Bloomsburg Area SDpa01000125.schoolwires.net/cms/lib7/PA01000125/... · 2016-11-30 · 4 7. Instill the love of learning in students to promote life-long learners 8. Provide a safe

Bloomsburg Area SD

District Level Plan

07/01/2017 - 06/30/2020

2

District Profile

Demographics

728 E 5th St Bloomsburg, PA 17815 (570)784-5000 Superintendent: Donald Wheeler Director of Special Education: Donna Christensen

Planning Process The process the Bloomsburg Area School District is using to develop the Distric Level Plan (DLP) is

similar to what we did when strategic planning. We have convened a team of board approved people

who will analyze each element in the DLP. We will have regular meetings involving community

members, parents, teachers, board members, local business representatives, and administrative

team members. Our timeline is to have the team board approved in September with meetings

beginning in November and the goal of completion in April so we have time to review with the

school board as a whole and time for public review (see BASD developed timeline below). The

superintendent wil be responsible for the entire plan with assistance from the curriculum

coodinator in developing the district profile, core foundations, academic achievment, professional

education plan, special education plan, assurances, and human resources. The principals will help

coordinate the core foundations, academic achievment, and human resources plan. The special

education director will help in development of the core foundations, academic achievment, special

education plan, assurances,a nd human resources. The teacher team will assist with the safe and

supportive school aspect as well as academic achievment. Communication with all groups wil be

through formal memos mailed via US Mail with dates, times, and locations of meetings. The

superintendent will give regular updates to the board on a monthly basis as the plan is developed.

Bloomsburg Area School District 2015-16 Timeline for Comprehensive District Planning (DP)

and School Planning (SP)

August-Appointment of committees and assure all are registered with the PDE and given rights to

view and or author DP/SP.

September- Board approve committees, principals prepare data sets in accordance with DP/SP

online system, principals complete MILE survey,

October- Superintendent/ Principals complete district profile questions, core foundation questions,

needs assessment, and analysis of data. Meet with SP committees as dictated by principal scheduling.

November-January- record systemic challenges, complete needs assessment and analyze systems,

and build district/school level plan. Have schedule of when and where meetings will be.

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February-April- Report from district and schools to board on DP/SP

June- submit SP and sign assurances to PDE

October- Public review of DP

November- revisions to any DP/SP

December- final submission of DP

Mission Statement The mission of the Bloomsburg Area School District is to prepare its students to become

contributing, responsible citizens and life-long learners, with the ability to adapt and to succeed in a

competitive world.

Vision Statement Upon graduation, all students will be prepared for college, workforce, or the military. As a school

district, we want to connect with the community and be viewed as a beacon of hope, stability, and

pride for children. We will focus on high-level academic achievement focusing on preparation for

college and employment post-high school. We want all students to feel welcome, fairly treated, safe,

prepared for life, and involved in school and community programs. We want to compete with the

state's elite academic K-12 school districts. Our vision of student success will be completed with a

"good is not good enough" attitude, sound instruction and interventions, and commitment to

excellence in education in a family environment.

Shared Values 1. Extensive use of Common Core, state, and local standards to design curriculum and instruction,

assess student work, and evaluate students

2. Increase instruction time for reading and mathematics directly and through integration of other

academic and related arts curricula

3. Substantial investment in teachers' professional development that focuses on instructional

practices to help students meet academic standards

4. Comprehensive systems to monitor individual student performance and to provide help to

struggling students before they fall behind

5. Parental involvement in efforts to get students to meet standards

6. Utilize technology to enhance learning and provide learning opportunities beyond the classroom

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7. Instill the love of learning in students to promote life-long learners

8. Provide a safe learning environment for all students

9. Continue to evaluate the balance of assessing and teaching students

Educational Community Bloomsburg Area School District is a rural community. Economically, the district boasts the higher

education provided by Bloomsburg University to over 9,000 students. It is also the home of business

and industry such as the Geisinger Bloomsburg Hospital, Rieter Automotive, Kawneer, Dillon Floral,

Wal-Mart, The Home Depot, Lowe's, and a host of over 100 small and mid-level companies that

provide strong employment opportunities in the community. BASD's organizational resources are,

first and foremost, its employees, funded 75% by local dollars, 23% by the state, and 3% by the

federal government. BASD's total operating budget is $24.1 million. BASD serves approximately

1,600 students in grades K-12, with 45% economically disadvantaged and approximately 11%

special needs. Students are provided with work-based learning opportunities in the community, in

addition to extensive PIAA sports and after-school clubs, both school and independently operated.

The community is very supportive of BASD, as indicated in federal program surveys and attendance

at school functions.

Planning Committee Name Role

Joseph Kelly Administrator : Professional Education

Trevor Palmatier Administrator : Professional Education

Joshua Tabor Administrator : Professional Education

Michael Upton Administrator : Professional Education

Joe Yodock Board Member : Professional Education

Deb Zollmann Board Member : Professional Education

Jim Kofskie Business Representative : Professional Education

Susan McGarry Business Representative : Professional Education

Fred Gaffney Community Representative : Professional

Education

Joelle Leh Community Representative : Professional

Education

Dennis Delorso Ed Specialist - Other : Professional Education

Special Education

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Dennis Delorso Ed Specialist - Other : Special Education

Ann Kostiuk Ed Specialist - School Counselor : Professional

Education

Cheri Balmer Ed Specialist - School Psychologist : Professional

Education Special Education

Andrew Brown Elementary School Teacher - Regular Education :

Professional Education

Nicholas Hessert Elementary School Teacher - Regular Education :


Jaclyn Krankoskie Elementary School Teacher - Regular Education :


Rachel Mollette High School Teacher - Regular Education :


Jason Moser High School Teacher - Regular Education :


Kim Honabach Middle School Teacher - Regular Education :


Amy Tommasini Middle School Teacher - Regular Education :


Ashley Marsicano Middle School Teacher - Special Education : Special

Education

Dawn Erwin Parent : Professional Education

Eric Haines Parent : Professional Education

Karen Radice Parent : Special Education

Donna Christensen Special Education Director/Specialist : Professional

Education

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Core Foundations

Standards

Mapping and Alignment

Elementary Education-Primary Level

Standards Mapping Alignment

Arts and Humanities Developing Accomplished

Career Education and Work Accomplished Accomplished

Civics and Government Developing Accomplished

PA Core Standards: English Language Arts Accomplished Accomplished

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

Developing Accomplished

PA Core Standards: Mathematics Developing Accomplished

Economics Developing Accomplished

Environment and Ecology Developing Accomplished

Family and Consumer Sciences Non Existent Non Existent

Geography Developing Accomplished

Health, Safety and Physical Education Accomplished Accomplished

History Developing Accomplished

Science and Technology and Engineering Education Developing Accomplished

Alternate Academic Content Standards for Math Accomplished Accomplished

Alternate Academic Content Standards for Reading Accomplished Accomplished

American School Counselor Association for Students Accomplished Accomplished

Early Childhood Education: Infant-Toddler⟶Second Grade


English Language Proficiency Developing Accomplished

Interpersonal Skills Developing Accomplished

School Climate Accomplished Accomplished

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

Family and consumer sciences are not a requirement, nor are they taught.

