Millville Area SD us tab... · Director of Special Education: Dee Davis Planning Process The Comprehensive Plan of the Millville Area School District has been developed through the

Millville Area SD

District Level Plan

07/01/2016 - 06/30/2019

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District Profile

Demographics

PO Box 260 Millville, PA 17846 (570)458-5538 Superintendent: Cynthia Jenkins Director of Special Education: Dee Davis

Planning Process The Comprehensive Plan of the Millville Area School District has been developed through the

combined efforts of staff, parents, administrators, teachers, students, board members, and

community and business representatives. Teacher members volunteered and were approved by the

teachers. The student representatives were chosen by the Superintendent through consultation with

the principals and staff. Business and community members were selected through invitation by the

Superintendent after their response to public requests for members or by recommendation. Others

were already part of a Community Advisory Committee. All members of the district Administrative

Team were involved in the process. Board members were chosen by the Board of School Directors.

The Steering Committee was organized on March 19, 2012. The membership was approved by the

Board of School Directors, and the committee met, as needed, to direct the planning process and

guide the work of the Action Plan subcommittees. Most of the members of the Steering Committee

also chose to serve on at least one of the subcommittees. The committee was guided in their work

through the use of a Needs Assessment Process. This consisted of:

Review of the purposes of the Comprehensive Planning Process

Review and revision of the mission, vision, and belief statements

Perception surveys given to students, parents, and faculty at all three levels

Results of MILE Guide and Core Foundations surveys

Achievement data, including PSSA, AP, and SAT results, graduation and attendance, PVAAS

Demographic data for overall enrollment, as well as subgroups of economically

disadvantaged and special education

Review of literature on educational and economic trends and best practices.

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The Steering Committee met to give final approval to all portions of the Comprehensive Plan prior to

submission to the Board of School Directors for their review and action.

Mission Statement The mission of the Millville Area School District is to provide a high quality 21st century education

for all students through the combined efforts of a dedicated staff, involved parents, and a supportive

community.

Vision Statement For all students to achieve and succeed in an ever-changing world.

Shared Values The shared values and beliefs of the Millville Area School District are:

The primary focus is on all students achieving their academic potential

The pursuit of excellence is fundamental, unending, and requires diligent effort.

Learning is a life-long process.

The responsibility of education is shared among the students, educators, family, and

community.

To be responsive and accountable to all students and the community.

A safe, positive, and supportive community is provided for everyone.

Everyone is treated with respect and dignity.

Social, physical, emotional and cognitive developments are recognized as factors which

influence student learning.

To view the facilities and all other resources as critical components of the learning

environment.

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Educational Community The Millville Area School District is located in northern Columbia County in the central part of

Pennsylvania. The district is comprised of the borough of Millville and Greenwood, Pine, and

Madison townships. It is a district that encompasses 93 square miles, and most of the district is

agricultural with some light industry. The district has seen the loss of manufacturing jobs over the

last few years, and there are very few businesses to provide opportunities for employment. There

has been an increase in the numbers of students requiring special education services and the

number of students who are classified as economically disadvantaged. For the 2014-2015 school

year, we experienced a 7.9% decrease in our Title I funding. We are preparing for a projected

decrease of 3.7% in the 2015-2016 school year. We are also seeing declining district enrollments.

The school district is composed of two school buildings, one serving students in grades K-6 and the

other serving students in grades 7-12. There is also an administrative building and maintenance

facility. For purposes of the development of this Comprehensive Plan, the following levels are

defined:

Elementary Grades K – 6

Primary Grades K-2

Intermediate Grades 3-6

Middle Level Grades 7 – 8

High School Grades 9 – 12

The district’s organizational pattern, procedures, and overall alignment of current curricular,

instructional, and assessment practices are designed and being revised to facilitate the

accomplishment of academic standards. These practices will allow students to demonstrate

proficiency at meeting benchmark goals throughout their academic careers and demonstrate

proficiency on the Keystone exams to meet graduation requirements.

Planning Committee Name Role

David Bowser Administrator

Dee Davis Special Education Director/Specialist : Professional

Education Special Education

Aimee Diehl Elementary School Teacher - Regular Education :

Professional Education

Seth Eyer Business Representative : Professional Education

Jari Farr Business Representative : Professional Education

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Felecia Girton Community Representative : Professional

Education

James Hess Instructional Technology Director/Specialist :


Doug Hippenstiel Community Representative : Professional

Education

Megan Hippenstiel Parent : Professional Education

Cynthia Jenkins Administrator : Professional Education Special

Education

Chandra Johnson Elementary School Teacher - Regular Education :


Tarah Kishbach Ed Specialist - School Counselor : Professional

Education

Julie Lewellyn Ed Specialist - Home and School Visitor :


Felicia Lingafelt Middle School Teacher - Regular Education :


Melissa Richter High School Teacher - Regular Education :


Edward Sanders Building Principal : Professional Education

Eric Stair Building Principal : Professional Education

Susan Steiner Middle School Teacher - Regular Education :


Frank Suchwala Board Member : Professional Education

Karen Sullivan Instructional Coach/Mentor Librarian : Professional

Education

Carol Troisi Ed Specialist - Other : Professional Education

Diann Vera High School Teacher - Special Education :

Professional Education Special Education

Jessica Whitmoyer Parent : Professional Education

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Core Foundations

Standards

Mapping and Alignment

Elementary Education-Primary Level

Standards Mapping Alignment

Arts and Humanities Developing Developing

Career Education and Work Developing Developing

Civics and Government Developing Developing

PA Core Standards: English Language Arts Developing Developing

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

Developing Developing

PA Core Standards: Mathematics Developing Developing

Economics Non Existent Non Existent

Environment and Ecology Developing Developing

Family and Consumer Sciences Non Existent Non Existent

Geography Developing Developing

Health, Safety and Physical Education Developing Developing

History Developing Developing

Science and Technology and Engineering Education Developing Developing

Alternate Academic Content Standards for Math Developing Developing

Alternate Academic Content Standards for Reading Developing Developing

American School Counselor Association for Students Developing Developing

Early Childhood Education: Infant-Toddler→Second Grade


English Language Proficiency Developing Developing

Interpersonal Skills Developing Developing

School Climate Developing Developing

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

Family and Consumer Science and Economics are not part of the curriculum as a separate area of study at this level.

Elementary Education-Intermediate Level





PA Core Standards: English Language Arts Developing Developing

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PA Core Standards: Mathematics Developing Developing

Economics Non Existent Non Existent


Family and Consumer Sciences Non Existent Non Existent












Family and Consumer Science and Economics are not part of the curriculum as a separate area of study at this level.

Middle Level





PA Core Standards: English Language Arts Needs

Improvement Needs

Improvement



PA Core Standards: Mathematics Needs

Improvement Needs

Improvement

Economics Developing Developing


Family and Consumer Sciences Developing Developing










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World Language Needs

Improvement Needs

Improvement


The standards marked "needs improvement" are being rewritten during the 2015-16 and 2016-17 school year.

High School Level





PA Core Standards: English Language Arts Needs

Improvement Needs

Improvement



PA Core Standards: Mathematics Needs

Improvement Needs

Improvement

Economics Developing Developing


Family and Consumer Sciences Developing Developing











World Language Needs

Improvement Needs

Improvement


The standards marked "needs improvement" are being rewritten during the 2015-16 and 2016-17 school year.

Adaptations


Arts and Humanities

PA Core Standards: English Language Arts

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PA Core Standards: Mathematics

Environment and Ecology

Health, Safety and Physical Education Science and Technology and Engineering Education


Arts and Humanities





Health, Safety and Physical Education

History Science and Technology and Engineering Education

Middle Level

Arts and Humanities

Civics and Government




Economics


Family and Consumer Sciences

Geography


History

Science and Technology and Engineering Education

High School Level

Arts and Humanities


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


Economics



Geography Health, Safety and Physical Education

History


Explanation for any standards checked:

We are using the PA Standards as provided to us. We have made no changes.

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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, instructional unit or interdisciplinary studies and academic standards are identified.

Developing

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:

There is only one school for each grade span. Therefore, the coordination focuses on the classrooms of the building. The teachers are scheduled for common planning time, and they have contractural obligations to meet after school. As needed, substitutes are hired to allow for entire days to be spent in development of the materials to meet the needs above.

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

N/A




Developing


Developing


Developing


Developing



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N/A

Middle Level



Developing


Developing


Developing


Developing




N/A

High School Level



Developing


Developing


Developing


Developing



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N/A

Modification and Accommodations

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

In all classrooms, teachers are encouraged and expected to use a variety of instructional

strategies and assessment methodologies to instruct students and measure learning. When

students are not learning and progressing as anticipated and needed, faculty meet in grade

level and department meetings to discuss possible options to improve student achievement.

