- d3jc3ahdjad7x7.cloudfront.net · Web viewScranton SD . District Level Plan. 07/01/2017 - 06/30/2020. District Profile. Demographics. 425 N Washington Ave. Scranton,

Scranton SD

District Level Plan

07/01/2017 - 06/30/2020

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District Profile

Demographics

425 N Washington AveScranton, PA 18503(570)348-3400Superintendent: Alexis KirijanDirector of Special Education: Mary Ann Cartegna

Planning ProcessThe district consulted with Colin Furneaux from NEIU 19 to ensure alignement of the plan. A core team was selected to draft the initial plan, and then it was set before the full committee for revisions and suggestions. The full committee reviewed the entire plan for acceptance and presentation to the board. The plan was on public display on the distrct website and at the district's central office.

Mission Statement

The mission of the Scranton School Distrct is to educate, inspire and empower students.

Vision Statement

The vision of the Scranton School District is to educate students to their full potential and to prepare them to be successful in all aspects of their lives.

Shared Values

1. We believe that the best gift children can receive is a quality education.

2. We believe that all children can learn to their full potential and we respect their aspirations and goals.

3. We believe in preparing our students to compete in a global society.

4. We embrace the cultural diversity of our students and promote cultural awareness in education.

5. We believe in a student-focused culture of continuous improvement and accountability.

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6. We believe in surrounding students with adults who are caring and nurturing, build self-esteem, foster ethics and responsibility, and teach ways to set and achieve goals.

7. We believe in engaging, empowering and encouraging teachers and school leaders to employ instructional strategies that promote exploration and discovery, and to utilize differentiated learning strategies based on individual student needs.

8. We believe that the involvement of all stakeholders is vital to enriching the educational experience and is critical to student success.

9. We believe in providing a safe and secure learning environment where all students can achieve their goals.

Educational CommunityThe Scranton School District is located in Lackawanna County in Northeastern Pennsylvania and serves approximately 10,000 students in an urban setting. The City of Scranton has a population of close to 75,000. Students attend 18 schools including 12 elementary schools (ranging from 250 students to 900 students), three intermediate schools, two large comprehensive high schools and one special entity which houses a center-based special education program and AEDY. The K-12 program is organized in the following manner:

Pre-K — 5 - Elementary Schools - 11 buildings

Grades 6 — 8 - Intermediate Schools - 3 buildings

Grades 9 — 12 - High Schools - 2 buildings

Lincoln/Jackson and Monticello at Electric City Academy-1 building

The Scranton School District offers 3 and 4-year-old preschool classes in eleven different buildings. The needs of English Language Learners, Special Education Students and Gifted Students are served at all 18 schools. The district also supports student placements in several alternative locations, they include: Lackawanna County Detention Center and the Lackawanna County Prison.

The district is in the process of curriculum development of its' K-12 curriculum to be fully aligned with the Pennsylvania Academic Standards, PA Core Standards, Keystone Anchors and Eligible Content. The district's curriculum committee recommended and the district adopted a K-12 assessment program, which includes:

DIBELS in Kindergarten to grade 5

Developmental Reading Assessment (as needed)

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Fast ForWORD Reading in selected buildings

PSSA grades 3-8 and 11

Keystone Exams in Literature, Biology and Algebra I

PSAT in grade 10-11

AP Exams

SAT/ACT Administered by the College Board

An annual assessment calendar has been developed to include professional development time for teachers and administrators to analyze data and to focus instruction on areas of need. Data from each assessment are used by building and classroom level teams to help guide classroom instruction. Professional development will be provided for all teachers on data-driven instruction to ensure that all children receive appropriate levels of instructional support.

Planning CommitteeName Role

Mary Ann Cartegna Administrator : Professional EducationBridget Frounfelker Administrator : Professional EducationRobert Gentilezza Administrator Erin Keating Administrator : Professional EducationAlexis Kirijan Administrator : Professional Education Special

EducationMissy McTiernan Administrator : Professional EducationDennis Engles Behavior Specialist : Special EducationMegan Boettcher Business Representative Maggie Nasser Business Representative : Professional EducationI. Castro Community Representative : Professional

EducationBill Schoen Community Representative : Professional

EducationPrecious Gillard Ed Specialist - Nutrition Service Specialist :

Professional EducationKathy Martin Ed Specialist - School Nurse : Professional

EducationMarissa Byron Elementary School Teacher - Regular Education Dawn Hafner Elementary School Teacher - Regular Education

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Steve Bartnicki High School Teacher - Regular Education : Professional Education

Nicole Paris High School Teacher - Regular Education Colin Furneaux Intermediate Unit Staff Member Anne Geiger Middle School Teacher - Regular Education Katherine Herrmann Middle School Teacher - Regular Education :

Professional EducationRobert Butka Parent : Professional EducationJohn Coyle Parent Lori Stetzar Parent Ann Genett Special Education Instructional Supervisor :

Special EducationCathy Opshinsky Special Education Instructional Supervisor :

Special EducationMichelle Rinaldi Special Education Instructional Supervisor :

Special Education

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Core Foundations

Standards

Mapping and Alignment

Elementary Education-Primary Level

Standards Mapping Alignment

Arts and Humanities Needs Improvement

Needs Improvement

Career Education and Work Developing DevelopingCivics and Government Accomplished AccomplishedPA Core Standards: English Language Arts Accomplished AccomplishedPA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects Accomplished Accomplished

PA Core Standards: Mathematics Accomplished AccomplishedEconomics Accomplished AccomplishedEnvironment and Ecology Accomplished AccomplishedFamily and Consumer Sciences Accomplished AccomplishedGeography Accomplished AccomplishedHealth, Safety and Physical Education Developing DevelopingHistory Accomplished AccomplishedScience and Technology and Engineering Education Accomplished AccomplishedAlternate Academic Content Standards for Math Accomplished AccomplishedAlternate Academic Content Standards for Reading Accomplished AccomplishedAmerican School Counselor Association for Students Developing DevelopingEarly Childhood Education: Infant-Toddler Second ⟶Grade Accomplished Accomplished

English Language Proficiency Developing DevelopingInterpersonal Skills Developing DevelopingSchool Climate Developing Developing

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

This narrative is empty.

Elementary Education-Intermediate Level


Arts and Humanities Developing DevelopingCareer Education and Work Developing DevelopingCivics and Government Accomplished AccomplishedPA Core Standards: English Language Arts Accomplished AccomplishedPA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects Accomplished Accomplished

PA Core Standards: Mathematics Accomplished Accomplished

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Economics Accomplished AccomplishedEnvironment and Ecology Accomplished AccomplishedFamily and Consumer Sciences Developing DevelopingGeography Accomplished AccomplishedHealth, Safety and Physical Education Developing DevelopingHistory Accomplished AccomplishedScience and Technology and Engineering Education Accomplished AccomplishedAlternate Academic Content Standards for Math Accomplished AccomplishedAlternate Academic Content Standards for Reading Accomplished AccomplishedAmerican School Counselor Association for Students Developing DevelopingEnglish Language Proficiency Accomplished AccomplishedInterpersonal Skills Developing DevelopingSchool Climate Developing Developing



Middle Level



PA Core Standards: Mathematics Accomplished AccomplishedEconomics Accomplished AccomplishedEnvironment and Ecology Accomplished AccomplishedFamily and Consumer Sciences Developing DevelopingGeography Accomplished AccomplishedHealth, Safety and Physical Education Developing DevelopingHistory Accomplished AccomplishedScience and Technology and Engineering Education Accomplished AccomplishedAlternate Academic Content Standards for Math Accomplished AccomplishedAlternate Academic Content Standards for Reading Accomplished AccomplishedAmerican School Counselor Association for Students Developing DevelopingEnglish Language Proficiency Accomplished AccomplishedInterpersonal Skills Developing DevelopingSchool Climate Developing DevelopingWorld Language Accomplished Accomplished



High School Level


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PA Core Standards: Mathematics Accomplished AccomplishedEconomics Accomplished AccomplishedEnvironment and Ecology Accomplished AccomplishedFamily and Consumer Sciences Developing DevelopingGeography Accomplished AccomplishedHealth, Safety and Physical Education Developing DevelopingHistory Accomplished AccomplishedScience and Technology and Engineering Education Accomplished AccomplishedAlternate Academic Content Standards for Math Accomplished AccomplishedAlternate Academic Content Standards for Reading Accomplished AccomplishedAmerican School Counselor Association for Students Developing DevelopingEnglish Language Proficiency Accomplished AccomplishedInterpersonal Skills Developing DevelopingSchool Climate Developing DevelopingWorld Language Accomplished Accomplished



Adaptations


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


Arts and Humanities Career Education and Work Civics and Government PA Core Standards: English Language Arts

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PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects PA Core Standards: Mathematics Economics Environment and Ecology Family and Consumer Sciences Geography Health, Safety and Physical Education History Science and Technology and Engineering Education

Middle Level


High School Level


Explanation for any standards checked:

The SSD began aligning to the PA Common Core standards through professional development and collobaration with the NEIU #19.

Curriculum

Planned Instruction

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Curriculum Characteristics Status

Objectives of planned courses, instructional units or interdisciplinary studies to be achieved by all students are identified for each subject area.

Developing

Content, including materials and activities and estimated instructional time to be devoted to achieving the academic standards are identified. Accomplished

The relationship between the objectives of a planned course, instructional unit or interdisciplinary studies and academic standards are identified.

Accomplished

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

Processes used to ensure Accomplishment:

The Scranton School District hired a Chief Academic Officer to lead in curriculum development and ensure fidelity to teacher training and curriculum delivery. The Scranton School District has designated an Accountability Officer to review, disaggregate and communicate district wide assessment results to improve teaching and learning.The Scranton School District has designated a Testing Coordinator to ensure common formative/summative assessments align with the curriculum and are administered utilizing best practices and state testing standards.

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





Developing



Accomplished



The Scranton School District hired a Chief Academic Officer to lead in curriculum development and ensure fidelity to teacher training and curriculum delivery. The Scranton School District has designated an Accountability Officer to review, disaggregate and communicate district wide assessment results to improve teaching and learning.The Scranton School District has designated a Testing Coordinator to ensure common

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formative/summative assessments align with the curriculum and are administered utilizing best practices and state testing standards.



Middle Level



Developing



Accomplished






High School Level



Developing



Accomplished

Procedures for measurement of mastery of the objectives of a planned Developing

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course, instructional unit or interdisciplinary studies are identified.





Modification and Accommodations

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

The SSD continues to develop curricula that is aligned to the PACCSS and plans to embed recommendations for differentiated instruction throughout. Teachers will continue to follow the recommended specially designed instruction as stated in each student's IEP.

Instruction

Instructional Strategies Formal classroom observations focused on instruction Annual Instructional evaluations

Regular Lesson Plan Review Administrators Building Supervisors

Provide brief explanation of LEA's process for incorporating selected strategies.

The SSD requires that all building administrators conduct formal observations of all teachers as follows: non-tenured, two times per year; tenured, one times per year. All observations are aligned with the Charlotte Danielson Model for Teacher Effectiveness and follow the expectations of PDE. The district uses PA-ETEP to track and record all observation and SLO data..

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Provide brief explanation for strategies not selected and how the LEA plans to address their incorporation.

At this time, the CBA does not allow formal walk-throughs. An informal system of principal walk-thoughts does exist. The district is starting the process of coaching as a pilot in the Special Education Department with hopes to move the concept into all areas on instruction;

Responsiveness to Student Needs


Instructional Practices Status

Structured grouping practices are used to meet student needs.

Implemented in 50% or more of

district classrooms

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


district classrooms

Differentiated instruction is used to meet student needs.


district classrooms

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


district classrooms

If necessary, provide further explanation. (Required explanation if column selected was

SSD Elementary Schools have implemented the framework for a common literacy block. Teachers use DIBELS data and formative/summative assessment to create flexible groups in their classrooms. In addition, students who are strategic (need support beyond core instruction to reach grade level literacy goals) or intensive (need extensive support beyond core instruction to reach grade level literacy goals) are provided with supplemental intervention time outside of the regular classroom. The building principals will continue to work with their faculty and staff toward full implementation of this practice. The district has adopted Wilson Reading Fundations and the Tier I and Tier II interventions.





district classrooms



district classrooms

Differentiated instruction is used to meet student needs. Implemented in

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50% or more of district

classrooms



district classrooms


SSD Elementary Schools have implemented the framework for a common literacy block. Teachers use DIBELS data and formative/summative assessment to create flexible groups in their classrooms. In addition, students who are strategic (need support beyond core instruction to reach grade level literacy goals) or intensive (need extensive support beyond core instruction to reach grade level literacy goals) are provided with supplemental intervention time outside of the regular classroom. The building principals will continue to work with their faculty and staff toward full implementation of this practice. The district has adopted Wilson Reading Fundations and the Tier I and Tier II interventions.

Middle Level




district classrooms



district classrooms



district classrooms



district classrooms


The district strives to use data to assist students on thier individual deficits. The SSD will provide professional development for all teachers regarding flexible grouping and differentiated instruction. Although many teachers are comfortable with these practices, formal classroom observations show that many teachers still implement whole group instruction that is not focused on students' individual needs. Future professional development will include strategies for providing differentiated instruction and small group instruction focused on student's skill deficits.

High School Level


Structured grouping practices are used to meet student needs. Implemented in 50% or more of

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district classrooms



district classrooms



district classrooms



district classrooms


The district strives to use data to assist students on their individual deficits. The district is contracting with Apex Learning to building tutorials for students, especially for Keystone Exam preparation. The SSD will provide professional development for all teachers regarding flexible grouping and differentiated instruction. Although many teachers are comfortable with these practices, formal classroom observations show that many teachers still implement whole group instruction that is not focused on students' individual needs. Future professional development will include strategies for providing differentiated instruction and small group instruction focused on students' skill deficits.