Elementary Education-Intermediate Level





PA Core Standards: English Language Arts Accomplished Accomplished

PA Core Standards: Literacy in History/Social Studies, Developing Accomplished

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Science and Technical Subjects






Health, Safety and Physical Education Accomplished Accomplished










Family and consumer sciences are not a requirement, nor are they taught.

Middle Level



Career Education and Work Developing Accomplished


PA Core Standards: English Language Arts Developing Accomplished








Health, Safety and Physical Education Developing Accomplished









World Language Non Existent Non Existent

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World Language is not currently part of the Middle Level Curriculum. Family and consumer sciences are not a requirement, nor are they taught.

High School Level





PA Core Standards: English Language Arts Developing Accomplished






Family and Consumer Sciences Developing Accomplished


Health, Safety and Physical Education Developing Accomplished






English Language Proficiency Developing Developing

Interpersonal Skills Developing Developing


World Language Accomplished Accomplished


This narrative is empty.

Adaptations


Checked answers

Career Education and Work

PA Core Standards: English Language Arts

PA Core Standards: Mathematics

Unchecked answers

None.


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Checked answers




Unchecked answers

None.

Middle Level

Checked answers



Unchecked answers

None.

High School Level

Checked answers



Science and Technology and Engineering Education

Unchecked answers

None.

Explanation for any standards checked:

K-12 has developed and is implementing career education and work standards through the guidance department. K-5 completed a comprehensive overhaul of the ELA standards to align to the PA Common Core. A K-5 math committee is developing standards based report cards to reflect the adoption of a new math resource. The high school has improved technology integration by implementing a one-to-one device (Surface Pro) with all 9-12 students and faculty.

Curriculum

Planned Instruction


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.

Developing

The relationship between the objectives of a planned course, Developing

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instructional unit or interdisciplinary studies and academic standards are identified.

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

Developing

Processes used to ensure Accomplishment:


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





Developing


Developing

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

Developing


Developing





Middle Level



Developing


Developing


Developing


Developing

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High School Level



Developing


Developing


Developing


Developing


Within our Guides4Learning curriculum development tool, our teachers are incorporating the materials needed to achieve success with the academic standards identified in the specific discipline. The "Units of Instruction" developed through the Guides4Learning program allow the teacher to estimate the instruction time needed to successfully achieve the knowledge-base of the standards. All objectives and instructional units of each course are identified within the Guides4Learning system. The course assessments, to measure mastery, are imbedded within the units of instruction, and each lesson plan. The relationship between the planned course, academic standards, and the objectives of each course are clearly identified within each unit of instruction.



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.

Modifications 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

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aligned curriculum.

Teachers plan modified and accommodated instruction and assessment through

differentiation (content, process, product, and learning environment). Through data

collection and data analysis, teachers plan modified instruction and accommodations

necessary to meet the individual needs of students. In addition, through data analysis,

teachers identify students who require possible re-teaching/reinforcement or extension of

skills and concepts. Additional supports (Title 1 Reading/Math, Special Education, Gifted)

are provided to ensure students receive the appropriate level of instruction. In addition, the

district utilizes a co-teaching model (K-12) to ensure students receive appropriately

modified and/or accommodated instruction, while ensuring all students receive instruction

aligned to the grade-level standards.

Instruction

Instructional Strategies

Checked Answers Formal classroom observations focused on instruction

Walkthroughs targeted on instruction

Annual Instructional evaluations

Peer evaluation/coaching

Instructional Coaching

Regular Lesson Plan Review

Checked Answers Administrators

Building Supervisors

Department Supervisors

Instructional Coaches

Unchecked Answers

Not Reviewed

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

BASD administration provide regular walkthrough evaluations in addition to formal evaluations throughout each academic year, utilizing PA-ETEP. These are completed by building level and central office staff. Coaching is accomlished through the teacher induction program and where applicable for teachers in need of improvement.

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

All teachers are reviewed.

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Responsiveness to Student Needs


Instructional Practices Status

Structured grouping practices are used to meet student needs. Full

Implementation

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

Full Implementation

Differentiated instruction is used to meet student needs. Full

Implementation

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

Full Implementation

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





Implementation


Full Implementation


Implementation


Full Implementation



Middle Level



Implementation


Full Implementation


Implementation


Full Implementation


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High School Level



Implementation


Full Implementation


Implementation


Full Implementation



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.

All staff are highly qualified. At BASD, it is our belief that all staff are responsible for meeting the learning needs of students. If this is not happening, they are helped to improve, and if improvment is not occurring then it is reflected in the evaluation. We strive for teamplayers who, "do not get caught up in the big of little."

Assessments

Local Graduation Requirements

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

Total Courses 27.25 27.25 27.25

English 4.00 4.00 4.00

Mathematics 4.00 4.00 4.00

Social Studies 4.00 4.00 4.00

Science 4.00 4.00 4.00

Physical Education 2.00 2.00 2.00

Health 1.00 1.00 1.00

Music, Art, Family & Consumer Sciences, Career and Technical Education

2.00 2.00 2.00

Electives 6.25 6.25 6.25

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Minimum % 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:Checked answers

Completion of secondary level coursework in English Language Arts (Literature),

Algebra I and Biology in which a student demonstrates proficiency on the associated

Keystone Exam or related project-based assessment if § 4.4(d)(4) (relating to

general policies) applies.

Locally approved and administered assessments, which shall be independently and

objectively validated once every 6 years. Local assessments may be designed to

include a variety of assessment strategies listed in ? 4.52(c) and may include the use

of one or more Keystone Exams. Except for replacement of individual test items that

have a similar level of difficulty, a new validation is required for any material

changes to the assessment. Validated local assessments must meet the following

standards:

I. Alignment with the following State academic standards: English Language

Arts (Literature and Composition); Mathematics (Algebra I) and

Environment and Ecology (Biology).

II. Performance level expectations and descriptors that describe the level of

performance required to achieve proficiency comparable to that used for the

Keystone Exams.

III. Administration of the local assessment to all students, as a requirement for

graduation, except for those exempted by their individualized education

program under subsection (g), regarding special education students, or

gifted individualized education plan as provided in ? 16.32 (relating to

GIEP).

IV. Subject to appropriations provided by law, the cost to validate local

assessments shall be evenly divided between the school district, AVTS or

charter school, including a cyber-charter school, and the Department. If the

Department does not provide sufficient funding to meet its share, local

assessments submitted for validation shall be deemed valid until a new

validation is due to the Department.

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V. The Department will establish a list of entities approved to perform

independent validations of local assessments in consultation with the Local

Assessment Validation Advisory Committee as provided in ? 4.52(f).

VI. School boards shall only approve assessments that have been determined to

meet the requirements of this subsection by an approved entity performing

the independent validation. If a school district, AVTS or charter school,

including a cyber-charter school, uses a local assessment that has not been

independently validated, the Secretary will direct the school entity to

discontinue its use until the local assessment is approved through

independent validation by an approved entity.

Completion of an Advanced Placement exam or International Baccalaureate exam

that includes academic content comparable to the appropriate Keystone Exam at a

score established by the Secretary to be comparable to the proficient level on the

appropriate Keystone Exam.

Unchecked answers

Not Applicable. Our LEA does not offer High School courses.