Students may also be referred to the Child Study Team in each building. This group utilizes a

variety of options to assist students, beginning with a diagnosis of underlying issues. The

Team may refer students to specific groups such as SAP, or they may begin with teacher

evaluation forms, as well as other options. This groups provides oversight of any

recommended procedures or solutions to monitor success or other adaptations and

accommodations which may be needed.The Team in each building meets a minimum of

every three weeks to monitor students who have already been referred and begin the

process of assisting new referrals.

The district believes that technology can assist students in learning, so they have begun a

1:1 computing initiative. Some of the other options to assist students in the classroom

include instructional aides, designated tutoring with the classroom teacher, and extended

testing time. Often, the parents and students themselves can provide valuable information

about what is needed to help them be successful. Their input is critical to the overall

process.

For IEP students, all state and federal regulations are followed in the development and

implementation of their plans.

Instruction

Instructional Strategies

Formal classroom observations focused on instruction

Walkthroughs targeted on instruction

Annual Instructional evaluations

Peer evaluation/coaching

Instructional Coaching

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Regular Lesson Plan Review

Administrators

Building Supervisors

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

The walkthroughs and observations are conducted by the building principals, the Supervisor of Special Education, and the Superintendent. The evaluations are a results of multiple visits to each classroom. Feedback is provided through the use of a standard form through PA-ETEP for walkthroughs which has been shared with the teachers and is completed electronically by the administrators. All faculty receive an electronic copy after each visit. Administrators have the ability to review leson plans through Sapphire.

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

This narrative is empty.

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.

Implemented in 50% or more of

district classrooms

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

Full Implementation

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

N/A



Structured grouping practices are used to meet student needs.


district classrooms



district classrooms

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district classrooms



district classrooms


N/A

Middle Level




district classrooms



district classrooms



district classrooms



district classrooms



High School Level




district classrooms



district classrooms



district classrooms

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district classrooms



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.

Millville has no recruitment procedure at this time. When positions are posted, applications are reviewed to ensure the most highly qualified candidates are interviewed.

Assessments

Local Graduation Requirements

Course Completion SY 16/17 SY 17/18 SY 18/19

Total Courses 36.00 36.00 36.00

English 4.00 4.00 4.00

Mathematics 4.00 4.00 4.00

Social Studies 3.00 3.00 3.00

Science 3.00 3.00 3.00

Physical Education 1.00 1.00 1.00

Health 1.00 1.00 1.00

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

6.00 6.00 6.00

Electives 14.00 14.00 14.00

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:

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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.

Local Assessments

Standards WA TD NAT DA PSW Other

Arts and Humanities X X 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


X

History X


X X X

World Language X X

Methods and Measures

Summative Assessments

Summative Assessments EEP EEI ML HS

PSSA Tests X X X

Keystone Exams X X

PASA Tests X X X

Benchmark Assessments

Benchmark Assessments EEP EEI ML HS

Dibels Next X X

Study Island X X X

Journeys X X

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Formative Assessments

Formative Assessments EEP EEI ML HS

Teacher Generated X X X X

Diagnostic Assessments

Diagnostic Assessments EEP EEI ML HS

CDT Tests X X X

Compass Learning X X

Validation of Implemented Assessments

Validation Methods EEP EEI ML HS

External Review

Intermediate Unit Review

LEA Administration Review X X X X

Building Supervisor Review X X X X

Department Supervisor Review

Professional Learning Community Review

Instructional Coach Review

Teacher Peer Review X X X X

Provide brief explanation of your process for reviewing assessments.

We are in the beginning stages of developing and reviewing common assessments across the grades and content areas. Faculty and administrators at the building and district levels will be involved in this process.

Development and Validation of Local Assessments

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

Not Applicable.

Collection and Dissemination

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

The district utilizes a variety of systems to gather data, including the Dibels, Study Island

Benchmarks, Journeys Benchmarks, and CDT tests. Data is collected by grade level/content

area and stored in the district's student management system. The district also utilizes

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Sapphire as a central source for data on students.

When assessments are given, the building principals run and disseminate reports to share

with pertinent personnel. They hold grade level/content are data meetings to discuss the

results and identify at-risk students, and determine instruction or curriculum changes.

Faculty and administrators have access to all data in Sapphire.

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.

There are regularly scheduled meetings of grade level teams or content teams to review

data directly related to their area of concentration. There are also grade level meetings

at the secondary level or expanded grade level meetings at the elementary level during

which the content specialists share the results of data analysis to utilize all faculty to

reinforce and teach standards.

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.

Teachers meet in content area or grade level teams on a regular basis to review data, develop new assessments, and plan for remediation of standards. They use benchmark assessments, both paper and pencil and online, to determine students needs.

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

We are in the process of realigning the curriculum in all subject areas and at all grade levels to meet Common Core standatds.

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Distribution of Summative Assessment Results

Distribution Methods EEP EEI ML HS

Course Planning Guides X 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

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

School Calendar X X X X

Student Handbook X X X X

Provide brief explanation of the process for incorporating selected strategies.

We utilize these methods, as needed. The press will automatically write at least one column on test results. They come to us for clarificaiton prior to publication. We use the parent notification system to to advise parents that a letter or other information is being sent home. This tends to insure that materials arrive home and are seen by the parents. The school calendar is issued separately, but it is also in the handbook, and all families are required to return a receipt confirmation.

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

The press does an article on student achievement each year.

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.

In 2012-13 we were notified that both schools were in Warning, with the elementary cited

for the subgroup of IEP, and the jr/sr high school cited for the economically disadvantaged.

Over 20% of our students, at that time, had been identified through the IEP process, and

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over 20% were living in poverty, with an overall free/reduced lunch rate of about 40%. it

was necessary to increase the supports and modify the instructional practices we were

using at that time.

As of the 2014-15 school year, we are not in the Warning category. We have implemented

the MTSS (RtII) model for reading and math at the elementary level and remediation groups

at the jr/sr high school. We also have alternative instruction available for our IEP

students. The elementary school is a school wide Title I building allowing us to service

all students. We are supporting all students based on their specific needs. we have seen a

noticable increase in our economically disadvantaged student population. At the high

school level, a period a day has been alotted for student remediation based on individual

needs. We are using CDTs to identify weak areas and address them through curriculum

changes and remediation.

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

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:

We have not identified a need for school resource officers in our district schools. We do not send elementary students to alternative education, but we would provide counseling, if they were in need it. We are receiving training for the school wide positive behavior program in 2015-16.

Identifying and Programming for Gifted Students

1. Describe your entity's process for identifying gifted children. 2. Describe your gifted special education programs offered.

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The established process for identifying potential gifted children originates from teacher,

parent, or administrative request. Additionally, the district is implementing a universal

screening assessment to be implemented for all second grade students. This screening tool

will be used to determine students who should receive the complete gifted assessment

based on a qualifying score. Once it is determined that a student should be further assessed

as being in need of gifted services, they are screened using the Kaufmann Brief Intelligence

Test-2 and assessed using a rubric based on IQ score according to the Wechsler Intelligence

Scale for Children-4, parental input, teacher input, and school psychologist observation. The

director of special education examines all components of the rubric, and a determination is

made if the student qualifies for gifted services, with special consideration placed on

determining if the student’s current needs are being met in the regular education

classroom.

The district provides a continuum of services to identified gifted students. The members of

the gifted department collaborate closely to create a comprehensive, standards-based

program that easily transitions students from one level to another.

At the elementary school level (grades K-6), daily small group instruction occurs with the

teacher of the gifted where students work on extending curricular areas of strength and

build on leadership skills and the ability to work independently. The teacher of the gifted

will collaborate with classroom teachers to assist in offering enrichment activities for all

students Students are offered the ability to participate in various science and mathematics

competitions to allow them to learn from like-minded peers in the surrounding area. Course

acceleration is also available to students whose needs are not being met on grade level.

At the junior and senior high level (grades 7-12), honors courses (enrichment), compacted

courses, accelerated course scheduling, and online courses are all part of the district

offerings. In addition, grade-based small grouping meetings allow for students to prepare

for and participate in academic competitions. The teacher of the gifted works with regular

education teachers to offer enrichment opportunities both to small group gifted students

and regular education students. Students are offered opportunities to complete graduation

requirements early, enabling them to access Bloomsburg University’s Advance College

Experience (ACE) program which allows them to begin earning college credits prior to

graduation.

