which General Special Support School Education Education Building programs are Class operated 74

Program Position #99 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range 13th & Union An A building in Full -Time Autistic 8 to 11 8 1 Elementary School Elementary which General Special Support School Education Education Building programs are Class operated

Program Position #100 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range 13th & Union An A building in Full -Time Autistic 8 to 11 8 1 Elementary School Elementary which General Special Support School Education Education Building programs are Class operated

Program Position #101 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range 16th & Haak An A building in Full -Time Autistic 5 to 7 8 1 Elementary School Elementary which General Special Support School Education Education Building programs are Class operated

Program Position #102 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range 16th & Haak An A building in Full -Time Autistic 6 to 9 8 1 Elementary School Elementary which General Special Support School Education Education Building programs are Class operated

Program Position #103 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range 16th & Haak An A building in Full -Time Autistic 7 to 10 8 1 Elementary School Elementary which General Special Support 75

School Education Education Building programs are Class operated

Program Position #104 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Millmont An A building in Full -Time Autistic 5 to 8 8 1 Elementary School Elementary which General Special Support School Education Education Building programs are Class operated

Program Position #105 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Millmont An A building in Full -Time Autistic 7 to 10 8 1 Elementary School Elementary which General Special Support School Education Education Building programs are Class operated

Program Position #106 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Millmont An A building in Full -Time Autistic 9 to 12 8 1 Elementary School Elementary which General Special Support School Education Education Building programs are Class operated

Program Position #107 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Tyson -Schoener An A building in Full -Time Autistic 5 to 8 8 1 Elementary School Elementary which General Special Support School Education Education Building programs are Class operated

Program Position #108 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE 76

Type Range Tyson -Schoener An A building in Full -Time Aut istic 6 to 9 8 1 Elementary School Elementary which General Special Support School Education Education Building programs are Class operated

Program Position #109 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Lauer's Park An A building in Full -Time Multiple 5 to 8 8 1 Elementary School Elementary which Special Disabilities School General Education Support Building Education Class programs are operated

Program Position #110 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Lauer's Park An A building in Full -Time Multiple 9 to 12 8 1 Elementary School Elementary which Special Disabilities School General Education Support Building Education Class programs are operated

Program Position #111 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Tyson -Schoener An A building in Supplemental Life 5 to 8 15 1 Elementary School Elementary which (Less Than 80% Skills School General but More Than Support Building Education 20%) programs are operated

Program Position #112 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Tyson -Schoener An A building in Supplemental Life 8 to 11 20 1 Elementary School Elementary which (Less Than 80% Skills School General but More Than Support Building Education 20%) programs are operated 77

Program Position #113 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Tyson -Schoener An A building in Supplemental Life 10 to 20 1 Elementary School Elementary which (Less Than 80% Skills 13 School General but More Than Support Building Education 20%) programs are operated

Program Position #114 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Amanda Stout An A building in Supplemental Life 5 to 8 20 1 Elementary School Elementary which (Less Than 80% Skills School General but More Than Support Building Education 20%) programs are operated

Program Position #115 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Amanda Stout An A building in Supplemental Life 7 to 10 20 1 Elementary School Elementary which (Less Than 80% Skills School General but More Than Support Building Education 20%) programs are operated

Program Position #116 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Amanda Stout An A building in Supplemental Life 10 to 20 1 Elementary School Elementary which (Less Than 80% Skills 13 School General but More Than Support Building Education 20%) programs are operated

Program Position #117 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE 78

Type Type Range Amanda Stout An A building in Supplemental Life 5 to 8 20 1 Elementary School Elementary which (Less Than 80% Skills School General but More Than Support Building Education 20%) programs are operated

Program Position #118 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Amanda Stout An A building in Supplemental Life 10 to 20 1 Elementary School Elementary which (Less Than 80% Skills 13 School General but More Than Support Building Education 20%) programs are operated

Program Position #119 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range 10th & Green An A building in Supplemental Learning 5 to 8 20 1 Elementary School Elementary which (Less Than 80% Support School General but More Than Building Education 20%) programs are operated

Program Position #120 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range 10th & Green An A buil ding in Supplemental Learning 7 to 10 20 1 Elementary School Elementary which (Less Than 80% Support School General but More Than Building Education 20%) programs are operated

Program Position #121 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range 10th & Green An A building in Supplemental Learning 9 to 12 20 1 Elementary School Elementary which (Less Than 80% Support School General but More Than Building Education 20%) programs 79

are operated

Program Position #122 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range 10th & Green An A building in Itinerant Learning 10 to 30 1 Elementary School Elementary which General Support 13 School Education Building programs are operated

Program Position #123 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range 10th & Penn An A building in Supplemental Learning 5 to 8 20 1 Elementary School Elementary which (Less Than 80% Support School General but More Than Building Education 20%) programs are operated

Program Position #124 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range 10th & Penn An A building in Supplemental Learning 7 to 10 20 1 Elementary School Elementary which (Less Than 80% Support School General but More Than Building Education 20%) programs are operated

Program Position #125 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range 10th & Penn An A building in Itinerant Learning 10 to 30 1 Elementary School Elementary which General Support 13 School Education Building programs are operated

Program Position #126 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE 80

Type Type Range 12th & Marion An A building in Supplemental Learning 5 to 8 20 1 Elementary School Elementary which (Less Than 80% Support School General but More Than Building Education 20%) programs are operated

Program Position #127 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range 12th & Mari on An A building in Supplemental Learning 7 to 10 20 1 Elementary School Elementary which (Less Than 80% Support School General but More Than Building Education 20%) programs are operated

Program Position #128 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range 12th & Marion An A building in Itinerant Learning 10 to 30 1 Elementary School Elementary which General Support 13 School Education Building programs are operated

Program Position #129 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range 13th & Green An A building in Supplemental Learning 5 to 8 20 1 Elementary School Elementary which (Less Than 80% Support School General but More Than Building Education 20%) programs are operated

Program Position #130 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range 13th & Green An A building in Supplemental Learning 7 to 10 20 1 Elementary School Elementary which (Less Than 80% Support School General but More Than Building Education 20%) programs are operated 81

Program Position #131 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range 13th & Green An A building in Itinerant Learning 10 to 30 1 Elementary School Elementary which General Support 13 School Education Building programs are operated

Program Position #132 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range 13th & Union An A building in Supplemental Learning 5 to 8 20 1 Elementary School Elementary which (Less Than 80% Support School General but More Than Building Education 20%) programs are operated

Program Position #133 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range 13th & Union An A building in Supplemental Learning 7 to 10 20 1 Elementary School Elementary which (Less Than 80% Support School General but More Than Building Education 20%) programs are operated

Program Position #134 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range 13th & Union An A building in Supplemental Learning 9 to 12 20 1 Elementary School Elementary which (Less Than 80% Support School General but More Than Building Education 20%) programs are operated

Program Position #135 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range 82

13th & Union An A building in Itinerant Learning 10 to 30 1 Elementary School Elementary which General Support 13 School Education Building programs are operated