Local Assessments

Standards WA TD NAT DA PSW Other

Arts and Humanities X

Career Education and Work X

Civics and Government X


X X X


X

PA Core Standards: Mathematics X X X

Economics X

Environment and Ecology X

Family and Consumer Sciences X

Geography X

Health, Safety and Physical Education

X

History X


X X X

World Language X

Methods and Measures

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Summative Assessments

Summative Assessments EEP EEI ML HS

PSSA X X

Keystone Exams X X

Terra Nova X

Benchmark Assessments

Benchmark Assessments EEP EEI ML HS

Study Island X X

Fountas and Pinnell X X

Formative Assessments

Formative Assessments EEP EEI ML HS

DIBELS X

Diagnostic Assessments

Diagnostic Assessments EEP EEI ML HS

CDT X

DIAL 4 X

OL-SAT X

Validation of Implemented Assessments

Validation Methods EEP EEI ML HS

External Review

Intermediate Unit Review

LEA Administration Review

Building Supervisor Review X X X X

Department Supervisor Review X X X X

Professional Learning Community Review

Instructional Coach Review

Teacher Peer Review X X X X

Provide brief explanation of your process for reviewing assessments.

Assessments are reviewed during the teacher evaluation process. This is accomplished one of several ways, observed directly, requested by evaluator, or teacher driven.

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.

Local assessments are developed by a committee of teachers in conjuction with the Director

of Education. Local assessments are reviewed regularly and updated as needed.

Collection and Dissemination

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

Any one of the following ways:

1) data teams in buildings, 2) newsletter, 3) local newspaper, 4) school board meetings, 5)

website, 6) department head meetings, 7) adminstrative meetings

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.

Through remediation, flexible grouping, Title I services, Project Based Assessments

(PBA's) and extra-help from teachers.

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 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 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.

X X X X

Instructional practices modified or adapted to increase student mastery.

X X X X

Provide brief explanation of the process for incorporating selected strategies.

The strategies listed above are incorporatd by teachers adapting lessons, lesson plans, review of data, and extra-help sessions.

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


Distribution of Summative Assessment Results

Distribution Methods EEP EEI ML HS

Course Planning Guides X

Directing Public to the PDE & other Test-related Websites

X X X

Individual Meetings X X X X

Letters to Parents/Guardians X X X X

Local Media Reports X X X X

Website X X X X

Meetings with Community, Families and School Board X X X X

Mass Phone Calls/Emails/Letters X X X X

Newsletters X X X X

Press Releases X X X X

School Calendar X X X X

Student Handbook X X X X

Provide brief explanation of the process for incorporating selected strategies.

Self-explanatory.

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

Items do not exist or test results do not exist for given grade levels.

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.

BASD will continue to do what we have done since NCLB, work with all students and help

meet their needs, one child at a time.

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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 X

Conflict Resolution or Dispute Management X X X X

Peer Helper Programs X X X X

Safety and Violence Prevention Curricula X X X X

Student Codes of Conduct X X X X

Comprehensive School Safety and Violence Prevention Plans

X X X X

Purchase of Security-related Technology X X X X

Student, Staff and Visitor Identification Systems X X X X

Placement of School Resource Officers

Student Assistance Program Teams and Training X X X X

Counseling Services Available for all Students X X X X

Internet Web-based System for the Management of Student Discipline

X X X X

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

BASD had an SRO and due to budget constraints cut the position. It was a valued position; however, with the grant funding drynig up, coupled with own budget concerns, the position was elimintated.

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.)

1). The school district utilizes a number of method for identification of gifted children, to include the following: A. The Bloomsburg Area School District utilizes a gifted screening/evaluation procedure. B. At the second grade level, all district students are administered the Otis Lennon School Ability Test (OLSAT). The results are utilized to identify potentially gifted students. All second grade students meeting the 95th national percentile will be considered as meeting level II in the gifted screening/evaluation procedure. C. School district teachers and/or guidance counselors can make referrals for gifted screening based on leadership and ability skills observed in the classroom and on assessments. D. Parents may request a multidisciplinary evaluation through the Director of Special Education. E. The Director of Special Education will post gifted information such as organizations for giftedness on the school district website. F. The Director of Special Education will host gifted informational sessions for district residents on a three year basis.

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G. The Director of Special Education will make public announcements of gifted education at a minimum of once per school year at public school board meetings. 2). Description of gifted special education programs offered: A. At the elementary level, students receiving gifted services, are given enrichment folders and permitted unlimited access to these folders while in the general education setting. B. At the elementary level, students receiving gifted services, are provided enrichment through small group classes. These classes provide individual opportunities for expansion of strengths through projects, presentations, and experiments. C. All students receiving gifted education are afforded the individual opportunity to complete accelerated coursework, and/or accelerated grade levels, after demonstrating proficiency with regard to the curriculum criteria. D. At the middle school, students receiving gifted services, are provided access to the gifted teacher during homeroom times. Such times are either individual or group sessions. E. At the middle school, students receiving gifted services, are provided the option to participate in after school mind benders meetings. F. At the middle school, students receiving gifted services, have the opportunity to compete in the Bucknell math competition. G. All students receiving gifted education, have access to the Book Adventure program. H. All students receiving gifted education, have the opportunity to complete Prezi presentations. I. At the middle school, students receiving gifted services, can compete in the the TSA or Science Olympiad. J. At the high school, students receiving gifted services, are assigned to a daily homeroom as a group. This facilitates an opportunity to access support for their enrichment. K. At the high school, students receiving gifted services, complete monthly goal progress notes. L. At the high school, students receiving gifted services, attend a speaker series with various community speakers.

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 either referred to the building principa/school counselorl by a teacher for a possible gifted screen, or by parent request.

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

See Above.

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.

See Above.

Developmental Services

Developmental Services EEP EEI ML HS

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Academic Counseling X X X X

Attendance Monitoring X X X X

Behavior Management Programs X X X X

Bullying Prevention X X X X

Career Awareness X X X X

Career Development/Planning X X X X

Coaching/Mentoring X X X X

Compliance with Health Requirements –i.e., Immunization

X X X X

Emergency and Disaster Preparedness X X X X

Guidance Curriculum X X X X

Health and Wellness Curriculum X X X X

Health Screenings X X X X

Individual Student Planning X X X X

Nutrition X X X X

Orientation/Transition X X X X

RTII/MTSS

Wellness/Health Appraisal

Explanation of developmental services:


Diagnostic, Intervention and Referral Services

Diagnostic, Intervention and Referral Services EEP EEI ML HS

Accommodations and Modifications X X X X

Administration of Medication X X X X

Assessment of Academic Skills/Aptitude for Learning X X X X

Assessment/Progress Monitoring X X X X

Casework X X X X

Crisis Response/Management/Intervention X X X X

Individual Counseling X X X X

Intervention for Actual or Potential Health Problems X X X X

Placement into Appropriate Programs X X X X

Small Group Counseling-Coping with life situations X X

Small Group Counseling-Educational planning X X

Small Group Counseling-Personal and Social Development

X X X X

Special Education Evaluation X X X X

Student Assistance Program X X X X

Explanation of diagnostic, intervention and referral services:


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Consultation and Coordination Services

Consultation and Coordination Services EEP EEI ML HS

Alternative Education X X X X

Case and Care Management

Community Liaison

Community Services Coordination (Internal or External)

Coordinate Plans

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

Home/Family Communication X X X X

Managing Chronic Health Problems X X X X

Managing IEP and 504 Plans X X X X

Referral to Community Agencies X X X X

Staff Development X X X X

Strengthening Relationships Between School Personnel, Parents and Communities

X X X X

System Support

Truancy Coordination X X X X

Explanation of consultation and coordination services:


Communication of Educational Opportunities

Communication of Educational Opportunities EEP EEI ML HS

Course Planning Guides X X

Directing Public to the PDE & Test-related Websites X X X X



Local Media Reports X X X X

Website X X X X

Meetings with Community, Families and Board of Directors

X X X X

Mass Phone Calls/Emails/Letters X X X X

Newsletters X X X X

Press Releases X X X X



Communication of Student Health Needs

Communication of Student Health Needs EEP EEI ML HS

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Individual Screening Results X X X X


Website X X X X

Meetings with Community, Families and Board of Directors

X X X X

Newsletters X X X X



Frequency of Communication

Elementary Education - Primary Level

Monthly

Elementary Education - Intermediate Level

Monthly

Middle Level

Quarterly

High School Level

Quarterly

Collaboration for Interventions

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

As needed with the school nurse or health aide.