Developmental Services

Developmental Services EEP EEI ML HS

Academic Counseling X X X X

Attendance Monitoring X X X X

Behavior Management Programs X X X X

Bullying Prevention X X X X

Career Awareness X X X X

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Career Development/Planning X X X X

Coaching/Mentoring

Compliance with Health Requirements –i.e., Immunization

X X X X

Emergency and Disaster Preparedness X X X X

Guidance Curriculum X X X X

Health and Wellness Curriculum X X X X

Health Screenings X X X X

Individual Student Planning

Nutrition X X X X

Orientation/Transition X X X

RTII/MTSS X X

Wellness/Health Appraisal X X X X

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 X X

Small Group Counseling-Educational planning X X 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:

Services are provided by school personnel or outside service agencies, as needed, to meet student needs.

Consultation and Coordination Services

Consultation and Coordination Services EEP EEI ML HS

Alternative Education X X

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Case and Care Management X X X X

Community Liaison

Community Services Coordination (Internal or External)

X X X X

Coordinate Plans

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

Home/Family Communication X X X X

Managing Chronic Health Problems X X X X

Managing IEP and 504 Plans X X X X

Referral to Community Agencies X X X 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:

Alternative education is not available for students at the elementary level and high school students are placed off campus. If an elementary student has a need, we would pursue through Child Find and request a Special education evaluation. All other resources are utilized before such action is contemplated or undertaken.

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

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

School Calendar 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

School Calendar


Frequency of Communication

Elementary Education - Primary Level

Quarterly

Elementary Education - Intermediate Level

Quarterly

Middle Level

Quarterly

High School Level

Quarterly

Collaboration for Interventions

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

The fundamental conduit for all student concerns is the Child Study Team in each building.

Referrals may be made by any employee of the district, as well as parents or community

members. Once a review and determination has been made, parental involvement may be

needed. Meetings may be held with one or more of the teachers of the student(s), as well as

relevant support personnel. This is a small district with small classes. Opportunities for

direct communication are more easily facilitated than may be likely in a larger district.

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

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3. Youth workforce development programs 4. Tutoring

Tutoring is offered through an after-school program. It is supervised by a faculty member,

and students from Bloomsburg University serve as tutors. There are also high school

students who help tutor during the school day. This is a rural community with limited local

resources. Meetings are scheduled for children coming to the district from early

intervention programs offered through the IU or Head Start.

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.

District personnel meet with representatives of the IU, Head Start, and the Columbia County

Family Center, as needed, to determine their individual needs and provide appropriate

supports and services. We have a Blended Counselor who has knowledge of and access to

services with county agencies for mental health and social services. The Kindergarten

transition is facilitated by registration, an evening program titled Kindergarten Experience

for both students and their parents, and a special orientation the day before school opens.

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.

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We are in year one of a newly developed curriculum cycle for rewriting the ELA, Music, and World Language curriculum. It will be aligned to the Core Standards and include essential questions, concepts, competencies, and possibly inquiry and understanding, as well as sample activities. Teachers in K-3 are using a core aligned reading series, purchased for 2014-15, as a tool. Our curriculum cycle is as follows: 2015-16 review Reading/English/Language Arts, Music, World Languages; 2016-17 review Math, FCS, Guidance; 2017-18 review Science, Business, Technology Education, Computers; 2018-19 review Social Studies, Humanities, Art; 2019-2020 review Driver Education, Physical Education, Health.

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

N/A




Developing


Developing



Developing


We are in year one of a newly developed curriculum cycle for rewriting the ELA, Music, and World Language curriculum. It will be aligned to the Core Standards and include essential questions, concepts, competencies, and possibly inquiry and understanding, as well as sample activities. Teachers in grades 4-6 are using a core aligned reading series, purchased for 2015-16, as a tool. Our curriculum cycle is as follows: 2015-16 review Reading/English/Language Arts, Music, World Languages; 2016-17 review Math, FCS, Guidance; 2017-18 review Science, Business, Technology Education, Computers; 2018-19 review Social Studies, Humanities, Art; 2019-2020 review Driver Education, Physical Education, Health.


N/A

Middle Level



Developing

A robust supply of high quality aligned instructional materials and Developing

27

resources available



Developing


We are in year one of a newly developed curriculum cycle for rewriting the ELA, Music, and World Language curriculum. It will be aligned to the Core Standards and include essential questions, concepts, competencies, and possibly inquiry and understanding, as well as sample activities. Our curriculum cycle is as follows: 2015-16 review Reading/English/Language Arts, Music, World Languages; 2016-17 review Math, FCS, Guidance; 2017-18 review Science, Business, Technology Education, Computers; 2018-19 review Social Studies, Humanities, Art; 2019-2020 review Driver Education, Physical Education, Health.


N/A

High School Level



Developing


Developing



Developing


We are in year one of a newly developed curriculum cycle for rewriting the ELA, Music, and World Language curriculum. It will be aligned to the Core Standards and include essential questions, concepts, competencies, and possibly inquiry and understanding, as well as sample activities. Our curriculum cycle is as follows: 2015-16 review Reading/English/Language Arts, Music, World Languages; 2016-17 review Math, FCS, Guidance; 2017-18 review Science, Business, Technology Education, Computers; 2018-19 review Social Studies, Humanities, Art; 2019-2020 review Driver Education, Physical Education, Health.


N/A

28

SAS Incorporation


Standards Status

Arts and Humanities Level of

Implementation is Unknown

Career Education and Work Level of


Civics and Government Level of


PA Core Standards: English Language Arts Level of



Level of Implementation

is Unknown

PA Core Standards: Mathematics Level of


Economics Level of


Environment and Ecology Level of


Family and Consumer Sciences Level of


Geography Level of


Health, Safety and Physical Education Level of


History Level of


Science and Technology and Engineering Education Level of


Alternate Academic Content Standards for Math Level of


Alternate Academic Content Standards for Reading Level of


29

American School Counselor Association for Students Level of


Early Childhood Education: Infant-Toddler→Second Grade Level of


English Language Proficiency Level of


Interpersonal Skills Level of


School Climate Level of


Further explanation for columns selected "

These are the results from teacher surveys. When questioned, they indicated that they knew their level of individual use but were unsure about the others.


Standards Status

Arts and Humanities Level of


Career Education and Work Level of


Civics and Government Level of



Implemented in less than 50% of

district classrooms



district classrooms



district classrooms

Economics Level of


Environment and Ecology Level of


30

Family and Consumer Sciences Not Applicable

Geography Level of




district classrooms

History Level of


Science and Technology and Engineering Education Level of


Alternate Academic Content Standards for Math Level of


Alternate Academic Content Standards for Reading Level of


American School Counselor Association for Students Level of


English Language Proficiency Level of


Interpersonal Skills


district classrooms

School Climate Level of



These are the results from teacher surveys. When questioned, they indicated that they knew their individual level of use but were unsure about the others.

Middle Level

Standards Status

Arts and Humanities


district classrooms

Career Education and Work


district classrooms

Civics and Government Implemented in

31

50% or more of district

classrooms



district classrooms


Full Implementation

PA Core Standards: Mathematics Full

Implementation

Economics


district classrooms



district classrooms



district classrooms

Geography Full

Implementation



district classrooms

History Full

Implementation



district classrooms

Alternate Academic Content Standards for Math


district classrooms

Alternate Academic Content Standards for Reading


district classrooms

American School Counselor Association for Students


district classrooms

English Language Proficiency


district classrooms

32



district classrooms

School Climate


district classrooms

World Language


district classrooms


Many were not sure of the nature of the American School Counselor Association, so they made a middle-of-the-road response.

High School Level

Standards Status

Arts and Humanities


district classrooms

Career Education and Work


district classrooms



district classrooms

PA Core Standards: English Language Arts Full

Implementation


Full Implementation



district classrooms

Economics


district classrooms



district classrooms

Family and Consumer Sciences Implemented in 50% or more of

33

district classrooms

Geography


district classrooms



district classrooms

History Full

Implementation



district classrooms

Alternate Academic Content Standards for Math


district classrooms

Alternate Academic Content Standards for Reading


district classrooms

American School Counselor Association for Students


district classrooms

English Language Proficiency


district classrooms



district classrooms

School Climate


district classrooms

World Language


district classrooms


N/A


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.

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.

The district has utilized the services of NISL, PaTTAN, and our IU for training and direct technical assistance. Faculty and administrators attend workshops, as needed and available. Upon attendance at workshops, faculty act as facilitators for Act 80 and Inservice Days. Administrators share their findings with the Administrative Team. Implementation occurs as a result.


35

The district has attempted to emphasize partnerships with parents. While progress has been made, more is needed. Faculty will be selected and trainings found to begin to address this in an intentional manner.

