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Norristown Area SD District Level Plan 07/01/2018 - 06/30/2021

Norristown Area SD · District Profile Demographics 401 N Whitehall Rd Norristown, PA 19403 (610)630-5000 ... parents, community representatives, and members of our business community

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Page 1: Norristown Area SD · District Profile Demographics 401 N Whitehall Rd Norristown, PA 19403 (610)630-5000 ... parents, community representatives, and members of our business community

Norristown Area SD

District Level Plan

07/01/2018 - 06/30/2021

Page 2: Norristown Area SD · District Profile Demographics 401 N Whitehall Rd Norristown, PA 19403 (610)630-5000 ... parents, community representatives, and members of our business community

2

District Profile

Demographics

401 N Whitehall Rd Norristown, PA 19403 (610)630-5000 Superintendent: Janet Samuels Director of Special Education: Casey Molitor

Planning Process A District Level Comprehensive Planning committee is established for the development of the

District Level Plan. Invitations were extended to teachers, principals, educational specialists,

admnistrators, parents, community representatives, and members of our business community to

ensure the input and contributions of a wide variety of stakeholders in our district. Educators

were selected from all levels - elementary, middle, and high school - to ensure balanced discussions

and focus across our K-12 continuum of programming.

The committee meets weekly during plan development. A structured forum of information sharing,

discussion, brainstorming, and planning is facilitated through all the required parts of the District

Level Plan. The committee is organized into rotating working and discussion groups as each part of

the plan is developed and completed. Committee members gather feedback and input

from colleagues and other stakeholders between weekly meetings. A schedule was developed to

complete the plan in accordance with timeline recommendations from PDE.

Once the plan is developed, a presentation is made to the Board of School Directors, providing an

overview of the plan prior to the period of public review. The completed plan is posted on the

district website 28 days prior to adoption by the Board. An automated phone call and email is sent

to all families notifying them that the plan is available for review. An information session providing

on overview of the District Level Plan is held the first two weeks of public review. An open

house/town hall discussion session is held during the third week of public review so feedback from

the community at large can be gathered and considered for inclusion into the plan. The final version

of the plan is presented to the Board of School Directors for adoption at the November regular

meeting. The plan is submitted after Board adoption by the November 30, 2017, deadline.

Once the District Level plan is approved, informational sessions will be held for various stakeholder

groups to introduce the plan prior to its implementation in July 2018. Sessions will be held for

teachers and administrators, parents, and community stakeholders.

Once the District Level plan is implemented, a committee will review the effectiveness and progress

of implementation three times per school year - beginning (September), middle (January/Feburary),

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and end (June). Reports of the plan's implementation and effectiveness will be made to the Board on

a similar beginning, middle, and end of year schedule.

Mission Statement To educate all students to become responsible, thinking, creative, literate citizens who strive for

personal excellence, function successfully and enrich society.

Vision Statement The Norristown Area School District is dedicated to maximizing the growth and academic

achievement of every student with continuous, research-based, and data-driven improvements in

teaching and learning to ensure that all students learn to think creatively and critically,

communicate effectively, and acquire the skills needed to be productive citizens who contribute to

our community and a diverse global society.

Shared Values THE CORE VALUES PROMOTED BY THE NORRISTOWN AREA SCHOOL DISTRICT AFFECT OUR

STUDENTS AND THEIR FAMILIES, OUR STAFF, AND THE COMMUNITY. THESE VALUES

PROVIDE A FOUNDATION THAT GUIDES OUR ACTIONS.

1. Student achievement is our number one priority and is the main purpose for our existence.

All students are capable of meeting and exceeding rigorous standards and becoming skilled,

knowledgeable, responsible, and productive citizens in the real world.

We will be a school system that uniformly holds all students accountable for meeting high

expectations that build on their strengths. We will be a school system that uniformly

supports all students in meeting these high expectations

2. Parent and family engagement is critical to the success of students.

Parents and family members share responsibility, accountability, and credit for student

success.