Program Position #136 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range 16th & Haak An A building in Supplemental Learning 5 to 8 20 1 Elementary School Elementary which (Less Than 80% Support School General but More Than Building Education 20%) programs are operated

Program Position #137 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range 16th & Haak An A building in Supplemental Learning 7 to 10 20 1 Elementary School Elementary which (Less Than 80% Support School General but More Than Building Education 20%) programs are operated

Program Position #138 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range 16th & Haak An A building in Itinerant Lear ning 10 to 30 1 Elementary School Elementary which General Support 13 School Education Building programs are operated

Program Position #139 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Amanda Stout An A building in Supplemental Learning 5 to 8 20 1 Elementary School Elementary which (Less Than 80% Support School General but More Than Building Education 20%) programs are operated

Program Position #140 83

Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Amanda Stout An A building in Supplemental Learning 7 to 10 20 1 Elementary School Elementary which (Less Than 80% Support School General but More Than Building Education 20%) programs are operated

Program Position #141 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Amanda Stout An A building in Supplemental Learning 8 to 11 20 1 Elementary School Elementary which (Less Than 80% Support School General but More Than Building Education 20%) programs are operated

Program Position #142 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Amanda Stout An A building in Itinerant Learning 8 to 11 30 1 Elementary School Elementary which General Support School Education Building programs are operated

Program Position #143 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Amand a Stout An A building in Itinerant Learning 10 to 30 1 Elementary School Elementary which General Support 13 School Education Building programs are operated

Program Position #144 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Glenside An A building in Supplemental Learning 5 to 8 20 1 Elementary School Elementary which (Less Than 80% Support School General but More Than 84

Building Education 20%) programs are operated

Program Position #145 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Glenside An A building in Supplemental Learning 7 to 10 20 1 Elementary School Elementary which (Less Than 80% Support School General but More Than Building Education 20%) programs are operated

Program Position #146 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Glenside Elementary An A building in Itinerant Learning 10 to 30 1 School Elementary which General Support 13 School Education Building programs are operated

Program Position #147 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Lauer's Park An A building in Itinerant Learning 5 to 8 30 1 Elementary School Elementary which General Support School Education Building programs are operated

Program Position #148 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Lauer's Park An A building in Supplemental Learning 7 to 10 20 1 Elementary School Elementary which (Less Than 80% Support School General but More Than Building Education 20%) programs are operated

Program Position #149 Operator: School District PROGRAM SEGMENTS 85

Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Lauer's Park An A building in Supplemental Learning 9 to 12 20 1 Elementary School Elementary which (Less Than 80% Support School General but More Than Building Education 20%) programs are operated

Program Position #150 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Lauer's Park An A building in Itinerant Learning 10 to 30 1 Elementary School Elementary which General Support 13 School Education Building programs are operated

Program Position #151 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Millmont An A building in Full -Time Learning 5 to 7 12 1 Elementary School Elementary which General Special Support School Education Education Building programs are Class operated

Program Position #152 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Millmont An A building in Suppl emental Learning 5 to 8 20 1 Elementary School Elementary which (Less Than 80% Support School General but More Than Building Education 20%) programs are operated

Program Position #153 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Millmont An A building in Itinerant Learning 7 to 10 30 1 Elementary School Elementary which General Support School Education Building programs are operated 86

Program Position #154 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Millmont An A building in Supplemental Learning 8 to 11 20 1 Elementary School Elementary which (Less Than 80% Support School General but More Than Building Education 20%) programs are operated

Program Position #155 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Millmont An A building in Itinerant Learning 9 to 12 30 1 Elementary School Elementary which General Support School Education Building programs are operated

Program Position #156 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Millmont An A building in Itinerant Learning 10 to 30 1 Elementary School Elementary which General Support 13 School Education Building programs are operated

Program Position #157 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Millmont An A building in Supplemental Learning 10 to 20 1 Elementary School Elementary which (Less Than 80% Support 13 School General but More Than Building Education 20%) programs are operated

Program Position #158 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range 87

Northwest An A building in Supplemental Learning 5 to 8 20 1 Elementary School Elementary which (Less Than 80% Support School General but More Than Building Education 20%) programs are operated

Program Position #159 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Northwest An A building in Supplement al Learning 7 to 10 20 1 Elementary School Elementary which (Less Than 80% Support School General but More Than Building Education 20%) programs are operated

Program Position #160 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Northwest An A building in Itinerant Learning 10 to 30 1 Elementary School Elementary which General Support 13 School Education Building programs are operated

Program Position #161 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Riverside An A building in Supplemental Learning 5 to 8 20 1 Elementary School Elementary which (Less Than 80% Support School General but More Than Building Education 20%) programs are operated

Program Position #162 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Riverside An A building in Itinerant Learning 5 to 8 30 1 Elementary School Elementary which General Support School Education Building programs are operated

Program Position #163 88

Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Riverside An A building in Supplemental Learning 7 to 10 20 1 Elementary School Elementary which (Less Than 80% Support School General but More Than Building Education 20%) programs are operated

Program Position #164 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Riverside An A building in Supplemental Learning 9 to 12 20 1 Elementary School Elementary which (Less Than 80% Support School General but More Than Building Education 20%) programs are operated

Program Position #165 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Riverside An A building in Itinerant Learning 10 to 30 1 Elementary School Elementary which General Support 13 School Education Building programs are operated

Program Position #166 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Tyson -Schoener An A building in Itine rant Learning 10 to 30 1 Elementary School Elementary which General Support 13 School Education Building programs are operated

Program Position #167 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Reading Senior A Senior A building in Supplemental Learning 17 to 10 1 High School High which General (Less Than 80% Support 20 School Education but More Than 89

Building programs are 20%) operated

Program Position #168 Operator: Intermediate Unit PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Reading Senior A Senior A building in Supplemental Deaf and 14 to 15 1 High School High which (Less Than 80% Hearing 18 School General but More Than Impaired Building Education 20%) Support programs are operated

Program Position #169 Operator: Intermediate Unit PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Reading A Senior A building in Supp lemental Deaf and 13 to 15 1 Intermediate High High which (Less Than 80% Hearing 17 School School General but More Than Impaired Building Education 20%) Support programs are operated

Program Position #170 Operator: Intermediate Unit PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Northwest An A building in Supplemental Deaf and 9 to 15 1 Elementary School Elementary which (Less Than Hearing 12 School General 80% but More Impaired Building Education Than 20%) Support programs are operated

Program Position #171 Operator: Intermediate Unit PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range District - Wide An A building in Itinerant Deaf and 8 to 11 10 1 Elementary which General Hearing School Education Impaired Building programs are Support operated

Program Position #172 - Proposed Program Operator: Outside Contractor for the School District PROPOSED PROGRAM INFORMATION 90