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:

2/15/2013 Conducted for all current members of theschool district

8/14/2014 Conducted for new members of the school district

The LEA plans to conduct the required training on approximately:

8/28/2015 All new employees will complete the online course

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 plans to conduct the training on approximately:

5/19/2017 This will be completed by May 2017

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

Questions

The LEA plans to conduct the training on approximately:

5/19/2017 This will be completed by May 2017

Strategies Ensuring Fidelity

Professional Development activities are based upon detailed needs assessments that utilize student assessment results to target instructional areas that need strengthening.

Using disaggregated student data to determine educators’ learning priorities. Professional Development activities are based upon detailed needs assessments that

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

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.

36

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

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


A Needs Assessment is done yearly, and an Act 48 Committee evaluates and plans the professional development activities. Activities also reflect changes in state laws, new initiatives, and the most recent test results.


With the District Plan presently being developed, our professional development activities will be aligned to this plan. The Act 48 Committee will be utilized to develop expectations for practice, which will be reinforced by the grade/content committees which meet to evaluate student assessment results.

Induction Program

Inductees will know, understand and implement instructional practices validated by

the LEA as known to improve student achievement.

Inductees will assign challenging work to diverse student populations.

Inductees will know the basic details and expectations related to LEA-wide

initiatives, practices, policies and procedures.

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

practices and procedures.

Inductees will be able to access state curriculum frameworks and focus lesson

design on leading students to mastery of all state academic standards, assessment

anchors and eligible content (where appropriate) identified in the LEA's curricula.

Inductees will effectively navigate the Standards Aligned System website.

Inductees will know and apply LEA endorsed classroom management strategies.

Inductees will know and utilize school/LEA resources that are available to assist

students in crisis.

Inductees will take advantage of opportunities to engage personally with other

members of the faculty in order to develop a sense of collegiality and camaraderie.


37

Meeting logs which are maintained as part of program and submitted at end of year,

agendas and evaluations of professional development activities and grade/department

meetings.

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

incorporation.

N/A

Needs of Inductees

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.

Knowledge of successful research-based instructional models.

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

and second-year teacher interviews).


Minutes of meetings, walk-throughs, observations, evaluations, student achievement data.

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

incorporation.

Frequent observations by mentor interferes with their teaching, therefore they observe

occassionally.

The inductees meet regulary with the building principal to discuss instructional activities.

Thus a written summary or portfolio is not required.

Mentor Characteristics

38

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.


Mentors are selected who have at least three years of experience. They also have satisfactory evaluations and have exemplified outstanding teacher skills. While every effort is made to choose a mentor who is in the same content area, that may not be possible due to the size of the district. However, selection is then made for a similar subject area.

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


Induction Program Timeline

Topics Aug-Sep

Oct-Nov

Dec-Jan

Feb-Mar

Apr-May

Jun-Jul

Code of Professional Practice and Conduct for Educators

X

Assessments X X X X X

Best Instructional Practices X X X X X

Safe and Supportive Schools X X X X X

Standards X X X X X

Curriculum X X X X X

Instruction X X X X

Accommodations and Adaptations for diverse learners

X X X X X

Data informed decision making X X X X X

Materials and Resources for Instruction X X X X X

If necessary, provide further explanation.

We do not have school for sufficient time in June or July to include in this analysis.

39

Monitoring Evaluating and Induction Program

Identify the procedures for monitoring and evaluating the Induction program.

There are periodic meetings of the principal with the mentor to determine if any resources are needed. The principal conducts frequent walk-throughs and reviews student achievement data to determine if additional mentoring or specific workshops or other professional development are needed. At the conclusion of each year, the mentor and inductee complete an evaluation which is reviewed for possible changes in the program.

Recording Process

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

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

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.

Special Education

Special Education Students

Total students identified: 136

Identification Method

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

The Millville Area School District uses the discrepancy model to identify students with a

specific learning disability.

Enrollment

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

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

http://penndata.hbg.psu.edu/BSEReports

40

The Millville Area School District does not have any significant disproportionalities in

enrollment at this time.

Non-Resident Students Oversight

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

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

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

The Millville Area School District does not have any students under Section 1306 at this

time. Millville is not the host Distict for any 1306 facilities at this time.

Incarcerated Students Oversight

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

There are no facilities for incarcerated students within the boundaries of the Millville Area

School District.

If there were facilities within the district, we would extend our child find obligation to the

facility. If students were found to be eligible, we would convene an IEP team meeting

serving as the LEA. If the student was not a student from our district, we would invite

representatives from the student's home district to attend the meeting to assist in making

placement decisions.

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

41

which the District utilizes site-based training, consultation and technical assistance opportunities available through PDE/PaTTAN, or other public or private agencies.)

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

The Millville Area School District provides a continuum of special education and related

services. At the elementary level, we continue a student support program where students

receive interventions within the general curriculum. At the elementary level, there is a

monthly Child Study Team meeting to discuss the progress of the students involved in the

program. At the high school level, there is a referral process in place, along with a monthly

Child Study Team meeting. The faculty makes a referral to the Guidance Office, which is

then taken to the Child Study Team to be discussed. If the student is in need of services, the

proper individuals are contacted, and interventions are put in place for the student within

the general curriculum. If they are in need of specially designed instruction, a referral for a

multidisciplinary evaluation will follow. If a student is evaluated and identified as a student

in need the district has a range of Supplementary Aides and services available to the

student. We provide supplementary aids and services to support students with disabilities

as active participants with non-disabled peers, in order for them to gain access to the

general curriculum. This includes modifications to the curriculum as necessary based on the

IEP teams recommendation. We have Collaborative supports, with adults working together

to support students such as parental communication, professional development

opportunities, coteaching and team meetings to review progress. We have instructional

support through modified goals, test modifications, instructional modifications and

alternative materials/assistive technology as needed. Physical modifications are also

available through the use of adaptive equipment, sensory input modifications, seating

arrangements and special seating arrangements. Finally we have social-behavioral support,

including social skill instruction, counseling supports, individual behavior plans and the use

of cooperative learning strategies. The aforementioned items are not a definitive list of

supplementary aids and supports, they are meant to serve as examples. The student's IEP

team determines appropriateness of modifications and supports and is able to address

student needs from an infinite number of possible supplementary aides and services.

Many elementary students also benefit from the district's Title I program. These students

receive specialized reading instruction in small groups, addressing their individual needs.

The Speech and Language Therapist screens children and can suggest classroom

interventions and home programs to implement prior to formal evaluations. In addition,

many elementary students participate in the after-school tutoring program. Millville's pre-

referral services and tutorial programs are effective in maintaining students in the least

restrictive setting. At the high school level, there is a tutoring program through the

Guidance Office. During the 2014-15 school year the high school added an additional period

to the end of the day. During this 30 minute period, any student who is receiving a failing

grade or needs assistance in a class is assigned to an instructor for a study period. These

42

study periods are scheduled on a rotating basis so students can be tutored in multiple

subjects during the six day cycle.

If a multidisciplinary evaluation concludes that a student exhibits a disability and is in need

of services, the IEP team considers all options available to provide the student with

appropriate educational services.The least restrictive setting of the regular classroom is the

first consideration. The IEP team strives for a balance in meeting the educational needs of

each student while maintaining the maximum integration with non-disabled peers.

Appropriate accommodations within the regular setting may address the needs of a student.

If the supplementary services and adaptations in the regular class are not sufficient to

appropriately address a student's educational needs, the student may be assigned to a

learning support classroom for a part of the school day or may be assigned to another type

of program in a neighboring district. Students continue to learn with their non-disabled

peers for a portion of the school day, and all students are members of the school

community.

During the 15-16 school year the Millville Area School District will be working with the local

intermediate unit on the implementation of Schoolwide Positive Behavioral Support. We

have met as an administrative team and developed a plan for professional development,

starting in August 2015.

The district currently has students placed outside of the distict ina non-public private

facility. Prior to their placements the district provided a continuum of placements and

support services. When the student's individual needs could nto be met within the district,

an IEP team meeting was conviened and discussions were held about were the student's IEP

should be implemented.

Behavior Support Services

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

At this time the Millville Area School District does not participate in a school-wide positive

behavior support process at this time. The district administrators met with the local

consultant from the Central Susquehanna Intermediate Unit to discuss the process and

amount of resources and district time commitment that would be required.

Within the life of this comprehensive plan, the district is going to pursue the development of

a school side positive behavior support plan for the elementary building, grades K - 6.

The district currently has board policy relating to the discipline of students with special

needs. The policy is compliant with IDEA and special education law at this time.