We will actively support the involvement of parents and families as partners in the success of

students.

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3. Our schools are part of the larger community.

We will support the community as part of an expanded learning environment for all

students. We recognize that learning takes place in school, at home, and in the wider

community.

We value the community’s involvement as partners in the education of all students. We will

work to build a culture and the necessary leadership to sustain achievement, trust, and

collaboration.

4. Diversity is a valued strength to be affirmed and celebrated.

We will recognize and value differences and provide various learning experiences in our

schools. We will value equity by providing all students with fair treatment, appropriate and

adequate resources, and the opportunity to receive a high-quality education.

We will not tolerate discriminatory practices.

5. Our actions will be characterized by trust, respect, fairness, truth, and transparency.

We will be open and honest in our interface with students, staff, parents, families, and the

wider community. We will report progress and challenges on a regular and open basis.

We will take to heart collaboration, inclusiveness, partnerships, and cooperation in our

planning and execution of the district’s achievement agenda.

6. We are committed to safe and supportive environments that are physically, intellectually,

and emotionally conducive to teaching and learning.

We will do all that we can to ensure that staff and students are safe, both in and around our

school buildings.

We will enforce policies related to zero tolerance for violence and disruptive behaviors.

7. Our staff is a valued asset and critical to student learning.

We will recognize and celebrate the skills, energy, enthusiasm, effectiveness, and intellect

that staff bring to the work of the district.

We will invest in professional learning in order to ensure the growth, improvement, and

accountability of staff.

8. We are committed to maintaining financial stability and accountability.

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We will honor our role as stewards of the public’s resources and manage them in ways that

maintain and improve public credibility and trust.

We will ensure that our communications and decision making processes help stakeholders to

be engaged and well-informed.

Educational Community Norristown Area School District serves students and families of East Norriton Township, West

Norriton Township, and the Municipality of Norristown, geographically just over 15 square miles.

The district is located within the county seat of Montgomery County, bordering Philadelphia to the

northwest. We have 12 school sites that serve over 7000 public school students:

7 Elementary Schools - Grades K-4 - Cole Manor, Marshall Street, Paul V. Fly, and

Whitehall. Grades 1-4 - Gotwals and Hancock. Musselman Learning Center is a Kindergarten

only school.

3 Middle Schools - Grades 5-8 - East Norriton, Eisenhower Science & Technology Leadership

Academy, and Stewart

1 High School at 2 campuses - Grades 9-12 - Norristown Area High School and Roosevelt

Campus of NAHS

Norristown Area School District is a suburban school district, with urban qualities, comprised of:

Current enrollment of 7500 students

35% Black, 16.8% White, 38.8% Hispanic, 1.8% Asian, 0.1% American Indian, and 7.6%

Multi-racial.

18.6% of the student population is special education.

12.5% of the student population is ELL.

4.3% of the student population qualifies for gifted services.

71% of the student population is identified as low income. The district began participating in

the Community Eligibility Program in 2016-2017 school year.

Over 400 district resident students attend charter schools.

Over 1000 district resident students attend private or parochial schools.

Over 100 students attend approved private schools (APS).

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With a district budget that is 70% funded by local property taxes, approximately 23% from state

sources, and approximately 7% from federal sources, the district partners with numerous

organizations to provide educational opportunities and services for our students:

There are over 500 community and non-profit organizations and agencies in the area that

offer support to families.

The district is supported by the Norristown Area Education Foundation, area colleges and

universities, and the Montgomery Bar Association.

The district offers honors and advanced placement courses including Project Lead the Way,

students can elect to attend the Central Montco Vo-Tech School, extended day and extended

year programs, tutoring programs, STEM education opportunities in the middle school, SAT

prep courses and Naviance, a full complement of sports and clubs including competition

robotics.

The community offers tutoring, the Law and Liberty course for all 6th graders, Financial

Literacy from TD Bank, Healthy NewsWorks, the PAL center offers after school homework

support.