Community Coordination

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

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

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1. Before/ After school YMCA care in two elementary schools.

2. Various clubs at all levels.

3. Transition programs for IEP students.

4. Provided by teachers as budget allows.

5. Family Center at Memorial Elementary School

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.

Winter meetings with our special education director and DIAL testing to determine

strengths of students. Summer KindergartenCamp for all eligble new K students.

Superintendent sits on pre-k board. Annual transition meetings with pre-school agencies

and parents of incoming kindergarten students.

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

Developing

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

Developing

Accessibility for students and teachers is effective and efficient Developing

Differentiated and equitably allocated to accommodate diverse levels of student motivation, performance and educational needs

Developing

Provide explanation for processes used to ensure Accomplishment.

District-level K-12 Curriculum administrator and building-level administrators will assist to ensure accomplishment.

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





Developing


Developing



Developing





Middle Level



Developing


Developing



Developing





High School Level

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Developing


Developing



Developing





SAS Incorporation


Standards Status

Arts and Humanities

Implemented in less than 50% of

district classrooms

Career Education and Work Full

Implementation

Civics and Government


district classrooms


Implemented in 50% or more of

district classrooms



district classrooms



district classrooms

Economics Implemented in less than 50% of

district

28

classrooms

Environment and Ecology


district classrooms

Family and Consumer Sciences Not Applicable

Geography


district classrooms



district classrooms

History


district classrooms



district classrooms

Alternate Academic Content Standards for Math


district classrooms

Alternate Academic Content Standards for Reading


district classrooms

American School Counselor Association for Students Full

Implementation

Early Childhood Education: Infant-Toddler→Second Grade


district classrooms

English Language Proficiency


district classrooms

Interpersonal Skills


district classrooms

School Climate


district classrooms

Further explanation for columns selected "

29

We recognize SAS is not completely being utlized as a resource in the student academic planning process. However, SAS is utlized more in the areas of ELA and Math. Staff feel that some of the SAS resources are not as good in lessons and for certain content areas.


Standards Status

Arts and Humanities


district classrooms


Implementation



district classrooms



district classrooms



district classrooms



district classrooms

Economics


district classrooms



district classrooms


Geography


district classrooms



district classrooms

History


district classrooms

30



district classrooms



district classrooms



district classrooms


Implementation



district classrooms



district classrooms

School Climate


district classrooms


We recognize that SAS is not completely being utlized as a resource in the student academic planning process. However, SAS is utilized more in the area of ELA and Math. Staff feel that some of the SAS resources are not as good in lessons and for certain content areas.

Middle Level

Standards Status

Arts and Humanities


district classrooms


Implementation



district classrooms



district classrooms

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

31

Technical Subjects 50% or more of district

classrooms



district classrooms

Economics


district classrooms



district classrooms


Geography


district classrooms



district classrooms

History


district classrooms



district classrooms



district classrooms



district classrooms


Implementation



district classrooms



district classrooms

School Climate Implemented in

32

50% or more of district

classrooms

World Language Not Applicable


We recognize that SAS is not completely being used as a resource in the student academic plannig process; however, in the areas of math and language arts it is utilized more than other content areas. Staff feel that some of the SAS resources are not as good in lessons and certain content areas.

High School Level

Standards Status

Arts and Humanities


district classrooms


Implementation



district classrooms



district classrooms



district classrooms



district classrooms

Economics


district classrooms



district classrooms

Family and Consumer Sciences


district classrooms

Geography Implemented in 50% or more of

33

district classrooms



district classrooms

History


district classrooms



district classrooms



district classrooms



district classrooms


Implementation



district classrooms



district classrooms

School Climate


district classrooms

World Language


district classrooms


We recognize that SAS is not completely being used as a resource in the student academic planning process; however, in the areas of math and language arts it is utilized more than other content areas. Staff feel that some of the SAS resources are not as good in lessons and certain content areas.


34

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.

X X X X

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.

Continue to follow the current induction plan. With regard to the gifted education professional education, gifted teachers attend network meetings at the local intermediate unit. The Director of Special Education attends monthly full staff meetings at the local intermediate unit to keep informed of state-wide gifted updates.


All strategies selected.

35

Educator Discipline Act 126, 71

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

Questions

The LEA has conducted the required training on:

1/20/2014

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

Questions

The LEA has conducted the training on:

10/12/2015

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

Not Applicable for our school entity

Strategies Ensuring Fidelity

Checked answers

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).

36

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

Unchecked answers

None.


Continue with the practice of developing our own tailored PD.



Induction Program

Checked answers

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 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.

Unchecked answers

Inductees will effectively navigate the Standards Aligned System website.


See induction plan.

37


Incorporate a section of SAS training for staff.

Needs of Inductees

Checked answers

Frequent observations of inductee instructional practice by a coach or mentor to

identify needs.

Frequent observations of inductee instructional practice by supervisor to identify

needs.

Regular meetings with mentors or coaches to reflect upon instructional practice to

identify needs.

Student PSSA data.

Standardized student assessment data other than the PSSA.

Classroom assessment data (Formative & Summative).

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

Review of inductee lesson plans.

Review of written reports summarizing instructional activity.

Submission of inductee portfolio.

Knowledge of successful research-based instructional models.

Information collected from previous induction programs (e.g., program evaluations

and second-year teacher interviews).

Unchecked answers

None.


Continue with induction plan.

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


38

Mentor Characteristics

Checked answers

Pool of possible mentors is comprised of teachers with outstanding work performance.

Potential mentors have similar certifications and assignments.

Potential mentors must model continuous learning and reflection.

Potential mentors must have knowledge of LEA policies, procedures and resources.

Potential mentors must have demonstrated ability to work effectively with students and other adults.

Potential mentors must be willing to accept additional responsibility.

Mentors must complete mentor training or have previous related experience (e.g., purpose of induction program and role of mentor, communication and listening skills, coaching and conferencing skills, problem-solving skills and knowledge of adult learning and development).

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

Unchecked answers

None.


Continue with induction plan.

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

All characteristics selected.

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

Best Instructional Practices X X

Safe and Supportive Schools X

Standards X

Curriculum X X

Instruction X

Accommodations and Adaptations for diverse learners

X

Data informed decision making X

Materials and Resources for Instruction X

If necessary, provide further explanation.