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 Scranton School District employs a highly qualified staff. All teachers have PA certification in their subject area. We will continue to work to build the capacity of our teaching staff regarding differentiated instruction and instruction that is targeted on students' skills deficits. A formal system of MTSS will be built K-12 over the course of this plan. Initial steps to begin the process have begun at the start of the 2016-2017 school year, with consultation from NEIU 19.

Assessments

Local Graduation Requirements

Course Completion SY 17/18 SY 18/19 SY 19/20

Total Courses 28.00 28.00 28.00English 4.00 4.00 4.00Mathematics 4.00 4.00 4.00Social Studies 4.00 4.00 4.00Science 3.00 3.00 3.00

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Physical Education 4.00 4.00 4.00Health 2.00 2.00 2.00Music, Art, Family & Consumer Sciences, Career and Technical Education

2.00 2.00 2.00

Electives 5.00 5.00 5.00Minimum % Grade Required for Credit (Numerical Answer)

70.00 70.00 70.00

Graduation Requirement Specifics We affirm that our entity requires demonstration of proficiency or above in each of the following State academic standards: English Language Arts and Mathematics, Science and Technology and Environment and Ecology, as determined through any one or a combination of the following:No graduation requirement specifics have been identified.

Local Assessments

Standards WA TD NAT DA PSW Other

Arts and Humanities X X XCareer Education and Work XCivics and Government XPA Core Standards: English Language Arts X

PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects

X

PA Core Standards: Mathematics XEconomics XEnvironment and Ecology XFamily and Consumer Sciences XGeography XHealth, Safety and Physical Education X

History XScience and Technology and Engineering Education X

World Language X

Methods and Measures

Summative Assessments

Summative Assessments EEP EEI ML HS

Teacher Made Curriculum Based Assessments X X X XPSSA X X

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Keystone Exams X XPASA X X XAccess X X X

Benchmark Assessments

Benchmark Assessments EEP EEI ML HS

AIMSWEB X X X XDIBELS X XBrigance X X X X

Formative Assessments

Formative Assessments EEP EEI ML HS

Active engagement check-ins X X X XInstruction using questioning strategies X X X XHomework and tests X X X X

Diagnostic Assessments

Diagnostic Assessments EEP EEI ML HS

DRA X X

Validation of Implemented Assessments

Validation Methods EEP EEI ML HS

External ReviewIntermediate Unit ReviewLEA Administration ReviewBuilding Supervisor ReviewDepartment Supervisor Review XProfessional Learning Community ReviewInstructional Coach ReviewTeacher Peer Review

Provide brief explanation of your process for reviewing assessments.

The SSD is committed to the development of common assessments in reading and mathematics. The district intends to implement a review process to validate assessment methods. The district uses committees, made up of equal represntation of teachers and adminstration to develop assessment.

Development and Validation of Local Assessments

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

The SSD will work to develop common, content area assessments. The curriculum committee will work to independently and objectively validate the assessments, focusing on their alignment to the PA Core and the level of rigor (within Webb's Depth of Knowledge). The assessments will be developed during the curriculum development process.

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 SSD has four data days during which teachers, building administrators, and central office administrators work together to analyze student performance data. The elementary schools focus on DIBELS reports. Moving forward, the SSD is committed to building the capacity of all stakeholders to utilze our PVAAS data to guide district decisions regarding student programming, achievement, and instruction.

Data Informed Instruction

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

Students who are strategic or at-risk on the DIBELS assessment are provided with additional supports and interventions. The data from the CDTs will be used to differentiate math instruction for all students.

Assessment Data Uses

Assessment Data Uses EEP EEI ML HS

Assessment results are reported out by PA assessment anchor or standards-aligned learning objective.

X X X

Instructional practices are identified that are linked to student success in mastering specific PA assessment anchors, eligible content or standards-aligned learning objectives.

X X

Specific PA assessment anchors, eligible content or standards-aligned learning objectives are identified for those students who did not demonstrate sufficient mastery so that teachers can collaboratively create and/or identify instructional strategies likely to increase mastery.Instructional practices modified or adapted to increase student mastery. X X

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Provide brief explanation of the process for incorporating selected strategies.

The dissegregated PSSA student performance reports are shared with all classroom teachers. The K-5 teachers utilize their students' DIBELS scores to design classroom instruction and interventions that are focused on student growth within the five big ideas in reading.The SSD will provide professional development to all stakeholders regarding differentiated instruction and the use of student performance data to provide instruction that is based on students strengths and skills deficits.

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

As the SSD continues to develop curricula that is aligned to the PA Core, we will provide our teachers with professional development regarding research based instructional practices that are linked to increased student engagement and academic achievement.

Distribution of Summative Assessment Results

Distribution Methods EEP EEI ML HS

Course Planning GuidesDirecting Public to the PDE & other Test-related Websites X X X

Individual Meetings X X XLetters to Parents/Guardians X X XLocal Media Reports X X XWebsiteMeetings with Community, Families and School BoardMass Phone Calls/Emails/Letters X X XNewslettersPress Releases X X XSchool Calendar X X XStudent Handbook X X X

Provide brief explanation of the process for incorporating selected strategies.

The SSD provides information to all stakeholders regarding student performance on the PSSA to parents through the following: parent teacher conferences, letters to parents (including the student report card), mass phone calls using our OneCall system, press release and student handbook.

Provide brief explanation for strategies not selected and how the LEA plans to address their incorporation.

We will post this information on our district website. Each building principal will be asked to incorporate this information into their back to school night presentations. TheTitle I elementary schools will hold parent involvement meetings to share information reagrding student assessment data and the transition to PA Core.

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Safe and Supportive Schools

Assisting Struggling Schools

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

If your entity has no struggling schools, explain how you will demonstrate continued growth in student achievement.

Each of the SSD buildings that did not meet the annual student achievement targets was provided with the supports needed to develop a building level plans. The district level plan was developed based on the needs of our schools that did not meet the annual student achievement targets.The district restructured central office administration to better support building level principals. The Chief of Leadership Development and School Operations works with building level administrators to empower site-based management and the support of development of instructional leaders.The Chief Academic Officer is committed to curriculum revision to support all students to reach proficiency. The district administrators work regularly with curriculum and data specialists from NEIU 19 to ensure the best possible learning environment for all students based upon data-driven decision making.

Programs, Strategies and Actions

Programs, Strategies and Actions EEP EEI ML HS

Biennially Updated and Executed Memorandum of Understanding with Local Law Enforcement X X X X

School-wide Positive Behavioral Programs X X X XConflict Resolution or Dispute Management X X XPeer Helper Programs X X XSafety and Violence Prevention Curricula X XStudent Codes of Conduct X X X XComprehensive School Safety and Violence Prevention Plans X X X X

Purchase of Security-related Technology X X XStudent, Staff and Visitor Identification Systems X X X XPlacement of School Resource Officers X XStudent Assistance Program Teams and Training X X X XCounseling Services Available for all Students X X XInternet Web-based System for the Management of Student Discipline X X X X

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

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School safety programs are necessary in order for schools to operate efficiently and effectively. At the primary level, schools rely on positive behavior interventions and supports; in fact, multiple schools have received state recognition for their implementation and growth of PBIS teams. The district received a three year federal grant to place Licensed Social Workers in elementary buildings; however, this will only be effective for one more academic year.

Screening, Evaluating and Programming for Gifted Students

Describe your entity’s awareness activities conducted annually to inform the public of the gifted education services and programs offered (newspaper, student handbooks, school website, etc.)

The district provides awareness activities including annual public notice in local newspaper, posting in district's website, posting in district central registration and individual buildings as well as policy handbook. Information is shared with families through student conference days.

Describe your entity’s process for locating students who are thought to be gifted and may be in need of specially designed instruction (screening).

Students are located by referral from parent or faculty member, a hearing officer or judicial order.

Describe your entity’s procedures for determining eligibility (through multiple criteria) and need (based on academic strength) for potentially mentally gifted students (evaluation).

Parent or faculty member provide a written request to any member of the child's educational team. The request is forwarded to the Gifted Support teacher, who obtains a consent within 10 calendar days. The district then collects data and input from a variety of sources, including parents and others that interact with the student on a regular basis. Information can also be collected fron the student. Information includes Academic functioning, learning strengths and learning needs. Students are eveluated by school psychologist for cognitive and achievemenr testing to support the completion of the Gifted Multi-disciplinary Evaluation using the GIftedWritten Report. If student meets the criteria a GIEP is developed and implemented in accordance with Chapter 16 (22PA Code 16.31)

Describe the gifted programs* being offered that provide opportunities for acceleration, enrichment or both. *The word "programs" refers to the continuum of services, not one particular option.

Gifted programs provide acceleration or enrichment or both.Continuum of service is based on research and best practices and include differentiated curriculua, curriculum compacting, ap/honors classes, independent study, cooperative arrangements with other schools/districts or community partners, enrichment in content areas, individual learning contracts, mentorships and field experience that meets performance level and/or career interests.

Developmental Services

Developmental Services EEP EEI ML HS

Academic Counseling X X X

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Attendance Monitoring X X X XBehavior Management Programs X X X XBullying Prevention X X X XCareer Awareness X X XCareer Development/Planning X X XCoaching/Mentoring X X X XCompliance with Health Requirements –i.e., Immunization X X X X

Emergency and Disaster Preparedness X X X XGuidance Curriculum X X X XHealth and Wellness Curriculum X X X XHealth Screenings X X X XIndividual Student Planning X X XNutrition X X X XOrientation/Transition X X XRTII/MTSSWellness/Health AppraisalSchool Based Behavorial Health (SBBH) X X X XHealth Suites XLicensed Social Worker Grant X X

Explanation of developmental services:

The SSD houses SBBH teams in 16 of 18 buildings to support mental health, ASD and other mental health issues affecting the students's ability to learn. The distrait adopted a wellness Policy in 2014 to align with state and federal regulations. The SSD implemented full-functioning medial suites in partnership with The Wright Center and The Commonwealth Medical College to service students in all intermediate schools. As part of the LSW grant, the district implemented "Stop and Think" as a behavior management program for elementary students.

Diagnostic, Intervention and Referral Services

Diagnostic, Intervention and Referral Services EEP EEI ML HS

Accommodations and Modifications X X X XAdministration of Medication X X X XAssessment of Academic Skills/Aptitude for Learning X X X XAssessment/Progress Monitoring X X X XCasework X XCrisis Response/Management/Intervention X X X XIndividual Counseling X XIntervention for Actual or Potential Health Problems X X X XPlacement into Appropriate Programs X X X XSmall Group Counseling-Coping with life situations X X X XSmall Group Counseling-Educational planning X XSmall Group Counseling-Personal and Social Development X X

Special Education Evaluation X X X X

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Student Assistance Program X X X XSchool Based Behavorial Health (SBBH) X X X XSchool-Based Health Centers (Wright Center) XLicensed Social Worker Grant X XKindergarten Screening XCommunity Innovation Zone Grant X XHomework Diner- The Univeristy of Scranton

Explanation of diagnostic, intervention and referral services:

The SSD works to support the whole-child to ensure all roadblocks to learning are removed. The district works with community partners to support children both within the school and the community setting. Through SBBH, the Wright Center and LSW the SSD attempts to support he physical and mental health of all children. The district received a grants to support early literacy development with United Neighborhoods and The EOTC's Parents as Teacher's Program.

Consultation and Coordination Services

Consultation and Coordination Services EEP EEI ML HS

Alternative Education X XCase and Care Management X X X XCommunity Liaison X X X XCommunity Services Coordination (Internal or External) X X X X

Coordinate Plans X X XCoordination with Families (Learning or Behavioral) X X X XHome/Family Communication X X X XManaging Chronic Health Problems X X X XManaging IEP and 504 Plans X X X XReferral to Community Agencies X X X XStaff Development X X X XStrengthening Relationships Between School Personnel, Parents and Communities X X X X

System Support X X X XTruancy Coordination X X X XEmployment Training Oppotunity Center (EOTC), Goodwill, Drug and Alcohol Treatment Service (DATS)

X X X

EOTC- Parents and Teachers Program XSchool-Based Behaviorla Health Teams X X X XCommunity Innovation Zone Grant X XSchool-Based Health Centers (Wright Center) XHomework Dinner- Univeristy of ScrantonAlbright Library Tutoring Services X

Explanation of consultation and coordination services:

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At all levels the disrict is developing community partnerships to ensure the physical and mental health of students, in coordination with target remediation and interventions for academics. Grant oppurtunities are sought by both the district and build level leaders. Each school in the distrct is partnered with a local business to support the school.

Communication of Educational Opportunities

Communication of Educational Opportunities EEP EEI ML HS

Course Planning Guides XDirecting Public to the PDE & Test-related Websites X X X XIndividual Meetings X X X XLetters to Parents/Guardians X X X XLocal Media Reports X X XWebsite X X X XMeetings with Community, Families and Board of Directors X X X X

Mass Phone Calls/Emails/Letters X X X XNewsletters X X X XPress Releases X X X XSchool Calendar X X X XStudent Handbook X X X XParent Teacher Association (PTA) X X X XBooster Clubs XCommunications and Media Liasion Specialist X X X XSocial Media (Twitter, Facebook, RemindApp)

Communication of Student Health Needs

Communication of Student Health Needs EEP EEI ML HS

Individual Meetings X X X XIndividual Screening Results X X X XLetters to Parents/Guardians X X X XWebsite X X X XMeetings with Community, Families and Board of Directors X X X X

NewslettersSchool Calendar X X X XStudent Handbook X X X XSchool-Based Health Centers (Wright Center) XAsthma Grant (American Lung Association) X X XEpi-Pen Grant X X X X

Frequency of CommunicationElementary Education - Primary Level

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Quarterly

Elementary Education - Intermediate Level

Quarterly

Middle Level

Yearly

High School Level

Yearly

Collaboration for Interventions

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

Teachers, case managers and Reading Specialists are provided opportunities to collaborate regarding differing student needs and academic progress in the following ways:1. Requirements for specially designed instruction, including adaptations and modifications for students with an Individual Education Plan are communicated and supported by both the case managers and the classroom teacher2. Data days are scheduled throughout the year during which time grade level colleagues meet to review student progress, and to implement effective, skills based instructional practices3. At the elementary level, progress monitoring is completed weekly or bi-weekly on students at-risk for reading difficulty; those results are discussed and are used for instructional decision making

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 care2. After school programs3. Youth workforce development programs4. Tutoring

The Scranton School District coordinates with community operated infant and toddler centers to inform them about district initiatives, programs, enrollment requirements, kindergarten readiness skills, and additional resources that are available through local community providers. The Scranton School District works collaboratively with many outside child care and after school program providers to facilitate enrollment and

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attendance.