BEHAVIOR SUPPORT TRAINING - One Administrator and two faculty members are certified

43

trainers for QBS, Inc. Safety Care. This crisis management program has a strong emphasis

on de-escalation techniques. The trainers have two recertification classes yearly and a new

certification class. Currently there are 25 professional staff and paraprofessionals trained

and certified in this program. As part of the program, the de-escalation portion can be

taught without the physical management, that portion is offerend yearly to

paraprofessionals.

BEHAVIOR SUPPORT FOR STUDENTS WITH DISABILITIES

1. PURPOSE

The Millville Area School District Board of Directors must ensure that all district students

are educated in settings free from restrictions or injuries caused by challenging behaviors

or others. At the same time the Board recognizes that every special education student in the

district is entitled to receive a Free Appropriate Public Education (FAPE) in the least

restrictive environment (LRE). Any student with disabilities who has an Individualized

Education Program (IEP) and exhibits significant behaviors that interfere with appropriate

functioning within educational settings must have a plan for behavior support included in

the IEP.

Behavior support programs must be based on positive rather than negative measures. The

Board acknowledges that all necessary district personnel must be trained in the proper use

of specific procedures, methods, and techniques. The behavior support methods and

procedures must be applied in a nondiscriminatory manner and in full compliance with the

requirements of applicable state and federal law.

2. AUTHORITY

The Behavior Support Policy is designed in compliance with the provisions in the

Individuals with Disabilities Education Act (IDEA) and Chapter 14 PA Regulations 14.133.

(34 CFR 300.519, 300.523, Title 22 14.133)

3. DEFINITIONS

The following words and terms, when used in this policy or in its implementing guidelines,

shall have the following meanings, unless the context clearly indicates otherwise.

44

Aversive Techniques

– deliberate activities designed to establish a negative association with a specific behavior.

Behavior Support

– the development, change and maintenance of selected behaviors through the systematic

application of behavior change techniques.

Behavior Support Plan

– a plan addressing a disabled student’s behavioral needs and intervention with an IEP.

Behavior Support Plans include a variety of techniques to develop and maintain skills that

will enhance an individual student’s opportunity for learning and self-fulfillment. Potential

causes of behavior problems such as physical or medical conditions, environmental

factors, staffing, and program concerns shall be reviewed and addressed prior to

development of a Behavior Support Plan.

Functional Behavioral Assessment

– an assessment of a student, the purpose of which shall be to determine the environmental,

behavioral, or circumstantial factors that precede or accompany the problem behavior and

the effectiveness of the interventions undertaken to address the behavior.

Positive Techniques

– methods that utilize positive reinforcement to shape a student’s behavior, ranging from

the use of positive verbal statements as a reward for good behavior to specific tangible

rewards.

Restraints –

devices and techniques designed and used to control acute or episodic aggressive behaviors

or to control involuntary movements or lack of muscular control due to organic causes or

conditions. The term includes physical and mechanical restraints.

Eligible Student

– a student with disabilities under provisions of the Individuals with Disabilities Education

Act (IDEA 300.7) and its implementing regulation, Chapter 14 of the regulations of the

45

Pennsylvania State Board of Education. For the purposes of this policy and its

implementing guidelines, the definition of disabled students include students whom the

district suspects or has reason to suspect are students with disabilities and to students who

are in the process of a multidisciplinary team evaluation at the time of the incident for

which discipline is imposed.

1. Positive rather than negative measures shall form the basis of behavior support

programs. Behavior support programs include a variety of techniques to develop and

maintain skills that will enhance an individual student’s opportunity for learning and self-

fulfillment. The types of intervention chosen for a particular student shall be individualized

and the least intrusive necessary.

1. Restraints to control acute or episodic aggressive behavior may be used only when

the student is acting in a manner as to be a clear and present danger to himself/herself, to

other students or to employees, and only when less restrictive measures and techniques

have proven to be or are less effective.

1. The use of restraints may not be included in the IEP for the convenience of staff, or

as a substitute for an educational program or employed punishment. Only those staff

members who have received training in safe physical management may be involved in

an IEP planned student restraint.

1. The use of restraints to control aggressive behavior of an individual student shall

cause a meeting of the IEP Team to review the current IEP for appropriateness and

effectiveness.

1. Mechanical restraints, which are used to control involuntary movement or lack of

muscular control of students when due to organic causes or conditions, may be employed

only when specified by an IEP and as determined by a medical professional qualified to

make the determination and as agreed to by the student’s parents. Mechanical restraints

shall prevent a student from injuring him/herself or others or promote normative body

positioning and physical functioning.

1. The following aversive techniques of handling behavior are considered

inappropriate and may not be used by agencies in educational programs.

46

a. Corporal punishment.

b. Punishment for a manifestation of a student’s disability.

c. Locked rooms, locked boxes, or other locked structures or spaces from which the

student cannot readily exit.

d. Noxious substances.

e. Deprivation of basic human rights, such as withholding meals, water or fresh air.

f. Suspensions constituting a pattern under 22 PA Code 14.143(a)

g. Treatment of a demeaning nature.

h. Electric shock.

i. Methods implemented by untrained personnel.

j. Prone restraints

7. The district must obtain parental approval through the IEP process for all procedures

identified within the child’s individualized behavioral support plan.

The district must obtain parental consent prior to the use of highly restraining or

intrusive procedures.

8. The Millville Area School District has the primary responsibility for ensuring that

behavior support programs are in accordance with this policy, including the training of

personnel for the use of specific procedures, methods, and techniques.

1. Aversive techniques, restraints, or discipline procedures may not be used as a

substitute for a behavior support program.

1. Components of the district and school codes of student conduct shall be applied,

when appropriate.

4. GUIDELINES IMPLEMENTATION GUIDELINES

47

These guidelines are not intended to, and shall not, confer upon students and their parents

or guardians any greater rights than they enjoy under applicable state and federal laws.

Nor shall these guidelines impose upon the District or any of the District staff any

limitations or obligations greater than those imposed by applicable state and federal laws.

It is the policy of the district that basic classroom support shall be in place in every

classroom within the district. The activities associated with basic classroom support are

directed toward total classroom support. This classroom management plan will not only

respond when a problem occurs, but will also aim to prevent problems by creating

environments conducive to learning.

A student’s IEP must include a behavior intervention plan for exceptional students when the

student’s behaviors interfere with his/her ability to learn or with the learning of others.

The behavior intervention plan should be based on positive practices. The plan should

employ strategies that enhance and/or teach more socially appropriate ways to

communicate wants and needs. It should employ the least intrusive intervention as

possible and it should not include aversive techniques that degrade or demean a student.

Positive rather than negative measures will form the basis of behavior intervention plans.

Positive techniques will be employed for the change and maintenance of selected behaviors

prior to use of more intrusive or restraining measures.

The Millville Area School District will provide training to relevant district staff in the use of

specific procedures, methods, and techniques that encourage a positive approach to dealing

with behavioral concerns. Crisis-management training will be provided to train and educate

relevant staff to recognize and manage crisis in a professional manner.

The district’s policy for Behavior Support for an eligible student consists of three (3) levels,

based upon best practices and current professional research. The three (3) levels of

intervention are:

Level I

– Consistent application of general classroom management strategies. Behavior Support

goals and objectives are not required in IEP. Behavior Support goals and objectives are not

required in IEP.

Level II

– Specific interventions designed for individual students. Behavior Support Plan is required

in the IEP.

Level III

–

48

Very restrictive interventions which can only be considered after Level II interventions are

determined ineffective. The transition from Level II to Level III interventions requires IEP

team agreement about specific content of the Level III behavioral plan.

LEVEL I

Level I intervention is the application of general classroom management that is routinely

implemented within the everyday operations of a classroom. These interventions are used

to teach students appropriate social and academic behaviors. Some examples of Level I

strategies are as follows:

LEVEL I – Models Strategies Emphasized

Proactive Classroom Management Effective teaching practices

Frequent monitoring

Clear rules and procedures

Social praise

Classroom management system

Proximity control

Pro-Social Behavior Systemic reinforcement

Modeling pro-social behavior

Verbal instruction

Role-playing

Token economy

Response cost

Social Problem Solving Classroom discussion of real dilemmas

Role-playing

Student participation in making decisions

Alternative thinking

Means/ends thinking

Self-instruction training

Social skills instruction

LEVEL II

In Level II an Individual Behavior Support Plan is needed when a student is unable to

meet the requirements of Level I.

49

Behavior interventions focus on increasing appropriate behavior and decreasing

inappropriate behavior. IEP teams shall comply with state and federal laws and regulations

in the conduct of Functional Behavioral Assessments, using a five-step process as follows:

1. Define the problem behavior and indicate why it is in need of change.

1. Develop hypotheses statements concerning the function of the defined behavior

1. Design and implement a behavior support plan that simultaneously uses proactive

and reactive strategies.