Planning Committee Name Role

Stefanie Baker Administrator : Professional Education

Brigid Brady Administrator : Professional Education Special

Education

Charles Brenner Administrator : Professional Education Special

Education

Patricia Demnisky Administrator : Professional Education Special

Education

Christopher Dormer Administrator : Professional Education Special

Education

Kate Jacovino Administrator : Professional Education Special

Education

Detrick McGriff Administrator : Professional Education

Dr. Janet C. Samuels Administrator : Professional Education Special

Education

Dr. Christopher Watson Administrator : Professional Education Special

Education

George Kennedy Board Member : Professional Education Special

Education

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Janice Pearce Board Member : Special Education

Nicole Poncheri Building Principal : Professional Education

Mark Skoczynski Building Principal : Professional Education Special

Education

Jason Smith Building Principal : Professional Education Special

Education

Jeffery Smith Building Principal : Professional Education Special

Education

Christina Taylor Building Principal : Special Education

Carrie Barron Business Representative : Professional Education

Amanda Beisch Business Representative : Professional Education

Joseph Berquist Business Representative : Professional Education

Margaret Hall Community Representative : Professional

Education

Edward Turner Community Representative : Professional

Education

Hakim Jones Ed Specialist - Home and School Visitor :

Professional Education

David Borgo Ed Specialist - Instructional Technology :

Professional Education Special Education

Julie Knudsen Ed Specialist - Other : Professional Education

Britta Pennypacker Ed Specialist - Other : Professional Education

Special Education

Kim Weber Ed Specialist - Other : Special Education

Dana DeMinico Elementary School Teacher - Regular Education :

Professional Education

Donna Freeman Elementary School Teacher - Regular Education :

Professional Education

Erin Grodnitzky Elementary School Teacher - Special Education :

Professional Education Special Education

Myra Kudosh Elementary School Teacher - Special Education :

Special Education

Jacqueline Harris High School Teacher - Regular Education :

Professional Education

Steve Willis High School Teacher - Regular Education :

Professional Education

Carmen Carfagno High School Teacher - Special Education : Special

Education

Rosemary Shivak High School Teacher - Special Education : Special

Education

Page 8: Norristown Area SD · District Profile Demographics 401 N Whitehall Rd Norristown, PA 19403 (610)630-5000 ... parents, community representatives, and members of our business community

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Gail Katch Intermediate Unit Staff Member : Special Education

Dr. Lois Robinson Intermediate Unit Staff Member : Professional

Education Special Education

Sarah Fabian Middle School Teacher - Regular Education :

Professional Education

Taneeka Harper Middle School Teacher - Regular Education :

Professional Education

Sara Pugliese Middle School Teacher - Regular Education :

Professional Education

Barbara Weikert Middle School Teacher - Regular Education :

Professional Education

Sara Murphy Middle School Teacher - Special Education : Special

Education

Jill Houseal Parent : Professional Education Special Education

Debra Sparks Parent : Professional Education

Page 9: Norristown Area SD · District Profile Demographics 401 N Whitehall Rd Norristown, PA 19403 (610)630-5000 ... parents, community representatives, and members of our business community

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Core Foundations

Standards

Mapping and Alignment

Elementary Education-Primary Level

Standards Mapping Alignment

Arts and Humanities Accomplished Accomplished

Career Education and Work Developing Developing

Civics and Government Developing Developing

PA Core Standards: English Language Arts Accomplished Accomplished

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

Developing Developing

PA Core Standards: Mathematics Accomplished Accomplished

Economics Developing Developing

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

Developing Developing

English Language Proficiency Developing Developing

Interpersonal Skills Developing Developing

School Climate Developing Developing

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

Programming for Family and Consumer Sciences is not offered at this level.