Preschool Agency Coordination

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

1. Address coordination activities designed to identify and serve children with disabilities and the supports and accommodations available to ensure both physical and programmatic access.

2. Address pre-kindergarten programs operated directly by the LEA and those operated by community agencies under contract from the LEA.

3. Describe how the LEA provides for a smooth transition from the home setting and any early childhood care or educational setting the students attend, to the school setting.

The Scranton School District operates pre-school classrooms in its 11 elementary schools. The SSD operates 3 and 4 year-old pre-school classes. We do not limit access to our pre-school classes. The Scranton School District supports the local Head Start program, offering professional development to the teachers and offering opportunities for collaboration. The Scranton School District advertises our 3 and 4 year-old pre-school programs and our full day kindergarten program to all families in the Scranton School District. Building principals and teachers work collaboratively with family members to provide for a smooth transition from the home, early childhood care, or other educational setting to the Scranton School District setting. Parent orientation programs are provided. Parents and students attend the first day of classes together.

Materials and Resources

Description of Materials and Resources


Material and Resources Characteristics Status

Aligned and supportive of academic standards, progresses level to level and demonstrates relationships among fundamental concepts and skills Accomplished

A robust supply of high quality aligned instructional materials and resources available Accomplished

Accessibility for students and teachers is effective and efficient AccomplishedDifferentiated and equitably allocated to accommodate diverse levels of student motivation, performance and educational needs Accomplished

Provide explanation for processes used to ensure Accomplishment.

The SSD provides instructional materials for instructional support necessary to meet the rigor of the PA Core Standards. The district will provide continued professional

27

development to address the application of our current resources to the PA Core Standards. The district is working to establish a formal system of MTSS to meet the individual learning needs of the rapidly diversifying student population.

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




Aligned and supportive of academic standards, progresses level to level and demonstrates relationships among fundamental concepts and skills Accomplished

A robust supply of high quality aligned instructional materials and resources available Accomplished

Accessibility for students and teachers is effective and efficient AccomplishedDifferentiated and equitably allocated to accommodate diverse levels of student motivation, performance and educational needs Accomplished


The SSD provides instructional materials for instructional support necessary to meet the rigor of the PA Core Standards. The district will provide continued professional development to address the application of our current resources to the Pennsylvania Academic and PA Core Standards. The district is working to establish a formal system of MTSS to meet the individual learning needs of the rapidly diversifying student population.



Middle Level


Aligned and supportive of academic standards, progresses level to level and demonstrates relationships among fundamental concepts and skills Developing

A robust supply of high quality aligned instructional materials and resources available Developing

Accessibility for students and teachers is effective and efficient DevelopingDifferentiated and equitably allocated to accommodate diverse levels of student motivation, performance and educational needs Developing


The SSD provides instructional materials for instructional support necessary to meet the rigor of the PA Core Standards. The district will provide continued professional development to address the application of our current resources to the PA Core Standards.

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The district is working to establish a formal system of MTSS to meet the individual learning needs of the rapidly diversifying student population.



High School Level


Aligned and supportive of academic standards, progresses level to level and demonstrates relationships among fundamental concepts and skills Developing

A robust supply of high quality aligned instructional materials and resources available Developing

Accessibility for students and teachers is effective and efficient DevelopingDifferentiated and equitably allocated to accommodate diverse levels of student motivation, performance and educational needs Developing


The SSD provides instructional materials for instructional support necessary to meet the rigor of the PA Core Standards. The district will provide continued professional development to address the application of our current resources to PA Core Standards. The district is working to establish a formal system of MTSS to meet the individual learning needs of the rapidly diversifying student population.



SAS Incorporation


Standards Status

Arts and Humanities

Implemented in less than 50% of

district classrooms

Career Education and Work


district classrooms

Civics and Government


district classrooms

PA Core Standards: English Language Arts Implemented in 50% or more of

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district classrooms



district classrooms

PA Core Standards: Mathematics


district classrooms

Economics


district classrooms

Environment and Ecology


district classrooms

Family and Consumer Sciences


district classrooms

Geography


district classrooms

Health, Safety and Physical Education


district classrooms

History


district classrooms

Science and Technology and Engineering Education


district classrooms

Alternate Academic Content Standards for Math


district classrooms

Alternate Academic Content Standards for Reading


district classrooms

American School Counselor Association for Students


district classrooms

Early Childhood Education: Infant-Toddler→Second Grade


district classrooms

English Language Proficiency Implemented in 50% or more of

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district classrooms

Interpersonal Skills


district classrooms

School Climate


district classrooms

Further explanation for columns selected "

We will provide ongoing professional development regarding the application of SAS to planning, instruction, and assessment. The SSD underwent a major curriculum revision starting in 2014 to the present to make sure all curriculum is aligned to all eligible content and assessment anchors to best prepares students for college and career readiness. Resources and materials from SAS are used in the curriculum revision process.


Standards Status

Arts and Humanities


district classrooms



district classrooms



district classrooms

PA Core Standards: English Language Arts


district classrooms



district classrooms



district classrooms

Economics


district classrooms



district classrooms

Family and Consumer Sciences Implemented in

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less than 50% of district

classrooms

Geography


district classrooms



district classrooms

History


district classrooms



district classrooms



district classrooms



district classrooms



district classrooms

English Language Proficiency


district classrooms



district classrooms

School Climate


district classrooms


We will provide ongoing professional development on the application of SAS to planning, instruction and assessment. The SSD underwent a major curriculum revision, starting in 2014 through the present, to make sure all curriculum is aligned to eligible content and assessment anchors. Resources and materials from SAS are part of the curriculum revision process.

Middle Level

Standards Status

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Arts and Humanities


district classrooms



district classrooms



district classrooms



district classrooms



district classrooms



district classrooms

Economics


district classrooms



district classrooms



district classrooms

Geography


district classrooms



district classrooms

History


district classrooms



district classrooms



district classrooms

33



district classrooms



district classrooms



district classrooms



district classrooms

School Climate


district classrooms

World Language


district classrooms


We will provide ongoing professional development on the use us SAS to planning, instruction and assessment. The SSD underwent major curriculum revisions, starting in 2014 through the present, to make sure all curriculum is aligned to eligible content and assessment anchors. Resources and materials from SAS are part of the process.

High School Level

Standards Status

Arts and Humanities


district classrooms



district classrooms



district classrooms



district classrooms



district classrooms

PA Core Standards: Mathematics Implemented in

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classrooms

Economics


district classrooms



district classrooms



district classrooms

Geography


district classrooms



district classrooms

History


district classrooms



district classrooms



district classrooms



district classrooms



district classrooms



district classrooms



district classrooms

School Climate


district classrooms

World Language Implemented in

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classrooms


We will provide ongoing professional development to the use of SAS in planning, instruction and assessment. The district underwent major curriculum revisions, starting in 2014 to the present, to make sure all curriculum is aligned to eligible content and assessment anchors. Resources and materials from AS are part of the process.

Professional Education

Characteristics

District’s Professional Education Characteristics EEP EEI ML HS

Enhances the educator’s content knowledge in the area of the educator’s certification or assignment. X X X X

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

X X X X

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

X X X X

Empowers educators to work effectively with parents and community partners. X X X X

District’s Professional Education Characteristics EEP EEI ML HS

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

X X X X

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

X X X X

Provides leaders with the ability to access and use appropriate data to inform decision making. X X X X

Empowers leaders to create a culture of teaching and learning, with an emphasis on learning. X X X X

Instructs the leader in managing resources for effective results. X X X X

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

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All classroom teachers received training regarding the PA Core state standards in Mathematics and/or English Language Arts. Emphasis on Text Dependent Analysis and teaching to the rigor of the PA Core has been a focus of the SSD. The district underwent a major curriculum revision starting in the 2014-2015 school year and continuing presently. Unhappy with the academic progress of the students, the district wanted to target foundational skills, while layering interventions and remediation through tiered differentiation into all content areas. This project's goal date is the end of the 2017-2018 school year. Changes to the course catalogue and course sections were a part of this project. Curricular revisions are an embedded and cyclical part of all professional development. All building level principals must develop an action plan for improved academic achievement. Targeted professional development for the unique needs of each building is site-based. These must be data-driven and reflected in the principal's SLO.Additionally, Professional Development courses are offered throughout the year through the American Federation of Teachers, Educational Research and Dissemination Program. Furthermore, the district partners with NEIU #19 and PATTAN to ensure teachers and administrators are informed of relevant and pressing educational information.


After a recent audit by PDE, corrective action targets were established for the SSD. The SSD will work to ensure that all gifted students receive the enrichment and acceleration they need. Moreover, a new means to identify gifted students, especially from minority and under-represented popluations, will be put in place.

Educator Discipline Act 126, 71Provides educators with mandated reporter training, totaling 3 hours, every 5 years as outlined in Act 126.

Questions

The LEA has conducted the required training on:9/25/2015 The SSD had an early release for all teacher and support staff to complete the three hours of training.10/3/2016 As part of Induction, all new staff completes the required training.

Provides educators with four (4) hours of professional development in youth suicide awareness and prevention every five (5) years for professional educators in grades six through twelve as outlined in Act 71.

Questions

The LEA has conducted the training on:5/17/2016 The high school's had a two hour prsentaion on youth suicide prevention.5/17/2016 The intermediate schools complted the online training through the Univeristy of Pitttsburg. 10/12/2015 Seleceted staf attened the Train the trainer at NEIU 19 to be able to facilitate further training.The LEA plans to conduct the training on approximately:4/25/2017 The high schools will complete the online training, while the intermediate

37

schools will have a presentation.

Provides educators with four (4) hours of professional development every five (5) years for professional educators that are teaching the curriculum in which the Child Exploitation Awareness Education program is incorporated as outlined in Act 71.

Questions

The LEA has conducted the training on:9/25/2015 All staff completed the online certification.10/3/2016 ll new staff will complete the online certification as part of induction.

Strategies Ensuring Fidelity Professional Development activities are based upon detailed needs assessments that

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

utilize student assessment results to target curricular areas that need further alignment.

Professional Development activities are developed that support implementation of strategies identified in your action plan.

Clear expectations in terms of teacher practice are identified for staff implementation. An implementation evaluation is created, based upon specific expectations related to

changes in teacher practice, which is used to validate the overall effectiveness of the professional development initiative.

The LEA has a systemic process that is used to validate whether or not providers have the capacity to present quality professional development.

Administrators participate fully in all professional development sessions targeted for their faculties.

Every Professional development initiative includes components that provide ongoing support to teachers regarding implementation.

The LEA has an ongoing monitoring system in place (i.e. walkthroughs, classroom observations).

Professional Education is evaluated to show its impact on teaching practices and student learning.


The Scranton School District building level administrators will work with their faculty to review PVAAS data, PSSA and Keystone student performance data to identify instructional strengths and focus areas. The Scranton School District has developed a Professional Development Plan that effectively engages all stakeholder in the school improvement process. The SSD has created district, regional and building level professional learning teams that are focused on specific areas of concern. All SLOs are aligned to increasing student achievement, maintain student growth and targeted areas of weakness. Building level principals are empowered to ascertain the PD needed for their school based upon data.The superintendent's Strategic Plan utilizes a balanced scorecard for ensuring goals and objectives are being met with fidelity.Teachers and administrators are working collaboratively to implement the Danielson Model

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of Teacher Effectiveness which will ensure that we are monitoring instruction and engaging in meaningful conversations with our teachers.


N/A

Induction Program Inductees will know, understand and implement instructional practices validated by

the LEA as known to improve student achievement.

Inductees will assign challenging work to diverse student populations.

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

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

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

Inductees will effectively navigate the Standards Aligned System website.

Inductees will know and apply LEA endorsed classroom management strategies.

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

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

Administrative staff is committed to developing, in addition to the Education, Reasearch, and Development program currently in place, an inductee program for new employees to the district.

Inductee program will expose new staff to the district-wide initiatives, practices, policies, and procedures.


Course development will be facilitated by administrative staff to incorporate district-wide initiatives, practices, policies, and procedures embraced to improve student achievement. Induction is facilitated through ER&D, as part of the professional development plan for the district. All course work is approved by the superintendnet to ensure compliance with the

39

above standards and PDE. A course description is availiable for review and on file in the central office. All completers of the program received Act 48 hours and certification through the program.


N/A

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. Standardized student assessment data other than the PSSA. Inductee survey (local, intermediate units and national level). Review of inductee lesson plans.


A district administrative team with develop a focused approach in assisting building level administration with conducting frequent observations of effective instruction. Constructive feedback that focuses on research-based interventions will be the impetus for ensuring implementation of selected characteristics. Multiple opportunities for the mentor teacher to observe, meet and plan with the inductee are available. Struggling inductees are offered additional support through the program and building level adminstration. Departmental tests and marking period grades of new teachers are reviewed by both the mentor and building level principal.

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

More work with data-driven decision making, speifically PSSA, Keystone and PVAAS data, will be implemented into the program to support best pracctice teacching and learning.

Mentor Characteristics 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 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).

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Mentors and inductees must have compatible schedules so that they can meet regularly.


Education, Research, and Development (ER&D) continuing education courses are required for all new employees and facilitated by trained district employees. Instruction is provided during the school day and throughout the academic year. Mentors receive normed expectations and a job description.Additional characteristics:Must be tenuredHold an instructional II certificationTaught a minimum of three years in the district

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

Mentors are chosen through the ER&D Program. New criteria for selection should be written to ensure that the district's instructional leaders are in the position of mentor teacher.