Type: ClassandPosition Implementation Date: August 26, 2013 Average square feet in regular classrooms: 336 sq. ft. Square footage of this classroom: 500 sq. ft. (20 feet long x 25 feet wide) Explain any unchecked boxes for facilities questions: The square footage is an estimate at the date of plan submission, 5/31/13. PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Paramount A A special Full -Time Emotional 15 to 12 1 Academy Junior/Senior education Special Support 19 High School Center in Education Building which no Class general education programs are operated

Program Position #173 - Proposed Program Operator: Outside Contractor for the School District PROPOSED PROGRAM INFORMATION Type: ClassandPosition Implementation Date: August 26, 2013 Average square feet in regular classrooms: 336 sq. ft. Square footage of this classroom: 500 sq. ft. (20 feet long x 25 feet wide) Explain any unchecked boxes for facilities questions: The square footage is an estimate at the date of plan submission, 5/31/13. PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Paramount A A special Full -Time Emotional 15 to 12 1 Academy Junior/Senior education Special Support 19 High School Center in Education Building which no Class general education programs are operated

Program Position #174 - Proposed Program Operator: Outside Contractor for the School District PROPOSED PROGRAM INFORMATION Type: ClassandPosition Implementation Date: August 26, 2013 Average square feet in regular classrooms: 336 sq. ft. Square footage of this classroom: 500 sq. ft. (20 feet long x 25 feet wide) Explain any unchecked boxes for facilities questions: The square footage is an estimate at the date of plan submission, 5/31/13. PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Paramount A A special Full -Time Emotional 16 to 12 1 91

Academy Junior/Senior education Special Support 20 High School Center in Education Building which no Class general education programs are operated

Program Position #175 - Proposed Program Operator: Outside Contractor for the School District PROPOSED PROGRAM INFORMATION Type: ClassandPosition Implementation Date: August 26, 2013 Average square feet in regular classrooms: 336 sq. ft. Square footage of this classroom: 500 sq. ft. (20 feet long x 25 feet wide) Explain any unchecked boxes for facilities questions: The square footage is an estimate at the date of plan submission, 5/31/13. PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Paramount A A special Full -Time Emotional 16 to 12 1 Academy Junior/Senior education Special Support 20 High School Center in Education Building which no Class general education programs are operated

Program Position #176 - Proposed Program Operator: Outside Contractor for the School District PROPOSED PROGRAM INFORMATION Type: ClassandPosition Implementation Date: August 26, 2013 Average square feet in regular classrooms: 336 sq. ft. Square footage of this classroom: 500 sq. ft. (20 feet long x 25 feet wide) Explain any unchecked boxes for facilities questions: The square footage is an estimate at the date of plan submission, 5/31/13. PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Paramount A A special Full -Time Emotional 13 to 12 1 Academy Junior/Senior education Special Support 16 High School Center in Education Building which no Class general education programs are operated

Program Position #177 - Proposed Program Operator: Outside Contractor for the School District PROPOSED PROGRAM INFORMATION 92

Type: ClassandPosition Implementation Date: August 26, 2013 Average square feet in regular classrooms: 336 sq. ft. Square footage of this classroom: 500 sq. ft. (20 feet long x 25 feet wide) Explain any unchecked boxes for facilities questions: The square footage is an estimate at the date of plan submission, 5/31/13. PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Paramount A A special Full -Time Emotional 12 to 12 1 Academy Junior/Senior education Special Support 15 High School Center in Education Building which no Class general education programs are operated

Program Position #178 - Proposed Program Operator: Outside Contractor for the School District PROPOSED PROGRAM INFORMATION Type: ClassandPosition Implementation Date: August 26, 2013 Average square feet in regular classrooms: 336 sq. ft. Square footage of this classroom: 500 sq. ft. (20 feet long x 25 feet wide) Explain any unchecked boxes for facilities questions: The square footage is an estimate at the date of plan submission, 5/31/13. PROGRAM SEGMENTS Location/Building Grade Building Support Service Age Caseload FTE Type Type Range Paramount A A special Full -Time Emotional 10 to 12 1 Academy Junior/Senior education Special Support 14 High School Center in Education Building which no Class general education programs are operated

Program Position #179 Operator: School District PROGRAM SEGMENTS Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Tyson -Sch oener An A building in Full -Time Autistic 10 to 8 1 Elementary School Elementary which General Special Support 12 School Education Education Building programs are Class operated

Program Position #180 Operator: School District PROGRAM SEGMENTS 93

Location/Building Grade Building Type Support Service Age Caseload FTE Type Range Riverside An A building in Full -Time Autistic 9 to 11 8 1 Elementary Elementary which General Special Support School Education Education Building programs are Class operated

Special Education Support Services Support Service Location Teacher FTE Executive Director of Special Education District Wide 1 Special Education Clerk ROCC 5 Paraprofessional District Wide 150 School Psychologist District Wide 12 Speech Language Therapist District wide 7 Behavior Specialist District wide 1 Vision Teacher District wide 1 Special Education Clerk - Psychology Dept. ROCC 2 Department Chair Reading Senior High School 1 Department Chair Reading Intermediate High School 1 Department Chair Reading Middle Schools 2 Special Education Supervisors District - Wide 3 Translator/Interpreter District-wide 2

Special Education Contracted Services Special Education Contracted Services Operator Amt of Time per Week Deaf/Hard of Hearing Interpreters Intermediate Unit 5 Days Audiology Services Intermediate Unit 20 Minutes Early Intervention Intermediate Unit 5 Days Orientation & Mobility Intermediate Unit 20 Minutes Transportation Intermediate Unit 5 Days Occupational Therapy Outside Contractor 5 Days Physical Therapy Outside Contractor 5 Days Speech Therapy Outside Contractor 5 Days Nursing Outside Contractor 5 Days Hearing Therapy Intermediate Unit 5 Days

Needs Assessment

Record School Patterns

Question: After reviewing school level accomplishments and systemic challenges, what patterns can you identify among your schools?

What other information do you still need to assess?

Answer: Observable patterns indicate that the Reading School District has not met the graduation rate and reached targeted academic performance goals. Fewer meaures were reached in Reading than Mathematics.Information that was accessed for school level accomplishments and systematic challenges were PSSA scores, District level AYP-NCLB report card, PVAAS, formative and summative assessments, and MILE. The Reading School District has utilized the OnHands data tracking system. As new data sources are utilized in the district, OnHands incorporates the new data into our comprehensive system.

District Accomplishments

Accomplishment #1: Academic Performance:

Grades 3 -5 White non Hispanic met the math goal (Growth Model)

ELL - met the math and reading goals (Safe Harbor)

Grades 6-8 White non-Hispanic met the math goal (Growth Model)

Multi-racial/ethnic met the math goal (Growth Model)

Grades 9-12 White non-Hispanic met the math goal (Safe Harbor)

Black/African American non-Hispanic met the math goal (Safe Harbor)

Accomplishment #2: 2011-2012 PSSA District results:

The Reading School District met the measure for attendance with an increase from 93.83% to 94.11%

Accomplishment #3: The graduation rate increased from 56.45% to 61.01%

White non-Hispanic target group increased from 61.78% to 66.90%

Black/African American non-Hispanic target group increased from 60.09% to 70.66%

Latino/Hispanic target group increased from 54.72% to 58.03%

Accomplishment #4: Every school in the district met the Test Participation 95% goal

District Concerns

Concern #1: The overall performance of the Reading School District for 2011-2012 is an AYP status of Correction Action 2 - year 6.