1. Evaluate the effectiveness of the plan with the student and the student’s family, as

well as other people involved.

1. Modify the behavior support plan as needed.

The following are examples of approaches to the development of behavior support

plans.

Level II Framework Suggested Strategies

Behavior Interventions Retraining

Reinforcement Techniques

Differential reinforcement

Positive correction

Verbal prompts

Redirection

Home/school intervention programs

Behavioral contracting

Environmental restructuring

Manipulation of antecedents and consequences

Behavior Charting/Daily behavior logs

De-escalation strategies

Social Skills Training Direct instruction

Modeling/rehearsal and role play

50

Coaching

Anger control training

Cognitive Training Self-monitoring

Self evaluation/individual student goal review

Reality Training Confrontational questioning

Social problem solving

LEVEL III

Level III interventions are restrictive behavior programs which may modify the student’s

rights during implementation. When Level II is no longer adequate to manage the student’s

behavior, the student’s IEP team convenes and reviews the behavior support plan.

Note: Level II is no longer adequate when

:

1. Less restrictive measures were unsuccessful.

2. Behavior is dangerous to self and others.

3. Alternative placements have been ruled out.

Use of Level II techniques must be documented by the persons involved.

The interventions for Level III are as follows:

Safe Crisis Management

1. Physical Restraint:

Physical containment of a student by direct contact for more than thirty (30) seconds for

the purpose of restricting an inappropriate behavior. The behavior must be one that

presents a danger to self or others. A student may not remain in a restraint for more than

ten (10) consecutive minutes. At the ten (10) minute mark, the type of restraint being used

must be changed. If the student is in a restraint for more than forty (40) minutes, parents

will be notified immediately, and decisions will be made concerning future action. If the

student does not respond, move to emergency procedures.

1. Mechanical Restraints:

Mechanical restraints, which are used to control involuntary movement or lack of muscular

51

control of students when due to organic causes or conditions, may be employed only when

specified by an IEP and as determined by a medical professional qualified to make the

determination, and as agreed to by the student’s parents. Mechanical restraints shall

prevent a student from injuring him/herself or others or promote normative body

positioning and physical functioning.

The IEP team must make certain that the use of restraints and/or aversive measures are

NOT:

a. Employed as punishment.

b. For the convenience of the staff.

c. As a substitute for an educational program.

Behavioral interventions/techniques under Title 22 Sec. 14.133 may not be used.

Emergency Procedures

Emergency procedures for behavior that presents a clear and present danger to the student

or others should be delineated on the IEP. These emergency procedures may include such

activities as:

1. Parent contacted to immediately remove student from school.

2. Notifying police.

3. Notifying mental health.

4. Calling emergency services and ambulance.

5. Immediate use of Level III techniques followed by IEP team meeting to determine

appropriateness of techniques used.

6. Incidents resulting in emergency procedures must be documented on Level III

incident report.

If a student’s behavior is considered to pose a clear and present danger of physical harm to

the student or others, the supervising teacher will immediately take appropriate action to

protect all individuals involved, followed by documentation after the incident. School

52

personnel will notify the parent of the incident as soon as possible. A meeting must be

convened with parent, representatives of the education agency and other appropriate

agencies prior to the student returning to the classroom.

School Discipline Procedures

School discipline procedures may be applied to students with disabilities who violate school

policy unless otherwise state in the IEP. Any disciplinary measure must comply with state

and federal law. This may include the following:

1. Use of after-school hours detention.

2. Saturday school.

3. In-school suspension.

4. Suspension from a specific class or classes.

5. Suspension from school.

6. Alternative school for time limited placements according to legal procedures.

Legal Procedures Regarding Discipline of a Student with a Disability

1. A disciplinary exclusion of a student with a disability for more than ten (10)

consecutive school days or more than fifteen (15) cumulative school days in the school year

is considered a change in placement requiring notification to parents of the decision.

The District must provide the procedural safeguards to parents, and the IEP team must

determine whether or not the student’s conduct is a manifestation of the disability.

1. A disciplinary exclusion of a student with mental retardation is considered a change

in educational placement except if the student carries a weapon to school or to a school

function, then the provisions in 34 CFR 300.520 apply.

1. If a student with a disability carries a weapon to school or to a school function or the

student knowingly possesses or uses illegal drugs or sells or solicits the sale of a controlled

53

substance while at school or a school function, the District may change the student’s

educational placement to an appropriate interim alternative educational setting for the

same amount of time that a student without a disability would be subject to discipline, but

for no more than

4. All exclusions, suspensions, and expulsions will follow the guidelines as set forth in

IDEIA and the PA State Standards and Regulations.

Prior to a change in placement, if the district did not conduct a Functional Behavioral

Assessment and implement a behavioral intervention plan, an IEP meeting will be convened to

develop an assessment plan. If a behavior intervention plan is in effect, the IEP team will

review the plan and its implementation and modify the plan and its implementation as

necessary to address the behavior. As soon as possible after conducting any assessments, the

IEP team will meet and develop a plan and implement the intervention.

If an action were contemplated that would constitute a change in placement for a child with a

disability, the parent/guardian shall be notified and provided with the procedural safeguards

notice. Immediately, if possible, but no later than ten (10) school days from the action, a

review will be conducted in the form of a manifestation determination by the IEP team

regarding the relationship between the disability and the behavior in question.

If it is determined that the behavior in question is a manifestation of the student’s disability,

the IEP team will need to review and revise the IEP as deemed appropriate to meet the needs

of the student. If the behavior in question is determined not to be a manifestation of the

student’s disability, then relevant disciplinary procedures applicable to children without

disabilities may be applied to the child in the same manner as nondisabled peers, except as

provided to ensure a Free and Appropriate Public Education (FAPE).

5. If a student with a disability, who has a behavioral intervention plan and was removed

for more than ten (10) school days in a school year, is subjected to a removal that does not

constitute a change in educational placement, the IEP team must review the behavior

support plan and modify it as necessary.

Expulsion

The district may not expel a student with a disability if the behavior that triggered the

expulsion proceedings is related tot the student’s disability. The District must comply with

the procedural requirements under the Individual with Disabilities Act (IDEA), Section 504

of the Rehabilitation Act of 1973, and Chapter 14 Special Education Services and Programs

54

State Board of Education Regulations.

Intensive Interagency/Ensuring FAPE/Hard to Place Students

1. If the LEA is having difficulty ensuring FAPE for an individual student or a particular disability category, describe the procedures and analysis methods used to determine gaps in the continuum of special education supports, services and education placement options available for students with disabilities.

2. Include information detailing successful programs, services, education placements as well as identified gaps in current programs, services, and education placements not available within the LEA. Include an overview of services provided through interagency collaboration within the LEA.

3. Discuss any expansion of the continuum of services planned during the life of this plan.

The Millville Area School District is not experiencing any difficulty ensuring FAPE for any

individual student at this time. If the district would experience difficulty, we would use

Intensive Interagency Collaboration to assure FAPE for the student. The goal of the

Intensive Interagency Collaboration would be an appropriate educational program and

services for the student and his/her family.

The Millville District currently operates learning support programs at all grade levels, K -

12. The elementary houses autistic support, emotional support and life-skills classrooms at

the K-6 level. The high school operates a life skills and emotional support programs for

grades 7 - 12. If there are any district students for whom their IEP team has made a decision

that these programs are not appropriate, we will look to neighboring school districts for

cross district programs for placement. Currently the Millville District has students attending

school outside of our district for highly specialized behavioral support programs. Should the

district experience difficulty locating an appropriate program for a student at any point in

time, we would explore the use of a one on one teacher or the possibility of opening a

program to provide the required services.

At this time, the district does not have any plans on expanding the continuum of services

within the district. Those plans would be developed based on individual student needs, and

at this time we are unaware of any needs we cannot currently meet. Should the need arise,

the district would discuss the need for additional support.

Strengths and Highlights

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

The Millville Area School District is located in a small rural community that supports

district personnel in their efforts to provide quality educational programs for all

students. The learning support programs are staffed with dedicated professionals

55

and paraprofessionals. Many of the special education department members live in

the local area, and they provide an excellent bridge between the school and the

community. Given the community support, the district is able to allocate its limited

resources effectively to provide appropriate educational programs for students with

disabilities. In addition to learning support programs, the district is home to an

elementary Autistic Support, Life-Skills and Emotional Support and a middle/high

school Life-Skills and Emotional Support programs. All of these programs have been

added within the last 10 years.