Induction Program Timeline

Topics Aug-Sep

Oct-Nov

Dec-Jan

Feb-Mar

Apr-May

Jun-Jul

Code of Professional Practice and Conduct for Educators X

Assessments X X XBest Instructional Practices XSafe and Supportive Schools X XStandards X X XCurriculum X X X X XInstruction X X X X XAccommodations and Adaptations for diverse learners X X X

Data informed decision making XMaterials and Resources for Instruction X X

If necessary, provide further explanation.


Monitoring and Evaluating the Induction Program

Identify the procedures for monitoring and evaluating the Induction program.

In consultation between the Building Principal and the participating Mentor Teacher(s) the teaching schedule of the participating mentor teacher(s) and Inductee (s) will be monitored

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and evaluated. Non-tenured teachers who are participating in the mentoring program will be formally evaluated by their building principal a minimum of two times during the school year. The Building Principal will work with the mentor and inductee to ensure that the inductee's professional growth and development is adequately supported.

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.

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

Special Education

Special Education StudentsTotal students identified: 1821

Identification Method

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

In the 2016-2017 school year, Student Support Teams(Child Study) will be established in each of the elementary buildings to serve the role of coordinating support for the students who are not achieving success academically, behaviorally, socially or emotionally. Multiple sources of data and the documention of the student’s lack of achievement may include results of the benchmark assessments, formative assessments and summative assessments. Review of current academic progress, review of records (discipline, health, and attendance), and the team’s input will determine the student’s course of intervention. Through the Student Support Team, interventions will be determined and placed into action through regular education initiatives, or it could be determined that a multidisciplinary evaluation is required to determine if the student is not achieving adequately in one or more of these areas listed above at which time the family will be presented the District’s intent to evaluate the areas of concern.At this time, the Student Support Team (SST) gathers the parent input, teacher input, classroom observations, curriculum based measures, rating scales, report cards grades,

42

review of the history, medical needs, outside agency information and the student’s current classroom functioning relative to peers.The Scranton School District identifies students with specific learning disabilities using an aptitude achievement discrepancy model. This model is used in all 16 public buildings, non-public and students placed by the district outside of Scranton. Multidisciplinary teams conduct comprehensive evaluations determining if the student meets the criteria of the Specific Learning Disability definition as stated below.The SLD identification for the Discrepancy Model is “…a process that examines whether a child exhibits a pattern of strengths and weaknesses, relative to intellectual ability as defined by a severe discrepancy between ability and achievement (Discrepancy Model) or relative to age or grade.” (§14.125[a][2][ii]) . The analysis of strengths and weaknesses will identify whether the student has a severe discrepancy between intellectual ability and achievement or whether the student has a severe discrepancy relative to age or grade.Severe discrepancy may or may not be the same based on the pattern of processing that a child demonstrates, but rather the determination is based on a process which examines whether the child exhibits a pattern of [relative] strengths and weaknesses relative to his/her cognitive abilities and/or intellectual functioning but not exclusively “overall level of intellectual functioning” and which examines the existence of specific cognitive and academic strengths and weaknesses and those processes underlying learning and/or performance.For SLD determination, the Scranton School District identifies that the child is not achieving adequately for his/her age and/or is not meeting the Pennsylvania approved grade level standards in one or more of the eight areas of functioning. The identification process includes exclusionary factors of vision, hearing, motor problems, intellectual disabilities, emotional disturbance, cultural, environmental, economic disadvantages, and limited English proficiency.

Enrollment

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

The data is publicly available via the PennData website. You can view your most recent report. The link is: https://penndata.hbg.psu.edu/PublicReporting/DataataGlance/tabid/2523/Default.aspx

The Scranton School District is discrepant for both the overall percentage of students in special education as well as the category of emotional disturbance. The Scranton School District percentage of special education students is 19% compared with the state average of 15.6%. The Scranton School District percentage of emotional support students is 13.2% compared with the state average of 8.5%. The Scranton School District reviews annually the total population of students being evaluated and eligible for services on a yearly basis. While the number of students identified as special education is higher than the state

43

average by 3.4%, the district is in the process of establishing Student Support teams in each elementary building to account for intervention case management meeting the needs of the individual learner. The district also is reviewing special education service delivery models and plans to implement the committees recommendations for the 2016-2017 school year. Recommendations by the committee thus far are child study, children receiving special education in their home schools, professional development in behavior management for all faculty, hiring a BCAB and classroom coaches to coach teachers on how to manage behaviors at the classroom level.

Non-Resident Students Oversight

1. How does the District meet its obligation under Section 1306 of the Public School Code as the host District at each location?

2. How does the District ensure that students are receiving a free appropriate public education (FAPE) in the least restrictive environment (LRE)?

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

The Scranton School District provides educational supports for students identified under Section 1306 of the Public School Code.Under Section 1306 of the Pennsylvania School Code, the Scranton School District has nonresident students attend our programs until the student receives a diploma or completes the school term in which they turn 21. The Scranton School District provides for the educational program for students, including students with disabilities who are placed in that facility, and for ensuring the provision of a “free appropriate public education” for eligible children with Individualized Education Programs (IEPs) in accordance with the Individuals with Disabilities Education Act (IDEA) and for “qualified handicapped students” with 22 PA Code Chapter 14 and Service Agreements in accordance with § 504 of the Rehabilitation Act of 1973 within 22 PA Code Chapter 15.With the provision of an appropriate educational program, the Scranton School District has Child Find obligations for children “thought-to-be” eligible for special education services and/or accommodations who are within the Districts population. This responsibility includes locating, identifying, and evaluating all §1306 students with suspected disabilities, including but not limited to evaluating students for whom a request for an evaluation has been made. When Scranton School District suspects that a child may be eligible for special education or for a Service Agreement under 22 PA Code Chapter 14 and/or Chapter 15, the Scranton School District provides a Permission to Evaluate- Consent to initiate evaluation procedures from an person who meets the definition of parent in the IDEA, a surrogate parent appointed by the host district, or a person appointed by a court to provide such consent. If a child is identified by Scranton School District and in need of specially designed instruction under IDEA and Chapter 14, Scranton School District provides a special education evaluation under IDEA and Chapter 14. If neither the parent of a child who is eligible or thought-to-be eligible for special education nor an individual who meets the definition of parent in the IDEA can be located, the

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Scranton School District will appoint a surrogate parent to support the student.The Scranton School District enrolls each 1306 student acquiring records from the sending school district. This process is to ensure that all students have access to education and students with disabilities receive FAPE in accordance with their IEPs or Service Agreements. If the student has an IEP from the sending school district, the Scranton School District will host a team meeting within 30 days of enrollment to determine whether the child’s IEP should be revised, whether the student can be educated in the public schools of the host district, or whether some other placement option is appropriate for the student.Until a new IEP is developed for the student by the IEP team including the parent or surrogate, the student receives services comparable to the existing education plan. The Scranton School District is responsible for monitoring the educational progress, reviewing educational services at least quarterly and for maintaining contact with the resident school district with respect to the student’s placement and progress.Our program is committed to providing FAPE, complying with the requirements of IDEA and Chapter 14 or §504 of the Rehabilitation Act and Chapters 15 or 16 of Title 22 of the Pennsylvania Code to prepare the 1306 student to meet any applicable promotion and/or graduation requirements.

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).

Scranton School District implements the identical procedures for a student child find, identification, evaluation and development of an educational program under the provision of IDEA and FAPE. The District supplies a general education teacher, special education teacher and guidance counselor to support the identification and provision of services of students while incarcerated or detained. Educational programming is offered and encouraged while students are in the safety, care and control of the judicial system.

Least Restrictive Environment

1. Describe the District procedures, which ensure that, to the maximum extent appropriate, children with disabilities, including those in private institutions, are educated with non-disabled children, and that removal from the regular education environment only occurs when education in that setting with supplementary aids and services, cannot be achieved satisfactorily.

2. Describe how the District is replicating successful programs, evidence-based models, and other PDE sponsored initiatives to enhance or expand the continuum of supports/services and education placement options available within the District to support students with disabilities access the general education curriculum in the least restrictive environment (LRE). (Provide information describing the manner in

45

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 Scranton School District is bound to deliver special education programs and supports for exceptional students in the Least Restrictive Environment (LRE). The methods for the delivery of the curriculum from the least restrictive to the most restrictive are listed below: General Education, General education with supplementary aids and services within the general education classroom, General education with supplementary aids in co-taught classes, Access to the general education curriculum with supplementary aids and services in the special education classroom, and Special education classroom using a research based curriculum specially designed for the student with a disability. Decisions to implement and support of the student's Individualized Education Plan occur at least yearly with the student's IEP team. The Scranton School District uses a variety of strategies to ensure that children with disabilities are educated with non-disabled peers. A staff of seven school psychologists, one educational diagnostician, special education teachers, regular education teachers, and related service providers are assigned to various schools to offer support for students maintained in regular education. This includes adapted materials and resources, curriculum, instructional strategies and a host of other sound educational practices. In addition, supports such as, Title I Reading and Math and newly established relationship with the University of Scranton to develop preservice trained teachers with Scranton School District elementary students employing bridging education from day to afterschool. The District also employs over sixty paraprofessionals, some one on one, as well as, BHRS Therapeutic Staff Support provided by outside agencies such as, but not limited to Scranton Counseling Center, Friendship House, NHS, Youth Advocate and Family Enrichment. The District works in conjunction with School Based Behavioral Health mental health program offering supports within our schools. Two local mental health providers are working with Community Care Behavioral Health in directing School Based Mental Health programs in most elementary buildings, three Intermediate Schools and both of the high schools. The District utilizes one-on-one building level Intensive Case Managers through the Scranton Counseling Center who work in each of our buildings serving students in need of mental health services. Scranton School District also uses alternative education programs for students who are at risk. The District operates center-based Alternative Education for Disruptive Youth programming.The Scranton School District did not meet indicator #5: Educational Environments, SE Inside the Regular Education Classroom less than 40%. Supplementary Aids and Services in the Regular Education Setting,SPP Indicator 5, Least Restrictive Environment will be addressed over the next 3 years using the Supplementary Aids and Services toolkit through PATTAN. and other processes that include approaches such as: team teaching, co-teaching and collaboration in planning

46

instruction among educators and service providers across disciplines, fluid instructional grouping, peer coaching, cooperative learning, application of assistive technologies and computer assisted instruction, instruction in learning strategies, positive behavior supports and functional behavior assessments, differentiated instruction and assessment. Other professional development includes:Teaching Students with Asperger's Disorder and High Functioning Autism, School Wide Behavior Support Systems, Descalation Techniques (certified team at each school building), CoTeaching, Response to Intervention, IU Math Academies, Least Restrictive Environment, Classroom Management, the Role of the Regular Education Teacher in the IEP Process, Progress Monitoring, Functional Behavior Assessments and Positive Behavior Support Plans, Chapter 14 Regulations, Standards Aligned IEPGoals, State Assessment Data Analysis, PaTTAN Autism Initiative Consultation and Training,Transition to Adult Life, Assistive Technology, Sensory Integration Needs and Sensory Diets, Research Based Curriculum implementation in Reading, Writing, and Math; Assessment, accommodations and modifications; Curriculum Alignment to Common Core Standards; Teacher Effectiveness and the Danielson Model, among others.Co-Teaching practices are now being implemented in each of our high schools and middle schools. At the elementary and Intervention block of time has been added and is implemented by both regular and special education teachers to heterogeneous groups of students with disabilities and those who have not been identified as requiring special education services.This model affords our students with disabilities to fully participate in the general education curriculum with their non-disabled peers.The district has approved a special education task force to review special education delivery models and recommend to the board of education a model that will better serve or students.

Supplementary Aids and Services

Service/Resource Description

Instruction and Curriculum Development Services

The Scranton School District provides services designed to provide specialized curriculum assistance to teachers and/or LEA in developing the curriculum, preparing and utilizing special curriculum materials, and understanding and appreciating the various techniques that stimulate and motivate students. We will train in Sas toolkit and following are an example of supplementary aids and services in each domain:Collaborative

Communication (e.g. supporting use of a “travel card” between teachers/classes)

Professional development related to collaboration

Scheduled time for co-planning and team meetings

Co-teaching; classroom consultation

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Scheduled opportunities for parental collaboration

Instructional

Using a keyboard/portable device

Instruction in keyboarding skills; use of a scribe

Reading directions aloud

Using special paper or writing tools

Providing visual cues

Modify curricular goals.

Physical

Arrange furniture differently

Adaptive equipment

Adjustment to sensory input (e.g., light sound)

Student requested breaks in pre-set area out of the classroom

Water bottle or sensory object at desk

Individualized desk, chair, etc.

Social-Emotional

Modifications of rules and expectations

Peer supports (e.g., facilitating friendships)

Individualized behavioral support plan

Social skills training

Instructional Staff Development Services(Certified Staff)

The Scranton School District provides staff development yearly to contribute to the professional competence of the LEA's certified staff. Professional development in the SaS toolkit will be developed.

Medical Services

The Scranton School District provides services concerned with the physical and mental health of students, such as health appraisal, including screening for vision, communicable diseases, and hearing deficiencies, screening for psychiatric services; periodic health examinations; emergency injury and illness care; occupational therapists; and communications with parents and medical officials.

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Nursing Services

The Scranton School District provides services associated with nursing such as health inspection, treatment of minor injuries and referrals for other health services. Primary Function: The duties of school nurses shall be those assigned by the school district or joint school board which is to provide a thorough and efficient program of health and dental services for all students.

Placement Services

Transitional activities are organized to help place students in appropriate educational placements while they are in school, in work study experiences while they enrolled in school and in postsecondary and employment placements after graduation. These supports help facilitate the student's transition from one educational experience to another. This may include, for example, admissions, counseling, referral services, and assistance with records and follow-up communications with employers by the transition coordinator.