Performance data concerns that were listed in the Strategic Plan findings are: Student achievement is mixed and inconsistent by school, by sub-group and by subject. Based on the statewide PSSA tests taken by students in grades 2-8 and 11, year-to-year student achievement has improved only marginally in recent years but still lags behind the state average by a significant margin.

Prioritized Systemic Challenges

Systemic Challenge #1 (System #1) Establish a district system that fully ensures consistent implementation of standards aligned curricula across all schools for all students. Aligned Concerns: The overall performance of the Reading School District for 2011-2012 is an AYP status of Correction Action 2 - year 6. Performance data concerns that were listed in the Strategic Plan findings are: Student achievement is mixed and inconsistent by school, by sub-group and by subject. Based on the statewide PSSA tests taken by students in grades 2-8 and 11, year-to-year student achievement has improved only marginally in recent years but still lags behind the state average by a significant margin.

Systemic Challenge #2 (System #13) Establish a system that fully ensures the district's resources effectively address instructional priorities aligned with the district's vision and mission and fully ensures that the expenditure and accounting of funds meets all legal and ethical requirements within the parameters of generally accepted accounting practices. Aligned Concerns: The overall performance of the Reading School District for 2011-2012 is an AYP status of Correction Action 2 - year 6. Performance data concerns that were listed in the Strategic Plan findings are: Student achievement is mixed and inconsistent by school, by sub-group and by subject. Based on the statewide PSSA tests taken by students in grades 2-8 and 11, year-to-year student achievement has improved only marginally in recent years but still lags behind the state average by a significant margin.

Systemic Challenge #3 (System #2) Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school. Aligned Concerns: The overall performance of the Reading School District for 2011-2012 is an AYP status of Correction Action 2 - year 6. Performance data concerns that were listed in the Strategic Plan findings are: Student achievement is mixed and inconsistent by school, by sub-group and by subject. Based on the statewide PSSA tests taken by students in grades 2-8 and 11, year-to-year student achievement has improved only marginally in recent years but still lags behind the state average by a significant margin. 97

Systemic Challenge #4 (System #6) Establish a district system that fully ensures specially designed instruction is provided to meet the unique learning needs of children with disabilities at no cost to a parent. Aligned Concerns: The overall performance of the Reading School District for 2011-2012 is an AYP status of Correction Action 2 - year 6. Performance data concerns that were listed in the Strategic Plan findings are: Student achievement is mixed and inconsistent by school, by sub-group and by subject. Based on the statewide PSSA tests taken by students in grades 2-8 and 11, year-to-year student achievement has improved only marginally in recent years but still lags behind the state average by a significant margin.

Systemic Challenge #5 (System #4) Establish a district system that fully ensures high quality curricular assets (e.g. model curricula, learning progressions, units, lesson plans, and content resources) aligned with state standards and fully accessible to teachers and students. Aligned Concerns: The overall performance of the Reading School District for 2011-2012 is an AYP status of Correction Action 2 - year 6. Performance data concerns that were listed in the Strategic Plan findings are: Student achievement is mixed and inconsistent by school, by sub-group and by subject. Based on the statewide PSSA tests taken by students in grades 2-8 and 11, year-to-year student achievement has improved only marginally in recent years but still lags behind the state average by a significant margin.

Systemic Challenge #6 (System #3) Establish a district system that fully ensures staff members in every school use standards aligned assessments to monitor student achievement and adjust instructional practices. Aligned Concerns: The overall performance of the Reading School District for 2011-2012 is an AYP status of Correction Action 2 - year 6. Performance data concerns that were listed in the Strategic Plan findings are: Student achievement is mixed and inconsistent by school, by sub-group and by subject. Based on the statewide PSSA tests taken by students in grades 2-8 and 11, year-to-year student 98

achievement has improved only marginally in recent years but still lags behind the state average by a significant margin.

Systemic Challenge #7 (System #7) Establish a district system that fully ensures students who are academically at risk are identified early and are supported by a process that provides interventions based upon student needs and includes procedures for monitoring effectiveness. Aligned Concerns: The overall performance of the Reading School District for 2011-2012 is an AYP status of Correction Action 2 - year 6. Performance data concerns that were listed in the Strategic Plan findings are: Student achievement is mixed and inconsistent by school, by sub-group and by subject. Based on the statewide PSSA tests taken by students in grades 2-8 and 11, year-to-year student achievement has improved only marginally in recent years but still lags behind the state average by a significant margin.

Systemic Challenge #8 (System #8) Establish a district system that fully ensures the establishment of a policy that delineates expectations for student attendance, outlines consequences for students who do not comply with the policy and defines expectations for record keeping and monitoring of student attendance by professional staff members. Systemic Challenge #9 (System #5) Establish a district system that fully ensures barriers to student learning are addressed in order to increase student achievement and graduation rates. Aligned Concerns: The overall performance of the Reading School District for 2011-2012 is an AYP status of Correction Action 2 - year 6. Performance data concerns that were listed in the Strategic Plan findings are: Student achievement is mixed and inconsistent by school, by sub-group and by subject. Based on the statewide PSSA tests taken by students in grades 2-8 and 11, year-to-year student achievement has improved only marginally in recent years but still lags behind the state average by a significant margin.

Systemic Challenge #10 (System #10) Establish a district system that fully ensures professional development is focused, comprehensive and implemented with fidelity. Systemic Challenge #11 (System #12) Establish a district system that fully ensures classrooms are staffed with highly qualified teachers. 99

Aligned Concerns: The overall performance of the Reading School District for 2011-2012 is an AYP status of Correction Action 2 - year 6. Performance data concerns that were listed in the Strategic Plan findings are: Student achievement is mixed and inconsistent by school, by sub-group and by subject. Based on the statewide PSSA tests taken by students in grades 2-8 and 11, year-to-year student achievement has improved only marginally in recent years but still lags behind the state average by a significant margin.

Systemic Challenge #12 (System #9) Establish a district system that fully ensures each member of the district community promotes, enhances and sustains a shared vision of positive school climate and ensures family and community support of student participation in the learning process. 100

District Level Plan

Action Plans

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

Related Challenges:

• Establish a district system that fully ensures high quality curricular assets (e.g. model curricula, learning progressions, units, lesson plans, and content resources) aligned with state standards and fully accessible to teachers and students.

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

• Establish a district system that fully ensures specially designed instruction is provided to meet the unique learning needs of children with disabilities at no cost to a parent.

• Establish a system that fully ensures the district's resources effectively address instructional priorities aligned with the district's vision and mission and fully ensures that the expenditure and accounting of funds meets all legal and ethical requirements within the parameters of generally accepted accounting practices.