We have an after-school tutoring program, offered in conjunction with student

volunteers from Bloomsburg University, which serves both special education and

regular education students. The partnership provides academic assistance for

elementary students. The elementary building went through the process of working

with PaTTAN to develop an Intervention Framework. This program was

implemented in the 2006-2007 school year. It is a program that is continually

developing and changing as we move through the years. This framework provides

academic support to all students in need, disabled and non-disabled.

We provide many transition activities to our high school students. All special

education students attend career day at the Pennsylvania College of Technology in

Williamsport. We also provide Career Day at our high school in March of each year.

During this time, approximately twenty speakers from the surrounding community

spend the day at our high school, and the students are given opportunities to hear

their presentations during the school day. In addition, on a yearly basis, we organize

a transition clinic in cooperation with the intermediate unit and community resource

personnel. This strong relationship between the district and community agencies

provides for an effective school to work service.

During the 2013-2014 school year the district implemented a one to one computer

initiative. The elementary students in grades K-3 have daily access to IPADS in their

classrooms; grades 4 -6 students have opportunity to take their IPADS home on a

daily basis, and all students 7 - 12 have MACBOOK Airs to take home if that is what

the parent has decided is appropriate.

56

57

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


58

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.

24 P.S. §1306 and §1306.2 Facilities There are no facilities.


59

Least Restrictive Environment Facilities

Facility Name

Type of Facility Type of Service Number of Students Placed

New Story Special Education Centers

Emotional Support, Autistic Support

4

Special Education Program Profile Program Position #1 - Proposed Program

Operator: School District

PROPOSED PROGRAM INFORMATION

Type: Class

Implementation Date: July 1, 2015

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

Support Service Type

Age Range

Caseload FTE

Millville 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

8 to 14 7 1

Justification: This classroom is operated within a K-6 building. All parents have been informed of the age span of the classroom. The students spend a large portion of their day working on individual work to meet their needs.

Program Position #2 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Class Implementation Date: August 20, 2014 Average square feet in regular classrooms: 504 sq. ft. Square footage of this classroom: 504 sq. ft. (28 feet long x 18 feet wide)

PROGRAM SEGMENTS



Age Range

Caseload FTE

Millville Elementary An Elementary

A building in which

Supplemental (Less Than

Emotional 6 to 7 0.88

60

Building School Building

General Education programs are operated

80% but More Than 20%)

Support 11

Justification: Students are educated individually based on their individual IEP goals. The classroom is housed in a K - 6 building.All parents of students within this program have been informed of the age range. They have all signed a consent form for their students to participate.

Millville Elementary School



Itinerant Emotional Support

6 to 6 1 0.11



Type: Class Implementation Date: July 1, 2015 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



Age Range

Caseload FTE

Millville Jr. Sr. High School

A Junior/Senior High School Building



Life Skills Support

14 to 21

110 1

Justification: Students are educated in a 7th - 12th grade building. They are educated on their individual IEP goals as needed. All parents of students within this program have been informed of the age range. They have all signed a consent form for their students to participate.




PROGRAM SEGMENTS

Location/Building Grade Building Type Support Service Type

Age Range

Caseload FTE

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Itinerant Speech and Language Support

6 to 12 20 1

Justification: The speech therapist arranges her therapy groups so that there are not age spans greater than 3 years when she is providing her services.




PROGRAM SEGMENTS



Age Range

Caseload FTE

Millville Elemantary Building




Autistic Support

5 to 13 4 0.8

Justification: Parents have been notified and signed an age waiver form for students within the program. The program is housed is a K-6 building. When students are in classroom together, they are educated on their individual goals.

Millville Elementary Building



Full-Time Special Education Class

Autistic Support

5 to 13 1 0.2

Justification: The Autistic Support classroom is located in a building which educates students grades K - 6. The parents of the students have been informed of the age span of the classroom. When students are in the classroom, they are being educated in individual groups that are grouped by abilities.




PROGRAM SEGMENTS



Age Range

Caseload FTE

62




Itinerant Learning Support

12 to 15

12 0.57





Learning Support

12 to 15

9 0.43




PROGRAM SEGMENTS



Age Range

Caseload FTE





10 to 12

10 0.77





Learning Support

10 to 12

3 0.23




PROGRAM SEGMENTS



Age Range

Caseload FTE

63





14 to 18

8 0.72





Learning Support

14 to 18

3 0.27




PROGRAM SEGMENTS



Age Range

Caseload FTE





14 to 17

6 0.4





Learning Support

14 to 17

9 0.6




PROGRAM SEGMENTS

64



Age Range

Caseload FTE





Learning Support

6 to 9 1 0.12





6 to 9 7 0.88



Type: ClassandPosition Implementation Date: August 20, 2014 Average square feet in regular classrooms: 504 sq. ft. Square footage of this classroom: 480 sq. ft. (16 feet long x 30 feet wide)

PROGRAM SEGMENTS



Age Range

Caseload FTE

Millville Junior Senior High School




Emotional Support

12 to 16

3 1

Special Education Support Services

Support Service Location Teacher FTE

School Psychologist Millville Area District 0.6

Supervisor of Special Education Millville Area School District 1

18 Paraprofessionals/ Personal Care Assistants Millville Elementary School 1

6 Paraprofessionals/Personal Care Assistants Millville High School 1

Special Education Contracted Services

Special Education Contracted Services Operator Amt of Time per Week

Physical Therapist Outside Contractor 1 Days

Occupational Therapist Outside Contractor 1.5 Days

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Hearing Therapist Intermediate Unit 180 Minutes

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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:

The All Students categories are generally making AYP, but the subgroups need special

considerations to make AYP in reading and math, more so at the secondary level.

Currently, AYP is no longer used. The 2015 SPP for both buildings decreased because the PSSA tests

were aligned strongly to the Core Standards with a high level of rigor. We need to assess our current

curriculum and make revisions to bring it in line with the state assessments, especially in math.

District Accomplishments

Accomplishment #1:

There was an increase in scores for the Keystone exams.

Accomplishment #2:

PVAAS data tend to show improvement for Below Basic students.

Accomplishment #3:

The district is continuing with its 1:1 computing initiative.

District Concerns

Concern #1:

67

Economically disadvantaged and IEP students are not closing the achievement gap.

Concern #2:

The percentage of IEP students is above the state average while those in poverty has risen above

40%.

Concern #3:

The transition from 6th to 7th grade demonstrates a substantial reduction in student achievement

and PSSA results.

Prioritized Systemic Challenges

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

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

Aligned Concerns:


Systemic Challenge #2 (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:


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 #5) Establish a district system that fully ensures barriers

to student learning are addressed in order to increase student achievement and graduation rates.

Systemic Challenge #5 (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:

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The percentage of IEP students is above the state average while those in poverty has risen

above 40%.

The transition from 6th to 7th grade demonstrates a substantial reduction in student

achievement and PSSA results.

Systemic Challenge #6 (Guiding Question #8) Establish a district system that fully ensures the

establishment of a policy that delineates expectations for student attendance, outlines consequences

for students who do not comply with the policy and defines expectations for record keeping and

monitoring of student attendance by professional staff members.

Systemic Challenge #7 (Guiding Question #10) Establish a district system that fully ensures

professional development is focused, comprehensive and implemented with fidelity.

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District Level Plan

Action Plans

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

standards aligned curricula across all schools for all students.

Indicators of Effectiveness:

Type: Annual

Data Source: PSSA scores in grades 3-8 and Keystone Test results for three

content courses.

Specific Targets: Students will attain required cut scores based on PSSA

data or revised AMOs, as mandated by state and federal statute.

Strategies:

Alignment of curriculum to PA Common Core Standards in grades

K-12.

Description:

Alignment to the standards will improve focus of instruction to improve proficicency of all students.

SAS Alignment: Standards, Curriculum Framework

Implementation Steps:

Alignment

Description:

Curricula for all courses will be aligned to Common Core Standards with written competencies for all courses.

Start Date: 10/15/2012 End Date: 6/6/2019

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Program Area(s): Professional Education, Special Education, Gifted

Education, Educational Technology

Supported Strategies:

Alignment of curriculum to PA Common Core Standards in grades K-12.

Student Learning Maps

Description:

Student Learning Maps will be produced for each course.


Program Area(s): Special Education, Gifted Education, Educational Technology



SAS System

Description:

Faculty will develop an understanding of the components of SAS and will utilize them to improve curriculum, instruction and assessments for all students.


Program Area(s): Professional Education



Standards-Based Report Cards

Description:

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All students will be issued standards-based report cards on a regular basis which indicates progress in attainment of standards. Implementation will be progressive with K in 2014, grades 1-2 in 2016-17, grades 3-6 in 2017-18, and grades 7-12 in 2018-19. The curriculum has to be realigned to the standards prior to this being completed.