Psychological Services School Psychologist Services:

The Scranton School District provides Psychological Services: Developmental Services: The school psychologists at the Scranton School District work to promote school wide success for students academically, behaviorally and emotionally through a variety of services. Diagnostic, Information and Referral (Selected and Targeted Interventions): Students who are viewed to be at risk (academically, emotionally and/or behaviorally) are referred to the school's principal, the point of contact. Referrals are made to the educational diagnostician. The educational diagnostician initiates a referral for a multidisciplinary evaluation to the diagnostic center and any other related service professionals deemed necessary by the MDE. Members of the multidisciplinary team may include, but are not limited to, the parents of the child, school psychologist, school administrator, special education instructional supervisor, behavioral advisor, director of special education, regular education teacher, special education teacher, guidance counselor, speech and language therapist, occupational therapist, physical therapist, vision and hearing therapist, and other team members as designated by the MDT team. The school psychologist and educational diagnostician conduct a variety of assessments which are geared toward each individual child's educational, behavioral and emotional needs. The evaluation is completed with data provided by all members of the team and recommendations for special education eligibility, services, and/or classroom accommodations are included within an evaluation report. The evaluation report is reviewed by all members of the team during a team meeting and, if needed, an individual education plan (IEP) is developed and implemented. Consultation and Coordination

49

Services (Intensive Intervention): The Scranton School District's school psychologist provides a variety of consultation and coordination services to support the district's instructional goals. When students present with chronic academic, behavioral, or emotional problems that do not respond to the intervention services provided through the Student Assistance Program, MDT team or special education programming, the school psychologist is available to work with parents, administrators, teachers, social workers, an/or guidance counselors to coordinate intensive intervention both within and outside of the district. Examples of such services include referral to alternative district placements, outside educational placements, or community support services. Services may include community based mental health services and/or referral to the district's alternative high school program that meets after school hours. The Scranton School District has a Lourdesmont partial hospitalization program within the secondary center. Each program includes office space for the agency therapists and visiting psychiatrist. The Scranton School District provides families with referrals to community health care professionals when parents wish to pursue outside evaluations and/or intervention services. The school psychologist recognizes the importance in working with the student's case manager to monitor student growth and determine whether additional supports are needed. Students who demonstrate academic difficulties are referred to the District's point of contact the principal of the building. The MDT completes a vision and hearing screening and completes a record review of all of the assessments, observation and input by the team members. The district has adopted supplemental reading programs at each level of program. The data teams meet quarterly and are incorporated into the referral for the team to review and determine if the student has made progress utilizing these programs. At the middle and secondary levels the students participate in the evidence-based reading program to ensure progress and for the monitoring in the testing processes. If the student is not responding to these programs the team makes a referral for testing to the point of contact in each of the district's sixteen schools. Prior to making the diagnosis of specifically learning disability, the team rules out the possibility of the student's poor performance to a visual, hearing or motor disability; mental retardation; emotional disturbance; cultural factors; environmental factors or economical disadvantage; limited English proficiency; and/or a lack of appropriate instruction. For the purpose of identifying a student

50

with a specific learning disability, the Scranton School District uses an ability achievement discrepancy model. A student's cognitive ability is measured and compared to achievement in standardized instruments in the following areas: oral expressions, listening expression, reading, reading comprehension, mathematics calculations and mathematics problem solving, and written expression. Psychological Services Activities include administering psychological tests and evaluating the results, gathering and interpreting information about student behavior, and working with other staff members in planning school programs to meet the special needs of students may include psychological counseling for students, staff and parents. Psychological Testing Services Activities include administering psychological tests, standardized tests, and inventory assessments of ability, aptitude, achievement, interests and their interpretation for students, school personnel and parents. Special Program-Elementary/Secondary Activities are designed primarily for students having special needs. The Special Programs include support classes for pre-kindergarten, kindergarten, elementary and secondary students that have been identified as exceptional Speech Pathology and Audiology Services Activities which have as their purpose the identification, assessment and treatment of children with impairments in speech, hearing and language. Staff Development Services (Non-Certified Staff) The Scranton School District provides Staff development services designed to contribute to the professional competence of the LEA's non-certified staff. This category includes: conferences, workshops, and seminars attended to further develop the staffs competence. Supervision of Speech Pathology and Audiology Services The Scranton School District provides services associated with directing, managing and supervising speech pathology and audiology services.

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 Scranton School District is setting the foundation, establishing learning environments that prepare students to be successful citizens in the 21st Century. School Wide Positive Behavioral Support Programs are currently embedded in all elementary and intermediate

51

schools. In addition, School Based Behavioral Health programs are infused into 10 out of 11 elementary schools, in all 3 Intermediate Schools and at 2 high schools. The coordination of the student's mental health services with educational services has bolstered the student's educational programming and increased the District's parental engagement with its families. In addition, the District employs a Behavioral Specialist to focus on the professional development of our staff towards the provision of evidence-based behavioral interventions. Safe Crisis Management® “SCM” is employed as our comprehensive training program focusing on preventing and managing crisis events, as well as improving safety in our schools. Scranton School District has two SCM trainer within our administrative staff. Credentials for our staff within training include certification following their evaluation by the trainer. Teams of SCM employees of the Scranton School District are in each of the 16 buildings to readily assess and provide for the safety and behavioral support for our students.De-escalation strategies are the focus for the entire faculty and staff Our educational community provides a system that supports students' and eligible student's efforts to manage their own behavior and provide for academic achievement. Students with disabilities who engage in inappropriate behavior, disruptive or prohibited activities and/or actions injurious to themselves or others shall be disciplined in accordance with their Individualized Education Program (IEP), Positive Behavior Support Plan (PBSP), and District Policy.

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 Scranton School District ensures that hard to place students have appropriate placements and supports each on a case-by-case basis. Northeastern Educational Intermediate Unit TaC staff supports through an interagency process. The Scranton School District uses this independent approach with the student's agency and familial supports through this process. Multiple meetings occur to coordinate the services necessary to program and support the student with an appropriate educational placement. The Director of Special Education and Support Services for the District contacts the NEIU #19 Coordinator to develop the appropriate team, complete the necessary paperwork, develop an action plan and prepare resources for the family. If the team is unable through the meeting process to resolve the student's educational placement, additional assistance is requested from the regional intensive agency coordinator. The Scranton School District

52

works closely with local agencies to provide coordinated services for its students with disabilities. We work with various mental health providers to assist in the provision of mental health services and hosts interagency meetings in schools. In addition, Scranton School District team members assist in coordinating supports with local law enforcement, county agencies and local educational programs to better serve and support our students with disabilities.

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 Scranton School District is committed to serving our students through a growing continuum of services and supports in each of its 16 buildings. Programs exist for students within each of the 13 disabilites in the following: autistic support, blind/visually impaired support, deaf or hearing impaired support, emotional support, learning support, life skills support, multiple disabilities support, physical support and speech and language support. Throughout each building, the Scranton School District models the integration of its inclusionary programs into the general education environment. Co-teaching, differentiated instruction and professional learning collaboration is employed in the two high schools, three intermediate schools, and the eleven elementary schools. Preparation and planning between Special Education Teachers, Special Education Paraprofessionals, and Regular Education Teachers is coordinated to ensure the success of our special education students. Most recently in the elementary schools, grade level professional learning teams of teachers and paraprofessionals are in support of integrating instruction, assessment and ultimately student achievement. Throughout the last two school years, trainings were provided to staff to support compliance monitoring to the child find, (re)evaluation and IEP development. In addition, educational benefit review trainings were provided district-wide to address discrimination of our data collection, goal and services development and revision of the IEP process. In past years, NEIU #19 has been involved in training Administrators, Regular Education Teachers, Special Education Teachers, and Paraprofessionals in four models consisting of an Introduction and Interview, Models of Inclusion and Adaptations, Differentiated Instruction and Effective Behavior Support. Our Special Education Program provides a collaborative effort of all school personnel, working together to provide a quality program for all students. The Scranton School District’s desire is to give students with disabilities as sense of belonging to a school community. We encourage all of our special education students to participate in extra-curricular activities that will allow them to extend their learning into afterschool opportunities.Our Special Education Staff are committed to providing our Special Education students with a meaniningful educational experience. The District has collaborated with agencies such as the Northeastern Pennsylvania Center for Independent Living (CIL), “Supporting Autism and Families Everywhere” (SAFE) and IU19 to develop Competent Learner Model (CLM) classrooms for our autistic and life skills students. With the assistance of IU19 and PaTTAN,

53

the District supports and implements, the state incentives of Progress Monitoring and Standards Based IEPs focusing on the areas of Reading, Mathematics, and Written Expression. The staff is provided with ongoing in-service training and is encouraged to attend conferences which would provide them with cutting edge teaching methodology and strategies. Our District hosts a Partial Hospitalization program at the High School and Intermediate levels and has contracted to have other mental health services available in all our schools. The Scranton School District works in cooperation with Scranton Counseling Center, Friendship House and Lourdesmont to provide students with a therapeutic educational environment. School Wide Positive Behavior Supports are embedded in 4 elementary schools with one addition in fall 2013, one intermediate school with the addition of 1 in fall 2013, and is to be added to both high schools in fall 2013. School Based Behavioral Health teams are employed in 5 elementary schools with one to be added in fall 2013 and in each of the three intermediate schools and in one of our high school programs. The Scranton School District supports and attends the NEIU 19 annual Transition Fair in March 2016. Multiple local agencies supporting independent living, employment, and continuing post-secondary education provided program information to our students and families. The Scranton School District has developed a Transition Program designed to introduce, train, and place students in work experience program within the community. Special Education students from West Scranton and Scranton High School are eligible to participate in this school to work program for a no more than fifteen of hours weekly. The Transition Coordinator provides assistance from application to acceptance. The Elementary Schools Curriculum Committee is writing curriculum and devlepoing Common Core trainings including instruction, assessment and planning to improve student achievement. We utilize specialized multisensory and phonological-based reading programs, in addition, to other comprehensive and supplementary reading programs to meet the individual needs of our special needs students. The Special Education students are supported using the following assessments: DIBELS, AIMSweb, and Brigance for Progress Monitoring for our special education students. Elementary students are using Fast Forward, Wison and Fundations. Our Middle School and High School students are utilizing Fast Forward supplemental reading program. The District recently embarked upon the implementation of the Classroom Diagnostic Tools (CDT) for its students grades 3th through10th. Our Assessment Committee has developed a comprehensive plan to monitor and analyze data from grades two through eleven. Data teams meet at least quarterly to review and plan for ongoing instruction and assessment.The District is involved in the Stop Truancy and Really Succeed (STARS) Program that is a cross-systems collaborative project based on research, planning, and implementation relying on input from schools, community services, and the court system. By collectively searching for solutions, the District, along with other service agencies, is able to capitalize on the creativity and initiative of individuals in each of the systems. The continuing process of communication and collaboration allows the District to adjust the program and respond to new issues or concerns. Other goals include strengthening the relationship among students, family, and the school, and at the same time, hold parents

54

accountable for ensuring their child gains a full and proper education. Emphasizing the importance of education is a basic building block of the Program. Finally, a long-term goal is to reduce the rate of juvenile delinquency and ultimately adult criminal activity.The Scranton School District is making an extra effort to establish positive rapport and communication with our parents of special education students. Realizing this need to continue to support our students while understanding the needs of our families, the District will establish a parent support organization to better meet the needs of our students valuing the voices of our parents. The District realizes the importance of this relationship and the cooperation with the parents leads to the success we will have with their students. It is the District's goal to continue to increase the number of training opportunities for parents of students with special needs.

55

Assurances

Safe and Supportive Schools AssurancesThe 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)

56

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

Acceptable Use Policy for Technology Resources

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

Special Education AssurancesThe 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 FacilitiesFacility Name Facility Type Services Provided By Student Count

57

Lackawanna County Prison Incarcerated School District 4Lackawanna County Detention Center Incarcerated School District 3

Least Restrictive Environment FacilitiesFacility Name Type of

FacilityType of Service Number of

Students Placed

The Western Pennsylvania School for the Deaf

Approved Private Schools

Full time Deaf and Hard of Hearing Support

6

New Story- Throop Other Full time Autistic and Emotional Support, Licensed private academic

4

NHS- Scranton Other Full time Autistic/Emotional Support 2Scranton School District

Instruction in the Home

Emotional/ID/ Learning Support 10

Scranton School District: St. Joseph's Center

Instruction in the Home

Multiple Disabilities Support 1

NEIU 19 Special Education Centers

Multi-Disabilities 10

The Alternative Education Center Plains

Other Alternative Education for Disruptive Youth: Emotional Support

1

Children's Home of Reading

Other Emotional support 3

Children's Service Center

Other Partial Mental Health, emotional support/autism

5

Custer City Private School

Other Licensed Private Academic School, emotional support/autism

1

Deveroeux, Brandywine


Mental Helath, emotional support 1

Deveroeux, Kanner Center


Mental Health RTF, emotional support 2

Deveroeux, Mapleton Approved Private Schools

Mental Health RTF, emotional support 1

EIHAB Other Emotional Support, Learning support Licensed Private Academic School, Rehabilitation

2

Genesis/First Hospital Other Emotional Support, Mental Health 2Hoffman Homes Other Emotional Support, RTF 1Kid's Peace Other Emotional Support, Mental Health RTF 1

58

Vision Quest Standing Timbers Academy

Other Emotional Support, Licensed Private RTF

1

Woods Approved Private Schools

Autism Support, RTF 1


Emotional Support 3


Autism 3


Life Skills 1

Special Education Program ProfileProgram Position #1 - Proposed Program

Operator: School DistrictPROPOSED PROGRAM INFORMATION

Type: PositionImplementation Date: September 6, 2016Average square feet in regular classrooms: sq. ft.Square footage of this classroom: sq. ft. ( feet long x feet wide)Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTSLocation/Building

Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE

Adams An Elementary School Building

A building in which General Education programs are operated

Full-Time Special Education Class

Emotional Support

9 to 11

6 0.5



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

Emotional Support

9 to 11

1 0.5

Program Position #2 - Proposed ProgramOperator: School DistrictPROPOSED PROGRAM INFORMATION

59



Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE



Itinerant Learning Support

7 to 9 5 0.5




Learning Support

7 to 9 6 0.5




Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE

Armstrong An Elementary School Building



Autistic Support

8 to 10

1 0.12




Autistic Support

8 to 10

6 0.75



Itinerant Autistic Support

8 to 10

1 0.13

60




Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE




Life Skills Support

5 to 7 6 0.5




Life Skills Support

5 to 7 4 0.5




Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE




9 to 10

4 0.5




Learning Support

9 to 10

7 0.5

Program Position #6 - Proposed Program

61




Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE




10 to 12

11 0.5

Armstrog An Elementary School Building



Learning Support

10 to 12

3 0.5




Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE




8 to 10

6 0.25




Learning Support

8 to 10

14 0.75

Program Position #8 - Proposed ProgramOperator: School District

62

PROPOSED PROGRAM INFORMATIONType: PositionImplementation Date: September 6, 2016Average square feet in regular classrooms: sq. ft.Square footage of this classroom: sq. ft. ( feet long x feet wide)Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.


Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE

Isaac Tripp An Elementary School Building



Autistic Support

6 to 8 6 0.75




6 to 8 1 0.25




Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE




Autistic Support

7 to 9 7 1


Type: PositionImplementation Date: September 6, 2016Average square feet in regular classrooms: sq. ft.Square footage of this classroom: sq. ft. ( feet long x feet wide)

63

Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.


Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE




Autistic Support

9 to 11

8 1




Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE




Life Skills Support

8 to 10

8 1




Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE




Learning Support

7 to 10

9 0.75

64




Learning Support

7 to 10

5 0.25




Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE




Learning Support

9 to 11

12 0.6




9 to 11

1 0.4




Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE




Learning Support

5 to 8 10 0.9

Isaac Tripp An Elementary

A building in which

Supplemental (Less Than

Learning Support

5 to 8 2 0.1

65

School Building

General Education programs are operated

80% but More Than 20%)




Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE

Bancroft An Elementary School Building



5 to 7 4 0.15




Learning Support

5 to 7 4 0.3




8 to 9 4 0.15




10 to 11

3 0.15




Learning Support

10 to 11

2 0.15




Learning Support

8 to 9 1 0.1


66



Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE

Morris An Elementary School Building


Itinerant Emotional Support

9 to 11

1 0.5




Emotional Support

9 to 11

10 0.5




Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE




5 to 7 7 0.5




Learning Support

8 to 10

3 0.5


67



Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE

Sumner An Elementary School Building



6 to 8 1 0.1




Emotional Support

6 to 8 1 0.15




Emotional Support

6 to 8 6 0.75




Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE




9 to 11

18 0.5

SUMNER An Elementary School

A building in which General

Supplemental (Less Than 80% but More

Learning Support

7 to 7 8 0.5

68

Building Education programs are operated

Than 20%)




Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE

Willard An Elementary School Building



10 to 12

8 0.5




Learning Support

10 to 12

5 0.5




Grade Building Type Type of Support

Level of Support

Age Range

Caseload

FTE




5 to 8 10 1


69



Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE

Prescott An Elementary School Building



9 to 11

3 0.25




Learning Support

9 to 11

13 0.75




Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE

Plaza An Elementary School Building



7 to 9 8 0.5




Learning Support

7 to 9 5 0.5


Type: Position

70

Implementation Date: September 6, 2016Average square feet in regular classrooms: sq. ft.Square footage of this classroom: sq. ft. ( feet long x feet wide)Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.


Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE




9 to 10

3 0.25




11 to 12

2 0.25




Learning Support

11 to 12

3 0.25




Learning Support

9 to 10

2 0.25




Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE

Whittier An Elementary School Building



5 to 7 2 0.25

Whittier An Elementary

A building in which


Learning Support

5 to 7 4 0.25

71

School Building






8 to 9 9 0.25




Learning Support

8 to 9 2 0.25




Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE




6 to 7 2 0.2




Learning Support

6 to 7 4 0.2




8 to 9 1 0.1




Learning Support

8 to 9 9 0.5


72

PROPOSED PROGRAM INFORMATIONType: PositionImplementation Date: August 22, 2016Average square feet in regular classrooms: sq. ft.Square footage of this classroom: sq. ft. ( feet long x feet wide)Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.


Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE

Kennedy An Elementary School Building



5 to 7 2 0.25




Learning Support

5 to 7 3 0.25




8 to 9 5 0.25

Kenedy An Elementary School Building



Learning Support

8 to 9 4 0.25




Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE




8 to 9 5 0.3

73




Learning Support

10 to 11

14 0.7




Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE

Kenedy An Elementary School Building



Autistic Support

5 to 7 5 0.75




Autistic Support

5 to 7 2 0.25




Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE




Autistic Support

9 to 11

1 0.25

Kennedy An Elementary

A building in which


Autistic Support

9 to 11

6 0.75

74

School Building





PROGRAM SEGMENTSLocation/Building Grade Building

TypeType of Support

Level of Support

Age Range

Caseload

FTE

Northeast Intermediate School

A Middle School Building



11 to 13

2 0.25

Northeast Interediate School




Learning Support

11 to 13

8 0.5





Learning Support

11 to 13

1 0.25




TypeType of Support

Level of Support

Age Range

Caseload

FTE



A building in which General Education


11 to 13

2 0.25

75

programs are operated





Learning Support

11 to 13

11 0.75




TypeType of Support

Level of Support

Age Range

Caseload

FTE





12 to 13

2 0.25





Learning Support

12 to 13

10 0.75




TypeType of Support

Level of Support

Age Range

Caseload

FTE





12 to 14

7 0.5

76





Learning Support

12 to 14

6 0.5


Type: ClassandPositionImplementation Date: September 6, 2016Average square feet in regular classrooms: sq. ft.Square footage of this classroom: sq. ft. ( feet long x feet wide)Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.


TypeType of Support

Level of Support

Age Range

Caseload

FTE





13 to 15

7 0.5





Learning Support

13 to 15

5 0.5




TypeType of Support

Level of Support

Age Range

Caseload

FTE





Learning Support

12 to 12

9 0.75

Northeast Intermediate

A Middle School

A building in which


13 to 15

5 0.25

77

School Building General Education programs are operated




TypeType of Support

Level of Support

Age Range

Caseload

FTE





12 to 14

3 0.25





Emotional Support

12 to 14

5 0.75




TypeType of Support

Level of Support

Age Range

Caseload

FTE





11 to 13

3 0.25





Emotional Support

11 to 13

1 0.25

78






Emotional Support

11 to 13

4 0.5




TypeType of Support

Level of Support

Age Range

Caseload

FTE





Autistic Support

13 to 14

7 1




TypeType of Support

Level of Support

Age Range

Caseload

FTE

West Scranton Intermediate School




11 to 14

8 0.5





Emotional Support

11 to 14

7 0.5

79




TypeType of Support

Level of Support

Age Range

Caseload

FTE





Learning Support

11 to 12

2 0.5

West Scranton INtermediate School




11 to 12

11 0.5




TypeType of Support

Level of Support

Age Range

Caseload

FTE





Learning Support

11 to 13

4 0.5





11 to 13

9 0.5

80




TypeType of Support

Level of Support

Age Range

Caseload

FTE





Learning Support

11 to 14

2 0.5

West Intermediate School




11 to 14

12 0.5




TypeType of Support

Level of Support

Age Range

Caseload

FTE





11 to 14

1 0.25





Learning Support

11 to 14

8 0.75


81




TypeType of Support

Level of Support

Age Range

Caseload

FTE





13 to 15

11 0.5

West SCranton Intermediate School




Learning Support

13 to 15

4 0.5




TypeType of Support

Level of Support

Age Range

Caseload

FTE





12 to 13

1 0.15





Autistic Support

12 to 13

6 0.85


82



TypeType of Support

Level of Support

Age Range

Caseload

FTE





Life Skills Support

13 to 15

8 1




TypeType of Support

Level of Support

Age Range

Caseload

FTE

South Scranton Intermediate School




11 to 13

4 0.2





Learning Support

11 to 13

13 0.8



83



TypeType of Support

Level of Support

Age Range

Caseload

FTE





13 to 15

5 0.25





Learning Support

13 to 15

7 0.75




TypeType of Support

Level of Support

Age Range

Caseload

FTE





13 to 15

6 0.3





Learning Support

13 to 15

7 0.7



84



TypeType of Support

Level of Support

Age Range

Caseload

FTE





Autistic Support

12 to 14

7 0.9





12 to 14

1 0.1




TypeType of Support

Level of Support

Age Range

Caseload

FTE





Emotional Support

11 to 11

1 0.25





12 to 14

3 0.25





Emotional Support

12 to 14

4 0.5


Type: Position

85



TypeType of Support

Level of Support

Age Range

Caseload

FTE





Learning Support

12 to 14

6 0.6





12 to 14

7 0.4




TypeType of Support

Level of Support

Age Range

Caseload

FTE





11 to 13

7 0.2





Learning Support

11 to 13

14 0.8


Type: PositionImplementation Date: September 6, 2016

86

Average square feet in regular classrooms: sq. ft.Square footage of this classroom: sq. ft. ( feet long x feet wide)Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.


Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE

Scranton High School

A Senior High School Building



14 to 16

9 0.3





Learning Support

14 to 16

8 0.7




Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE





14 to 15

11 0.25





Learning Support

14 to 15

12 0.75



87



Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE





15 to 18

4 0.25





Learning Support

15 to 18

10 0.75




Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE





15 to 17

8 0.5





Learning Support

15 to 17

3 0.5



PROGRAM SEGMENTS

88

Location/Building

Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE





15 to 17

7 0.3





Learning Support

15 to 17

9 0.7





Level of Support

Age Range

Caseload

FTE





15 to 17

14 1




Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE





16 to 17

10 0.5


A Senior High School


Supplemental (Less Than 80% but More Than

Learning Support

16 to 17

2 0.5

89

Building programs are operated

20%)




Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE





16 to 17

4 0.2





Learning Support

16 to 17

12 0.8




Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE





16 to 17

10 0.5





Learning Support

16 to 17

3 0.5


90



Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE





17 to 18

10 0.5





Learning Support

17 to 18

3 0.5




Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE





17 to 19

10 0.5





Learning Support

17 to 19

3 0.5


Type: PositionImplementation Date: September 6, 2016Average square feet in regular classrooms: sq. ft.

91

Square footage of this classroom: sq. ft. ( feet long x feet wide)Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.


Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE





17 to 19

10 0.5





Learning Support

17 to 19

4 0.5




Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE





14 to 17

4 0.15





Emotional Support

14 to 17

10 0.5





Emotional Support

14 to 17

1 0.15





Emotional Support

18 to 19

4 0.2

92




Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE





Autistic Support

17 to 19

7 0.87





Autistic Support

17 to 19

1 0.13




Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE





Learning Support

15 to 18

2 0.2





Learning Support

15 to 18

9 0.8


Type: Position

93



Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE





Life Skills Support

14 to 18

11 1


Type: PositionImplementation Date: August 22, 2016Average square feet in regular classrooms: sq. ft.Square footage of this classroom: sq. ft. ( feet long x feet wide)Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.


Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE





Life Skills Support

15 to 19

9 1




TypeType of Support

Level of Support

Age Range

Caseload

FTE

West Scranton High School




17 to 19

4 0.25

94






Learning Support

17 to 19

12 0.75




TypeType of Support

Level of Support

Age Range

Caseload

FTE





Life Skills Support

14 to 16

6 0.4





14 to 16

16 0.5





Learning Support

14 to 16

1 0.1




TypeType of Support

Level of Support

Age Range

Caseload

FTE

95





14 to 16

19 0.6





Learning Support

14 to 16

5 0.4




TypeType of Support

Level of Support

Age Range

Caseload

FTE





16 to 18

2 0.1





Learning Support

16 to 18

16 0.9




TypeType of Support

Level of Support

Age Range

Caseload

FTE


A Senior High

A building in which

Supplemental (Less Than 80%

Learning Support

16 to 18

16 0.85

96

School Building


but More Than 20%)





16 to 18

4 0.15




TypeType of Support

Level of Support

Age Range

Caseload

FTE





15 to 17

13 0.4





Learning Support

15 to 17

7 0.6




Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE





14 to 17

3 0.08

97






Emotional Support

14 to 17

10 0.5





Emotional Support

14 to 17

5 0.42




TypeType of Support

Level of Support

Age Range

Caseload

FTE





15 to 17

2 0.1





Learning Support

15 to 17

16 0.9




TypeType of Support

Level of Support

Age Range

Caseload

FTE

98





14 to 15

1 0.2





Emotional Support

14 to 15

12 0.8




TypeType of Support

Level of Support

Age Range

Caseload

FTE





Autistic Support

16 to 19

2 0.25

West Scranton High SChool




Autistic Support

16 to 19

6 0.75



PROGRAM SEGMENTSLocation/Building Grade Building Type Type of

SupportLevel of Support

Age Range

Caseload

FTE


A Senior High

A special education

Supplemental (Less Than 80%

Autistic Support

14 to 16

5 1

99

School Building

Center in which no general education programs are operated

but More Than 20%)


Type: PositionImplementation Date: September 6, 2016Average square feet in regular classrooms: 400 sq. ft.Square footage of this classroom: 400 sq. ft. (20 feet long x 20 feet wide)



Level of Support

Age Range

Caseload

FTE

Monticello An Elementary School Building

A special education Center in which no general education programs are operated


Autistic Support

6 to 9 6 1


Type: ClassandPositionImplementation Date: September 6, 2016Average square feet in regular classrooms: 400 sq. ft.Square footage of this classroom: 400 sq. ft. (20 feet long x 20 feet wide)