Elementary Education-Intermediate Level

Standards Mapping Alignment

Arts and Humanities Accomplished Accomplished

Career Education and Work Developing Developing

Civics and Government Developing Developing

PA Core Standards: English Language Arts Accomplished Accomplished

Page 10: Norristown Area SD · District Profile Demographics 401 N Whitehall Rd Norristown, PA 19403 (610)630-5000 ... parents, community representatives, and members of our business community

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

Developing Developing

PA Core Standards: Mathematics Accomplished Accomplished

Economics Developing Developing

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

English Language Proficiency Developing Developing

Interpersonal Skills Developing Developing

School Climate Developing Developing

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

Programming for Family and Consumer Sciences is not offered at this level.

Middle 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 Accomplished Accomplished

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

Developing Developing

PA Core Standards: Mathematics Accomplished Accomplished

Economics Developing Developing

Environment and Ecology Developing Developing

Family and Consumer Sciences Developing Developing

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

English Language Proficiency Developing Developing

Interpersonal Skills Developing Developing

School Climate Developing Developing

World Language Non Existent Non Existent

Page 11: Norristown Area SD · District Profile Demographics 401 N Whitehall Rd Norristown, PA 19403 (610)630-5000 ... parents, community representatives, and members of our business community

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

World Languages are currently not offered at the Middle School Level.

High School 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 Developing Developing

Environment and Ecology Developing Developing

Family and Consumer Sciences Developing Developing

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

English Language Proficiency Developing Developing

Interpersonal Skills Developing Developing

School Climate Developing Developing

World Language Developing Developing

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

Adaptations

Elementary Education-Primary Level

Checked answers

Arts and Humanities Career Education and Work

Civics and Government

PA Core Standards: English Language Arts

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

PA Core Standards: Mathematics

Page 12: Norristown Area SD · District Profile Demographics 401 N Whitehall Rd Norristown, PA 19403 (610)630-5000 ... parents, community representatives, and members of our business community

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Economics

Environment and Ecology

Geography

Health, Safety and Physical Education History

Science and Technology and Engineering Education

Unchecked answers

None.

Elementary Education-Intermediate Level

Checked answers

Arts and Humanities

Career Education and Work

Civics and Government

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

PA Core Standards: Mathematics

Economics

Environment and Ecology

Family and Consumer Sciences

Geography Health, Safety and Physical Education

History

Science and Technology and Engineering Education

Unchecked answers

None.

Middle Level

Checked answers

Arts and Humanities

Career Education and Work

Civics and Government PA Core Standards: English Language Arts

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

PA Core Standards: Mathematics

Economics

Environment and Ecology

Family and Consumer Sciences

Geography Health, Safety and Physical Education

History

Science and Technology and Engineering Education

Unchecked answers

Page 13: Norristown Area SD · District Profile Demographics 401 N Whitehall Rd Norristown, PA 19403 (610)630-5000 ... parents, community representatives, and members of our business community

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None.

High School Level

Checked answers

Arts and Humanities

Career Education and Work Civics and Government

PA Core Standards: English Language Arts

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

PA Core Standards: Mathematics

Economics

Environment and Ecology

Family and Consumer Sciences

Geography

Health, Safety and Physical Education

History

Science and Technology and Engineering Education

Unchecked answers

None.

Explanation for any standards checked:

We have a district academic plan that outlines the framework for instruction, as well as a district writing plan at every grade level that outlines writing in all content areas. We have pacing guides to ensure that PA Core Standards content is taught and assessed each year, using our current curricular materials. We are in the process of updating curriculum documents and purchasing curricular materials that provide more rigorous learning opportunities and better alignment with the PA Core Standards.

Curriculum

Planned Instruction

Elementary Education-Primary Level

Curriculum Characteristics Status

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

Accomplished

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

Accomplished

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

Accomplished

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

Accomplished

Page 14: Norristown Area SD · District Profile Demographics 401 N Whitehall Rd Norristown, PA 19403 (610)630-5000 ... parents, community representatives, and members of our business community

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Processes used to ensure Accomplishment:

While we have the above critieria in place, we are in the process of updating curriculum documents and purchasing curricular materials that provide more rigorous learning opportunities and better alignment with the PA Core Standards. We begun implemenation of a five year curriculum development and design process that will cyclically include analysis, design and development, implementation, data collection and evaluation, and curriculum adjustment to ensure rigor and alignment.