Indicators of Effectiveness:

Type: Summative

Data Source: PSSA

Specific Targets: Based on our Strategic Plan #2 Essential - Implement On- Standard Instruction:

There will be a 5% increase on District PSSA data based on a comparison of 2013 to 2014 year end data.

Guarantee each student access to standard-based instruction & interventions

101

Type: Summative

Data Source: Keystone Data

Specific Targets: There will be a 5% increase on District Keystone data based on a comparison of 2013 to 2014 year end data.

Type: Formative

Data Source: Acuity

Specific Targets: There will be a 5% increase on District Acuity data based on a comparison of 2013 to 2014 year end data.

Strategies:

Align Curriculum with PA Common Core

Description:

The PA Common Core Standards provide a consistent, clear understanding of what students are expected to learn so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. Administrators and teachers will utilize the SAS website to align curriculum to the PA Common Core Standards to ensure that our students will be fully prepared for the future and that our community will be best positioned to compete successfully in the global economy.

SAS Alignment: Standards, Assessment, Curriculum Framework, Instruction, Materials & Resources

Curriculum Mapping

Description:

Follow up curriculum audits and data. Form K-12 Curriculum Mapping teams that will be provided professional development regarding 102

Curriculum Mapping strategies and current academic standards in the state.

http://www.curriculummapping101.com/materials/curriculum-mapping- research

Udelhofen (2005) states "…the concept of curriculum mapping originated in the 1980s with the work of Fenwick English…" (xviii). Dr. Jacobs embraced and enhanced the earlier work by adding a variety of teacher- driven curriculum maps, horizontal and vertical alignments, cyclic reviews, and professional curricular dialogue. Jacobs (2004) states, "…curriculum maps have the potential to become the hub for making decisions about teaching and learning. Focusing the barrage of initiatives and demands on schools into a central database that can be accessed from anywhere through the Internet can provide relief … Mapping becomes an integrating force to address not only curriculum issues, but also programmatic ones." (p.126).

SAS Alignment: None selected

Action Steps:

Curriculum Review

Description:

A comprehensive review of the district curriculum along with the findings of the review will drive the development and implementation of curriculum.

Start Date: 4/8/2013 End Date: 6/30/2015

Program Area(s):

Supported Strategies:

• Align Curriculum with PA Common Core

Analyze Data and Curriculum Needs

Description: 103

The district will review state level data provided for each schools' performance profile report and compare with curriculum reviews to determine the needs of the district.

Start Date: 8/5/2013 End Date: 4/1/2014

Program Area(s):

Supported Strategies:

• Align Curriculum with PA Common Core

District-Wide Curriculum Writing

Description:

The Reading School District will develop curriculum aligned to the PA Common Core Standards. The resulting curriculum maps will serve as evidence of implementation.

Start Date: 11/4/2013 End Date: 6/12/2015

Program Area(s):

Supported Strategies:

• Align Curriculum with PA Common Core

Standards-Aligned Lesson Planning

Description:

Grade level teachers will collaborate on lesson planning and instructional strategies from the Standards Aligned System. These plans will also be aligned to the Reading School District curriculum. These plans will correlate with the Curriculum Mapping strategies.

Curriculum mapping is a process for recording what content and skills are actually taught in a classroom, school, or district during a longer period of time. The data provide an overview, rather than a daily classroom perspective, of what is actually happening over the course of the school year (Jacobs, 1997a). Curriculum mapping can serve as both an instrument 104

and a procedure for determining what the curriculum is and monitoring the planned. (O'Malley, 1982).

Start Date: 8/27/2012 End Date: 6/9/2015

Program Area(s):

Supported Strategies:

• Align Curriculum with PA Common Core

Develop a District Level Plan

Description:

A district level plan of action will be developed in respose to internal and external findings. These will include Common Core Standards to ensure that our students are career and college ready. Additionally, students will be introduced to a variety of potential careers.

Start Date: 9/1/2013 End Date: 4/1/2014

Program Area(s):

Supported Strategies:

• Align Curriculum with PA Common Core • Curriculum Mapping

Curriculum Maps - District-wide

Description:

The resulting curriculum maps will serve as evidence of implementation.

Start Date: 11/4/2013 End Date: 8/7/2015

Program Area(s):

Supported Strategies:

• Curriculum Mapping 105

Professional Development for Utilizing Curriculum Maps

Description:

Teachers will be provided professional development on the best practices of utilizing curriculum maps.

Start Date: 6/23/2014 End Date: 8/22/2014

Program Area(s):

Supported Strategies:

• Curriculum Mapping

Delivering the Professional Development

Description:

Administrators of the Reading School District will be trained to deliver the use of Curriculum Maps, designing lesson plans based on the Curriculum Maps and monitoring the implementation of these items.

Start Date: 5/13/2014 End Date: 5/30/2014

Program Area(s):

Supported Strategies:

• Align Curriculum with PA Common Core • Curriculum Mapping

Develop a systemic way of addressing mental health issues

Description:

Every school will implement a SAP program to ensure students' needs and at-risk elements are being met.

Start Date: 1/31/2014 End Date: 6/30/2014 106

Program Area(s): Professional Education, Student Services

Supported Strategies: None selected

Goal #2 : Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school.

Related Challenges:

• Establish a district system that fully ensures staff members in every school use standards aligned assessments to monitor student achievement and adjust instructional practices. • Establish a district system that fully ensures barriers to student learning are addressed in order to increase student achievement and graduation rates. • Establish a district system that fully ensures specially designed instruction is provided to meet the unique learning needs of children with disabilities at no cost to a parent. Indicators of Effectiveness:

Type: Formative

Data Source: Acuity, Walkthrough data

Specific Targets: 2012-2013 was the initial year for Acuity assessment in the Reading School District. When the baseline data is obtained the target is to increase grade level and building base performance by 5% each year until we reach proficiency.

Strategies:

Differentiation of Instruction

Description:

Develop lessons through our curriculum writing to personalize instruction to meet the needs of diverse learners (inluding English Language Learners and Special Education Students). Differentiated instruction and assessment is a framework for effective teaching and instructional practice that will be implemented across all classrooms because it provides students with different avenues for acquiring content by developing lessons that address the needs of individual students, allowing each student to learn, regardless of differences in ability. 107

SAS Alignment: Standards, Assessment, Curriculum Framework, Instruction, Materials & Resources

Professional Learning Communities

Description:

Dr. Rick DuFour defines a professional learning community (PLC) as “a group of people working interdependently toward the same goal.” Interdependence is an essential element because it:

• Provides equal access (equity, or universal access) to quality teaching by strengthening each teacher’s practice through collaboration, coaching, and shared planning • Ends teacher isolation (thus reducing burnout) • Helps teachers work smarter by sharing the tasks of analyzing data, creating common assessment tools, and devising other strategies for both students who struggle and those who need more challenge • Enables teachers on grade-level (interdisciplinary) teams to devise lessons that teach reading and writing across the curriculum • Provides teacher professional growth and job satisfaction through intellectual renewal, new learning, and cultivating leadership • Reading School District's PLCs will be used to connect data analysis to school improvement and improve student learning • PLC's will meet monthly to review student progress relative to the curriculum maps and assessment data collected

SAS Alignment: Standards, Assessment, Curriculum Framework, Instruction, Materials & Resources, Safe and Supportive Schools

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

Description:

Reading School District will use summative, formative, benchmark and diagnostic assessments to ensure the consistent implementation of standards aligned curricula across all students. The district will establish the following data teams: a) district, b) building, and c) grade level/content area data teams which will analyze the strengths and weaknesses of student learning. This assessment data will be housed in the data warehouse which will include recent assessment information and standards aligned lesson plans. Additionally, the teacher effectiveness system which incorporates the DANIELSON MODEL FOR TEACHING will be implemented along with tracking student growth measures over time 108

(e.g. PVASS). Lastly, the district will monitor attendance and discipline rates of students which may impact on academic performance.