Program Area(s): Educational Technology



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


Type: Annual

Data Source: PSSA and Keystone results.

Specific Targets: All students will meet the AYP and AMO expectations established by the state and federal requirements.

Strategies:

Instructional Practices

Description:

Teachers will use a variety of instructional practices to help all students to gain necessary knowledge and skills.

SAS Alignment: Instruction, Materials & Resources


Differentiation of Instruction

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Description:

Faculty will use a variety of techniques to allow all students to demonstrate proficiency of standards.


Program Area(s): Professional Education, Special Education, Gifted Education



Availability of Technology

Description:

Students will be provided with technology for a 1:1 computing environment with an implementation schedule of grades 9 and 10 in 2013, grades 7 and 8 in 2014, and grades 5 and 6 in 2015. Implementation of 1:1 computing for grades 11 and 12 was completed in 2012.


Program Area(s): Special Education, Gifted Education, Educational Technology



Use of Technology

Description:

Online textbooks and courses will be utilized to facilitate student learning. This is occuring at the elementary school for science and it is being utilized in reading. The high school is using ebooks in some content areas.


Program Area(s): Professional Education, Educational Technology

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Online Course Options

Description:

All students in the Class of 2017 and beyond will have the opportunity to take an online course at the secondary level.





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: PSSA and Keystone exam results.

Specific Targets: All students and subgroups will meet or exceed state and federal mandated performance levels.

Strategies:

Assessment Development

Description:

74

Assessments should be aligned with curriculum and instruction to measure attainment of standards.

SAS Alignment: Assessment


Writing Assessments

Description:

Written assessments will be developed that are aligned to and measure specific standards. They will be written at DoK levels 2, 3, and 4.


Program Area(s): Special Education, Gifted Education



Online Access

Description:

Assessments will be placed in an online Learning Management System to faciliate access to and use of assessments.





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.

75


Type: Annual

Data Source: PSSA and Keystone data.

Specific Targets: All students and subgroups will meet or exceed state and federal mandated cut scores to demonstrate proficiency.

Strategies:

Student Support Services

Description:

All students need to have their emotional, social, and physical needs addressed to be successful.

SAS Alignment: Safe and Supportive Schools


Child Study Plan

Description:

Teachers will be educated on the Child Study process of identifying student needs within the classroom and making referrals to ensure students are making progress toward grade level standards.


Program Area(s): Professional Education, Special Education, Gifted Education



Schoolwide Positive Behavior Support Plans

Description:

76

Research will be conducted during 2013-2014 school year, with implementation plan selected for utilization during 2014-2015 school year, if needed. Training for core team will take place during the 2015-16 school year with full implementation occuring between the 2016-17 and 2018-19 school years.


Program Area(s): Student Services



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Appendix: Professional Development Implementation

Step Details

LEA Goals Addressed:

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

Strategy #1: Alignment of curriculum to PA Common Core Standards in grades K-12.

Start End Title Description

10/15/2012 6/6/2019 Alignment Curricula for all courses will be aligned to Common Core Standards with written

competencies for all courses.

Person Responsible SH S EP Provider Type App. Superintendent and

Building Principals 2.0 1 65 To be Determined IU Yes

Knowledge Awareness of and how to utilize the components of SAS.

Supportive Research

SAS system as advocated by PDE.

Designed to Accomplish

For classroom teachers, school counselors and education specialists:


For school and district administrators, and other educators seeking leadership

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

78

roles: academic standards.

Training Format

Department Focused 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


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

Strategy #1: Alignment of curriculum to PA Common Core Standards in grades K-12.


79

1/21/2013 6/5/2014 SAS System Faculty will develop an understanding of the components of SAS and will utilize

them to improve curriculum, instruction and assessments for all students.

Person Responsible SH S EP Provider Type App. Superintendent and

Building Principals 3 1 65 To Be Determikned IU Yes

Knowledge Knowledge of the components of SAS and methods to utilize the components.

Supportive Research

Advocated by PDE




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

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

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

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

Training Format

School Whole Group Presentation

Participant Roles Classroom teachers

Principals / Asst. Principals Grade Levels



80



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

Creating lessons to meet varied student learning styles

Peer-to-peer lesson discussion

Lesson modeling with mentoring

Evaluation Methods


Student PSSA data

Classroom student assessment data

Review of participant lesson plans


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

Strategy #1: Instructional Practices


8/22/2012 6/15/2016 Differentiation of Instruction Faculty will use a variety of techniques to allow all students to demonstrate

proficiency of standards.

Person Responsible SH S EP Provider Type App.

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Building Principals 2.0 3 65 To be Determined IU Yes

Knowledge Strategies to be utilized in classrooms.

Supportive Research

Brain-research, learning styles.





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

Training Format

LEA Whole Group Presentation

Department Focused Presentation

Participant Roles

Classroom teachers Principals / Asst. Principals


School counselors

Grade Levels



Middle (grades 6-8)

High (grades 9-12)

Follow-up Activities Creating lessons to meet

varied student learning styles Evaluation Methods Classroom observation focusing on

factors such as planning and preparation,

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knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.

Student PSSA data Standardized student assessment

data other than the PSSA

Review of participant lesson plans


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

Strategy #1: Instructional Practices


8/22/2012 6/15/2018 Use of Technology

Online textbooks and courses will be utilized to facilitate student learning. This is

occuring at the elementary school for science and it is being utilized in reading. The

high school is using ebooks in some content areas.

Person Responsible SH S EP Provider Type App. Superintendent,

Building Principals, Director of Technology

2.0 5 65 To Be Determined IU Yes

Knowledge Available textbooks and online materials, utilization and modification for use.

Supportive Research

Students are responsive to and utilize online resources.


For classroom teachers, school counselors and education

Increases the educator’s teaching skills based on research on effective practice, with

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specialists: attention given to interventions for struggling students.



Training Format

Series of Workshops

Participant Roles

Classroom teachers




Grade Levels



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

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#1 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: Student Support Services


1/3/2013 6/7/2019 Child Study Plan

Teachers will be educated on the Child Study process of identifying student needs

within the classroom and making referrals to ensure students are making progress

toward grade level standards.

Person Responsible SH S EP Provider Type App. Building Principals 2.0 2 65 To be Determined IU Yes

Knowledge Templates will be reviewed, with format seleced, and Professional Development provided in completion and

mentoring.

Supportive Research

Students need mentors.






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Training Format

Series of Workshops

School Whole Group Presentation

Participant Roles

Classroom teachers


School counselors


Grade Levels



Middle (grades 6-8)

High (grades 9-12)


Completion and review of plans, with emphasis on adjustments to meet student needs.

Evaluation Methods

Student PSSA data

Standardized student assessment data other than the PSSA

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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 Frank Suchwala on 11/23/2015

Board President

Affirmed by Cynthia Jenkins on 11/23/2015

Superintendent/Chief Executive Officer

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Special Education Affirmations

We also affirm our understanding that any requests for any deviations from the Chapter 14

regulations, standards, policies, and procedures must be made in writing to the Pennsylvania

Department of Education. The school district understands that the Special Education Component of

the District Level Plan will be approved by PDE in accordance with the following criteria as set forth

in 22 Pa. School Code § 14.104 and as part of the District Level Plan:

1. There are a full range of services, programs and alternative placements available to the

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

school district.

2. The school district has adopted a child find system to locate, identify and evaluate young

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

education residing within the school district's jurisdiction. Child find data is collected,

maintained, and used in decision-making. Child find process and procedures are evaluated

for its effectiveness. The school district implements mechanisms to disseminate child find

information to the public, organizations, agencies, and individuals on at least an annual basis.

3. The school district has adopted policies and procedures that assure that students with

disabilities are included in general education programs and extracurricular and non-

academic programs and activities to the maximum extent appropriate in accordance with an

Individualized Education Program.

4. The school district will comply with the PA Department of Education, Bureau of Special

Education's revision notice process.

5. The school district follows the state and federal guidelines for participation of students with

disabilities in state and district-wide assessments including the determination of

participation, the need for accommodations, and the methods of assessing students for

whom regular assessment is not appropriate.

6. The school district affirms the Pennsylvania Department of Education that funds received

through participation in the medical assistance reimbursement program, ACCESS, will be

used to enhance or expand the current level of services and programs provided to students

with disabilities in this local education agency.

Affirmed by Frank Suchwala on 4/28/2015

Board President

Affirmed by Cynthia Jenkins on 4/27/2015

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Superintendent/Chief Executive Officer

Documents

Millville Area SD us tab... · Director of Special Education: Dee Davis Planning Process The Comprehensive Plan of the Millville Area School District has been developed through the