39


Monitoring and Evaluating the Induction Program

Identify the procedures for monitoring and evaluating the Induction program.

Through induction packet questionaires turned in as part of portfolio.

Recording Process

Identify the recording process for inductee participation and program completion. (Check all that apply)Checked answers

Mentor documents his/her inductee's involvement in the program.

A designated administrator receives, evaluates and archives all mentor records.

School/LEA maintains accurate records of program completion and provide a

certificate or statement of completion to each inductee who has completed the

program.

LEA administrator receives, tallies, and archives all LEA mentor records.

Completion is verified by the LEA Chief Executive Officer on the Application for

Level 2 Certification.

Unchecked answers

None.

Special Education

Special Education Students

Total students identified: 201

Identification Method

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

The District utilizes the following regulatory components for identification of a Specific

Learning Disability:

1. When provided with adequate learning experiences and scientifically-based instruction,

the child does not achieve adequately for the child's age or meet State-approved grade-level

standards in one or more of the following areas: Oral Expression, Listening Comprehension,

Written Expression, Basic Reading Skills, Reading Comprehension, Mathematics Problem

Solving, or Mathematics Calculation, and

40

2. A severe discrepancy exists between the child's intellectual ability and measured

achievement, and

3. Vision, hearing, or motor problems, intellectual disability, emotional disturbance, cultural

and/or environmental issues, and limited English proficiency have been ruled out as

primary causes of the child's academic difficulties, and

4. Underachievement is not a result of a child's lack of instruction in reading or

mathematics, and repeated assessments/screening of achievement were conducted by the

District, at regular intervals.

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

Based on current enrollment statisitics, there are no disproportionate differences to

address.

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?

1. The District does not currently have any 1306 facilities under our location.

2. The District ensures compliance with students receiving a free and appropriate education

(FAPE) in the least restrictive environment by participating and utilizing an IEP team

approach and considering the full continuum of services. The individual needs of each

student are considered as well as all available supplemental aids and services. The district is

informed through training about the latest technological supports to include some of the

following considerations: iPads, notebook computers, iPod nanos with books, FM

Amplification devices, smartboards, talk to text readers, and Earobics. In addition,

all options are explored such as a modifications to the class/assignments, and remedial

support.

3. Barriers to ensuring FAPE in the LRE are communication with team members and the

host district. Physical distance with the residence and host district is also a barrier.

Incarcerated Students Oversight

https://penndata.hbg.psu.edu/PublicReporting/DataataGlance/tabid/2523/Default.aspx

41

Describe the system of oversight the District would implement to ensure that all incarcerated students who may be eligible for special education are located, identified, evaluated and when deemed eligible, are offered a free appropriate public education (FAPE).

The District contracts with the Central Susquehanna Intermediate Unit to locate, identify,

evaluate, and provide incarcerated youth with a free and appropriate public education. The

CSIU maintains daily communication with the Columbia County Prison to confirm if any

eligible student has been detained in the facility. The facility will continually post the annual

child find and services notice in a public place. The CSIU will make personal contact to any

school age eligible youth for assessment of special education services. The Director of

Special Education for the District acts as LEA and holds IEP meetings at the Prison for

eligible students. The CSIU accompanies the Director to said meetings and plans for

implementation of the IEP.

Least Restrictive Environment

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

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

3. Refer to and discuss the SPP targets and the district's percentages in the Indicator 5 section - Educational Environments. Also discuss the number of students placed out of the district and how those placements were determined to assure that LRE requirements are met.

1. The district ensures that children with disabilities are educated with children without

disabilities through the participation of the IEP team meeting. The team discusses and

considers the full continuum and range of services available to ascertain that the student

with disabilities is educated to the greatest extent possible with student without disabilities.

The district holds monthly special education meetings to inform staff of all available

technology and supports. The district staff attends professional conferences to maintain

knowledge of the most advanced supports/services available. The Director of Special

Education completed the state Leadership Program on special education to improve

knowledge and services for students without disabilities in the Bloomsburg Area School

District.

2. The Director of Special Education attends monthly meetings at the local Intermediate

42

Unit to remain advised of impending issues in special education. The Intermediate Unit has

provided indicator 13 training to the district with yearly follow-ups. To improve transition

services for students with disabilities, the district has partnered with the Bloomsburg

University and the downtown businesses on a transition program for both middle and high

school students receiving special education.

3. The SPP target was met for indicator 5 with 82.1% of SE inside the regular class for 80%

or more, and 6.0% of SE inside the regular class for less than 40%. SE in other settings was

not displayed due to the small group size. SE in other settings was assured by IEP team

decisions for LRE.

Behavior Support Services

1. Provide a summary of the District policy on behavioral support services including, but not limited to, the school wide positive behavior supports (PBS).

2. Describe training provided to staff in the use of positive behavior supports, de-escalation techniques and responses to behavior that may require immediate intervention.

3. If the district also has School-Based Behavioral Health Services, please discuss it.

Each of the five buildings within the school district utilize a positive behavior support

policy. The district employs one full time behavior support intervention specialist to

provide both preventative and applied behavior analysis services. The Director of Special

Education is a Board Certified Behavior Analyst. The Behavior Support specialist works

with all special education staff to ensure the use of positive behavioral support

implementation and support for teachers who service students receiving special education.

Board enacted policy direct that the "district's behavior support programs shall be based on

postiive rather than negative techniques" and the use of restraints is only a last resort. All

behavior support is based on a functional assessment of the students behavior (s) and a

positive behavior support plan. Aversive techniques, to include prone restraints, are

prohibited.

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.

43

1. In the event of having difficulties ensuring FAPE for an individual student or a particular

disability category, the district has procedures in place to utilize the full continuum

of services. The procedures would include but not be limited to the following: A referral to

the state intensive interagency at the Pennsylvania Department of Education, an evaluation

from the technological support specialist at the local Intermediate Unit, an IEP team

meeting, a meeting with the school Psychologist, and a CASSP interagency meeting.

2. Successful programs within the LEA include the High School Transition program with

students participating in vocational experiences at local businesses and at the local

University. Additionally, the district provides itinerant support for students with Autism

through the use of an Autistic Support teacher for grades K-12. Behavioral services

are available for all district students receiving special education services as needed. The

behavioral support teacher coordinates support and services for staff and students using

applied behavioral analysis. Successful programs not available within the LEA include: an

approved private school, which can be utilized to fill in identified gaps in the district's

current programs. The LEA also utilizes CASSP meetings for interagency collaboration with

regard to the provision of services for students receiving special education.

3. The LEA will expand on the continuum of services during the life of this plan by

incorporating indicator 13 training that is provided by the local intermediate unit.

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.

1. A major strength of the current special education services and programs is the

partnership with the local University, local downtown businesses, and the district with

regard to the High School transition programs.

2. A major strength of the special education services is the board certification of the Director

in Applied Behavioral Analysis.

3 A major strength of the special education services is the certification of all special

education paraprofessionals in first aid/CPR.

4. A major strength of the special education services are the twenty five personnel trained

in Safe Crisis Management.

5. A major strength of the special education services is the inclusion collaboration between

the special education teachers and the regular education teachers to ensure students are

being instructed in the least restrictive environment.