Level of Support

Age Range

Caseload

FTE

Monticello A Middle School Building



Autistic Support

11 to 14

8 1





Level of Support

Age Range

Caseload

FTE

100

Monticello A Senior High School Building



Autistic Support

15 to 17

7 1





Level of Support

Age Range

Caseload

FTE




Emotional Support

8 to 11

11 1





Level of Support

Age Range

Caseload

FTE




Emotional Support

6 to 9 6 1


Type: PositionImplementation Date: August 22, 2016Average square feet in regular classrooms: sq. ft.Square footage of this classroom: sq. ft. ( feet long x feet wide)

101



TypeType of Support

Level of Support

Age Range

Caseload

FTE





Life Skills Support

15 to 18

14 0.8

West Scranton High Shool




Life Skills Support

15 to 18

1 0.2




TypeType of Support

Level of Support

Age Range

Caseload

FTE





Life Skills Support

15 to 18

10 1




TypeType of Support

Level of Support

Age Range

Caseload

FTE

102





Life Skills Support

17 to 19

7 1





Level of Support

Age Range

Caseload

FTE




Emotional Support

11 to 15

8 1


Type: ClassandPositionImplementation Date: August 22, 2016Average square feet in regular classrooms: 500 sq. ft.Square footage of this classroom: 500 sq. ft. (20 feet long x 25 feet wide)Explain any unchecked boxes for facilities questions: Students are provided with service in individually or in small groups that meet the age range requirements


Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE




5 to 7 5 0.25




Learning Support

8 to 9 13 0.75


103




Level of Support

Age Range

Caseload

FTE




9 to 11 17 1




Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE




10 to 12

18 0.75




Learning Support

10 to 10

1 0.25




Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE




Emotional Support

9 to 11

3 0.5

104




Emotional Support

9 to 11

3 0.5





Level of Support

Age Range

Caseload

FTE




Emotional Support

10 to 13

9 1


Type: ClassandPositionImplementation Date: September 6, 2016Average square feet in regular classrooms: 500 sq. ft.Square footage of this classroom: 500 sq. ft. (20 feet long x 25 feet wide)Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.Explain any unchecked boxes for facilities questions: medically fragile students in an institutional setting


Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE

Monticello A Junior/Senior High School Building



Emotional Support

15 to 17

12 1


105

Type: ClassandPositionImplementation Date: September 6, 2016Average square feet in regular classrooms: 500 sq. ft.Square footage of this classroom: 500 sq. ft. (20 feet long x 25 feet wide)Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.Explain any unchecked boxes for facilities questions: special education center



Level of Support

Age Range

Caseload

FTE




Emotional Support

16 to 18

12 1


Type: ClassandPositionImplementation Date: September 6, 2016Average square feet in regular classrooms: 500 sq. ft.Square footage of this classroom: 500 sq. ft. (20 feet long x 25 feet wide)Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.Explain any unchecked boxes for facilities questions: AEDYStudents are provided with service in individually or in small groups that meet the age range requirements



Level of Support

Age Range

Caseload

FTE

Lincoln Jackson AEDY




13 to 17

10 0.5

Lincoln Jackson AEDY




15 to 18

9 0.5


Type: ClassandPositionImplementation Date: September 6, 2016Average square feet in regular classrooms: 500 sq. ft.

106

Square footage of this classroom: 500 sq. ft. (20 feet long x 25 feet wide)PROGRAM SEGMENTS

Location/Building Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE





12 to 14

3 0.2





Learning Support

12 to 14

13 0.8


Type: ClassandPositionImplementation Date: September 6, 2016Average square feet in regular classrooms: 500 sq. ft.Square footage of this classroom: 500 sq. ft. (20 feet long x 25 feet wide)Explain any unchecked boxes for facilities questions: Students are provided with service in individually or in small groups that meet the age range requirements


TypeType of Support

Level of Support

Age Range

Caseload

FTE





15 to 19

1 0.25





Learning Support

15 to 19

9 0.75




TypeType of Support

Level of Support

Age Range

Caseload

FTE


A Middle School

A building in which


13 to 14

9 0.5

107

Building General Education programs are operated





Learning Support

13 to 14

4 0.5


Type: PositionImplementation Date: September 6, 2016Average square feet in regular classrooms: 500 sq. ft.Square footage of this classroom: 500 sq. ft. (20 feet long x 25 feet wide)Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.Explain any unchecked boxes for facilities questions: Teacher of Blind and visually impaired pushes into classrooms does not have a dedicated space. Students are seen individually.



Level of Support

Age Range

Caseload

FTE

District wide An Elementary School Building


Itinerant Blind or Visually Impaired Support

6 to 11 14 0.34

Justification: Itinerant blind and visually impaired services delivered on an individual basisDistrict Wide A Middle

School Building



12 to 15

5 0.33

District Wide A Senior High School Building



16 to 19

9 0.33



108

Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.Explain any unchecked boxes for facilities questions: Teacher of the Hearing Impaired services children in their gen ed classroom--no classroom required for this itinerant serviceStudents are provided with service in individually or in small groups that meet the age range requirements



Level of Support

Age Range

Caseload

FTE

District Wide An Elementary School Building


Itinerant Deaf and Hearing Impaired Support

5 to 11 11 0.34

Justification: Students are seen on an independent basisDistrict wide A Middle

School Building



12 to 15

4 0.33

District Wide A Senior High School Building



16 to 19

7 0.33


Type: ClassandPositionImplementation Date: September 6, 2016Average square feet in regular classrooms: 500 sq. ft.Square footage of this classroom: 500 sq. ft. (20 feet long x 25 feet wide)Justification: Compliance for classroom accessibility was marked as inappropriate.Explain any unchecked boxes for facilities questions: This is speech teacher typically works with a small group of students or 1:1. Students are provided with service in individually or in small groups that meet the age range requirements



Level of Support

Age Range

Caseload

FTE



Itinerant Speech and Language Support

5 to 11 45 1

Justification: Students are provided with service in individually or in small groups that meet the age range requirements


109


Type: ClassandPositionImplementation Date: September 6, 2016Average square feet in regular classrooms: 500 sq. ft.Square footage of this classroom: 500 sq. ft. (20 feet long x 25 feet wide)Explain any unchecked boxes for facilities questions: Students are provided with service in individually or in small groups that meet the age range requirementsThis is a speech class, students services in small group or 1:1.



Level of Support

Age Range

Caseload

FTE




5 to 12 50 1






Level of Support

Age Range

Caseload

FTE

district wide An Elementary School Building



5 to 12 65 1






Level of Support

Age Range

Caseload

FTE

district wide An Elementary School



5 to 9 49 1

110

Building programs are operated






Level of Support

Age Range

Caseload

FTE




5 to 11 17 1






Level of Support

Age Range

Caseload

FTE




10 to 11

17 0.32

district wide A Middle School Building



11 to 15

18 0.33

district wide A Senior High School Building



14 to 21

23 0.35



111

PROPOSED PROGRAM INFORMATIONType: ClassandPositionImplementation Date: September 6, 2016Average square feet in regular classrooms: 500 sq. ft.Square footage of this classroom: 500 sq. ft. (20 feet long x 25 feet wide)



Level of Support

Age Range

Caseload

FTE




5 to 12 51 1






Level of Support

Age Range

Caseload

FTE




5 to 12 51 1






Level of Support

Age Range

Caseload

FTE

district wide A Senior High School Building



13 to 19

45 1


112





Level of Support

Age Range

Caseload

FTE




5 to 11 54 1






Level of Support

Age Range

Caseload

FTE




5 to 12 52 1






Level of Support

Age Range

Caseload

FTE




5 to 11 43 1

Justification: Students are provided with service individually or in small groups that meet the age range

113

requirements.





Level of Support

Age Range

Caseload

FTE

district wide A Middle School Building



13 to 18

28 0.5

Justification: Students are provided with service individually or in small groups that meet the age range requirements.district wide An

Elementary School Building



5 to 12

30 0.5

Justification: Students are provided with service individually or in small groups that meet the age range requirements.


Type: PositionImplementation Date: September 6, 2016Average square feet in regular classrooms: 0 sq. ft.Square footage of this classroom: 0 sq. ft. (0 feet long x 0 feet wide)Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.Explain any unchecked boxes for facilities questions: students are fully included no separate classroom


Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE




Life Skills Support

7 to 9 2 1


114

PROPOSED PROGRAM INFORMATIONType: ClassandPositionImplementation Date: September 6, 2016Average square feet in regular classrooms: 600 sq. ft.Square footage of this classroom: 0 sq. ft. (0 feet long x 0 feet wide)Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.Explain any unchecked boxes for facilities questions: Students are fully included in general education classes


Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE




Life Skills Support

5 to 7 2 1





Level of Support

Age Range

Caseload

FTE

Monticello/Dickson St.




Multiple Disabilities Support

8 to 12

3 1




Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE




Life Skills Support

8 to 10

5 1

115





TypeType of Support

Level of Support

Age Range

Caseload

FTE





Autistic Support

12 to 15

8 1




Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE




Emotional Support

7 to 9 5 1




Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE



A building in which General Education programs are


Autistic Support

15 to 19

8 1

116

operated




Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE




Life Skills Support

6 to 9 3 1




Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE




Autistic Support

6 to 8 5 1




Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE


A building in which General Education programs are


Emotional Support

6 to 8 3 1

117

operated




Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE




Life Skills Support

7 to 9 4 0.5




Life Skills Support

7 to 9 2 0.5





Level of Support

Age Range

Caseload

FTE




Autistic Support

8 to 10 8 1




Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE

Willard An A building in Supplemental Autistic 7 to 8 3 0.5

118

Elementary School Building

which General Education programs are operated

(Less Than 80% but More Than 20%)

Support




Autistic Support

6 to 8 3 0.5




TypeType of Support

Level of Support

Age Range

Caseload

FTE





Autistic Support

12 to 15

8 1




Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE




Autistic Support

8 to 10

3 1



PROGRAM SEGMENTS

119

Location/Building

Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE




Autistic Support

6 to 9 6 1




TypeType of Support

Level of Support

Age Range

Caseload

FTE

North East Intermediate School




Life Skills Support

12 to 15

4 1


Type: ClassandPositionImplementation Date: September 1, 2016Average square feet in regular classrooms: 400 sq. ft.Square footage of this classroom: 400 sq. ft. (20 feet long x 20 feet wide)Explain any unchecked boxes for facilities questions: This is a transfer of enteties classroom/position from NEIU 19



Level of Support

Age Range

Caseload

FTE




Autistic Support

14 to 17

1 1

Special Education Support ServicesSupport Service Location Teacher

FTE

School Psychologist Administration Building 7

120

Director of Special Education and Support Services

Administration Building 1

Instructional Supervisor Adminstration Building 3Transition Coordinator High School Programs 1Diagnostician Administration Building 1Occupational Therapist SSD Buildings 1Paraprofessional Armstrong 5Paraprofessional Adams 5Paraprofessional Bancroft 2Paraprofessional Robert Morris 4Paraprofessional Prescott 1Paraprofessional Plaza 4Paraprofessional Kennedy 5Paraprofessional Isaac Tripp 13Paraprofessional Willard 4Paraprofessional Sumner 5Paraprofessional Northeast Intermediate School 6Paraprofessional Whittier 7Paraprofessional South Scranton Intermediate

School5

Paraprofessional West Scranton Intermediate School

9

Paraprofessional Scranton High School 11Paraprofessional West Scranton High School 7COTA district wide 1

Special Education Contracted ServicesSpecial Education Contracted Services Operator Amt of Time

per WeekInvo Health Care: Speech Therapy Outside

Contractor5 Days

Scranton Counseling Center Outside Contractor

5 Days

Physical Therapist Intermediate Unit

1 Days

School Based Mental Health Teams: Friendship House, Lourdesmont, Scranton Counseling Center

Outside Contractor

5 Days

Contracted Psychologist Outside Contractor

2 Days

Behavior Tech/Friendship House Outside Contractor

5 Days

Orientation and Mobility Intermediate 1 Days

121

Unit

122

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:N/A- not submitting school level plans

District Accomplishments

Accomplishment #1:Grade 4, Grade 5 and Grade 6 Math, All Students, showed 100% growth in 2016 PSSAs

Grade 6, Advanced Students, met the standard for growth in PSSA Math

Grade 7 and 8 ELA, All Students, met 100% growth in PSSAs

All groups met or exceeded growth measures in Grade 7 and 8 ELA

All groups met or exceeded growth measures in Grades 4-6 Math

All groups met or exceeded growth measures in Grade 6 ELA

Grade 4 met the standard for growth in Science for students for all, but the lowest achieving quintile of students

Three year average of growth in Keystone Literature met the standard for growth

Achievement proficiency percentages increased in ELA, Math and Science PSSAs in all grades

Met target for participation

Met target for attendance.

123

Accomplishment #2:The district adopted Wilson's Fundations to strengthen literacy in the primary grades, as a deficit was noticed in PSSA ELA tests and through formative assessment in Grades 3-5.

Accomplishment #3:Everyday Math has been implemented in Grades K-5, and Big Ideas Math has been implemented in grdes 6-8 due to consistent elementary math assessment scores that were not aligned to the rigor of the PA Core.

Accomplishment #4:The distrct is adopting APEX Learning and their tutorials for PSSA and Keystone remediation for all students.

Accomplishment #5:Due to static reading results in the elementary buildings the district has adopted Reading Streets to offer an aligned, rigorous reading program to the distract curriculum.

District Concerns

Concern #1:Due to the changes in state's ELA assessments, the district needs to implement- a systemic writing curriculum in all content areas.

Concern #2:

124

Due to the state ELA assessments, the district needs to align the curriculum to the current state assessment expectations.

Concern #3:Due to the changes in the state math assessments, the district needs to align the curriculum to the current state assessment expectations

Prioritized Systemic Challenges

Systemic Challenge #1 (Guiding Question #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:

Due to the changes in state's ELA assessments, the district needs to implement- a systemic writing curriculum in all content areas.


Due to the changes in the state math assessments, the district needs to align the curriculum to the current state assessment expectations

Systemic Challenge #2 (Guiding Question #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:


125



Systemic Challenge #3 (Guiding Question #5) Establish a district system that fully ensures barriers to student learning are addressed in order to increase student achievement and graduation rates.