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

This narrative is empty.

Elementary Education-Intermediate Level

Curriculum Characteristics Status

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

Accomplished

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

Accomplished

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

Accomplished

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

Accomplished

Processes used to ensure Accomplishment:

While we have the above critieria in place, we are in the process of updating curriculum documents and purchasing curricular materials that provide more rigorous learning opportunities and better alignment with the PA Core Standards.We begun implemenation of a five year curriculum development and design process that will cyclically include analysis, design and development, implementation, data collection and evaluation, and curriculum adjustment to ensure rigor and alignment.

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

This narrative is empty.

Middle Level

Curriculum Characteristics Status

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

Accomplished

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

Accomplished

The relationship between the objectives of a planned course, Accomplished

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instructional unit or interdisciplinary studies and academic standards are identified.

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

Accomplished

Processes used to ensure Accomplishment:

While we have the above critieria in place, we are in the process of updating curriculum documents and purchasing curricular materials that provide more rigorous learning opportunities and better alignment with the PA Core Standards. We begun implemenation of a five year curriculum development and design process that will cyclically include analysis, design and development, implementation, data collection and evaluation, and curriculum adjustment to ensure rigor and alignment.

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

This narrative is empty.

High School Level

Curriculum Characteristics Status

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

Accomplished

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

Accomplished

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

Accomplished

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

Accomplished

Processes used to ensure Accomplishment:

While we have the above critieria in place, we are in the process of updating curriculum documents and purchasing curricular materials that provide more rigorous learning opportunities and better alignment with the PA Core Standards.We begun implemenation of a five year curriculum development and design process that will cyclically include analysis, design and development, implementation, data collection and evaluation, and curriculum adjustment to ensure rigor and alignment.

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

This narrative is empty.

Modification and Accommodations

Page 16: Norristown Area SD · District Profile Demographics 401 N Whitehall Rd Norristown, PA 19403 (610)630-5000 ... parents, community representatives, and members of our business community

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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.

All students learn the general education curriculum with appropriate adaptations,

modifications, supports and services in nuturing, safe, and accepting classroom

communities that recognize and celebrate a broad range of talents, abilities, and

achievements.

Instruction

Instructional Strategies

Checked Answers Formal classroom observations focused on instruction

Walkthroughs targeted on instruction

Annual Instructional evaluations

Peer evaluation/coaching

Instructional Coaching

Regular Lesson Plan Review

Checked Answers Building Supervisors

Unchecked Answers Administrators

Department Supervisors

Instructional Coaches

Not Reviewed

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

Norristown Area School District has fully implemented Educator Effectiveness, in accordance with Act 82 of 2012. Formal classroom observations are conducted by building administrators annually for all professional staff with Level II certification and twice a year for all professional staff with Level I certification. The process is collaborative and includes all three phases: pre-observation, observation, and post-observation, with a focus on high quality instructional practices. The district recently purchased and implemented PA-ETEP to improve efficiency related to all evaluation processes and to allow for administrative support and oversight. Walkthroughs are done regularly by building principals and central administrative staff. The purpose is to provide frequent, timely, and quality feedback to teachers to ensure individual growth and improvement and to ensure implementation of the district's academic plan. Annual evaluations are completed using the 82-1 forms, with calculations done according to the mandated formulas. All teachers complete one Student Learning Objective (SLO) each

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year while collaborating with their buildling principals to ensure the SLO targets building level needs and fosters student growth over the course of the entire school year. Instructional Support Teachers (ISTs) provide peer and instructional coaching, modeling and teaching best instructional practices. ISTs also support teachers with data interpretation and use to make appropriate data-driven instructional decisions.

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

Building principals and assistant principals review teachers' lesson plans as part of their supervisory and evaluative responsibilities.