SAS Alignment: Standards, Assessment, Curriculum Framework, Instruction

Administrative Classroom Walkthroughs

Description:

"Classroom walkthroughs represent an important method for instructional leaders to acquire more frequent profiles of what is taking place in the arenas of teaching, learning and assessment in their respective school.s" (Kachur, et.al 2010). The Reading School District will continue to refine its existing walkthrough protocols through ongoing professional development and collegial conversations among administrators. Walkthrough schedules and the resulting teacher feedback will be collected as evidence of implementation.

SAS Alignment: Standards, Assessment, Curriculum Framework, Instruction, Materials & Resources

Non-Negotiable Instructional Practices

Description:

The Reading School District leadership team identified the proven instructional best practices to be implemented in all classrooms district- wide. Teachers will receive professional development in these non- negotiable practices. The practices include: posting of lesson objectives / essential questions, homework, and an agenda.

This is a shared agreement that was developed at the District's Leadership Academy in August 2013.

SAS Alignment: Standards, Assessment, Curriculum Framework, Instruction, Materials & Resources

Action Steps: 109

School-based Classroom Walkthroughs

Description:

"Classroom walkthroughs represent an important method for instructional leaders to acquire more frequent profiles of what is taking place in the arenas of teaching, learning, and assessment in their respective schools." (Kachur, et.al., 2010) The Reading School District will continue to refine its existing walkthrough protocols through ongoing professional development and collegial conversations among administrators. Walkthrough schedules and the resulting teacher feedback will be collected as evidence of implementation.

Start Date: 8/27/2013 End Date: 6/13/2014

Program Area(s):

Supported Strategies:

• Administrative Classroom Walkthroughs

Non-Negotiable Instructional Practices Implementation

Description:

The Reading School District will identify the proven instructional best practices that will be implemented in all classrooms district-wide. Teachers will receive professional development in these non-negotiable practices. The agendas, handouts and attendance sheets will serve as evidence of implementation. Use data from classroom walkthroughs will be collected and analyzed to determine the extent to which non-negotiable instructional practices are implemented throughout the district.

Start Date: 8/20/2012 End Date: 6/5/2015

Program Area(s):

Supported Strategies:

• Non-Negotiable Instructional Practices

Implementation of PLCs 110

Description:

The Reading School District will develop a Professional Learning Communities protocol to provide structure to curriculum-based planning meetings. The resulting agendas and notes will serve as evidence of implementation. The teachers in the Reading School District will develop lessons through our curriculum writing to personalize instruction to meet the needs of diverse learners, including English Language Learners and Special Needs Students. Data collected during classroom walkthroughs will serve as evidence of implementation.

Start Date: 8/20/2012 End Date: 6/7/2014

Program Area(s):

Supported Strategies:

• Professional Learning Communities

Develop Differentiated Lesson Plans

Description:

Lesson plans and data collected during classroom walkthroughs will serve as evidence of implementation. These will be specifically tailored to meet the needs of English Language Learners and Special Needs Students.

Start Date: 9/3/2012 End Date: 6/12/2015

Program Area(s):

Supported Strategies:

• Differentiation of Instruction • Administrative Classroom Walkthroughs

Develop Walkthrough Schedules

Description:

Administrators will develop a building-wide walkthrough schedule.

Start Date: 8/28/2013 End Date: 6/10/2015 111

Program Area(s):

Supported Strategies:

• Administrative Classroom Walkthroughs

Feedback from Walkthroughs

Description:

The feedback results from the walkthroughs will be collected as evidence of implementation.

Start Date: 8/27/2013 End Date: 6/13/2014

Program Area(s):

Supported Strategies:

• Administrative Classroom Walkthroughs

Professional Development of PLCS

Description:

A train-the-trainer model will be used with the Professional Learning Communities to identify the additional instructional needs of students based on student outcomes. The train the trainer model will be utilized due to the fact that some of the staff has previous knowledge of PLCs. The SAS Aligned System will be used by PLCs to identify best practices relative to student needs.

Start Date: 10/30/2013 End Date: 6/5/2015

Program Area(s): Professional Education

Supported Strategies:

• Professional Learning Communities

• Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data Warehousing 112

Goal #3 : Establish a district system that fully ensures the removal of barriers to student learning.

Related Challenges:

• Establish a district system that fully ensures barriers to student learning are addressed in order to increase student achievement and graduation rates. • Establish a district system that fully ensures students who are academically at risk are identified early and are supported by a process that provides interventions based upon student needs and includes procedures for monitoring effectiveness. • Establish a district system that fully ensures the establishment of a policy that delineates expectations for student attendance, outlines consequences for students who do not comply with the policy and defines expectations for record keeping and monitoring of student attendance by professional staff members. Indicators of Effectiveness:

Type: Summative

Data Source: PSSA;Keystone Exams; WIDA ACCESS; List of community partnerships

Specific Targets: Increase graduation rate for Hispanic population; Increase percantage of students scoring proficient or advanced on state exams; Increase the number of community partnerships

Strategies:

Dropout Prevention Expansion

Description: WWC identifies 6 dropout prevention strategies for which empirical evidence exists that indicates the strategies reduce dropout rates. (Source: http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dp_pg_090308.pdf ) The National Dropout Prevention Center/Network provides a list with resources for 15 strategies the organization claims to be “effective” and “have the most positive impact on the dropout rate.;” the Mid-Atlantic REL provides additional support for Dropout Prevention. (Sources: http://www.dropoutprevention.org/effective-strategies and 113

http://ies.ed.gov/ncee/edlabs/regions/midatlantic/pdf/REL_2011103.pdf )

SAS Alignment: Safe and Supportive Schools

Develop a consistent RtII procedure across the district

Description:

Differentiatiated instruction will be provided based on the results of the RtII team decisions. Teams will consist of teachers, administrators, counselors and health care providers.

SAS Alignment: Instruction, Materials & Resources, Safe and Supportive Schools

Action Steps:

Create professional development for RtII procedures for Turn- Around Trainings

Description:

Based upon the RtII procedure developed by the district, we will provide professional development to ensure consistent implementation.