6. A major strength of the special education services is the strong community based

relationship with social programs to include: buddy pack food program, health fair night,

literacy night, Kids Conference, Science fair in 6th grade, tour at Vocational School in 8th

grade, and referrals to the woman's resource center, Agape, and Project Elect.

7. Training for staff/faculty is provided through in-service days as well as conferences.

44

Mandated training in First Aid/CPR for Paras. Mandated training for staff on child abuse

reporting.

8. Training for parents is provided through district events as in number six, as well as

posting on the district web site and flyers sent home with students, which communicate

area events on information about disabilities and services/programs.

45

Assurances

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

Implementation of a comprehensive and integrated K-12 program of student services based

on the needs of its students. (in compliance with § 12.41(a))

Free Education and Attendance (in compliance with § 12.1)

School Rules (in compliance with § 12.3)

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

§ 12.32)

Discrimination (in compliance with § 12.4)

Corporal Punishment (in compliance with § 12.5)

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

Freedom of Expression (in compliance with § 12.9)

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

Hair and Dress (in compliance with § 12.11)

Confidential Communications (in compliance with § 12.12)

Searches (in compliance with § 12.14)

Emergency Care and Administration of Medication and Treatment (in compliance with 35

P.S. § 780-101—780-144)

Parents or guardians are informed regarding individual survey student assessments and

provided a process for refusal to participate (consistent with § 445 of the General Education

Provisions Act (20 U.S.C.A. § 1232h) and in compliance with § 12.41(d))

Persons delivering student services shall be specifically licensed or certified as required by

statute or regulation (in compliance with § 12.41(e))

Development and Implementation of Local Wellness Program (in compliance with Public

Law 108-265, Section 204)

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

http://www.pacode.com/secure/data/022/chapter12/s12.41.html















http://government.westlaw.com/linkedslice/default.asp?SP=PAC-1000


http://www2.ed.gov/policy/elsec/leg/esea02/pg122.html

http://www2.ed.gov/policy/elsec/leg/esea02/pg122.html



http://www.fns.usda.gov/cnd/governance/legislation/historical/pl_108-265.pdf

http://www.fns.usda.gov/cnd/governance/legislation/historical/pl_108-265.pdf


46

Establishment and Implementation of Student Assistance Programs at all of levels of the

school system (in compliance with 24 PS § 15-1547)

Acceptable Use Policy for Technology Resources

Providing career information and assessments so that students and parents or guardians

might become aware of the world of work and career options available.

Special Education Assurances The Local Education Agency (District) has verified the following Assurances:

Implementation of a full range of services, programs and alternative placements available to

the school district for placement and implementation of the special education programs in

the school district.

Implementation of a child find system to locate, identify and evaluate young children and

children who are thought to be a child with a disability eligible for special education residing

within the school district's jurisdiction. Child find data is collected, maintained and used in

decision-making. Child find process and procedures are evaluated for its effectiveness. The

District implements mechanisms to disseminate child find information to the public,

organizations, agencies and individuals on at least an annual basis.

Assurances of students with disabilities are included in general education programs and

extracurricular and non-academic programs and activities to the maximum extent

appropriate in accordance with an Individualized Education Program.

Compliance with the PA Department of Education, Bureau of Special Education's report

revision notice process.

Following the state and federal guidelines for participation of students with disabilities in

state and district-wide assessments including the determination of participation, the need

for accommodations, and the methods of assessing students for whom regular assessment is

not appropriate.

Assurance of funds received through participation in the medical assistance reimbursement

program, ACCESS, will be used to enhance or expand the current level of services and

programs provided to students with disabilities in this local education agency.


47

24 P.S. §1306 and §1306.2 Facilities

Facility Name Facility Type Services Provided By Student Count

Columbia County Prison Incarcerated Central Susquehanna Intermediate Unit 1

Least Restrictive Environment Facilities

Facility Name Type of Facility Type of Service Number of Students Placed

New Story Approved Private Schools

Emotional Support

2

Woods Other ES/Multi disabilities

2

BSI Other LS/ES 2

Millville Area School District

Neighboring School Districts

AS/ES 2

Central Columbia School District

Neighboring School Districts

ES 1

Abraxis Other ES 1

Special Education Program Profile Program Position #1 - Proposed Program

Operator: School District

PROPOSED PROGRAM INFORMATION

Type: Class

Implementation Date: February 6, 2016

Average square feet in regular classrooms: sq. ft.

Square footage of this classroom: sq. ft. ( feet long x feet wide)

Justification: Compliance for proximity to home, classroom design (for instruction),

classroom external noise, classroom accessibility, classroom location, classroom size

was marked as inappropriate.

PROGRAM SEGMENTS

Location/Building Grade Building Type

Type of Support

Level of Support

Age Range

Caseload FTE

Bloomsburg/Memorial Elementary Building

An Elementary School Building

A building in which General Education programs are operated

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

Life Skills Support

6 to 11

8 1

Justification: The age range is exceeded for valid educational reasons and this information is included in the

48

IEP (s) of the student (s) that exceed this age range.

Program Position #2 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

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

PROGRAM SEGMENTS

Location/Building Grade Building Type Type of Support

Level of Support

Age Range

Caseload FTE

Bloomsburg/WW Evans Elementary School



Itinerant Learning Support

9 to 12 6 1




PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE

Bloomsburg/Bloomsburg Middle School

A Middle School Building



12 to 14

10 1




49

PROGRAM SEGMENTS


Type of Support

Level of Support

Age Range

Caseload FTE

Bloomsburg/Bloomsburg High School

A Senior High School Building


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

Life Skills Support

14 to 20

5 1

Justification: The age range requirement is exceeded for valid educational reasons and this information is included in the IEP (s) of the student (s) who exceed the age range requirements.




PROGRAM SEGMENTS


Type of Support

Level of Support

Age Range

Caseload FTE

Bloomsburg/Memorial Elementary School




7 to 8 8 1




PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE

Bloomsburg/All District buildings



Itinerant Emotional Support

13 to 13

1 1


50



PROGRAM SEGMENTS


Type of Support

Level of Support

Age Range

Caseload FTE




Itinerant Speech and Language Support

5 to 12 24 1

Justification: There is one speech and language therapist serving this elementary building. Students with age ranges greater than 3 are not serviced at the same time or in the same session.




PROGRAM SEGMENTS


Type of Support

Level of Support

Age Range

Caseload FTE





9 to 11 9 1




PROGRAM SEGMENTS

51


Level of Support

Age Range

Caseload FTE





11 to 14

9 1




PROGRAM SEGMENTS


Type of Support

Level of Support

Age Range

Caseload FTE





9 to 11 8 1




PROGRAM SEGMENTS


Type of Support

Level of Support

Age Range

Caseload FTE




Full-Time Special Education Class

Life Skills Support

13 to 15

9 1


Operator: Intermediate Unit PROPOSED PROGRAM INFORMATION

Type: Class

52

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

PROGRAM SEGMENTS


Type of Support

Level of Support

Age Range

Caseload FTE




Itinerant Deaf and Hearing Impaired Support

15 to 15

1 0.25




PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE





15 to 17

9 1




PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE



A building in which General Education programs are


17 to 21

9 1

53

operated




PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE

Bloomsburg/All buildings

A Junior/Senior High School Building


Itinerant Autistic Support

9 to 17 7 1

Justification: There is one Autistic Support teacher who supports students in the various ages. No student out of age range is supported at the same time.




PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE

Bloomsburg/WW Evans Elementary School




6 to 10 10 1

Justification: Students with age range greater are not served at the same time.



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

54

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

PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE





14 to 16

5 1




PROGRAM SEGMENTS


Type of Support

Level of Support

Age Range

Caseload FTE

Bloomsburg/Middle, WW Evans, and Beaver Main



Itinerant Speech and Language Support

6 to 14 14 1

Justification: This speech and language therapist supports several buildings. There are no students serviced outside of the age range at the same time.




PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE

Bloomsburg/Beaver Main Elementary School




10 to 11

10 1

55




PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE





15 to 18

5 1



Type: ClassandPosition Implementation Date: August 19, 2014 Average square feet in regular classrooms: 654 sq. ft. Square footage of this classroom: 675 sq. ft. (25 feet long x 27 feet wide)

PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE

Middle School/Bloomsburg Middle School



Full-Time Special Education Class

Emotional Support

11 to 13

10 1


Operator: Outside Contractor for the School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: March 24, 2016 Average square feet in regular classrooms: 625 sq. ft. Square footage of this classroom: 625 sq. ft. (25 feet long x 25 feet wide)

PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE

Memorial Elementary School



Itinerant Blind or Visually Impaired Support

7 to 7 1 0.1

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Special Education Support Services

Support Service Location Teacher FTE

Director of Special Education All buildings 1

School psychologist All buildings 1

Paraprofessional Bloomsburg Middle School 1




Paraprofessional Bloomsburg High School 1




Special Education Secretary/Access Coordinator All buildings 1



Paraprofessional Memorial Elementary School 1

Special Education Contracted Services

Special Education Contracted Services Operator Amt of Time per Week

Occupational Therapist Outside Contractor 2 Days

Physical Therapist Outside Contractor 1 Days

57

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:

In reviewing all applicable and available data, BASD identified the accomplishments and systemic

challenges that lay before us. The focus of professional development will be: 1) align curriculum to

applicable standards based on course and content, 2) develop assessments that reflect the objective

as it is aligned with the applicable standard, 3) provide remediation in all courses and content areas

directly affected by state testing, and 4) to reinforce best instructional practices. By accomplishing

these goals, the school successes will take care of themselves.

District Accomplishments

Accomplishment #1:

Bloomsburg Area School District accomplished adequately yearly academic progres (AYP) every

year since 2002.

Accomplishment #2:

Two Blue Ribbon Award winning schools (Memorial Elementary and Beaver Main Elementary).

Accomplishment #3:

Bloomsburg Area High School received two U.S. News and World Report awards (Bronze and Silver).

Accomplishment #4:

The Bloomsburg Area School district consistently competes, academically, with its counterparts in

the CSIU region.

58

District Concerns

Concern #1:

The lack of academic achievement and growth for students who are categorized as Historically

under performing (K-12).

Concern #2:

Students in grade 5 are not showing adequate academic growth in the areas of mathematics and

English language arts.

Concern #3:

Providing the necessary professional development to sustain current district and state initiatives

with limited funding.

Prioritized Systemic Challenges

Systemic Challenge #1 (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:

The lack of academic achievement and growth for students who are categorized as

Historically under performing (K-12).

Students in grade 5 are not showing adequate academic growth in the areas of

mathematics and English language arts.

Providing the necessary professional development to sustain current district and state

initiatives with limited funding.

Systemic Challenge #2 (Guiding Question #1) Establish a district system that fully ensures

consistent implementation of standards aligned curricula across all schools for all students.

Aligned Concerns:



59



Systemic Challenge #3 (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:





Systemic Challenge #4 (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:





60

District Level Plan

Action Plans

Goal #1: Establish a district system that fully ensures the consistent implementation of

effective instructional practices across all classrooms in each school.

Related Challenges:

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

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 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: Teacher records

Specific Targets: Teacher evaluations

Strategies:

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

Description: Using Student Achievement Data to Support Instructional Decision Making provides a WWC reporting of various strategies related to the acquisition, analysis, and application of student data. (Source: http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf )

SAS Alignment: Assessment, Instruction

Technology Infrastructure Enhancement/Technology Access and Training Increase

http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf

61

Description: The International Society for Technology in Education cites research that indicates an increase in access to technology has a positive effect on student achievement. (Source: http://www.k12hsn.org/files/research/Technology/ISTE_policy_brief_student_achievement.pdf )

SAS Alignment: Instruction, Materials & Resources

Implementation Steps:

Consistent implementation of effective instructional practice in all classrooms.

Description:

Teacher effectiveness in relation to instructional practices will be monitored and evaluated through the formal observation, differentiated supervision, and intensive supervision process contained in the Educator Effectiveness System in place.

Start Date: 7/1/2017 End Date: 6/30/2020

Program Area(s): Professional Education, Teacher Induction

Supported Strategies:

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

Warehousing

Technology related professional development

Description:

Determine the efficacy of the distict's technological resources being utilized as instructional tools for connected learning.


Program Area(s): Professional Education, Educational Technology


http://www.k12hsn.org/files/research/Technology/ISTE_policy_brief_student_achievement.pdf

http://www.k12hsn.org/files/research/Technology/ISTE_policy_brief_student_achievement.pdf

62

Technology Infrastructure Enhancement/Technology Access and Training Increase

Goal #2: Establish a district system that fully ensures consistent implementation of standards aligned curricula across all schools for all students.

Related Challenges:



Type: Interim

Data Source: Teacher evaluations

Specific Targets: SAS training

Strategies:

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

Description: Using Student Achievement Data to Support Instructional Decision Making provides a WWC reporting of various strategies related to the acquisition, analysis, and application of student data. (Source: http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf )


Common Assessment within Grade/Subject

Description: WWC reports the effective use of data can have a positive impact upon student achievement; using common assessments to inform teacher practice is one such use of data. (Source: http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf?) Teacher Moderation: Collaborative Assessment of Student Work and Common Assessments provide detailed looks at the development and use of common assessments. (Sources: http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Teac



http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Teacher_Moderation.pdf

63

her_Moderation.pdf and Common Assessments: Mike Schmoker. (2006) Results Now: How We Can Achieve Unprecedented Improvements in Teaching and Learning. Alexandria, Va.: ASCD.) Resource: http://effectivestrategies.wiki.caiu.org/Assessment



Standards aligned curriculum.

Description:

Continued use of Guides4Learning lesson plans and units of instruction for grades 6-12, continue to develop grades K-5 curriculum modules, use of SAS, and applicable documentation on the district's website or in the curriculum office of BASD's K-12 curriculum.


Program Area(s): Professional Education, Teacher Induction



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

Warehousing

Goal #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.


Type: Annual

Data Source: SAS

Specific Targets: SAS curricula


http://effectivestrategies.wiki.caiu.org/Assessment

64

Strategies:


Description: WWC reports the effective use of data can have a positive impact upon student achievement; using common assessments to inform teacher practice is one such use of data. (Source: http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf?) Teacher Moderation: Collaborative Assessment of Student Work and Common Assessments provide detailed looks at the development and use of common assessments. (Sources: http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Teacher_Moderation.pdf and Common Assessments: Mike Schmoker. (2006) Results Now: How We Can Achieve Unprecedented Improvements in Teaching and Learning. Alexandria, Va.: ASCD.) Resource: http://effectivestrategies.wiki.caiu.org/Assessment



Standards aligned assessments.