Aligned Concerns:




Systemic Challenge #4 (Guiding Question #2) Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school.

Aligned Concerns:



126


Systemic Challenge #5 (Guiding Question #1) Establish a district system that fully ensures consistent implementation of standards aligned curricula across all schools for all students.

Aligned Concerns:




Systemic Challenge #6 (Guiding Question #3) Establish a district system that fully ensures staff members in every school use standards aligned assessments to monitor student achievement and adjust instructional practices.

Aligned Concerns:




127

District Level Plan

Action Plans

Goal #1: 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.

Related Challenges:

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

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

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

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

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.

Indicators of Effectiveness:

Type: Interim

Data Source: Curriculum

Specific Targets: PVAAS

128

School Performance Profile

eMetric

Common Assessment Results

Access 2.0 Results

SAT/ACT

AP Exams

PSAT

Type: Interim

Data Source: Scope & Sequence Mapping



eMetric

Common Assessment Results

Access 2.0 Results

SAT/ACT

PSAT

AP Exams

Type: Annual

Data Source: Materials & Resources

Specific Targets: Allocation for targeted and essential materials and resources through the annual budget cycle.

129

Type: Annual

Data Source: Lesson Plan

Specific Targets: PA-ETEP

Danielson Observation

82-1, 82-3

Type: Interim

Data Source: Common Assessments

Specific Targets: PVAAS, eMetric, CDT, Access 2.0, Formative and Summative Normed Assessment Results, SATs/ACTs, AP Exams, PSAT

Type: Interim

Data Source: Teacher and Principal SLOs

Specific Targets: PVAAS, eMetric, CDT, Access 2.0, Formative and Summative Normed Assessment Results, SATs/ACTs, AP Exams, PSAT

Type: Annual

Data Source: Budget and Planning Cycle

Specific Targets: PDE Budget Report

Strategies:

Backward Design Curriculum Development

Description:

130

Backward design curriculum development model. The district follows a six year revision cycle. Focus devoted to four core academic areas (ELA, Mathematics, Science & Social Studies).

SAS Alignment: None selected

Data-Driven Decision Making

Description:

Using multiple sources of state and distrcit level data, adminstration and teachers will create SLOs linked to student achievement data.

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

Implementation Steps:

Principal and Teacher SLOs

Description:

Data-driven instructional leadership will be used to increase both student performance and growth by aligning all material purchases to district strategic goals. All principal and teacher SLOs will focus on differenciation of the learning environment to demonstrate targeted intervention and remediation using best-practice programs and materials.

Start Date: 7/1/2017 End Date: 6/30/2018

Program Area(s): Professional Education, Student Services

Supported Strategies: None selected

Scope and Sequence Mapping

Description:

A weekly scope and sequence pacing guide will be created to support the curriculum implementation and teachers' instructional delivery.


Program Area(s): Professional Education, Special Education, Student Services

131


Lesson Planning

Description:

Lesson plans will be aligned with the district's curriculum and scope and sequence. Uniformed components will be a directive across all levels of the district.


Program Area(s): Professional Education


Common Assessments

Description:

Common assessments will be created on all levels to track student progress and ensure students' are meeting the goals and objectives of the curriculum to successfully advance through the grade levels.


Program Area(s): Professional Education


Budget and Planning

Description:

The district's budget willl align to strategic goals and objectives to increase student achievement.




132

Goal #2: 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.

Related Challenges:




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


Type: Annual

Data Source: Kindergarten Readiness Screening

Specific Targets: DIBEL results

Fundation Assessments

Grade 3 PSSA Results

Standards-Based Report Card

Everyday Math Assessments

Pearson Reading Streets Weekly Tests

My Sidewalks Test results

Teacher Progress monitoring

Child Study Teams

Type: Interim

Data Source: Curriculum/Scope & Sequence

Specific Targets: DIBEL results

133

Fundation Assessments

Grade 3 PSSA Results



My Sidewalks Test results

Teacher Progress monitoring

Child Study Teams

Type: Annual

Data Source: Early Intervention Transition Meetings

Specific Targets: IEPs

Progress Monitoring

DIBELs Results



Standards-based report cards

Type: Interim

Data Source: Wilson Fundations

Specific Targets: Progress Monitoring

Fundations Assessments

DIBELS Results

Title 1 Reports

134

Type: Interim

Data Source: Child Study Teams/MTSS Implementation

Specific Targets: Standards-Based Report Card

Progress Monitoring

Fundations Assessments

DIBELS Results

Title 1 Reports

Professional Development Calendar for MTSS Implementation

Type: Interim

Data Source: School-Based Behavioral Health teams

Specific Targets: School Safety Report

Suspension Data

SAP Report

Strategies:

MTSS

Description:

MTSS is systematic continuous improvement framework in which data-based problem solving and decision making is practices across all levels of the educational system for supporting students.

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

Pre-K/ Early Intervention

Description:

135

Consists of services and supports designed to help families with children prior to the start of Kindergarten who have developmental delays or potential disabilities.

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


Kindergarten Readiness Screening

Description:

The SSD holds a Kindergarten Readinesss Assessment of all prospective kindergraten students the spring prior to thier first day. At this screening parents are offered materials and resource and agency and medical referals to support their child to be ready for their first day of school.


Program Area(s): Special Education, Student Services


Curriculum/Scope and Sequence

Description:

Through principal observations and the Danielson framework evidence is demonstrated that classroom teachers are following the board approved, standard aligned curriculum and accompanying scope and sequence.




Early Intervention Transistion Meetings

Description:

136

EI transition meetings must be conducted in a timely fashion to ensure that all building administration, and teachers have the materials, resources and support staff necessary to properly support incoming students.




Wilson Fundations

Description:

Wilson Fundations provides research based materials and strategies essential to a comprehensive reading, spelling, and handwriting program.




School Based Behavioral Health

Description:

SBBH are supports services and programs that enhance children's emotional and behavioral well being. SBBH is used to remove mental health and behavioral barriers impacting student achievement.




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

Related Challenges:

137





Type: Interim

Data Source: Curriculum


eMetric


Type: Interim

Data Source: Scope and Sequence


eMetric


Type: Interim

Data Source: Child Study Teams/MTSS Implementation

Specific Targets: State Performance Plan

PVAAS

eMetric


138

Title 1 Reports/Audit

Type: Interim

Data Source: School-Based Health Centers

Specific Targets: Attendance

Truancy

SHAARS Report

SBHC Data Reports on Usage

PVAAS

eMetric


Type: Interim

Data Source: Wilson Fundations

Specific Targets: DIBELS


Grade 3 PSSA results

Type: Interim

Data Source: Breakfast in the Classroom/Free Lunch Program

Specific Targets: Attendance

Truancy

PVAAS

eMetric

139


Strategies:

School Wide Positive Behavior Support

Description:

SWPBS is a framework for assisting school personnel in adopting and organizing evidence based behavioral interventions into an integrated continuum that enhances academic and social behavior outcomes for all students.

SAS Alignment: Safe and Supportive Schools

MTSS

Description:

MTSS is systematic continuous improvement framework in which data-based problem solving and decision making is practices across all levels of the educational system for supporting students

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


Curriculum/Scope and Sequence

Description:

Through principal observations and the Danielson framework evidence is demonstrated that classroom teachers are following the board approved, standard aligned curriculum and accompanying scope and sequence.




140

School Based Behavioral Health

Description:

SBBH are supports services and programs that enhance children's emotional and behavioral well being. SBBH is used to remove mental health and behavioral barriers impacting student achievement.




Wilson Fundations

Description:

Wilson Fundations provides research based materials and strategies essential to a comprehensive reading, spelling, and handwriting program




Breakfast in the Classroom

Description:

Studies show that children who eat breakfast at the start of their school day have higher Math and Reading scores. They have sharper memory and show faster speed on cognitive tests.


Program Area(s): Student Services


141

Appendix: Professional Development Implementation Step Details

LEA Goals Addressed:

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.

Start End Title Description

7/1/2017 6/30/2018 Principal and Teacher SLOs

Data-driven instructional leadership will be used to increase both student performance and growth by aligning all material purchases to district strategic goals. All principal and teacher SLOs will focus on differenciation of the learning environment to demonstrate targeted intervention and remediation using best-practice programs and materials.

Person Responsible SH S EP Provider Type App.Melissa McTiernan, Chief Academic Officer

3.0 18 30 District with NEIU Consultation IU Yes

KnowledgeKnowledge of how to implement and utilize new programs and materials to impact instructional delivery and differentiate the learning environment. Knowledge of how to use data to drive instruction.

Supportive Research

Data-driven decision making is essential for differentiating the classroom and selecting the appropriate materials and resources to support individualized student needs.

Designed to AccomplishFor classroom teachers, school Enhances the educator’s content knowledge in the area of the educator’s certification or

142

counselors and education specialists:

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

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

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

Training FormatSeries of Workshops

Participant Roles

Classroom teachersPrincipals / Asst. PrincipalsSupt / Ast Supts / CEO / Ex DirSchool counselorsParaprofessionalOther educational specialists

Grade Levels

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

Follow-up Activities Analysis of student work, with administrator and/or peersCreating lessons to meet varied student learning styles

Evaluation Methods Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment,

143

Joint planning period activities

instructional delivery and professionalism.Student PSSA dataStandardized student assessment data other than the PSSAClassroom student assessment dataReview of participant lesson plans


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.


7/1/2017 6/30/2020 Scope and Sequence MappingA weekly scope and sequence pacing guide will be created to support the curriculum implementation and teachers' instructional delivery.

Person Responsible SH S EP Provider Type App.Melissa McTiernan, Chief Academic Officer

3.0 18 30 District with NEIU Consultation IU Yes

KnowledgeUnderstanding of the new curiculum documents and how to best implement and reach the goals and objectives.

Supportive Research Backward design

Designed to AccomplishFor classroom teachers, school Enhances the educator’s content knowledge in the area of the educator’s certification or

144

counselors and education specialists:

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



Training FormatDepartment Focused Presentation

Participant Roles

Classroom teachersPrincipals / Asst. PrincipalsSchool counselorsParaprofessional Grade Levels

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

Follow-up Activities Analysis of student work, with administrator and/or peersCreating lessons to meet varied student learning stylesJoint planning period activities

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

145

Standardized student assessment data other than the PSSAClassroom student assessment dataReview of participant lesson plans


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.


7/1/2016 6/30/2020 Wilson FundationsWilson Fundations provides research based materials and strategies essential to a comprehensive reading, spelling, and handwriting program.

Person Responsible SH S EP Provider Type App.Building Principals 6 18 30 Wilson Language Training For Profit

CompanyYes

Knowledge Phonemic awareness

Phonics

High frequency word study

Reading fluency

146

Vocabulary

Comprehension strategies

Handwriting

Spelling

Supportive Research

Early literacy development

Designed to Accomplish

For classroom teachers, school counselors and education specialists:

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



Training Format Series of Workshops

147

Participant Roles

Classroom teachersPrincipals / Asst. PrincipalsNew Staff Grade Levels

Elementary - Primary (preK - grade 1)Elementary - Intermediate (grades 2-5)

Follow-up Activities

Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peersAnalysis of student work, with administrator and/or peersCreating lessons to meet varied student learning stylesPeer-to-peer lesson discussionLesson modeling with mentoringJoint planning period activitiesJournaling and reflecting

Evaluation Methods

Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.Student PSSA dataStandardized student assessment data other than the PSSAClassroom student assessment dataParticipant surveyReview of participant lesson plansReview of written reports summarizing instructional activity

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


7/1/2016 6/30/2020 Wilson FundationsWilson Fundations provides research based materials and strategies essential to a comprehensive reading, spelling, and handwriting program

Person Responsible SH S EP Provider Type App.

148

Building Principals 6 18 30 Wilson Language Training For Profit Company

Yes

Knowledge

Phonics

Phonemic Awareness

Handwriting

Spelling

Reading

Fluency

High frequency word study

Vocabulary

Comprehension strategies

Supportive Research

Wilson Fundations provides research based materials and strategies essential to a comprehensive reading, spelling, and handwriting program.

Designed to AccomplishFor classroom teachers, school counselors and education specialists:

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

149



Training FormatSeries of Workshops

Participant Roles

Classroom teachersPrincipals / Asst. PrincipalsNew Staff Grade Levels

Elementary - Primary (preK - grade 1)Elementary - Intermediate (grades 2-5)

Follow-up Activities Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peersAnalysis of student work, with administrator and/or peersCreating lessons to meet varied student learning stylesPeer-to-peer lesson discussionLesson modeling with mentoringJoint planning period activitiesJournaling and reflecting

Evaluation Methods Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.Student PSSA dataStandardized student assessment data other than the PSSAClassroom student assessment dataParticipant surveyReview of participant lesson plansReview of written reports summarizing instructional activity

150

151

District Level Affirmations

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

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

No signature has been provided

Board President

No signature has been provided

Superintendent/Chief Executive Officer

152

Special Education Affirmations

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

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

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

3. The school district has adopted policies and procedures that assure that students with disabilities are included in general education programs and extracurricular and non-academic programs and activities to the maximum extent appropriate in accordance with an Individualized Education Program.

4. The school district will comply with the PA Department of Education, Bureau of Special Education's revision notice process.

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

6. The school district affirms the Pennsylvania Department of Education that funds received through participation in the medical assistance reimbursement program, ACCESS, will be used to enhance or expand the current level of services and programs provided to students with disabilities in this local education agency.

We affirm that the school district has completed a 28 day public inspection and comment period as required under 22 PA Code § 4.13 (d) prior to the school entity's governing board approval and submission to the Department of Education (Bureau of Special Education).

Affirmed by BOB SHERIDAN on 4/29/2016

153

Board President

Affirmed by Alexis Kirijan on 4/29/2016

Superintendent/Chief Executive Officer

Documents

- d3jc3ahdjad7x7.cloudfront.net · Web viewScranton SD . District Level Plan. 07/01/2017 - 06/30/2020. District Profile. Demographics. 425 N Washington Ave. Scranton,