Start Date: 1/31/2014 End Date: 3/31/2014

Program Area(s): Professional Education, Teacher Induction, Student Services

Supported Strategies:

• Develop a consistent RtII procedure across the district

Building administrators will provide professional development to school based personnel on RtIII procedures

Description:

Administrators will turn-around the training they recieved from district staff.

Start Date: 2/3/2014 End Date: 4/7/2014 114

Program Area(s): Professional Education, Student Services

Supported Strategies:

• Develop a consistent RtII procedure across the district

Develop schedules to ensure maximum participation by appropriate stakeholders

Description:

Principals or school administrators will develop RtII meeting schedules for students to be reviewed. Collaboration with appropriate stakeholders to ensure their ability to participate.

Start Date: 4/30/2014 End Date: 6/30/2014

Program Area(s):

Supported Strategies:

• Develop a consistent RtII procedure across the district

Promote a culturally-responsive climate in every school

Description:

Each school will develop a plan to ensure parents and students are welcomed and cared for.

Staff and personnel will determine ways of displaying culturally- responsive behaviors and practices.

Start Date: 8/26/2013 End Date: 6/30/2014

Program Area(s): Student Services

Supported Strategies:

• Dropout Prevention Expansion • Develop a consistent RtII procedure across the district 115

116

Appendix: Professional Development Action Step Details

#1 Establish a district system that fully ensures consistent implementation of Strategy #1: Align Curriculum with PA LEA Goals Addressed: standards aligned curricula across all Common Core schools for all students.

Start End Title Description District-Wide Curriculum The Reading School District will develop curriculum aligned to the PA Common Core 11/4/2013 6/12/2015 Writing Standards. The resulting curriculum maps will serve as evidence of implementation. Person Responsible SH S EP Provider Type App. Administrative Team 6.0 10 52 Reading School District School No Entity

Knowledge Teachers will have an understanding of vertical and horizontal alignment of K-12 Common Core Standardss

Supportive Based on SAS - Standards Aligned System (PDE). Research

For school and district Provides the knowledge and skills to think and plan strategically, ensuring that administrators, and other assessments, curriculum, instruction, staff professional education, teaching materials and educators seeking leadership interventions for struggling students are aligned to each other as well as to Pennsylvania’s 117

roles: 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.

Series of Workshops Training Format

Classroom teachers Principals / Asst. Principals Elementary - Primary (preK - grade 1) Supt / Ast Supts / CEO / Ex Elementary - Intermediate (grades 2-5) Dir Middle (grades 6-8) Participant Roles Grade Levels Related Service Personnel High (grades 9-12) Parents

Team development and Classroom observation focusing on sharing of content-area lesson factors such as planning and preparation, implementation outcomes, with knowledge of content, pedagogy and involvement of administrator and/or standards, classroom environment, peers instructional delivery and professionalism. Analysis of student work, Student PSSA data Follow-up Activities with administrator and/or peers Evaluation Methods Standardized student assessment Creating lessons to meet data other than the PSSA varied student learning styles Classroom student assessment data Joint planning period Participant survey activities Review of participant lesson plans

118

#1 Establish a district system that fully ensures consistent implementation of LEA Goals Addressed: Strategy #1: Curriculum Mapping standards aligned curricula across all schools for all students.

Start End Title Description Professional Development for Teachers will be provided professional development on the best practices of 6/23/2014 8/22/2014 Utilizing Curriculum Maps utilizing curriculum maps. Person Responsible SH S EP Provider Type App. Administrative Team 4.0 2 25 Reading School District personnel School No Entity

Knowledge Teachers will have an understanding of curriculum mapping.

Research (2004) states, "…curriculum maps have the potential to become the hub for making decisions about teaching and learning. Focusing the barrage of initiatives and demands on schools into a central database that can be accessed from anywhere through the Internet can provide relief … Mapping becomes an integrating force to address not only curriculum issues, but also programmatic ones." (p.126).

Designed to Accomplish Enhances the educator’s content knowledge in the area of the educator’s certification or assignment. For classroom teachers, school Increases the educator’s teaching skills based on research on effective practice, with counselors and education attention given to interventions for struggling students. specialists: Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision-making. 119

Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards. For school and district Provides leaders with the ability to access and use appropriate data to inform administrators, and other decision-making. educators seeking leadership Empowers leaders to create a culture of teaching and learning, with an emphasis on roles: learning. Instructs the leader in managing resources for effective results.

Department Focused Presentation Professional Learning Communities Training Format

Classroom teachers Principals / Asst. Principals Supt / Ast Supts / CEO / Ex Dir School counselors Middle (grades 6-8) New Staff High (grades 9-12) Participant Roles Grade Levels Other educational

specialists Related Service Personnel Parents

Team development and Classroom observation focusing on Follow-up Activities sharing of content-area lesson Evaluation Methods factors such as planning and preparation, implementation outcomes, with knowledge of content, pedagogy and 120

involvement of administrator and/or standards, classroom environment, peers instructional delivery and professionalism. Analysis of student work, Student PSSA data with administrator and/or peers Standardized student assessment Creating lessons to meet data other than the PSSA varied student learning styles Classroom student assessment data Peer-to-peer lesson Participant survey discussion Review of participant lesson plans Lesson modeling with mentoring Joint planning period activities

#1 Establish a district system that fully Strategy #1: Align Curriculum with PA ensures consistent implementation of LEA Goals Addressed: Common Core standards aligned curricula across all schools for all students. Strategy #2: Curriculum Mapping

Start End Title Description Administrators of the Reading School District will be trained to deliver the use of Delivering the Professional 5/13/2014 5/30/2014 Curriculum Maps, designing lesson plans based on the Curriculum Maps and Development monitoring the implementation of these items. Person Responsible SH S EP Provider Type App. Director of 4.0 2 6 Reading School District School No Professiona; Entity Development

Knowledge ?????

Supportive ????? 121

Research

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

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

educators seeking leadership academic standards. roles:

Department Focused Presentation Training Format

Principals / Asst. Principals Middle (grades 6-8) Supt / Ast Supts / CEO / Ex High (grades 9-12) Participant Roles Dir Grade Levels

Team development and sharing of content-area lesson Classroom observation focusing on implementation outcomes, with factors such as planning and preparation, involvement of administrator and/or knowledge of content, pedagogy and peers Follow-up Activities Evaluation Methods standards, classroom environment, Creating lessons to meet instructional delivery and professionalism. varied student learning styles Peer-to-peer lesson discussion Lesson modeling with 122

mentoring

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

Start End Title Description Develop a systemic way of Every school will implement a SAP program to ensure students' needs and at-risk 1/31/2014 6/30/2014 addressing mental health elements are being met. issues Person Responsible SH S EP Provider Type App. Director of Student 2.5 1 50 Director of Student Services School Yes Services Entity

Knowledge Understanding the development of a SAP Model for schools.

Supportive Providing for the needs of the whole child. Research

For school and district Empowers leaders to create a culture of teaching and learning, with an emphasis on administrators, and other learning. educators seeking leadership 123

roles: Instructs the leader in managing resources for effective results.