Description:

K-12 educators will utilize PA Core and Academic Standards to develop aligned lession plans and curriclum-based assessments as part of the instructional process.


Program Area(s): Professional Education



Goal #4: 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.




http://effectivestrategies.wiki.caiu.org/Assessment

65

Related Challenges:



Type: Interim

Data Source: Students' daily work and academic progress

Specific Targets: Students who are academically at risk will meet proficiency levels

Strategies:

Reading Across the Curriculum

Description: "This report looks at what reading across the curriculum interventions states and districts might consider in their plans to improve reading outcomes at the secondary level. Seven interventions were identified for review: ReadAbout, Reading in the Content Areas, Concept-Oriented Reading Instruction (CORI), CReating Independence through Student-owned Strategies (CRISS), Reading Apprenticeship, Literacy First, and Strategic Instruction Model?Content Literacy Continuum (SIM?CLC). While not an exhaustive list of the professional development interventions available, these seven represent the types of external support that schools might access. Of the seven interventions, only Concept-Oriented Reading Instruction has had several quasi-experimental studies and an experimental study conducted on its effectiveness. In addition, four interventions?ReadAbout, CReating Independence through Student-owned Strategies, Reading Apprenticeship, and Strategic Instruction Model?Content Literacy Continuum?are currently the focus of federally funded studies that will examine the interventions? effectiveness through experimental studies." (Source: http://ies.ed.gov/ncee/edlabs/regions/southeast/pdf/REL_2007003.pdf) Resource: http://effectivestrategies.wiki.caiu.org/Instructional+Practices

SAS Alignment: Instruction


Interventions for at risk students.

Description:

http://ies.ed.gov/ncee/edlabs/regions/southeast/pdf/REL_2007003.pdf

http://effectivestrategies.wiki.caiu.org/Instructional+Practices

66

Continue to identify at-risk and struggling students through the IST (grades K-5) and BASE Team (grades 6-12) process and intervene so academic improvement can be realized.


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


Reading Across the Curriculum

67

Appendix: Professional Development Implementation

Step Details

LEA Goals Addressed:

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

Strategy #1: Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data Warehousing

Start End Title Description

7/1/2017 6/30/2020 Consistent implementation of effective instructional practice

in all classrooms.

Teacher effectiveness in relation to instructional practices will be monitored and

evaluated through the formal observation, differentiated supervision, and intensive

supervision process contained in the Educator Effectiveness System in place.

Person Responsible SH S EP Provider Type App. Dr. Amanda

Stutzman 2.0 3 75 In-house professional personnel In-house

professional

personnel

Yes

Knowledge Awareness of differentiated instructoinal strategies.

Supportive Research

SAS system as advocated by PDE

Designed to Accomplish

For classroom teachers, school counselors and education specialists:


68

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.

Training Format

School Whole Group Presentation

Participant Roles

Classroom teachers

Principals / Asst. Principals

Supt / Ast Supts / CEO / Ex Dir

School counselors Other 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

Development of curricula

Evaluation Methods

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

curricula


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

Strategy #1: Technology Infrastructure Enhancement/Technology Access and Training Increase

69


7/1/2017 6/30/2020 Technology related

professional development

Determine the efficacy of the distict's technological resources being utilized as

instructional tools for connected learning.


Stutzman 2.0 5 75 Collaboration with CSIU and In-house professional

personnel. In-house professio

nal personne

l.

Yes

Knowledge Use of technology as a connected learning tool.

Supportive Research

Student engagement and 21st Century Skills.



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



Training Format

Series of Workshops

Participant Roles Classroom teachers

Principals / Asst. Principals Grade Levels



70


Other educational specialists

Middle (grades 6-8)

High (grades 9-12)


Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers

Evaluation Methods


Student PSSA data

Participant survey


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

Strategy #1: Common Assessment within Grade/Subject

Strategy #2: Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data Warehousing


7/1/2017 6/30/2020 Standards aligned curriculum.

Continued use of Guides4Learning lesson plans and units of instruction for grades

6-12, continue to develop grades K-5 curriculum modules, use of SAS, and

applicable documentation on the district's website or in the curriculum office of

BASD's K-12 curriculum.



professional

Yes

71

personnel

Knowledge Knowledge of PACC Standards, Keystone Standards, and PA State Standards.

Supportive Research

SAS system as advocated by PDE.






Training Format


Participant Roles

Classroom teachers




Grade Levels


Elementary - Intermediate (grades 2-5) Middle (grades 6-8)

High (grades 9-12)

72


Development of curricula.

Evaluation Methods


Development of Curricula.



Strategy #1: Common Assessment within Grade/Subject


7/1/2017 6/30/2020 Standards aligned

assessments.

K-12 educators will utilize PA Core and Academic Standards to develop aligned

lession plans and curriclum-based assessments as part of the instructional process.



professional

personnel

Yes

Knowledge Awareness of the various assessmment practices linked to PA Core and Academic Standards that can be

implemented in the instructional process.

Supportive Research

SAS system as advocated by PDE and utilization of PA Core and Academic Standards.


73





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

Training Format


Participant Roles

Classroom teachers




Grade Levels



Middle (grades 6-8)

High (grades 9-12)


Analysis of student work, with administrator and/or peers

Evaluation Methods


Student PSSA data

Standardized student assessment data other than the PSSA

74

Classroom student assessment data

Review 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.

Strategy #1: Reading Across the Curriculum


7/1/2017 6/30/2020 Interventions for at risk

students.

Continue to identify at-risk and struggling students through the IST (grades K-5) and

BASE Team (grades 6-12) process and intervene so academic improvement can be

realized.



professional

personnel

Yes

Knowledge Ability and awareness to identify struggling students and provide supplemental instruction to improve their

academic experience and performance.

Supportive Research

SAS system as advocated by PDE.


75



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



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

Training Format

Department Focused Presentation

Participant Roles

Classroom teachers




Grade Levels



Middle (grades 6-8)

High (grades 9-12)


Creating lessons to meet varied student learning styles

Evaluation Methods


Student PSSA data

76

Classroom student assessment data

77

District Level Affirmations

We affirm that this District Level Plan was developed in accordance, and will comply with the

applicable provisions of 22 Pa. Code, Chapters 4, 12, 16, and 49. We also affirm that the contents are

true and correct and that the plan was placed for public inspection in the school district/AVTS

offices and in the nearest public library until the next regularly scheduled meeting of the board or

for a minimum or 28 days whichever comes first.

We affirm that the responses in the Professional Education Core Foundations and the Professional

Development Implementation Steps focus on the learning needs of each staff member to enable all

staff members meet or exceed the Pennsylvania academic standards in each of the core subject

areas.

Affirmed by Brent Hock on 5/23/2016

Board President

No signature has been provided

Superintendent/Chief Executive Officer

78

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 Brent Hock on 4/7/2016

79

Board President

Affirmed by Joseph Kelly on 4/6/2016

Superintendent/Chief Executive Officer

Documents

Bloomsburg Area SDpa01000125.schoolwires.net/cms/lib7/PA01000125/... · 2016-11-30 · 4 7. Instill the love of learning in students to promote life-long learners 8. Provide a safe