School Whole Group Presentation Training Format

Classroom teachers Principals / Asst. Principals Elementary - Primary (preK - grade 1) School counselors Elementary - Intermediate (grades 2-5) Other educational Middle (grades 6-8) Participant Roles Grade Levels specialists High (grades 9-12) Related Service Personnel

Peer-to-peer lesson Participant survey discussion Follow-up Activities Evaluation Methods

#1 Establish a district system that fully ensures the consistent implementation of Strategy #1: Administrative Classroom LEA Goals Addressed: effective instructional practices across all Walkthroughs classrooms in each school.

Start End Title Description "Classroom walkthroughs represent an important method for instructional leaders to acquire more frequent profiles of what is taking place in the arenas of teaching, School-based Classroom 8/27/2013 6/13/2014 learning, and assessment in their respective schools." (Kachur, et.al., 2010) The Walkthroughs Reading School District will continue to refine its existing walkthrough protocols through ongoing professional development and collegial conversations among 124

administrators. Walkthrough schedules and the resulting teacher feedback will be collected as evidence of implementation.

Person Responsible SH S EP Provider Type App. Central Office 3.0 3 23 Berks County Intermediate Unit and Reading School IU Yes Administrative Team District Staff

Participants will continue to gain knowledge regarding the purpose and effective implementation of classroom Knowledge walkthroughs. They will also continue to refine the district's walkthrough templates for collecting data and delivering teacher feedback.

Cervone and Martinez-Miller (2007) describe classroom walkthroughs as a tool to "drive a cycle of continuous improvement by focusing on the effects of instruction." Ginsberg and Murphy (2002) discuss some specific benefits: 1. Administrators become more familiar with the school's curriculum and teachers' instructional Supportive practices; 2. Administrators can gauge the climate of a school; 3. A team atmosphere develops as teachers Research and administrators examine instruction and student motivations and achievement; 4. Administrators establish themselves as campus leaders and instructional mentors; and 5. Students see that both administrators and teachers value instruction and learning. (Protheroe, 2009)

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

educators seeking leadership learning. roles:

125

Series of Workshops Professional Learning Communities Training Format

Principals / Asst. Principals Elementary - Primary (preK - grade 1) Supt / Ast Supts / CEO / Ex Elementary - Intermediate (grades 2-5) Dir Middle (grades 6-8) Participant Roles Other educational Grade Levels High (grades 9-12) specialists

Team development and Classroom observation focusing on sharing of content-area lesson factors such as planning and preparation, implementation outcomes, with knowledge of content, pedagogy and involvement of administrator and/or standards, classroom environment, peers instructional delivery and professionalism. Follow-up Activities Evaluation Methods Discussion and refinement Participant survey of the walkthrough initial Review of written reports implementation phase. summarizing instructional activity

#1 Establish a district system that fully Strategy #1: Develop a consistent RtII LEA Goals Addressed: ensures the removal of barriers to student procedure across the district learning.

Start End Title Description Create professional development for RtII Based upon the RtII procedure developed by the district, we will provide 1/31/2014 3/31/2014 procedures for Turn-Around professional development to ensure consistent implementation. Trainings Person Responsible SH S EP Provider Type App. 126

Director of Student 2.5 1 40 Reading School District Administration School Yes Services Entity

Knowledge Sufficient knowledge of differentiation in order to help student meet their goals.

Supportive RtII Model Research

Designed to Accomplish Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students. For classroom teachers, school Provides educators with a variety of classroom-based assessment skills and the skills counselors and education needed to analyze and use data in instructional decision-making. specialists: Empowers educators to work effectively with parents and community partners.

Department Focused Presentation Training Format

Elementary - Primary (preK - grade 1) Participant Roles Principals / Asst. Principals Grade Levels Elementary - Intermediate (grades 2-5) 127

Middle (grades 6-8) High (grades 9-12)

Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or Participant survey Follow-up Activities peers Evaluation Methods

Train school personnel on procedures for effective RtII Model.

#1 Establish a district system that fully Strategy #1: Develop a consistent RtII LEA Goals Addressed: ensures the removal of barriers to student procedure across the district learning.

Start End Title Description Building administrators will provide professional 2/3/2014 4/7/2014 Administrators will turn-around the training they recieved from district staff. development to school based personnel on RtIII procedures Person Responsible SH S EP Provider Type App. Director of Student 2.5 1 40 Building Administrators School Yes Services Entity

Knowledge Ability to provide differentiation for identified students.

Supportive Differentiation of instruction ; RtII Model Research 128

School Whole Group Presentation Training Format

Classroom teachers Elementary - Primary (preK - grade 1) School counselors Elementary - Intermediate (grades 2-5) Paraprofessional Middle (grades 6-8) Participant Roles Grade Levels Related Service Personnel High (grades 9-12)

Team development and Classroom observation focusing on Follow-up Activities Evaluation Methods sharing of content-area lesson factors such as planning and preparation, 129

implementation outcomes, with knowledge of content, pedagogy and involvement of administrator and/or standards, classroom environment, peers instructional delivery and professionalism. Analysis of student work, Student PSSA data with administrator and/or peers Standardized student assessment Creating lessons to meet data other than the PSSA varied student learning styles Classroom student assessment data Peer-to-peer lesson Participant survey discussion

Joint planning period activities

#1 Establish a district system that fully Strategy #1: Dropout Prevention Expansion LEA Goals Addressed: ensures the removal of barriers to student Strategy #2: Develop a consistent RtII learning. procedure across the district

Start End Title Description Each school will develop a plan to ensure parents and students are welcomed and Promote a culturally- cared for. 8/26/2013 6/30/2014 responsive climate in every school Staff and personnel will determine ways of displaying culturally- responsive behaviors and practices. Person Responsible SH S EP Provider Type App. Building Principal 2.5 1 40 Building Administrators School No Entity

"Teaching with Poverty in Mind", by Eric Jensen was used to promote an understanding of cultural Knowledge responsiveness in the classroom.

130

Supportive Brain-based research on students in poverty. Research

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

School Whole Group Presentation Training Format

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

Paraprofessional 131

Classified Personnel New Staff Other educational specialists Related Service Personnel Parents

Team development and sharing of content-area lesson Classroom observation focusing on implementation outcomes, with factors such as planning and preparation, involvement of administrator and/or knowledge of content, pedagogy and peers standards, classroom environment, Follow-up Activities Peer-to-peer lesson Evaluation Methods instructional delivery and professionalism. discussion Participant survey Journaling and reflecting

132

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 Action Steps focus on the learning needs of each staff member to enable all staff members meet or exceed the Pennsylvania academic standards in each of the core subject areas.

Affirmed by Pierre Cooper on 6/28/2013 Board President

Affirmed by Carlinda Purcell on 2/28/2013 Chief School Administrator

133

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.

Affirmed by Robert Heebner on 3/5/2013 Board President

Affirmed by Carlinda Purcell on 2/28/2013 134

Chief School Administrator