Responsiveness to Student Needs

Elementary Education-Primary Level

Instructional Practices Status

Structured grouping practices are used to meet student needs.

Implemented in 50% or more of

district classrooms

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

Implemented in 50% or more of

district classrooms

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.

Implemented in 50% or more of

district classrooms

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

This narrative is empty.

Elementary Education-Intermediate Level

Instructional Practices Status

Structured grouping practices are used to meet student needs.

Implemented in 50% or more of

district classrooms

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

Implemented in 50% or more of

district classrooms

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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.

Implemented in 50% or more of

district classrooms

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

This narrative is empty.

Middle Level

Instructional Practices Status

Structured grouping practices are used to meet student needs.

Implemented in 50% or more of

district classrooms

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

Implemented in 50% or more of

district classrooms

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.

Implemented in 50% or more of

district classrooms

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

This narrative is empty.

High School Level

Instructional Practices Status

Structured grouping practices are used to meet student needs.

Implemented in 50% or more of

district classrooms

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

Implemented in 50% or more of

district classrooms

Differentiated instruction is used to meet student needs.

Implemented in 50% or more of

district classrooms

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

Implemented in 50% or more of

district classrooms

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

This narrative is empty.

Recruitment

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

All openings are advertised and posted on the district website and on PA REAP, the most highly used website for educators and employment. The district participates in minority job fairs and works with the Intermediate Units in our area to attract highly qualifed teachers. 100% of our teaching staff is highly qualified. Building administrators are involved in the selection and hiring process. Principals assign teachers aligning their individual skill sets and instructional repertoires with the students whom they will best be able to serve.

Assessments

Local Graduation Requirements

Course Completion SY 18/19 SY 19/20 SY 20/21

Total Courses 25.00 25.00 25.00

English 4.00 4.00 4.00

Mathematics 3.00 3.00 3.00

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

0.00 0.00 0.00

Electives 10.00 10.00 10.00

Minimum % Grade Required for Credit (Numerical Answer)

60.00 60.00 60.00

Graduation Requirement Specifics

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We affirm that our entity requires demonstration of proficiency or above in each of the following State academic standards: English Language Arts and Mathematics, Science and Technology and Environment and Ecology, as determined through any one or a combination of the following:Checked answers

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

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

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

general policies) applies.

Unchecked answers

Locally approved and administered assessments, which shall be independently and

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

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

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

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

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

standards:

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

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

Environment and Ecology (Biology).

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

performance required to achieve proficiency comparable to that used for the

Keystone Exams.

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

graduation, except for those exempted by their individualized education

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

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

GIEP).

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

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

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

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

assessments submitted for validation shall be deemed valid until a new

validation is due to the Department.

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

independent validations of local assessments in consultation with the Local

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

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

meet the requirements of this subsection by an approved entity performing

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

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

independently validated, the Secretary will direct the school entity to

discontinue its use until the local assessment is approved through

independent validation by an approved entity.

Completion of an Advanced Placement exam or International Baccalaureate exam

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

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

appropriate Keystone Exam.

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

Local Assessments

Standards WA TD NAT DA PSW Other

Arts and Humanities X X

Career Education and Work X

Civics and Government X

PA Core Standards: English Language Arts

X

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

X

PA Core Standards: Mathematics X

Economics X

Environment and Ecology X

Family and Consumer Sciences X

Geography X

Health, Safety and Physical Education

X

History X

Science and Technology and Engineering Education

X

World Language X

Methods and Measures

Summative Assessments

Summative Assessments EEP EEI ML HS

PSSA X X X

Keystone Exams X X

End of Course Final Exams X

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Benchmark Assessments

Benchmark Assessments EEP EEI ML HS

Wonders (for reading and writing) X X X

My Math X X

Big Ideas Math X

Collections (for reading and writing) X

Publisher created unit tests X

Formative Assessments

Formative Assessments EEP EEI ML HS

Exit slips X X

Progress monitoring probes X X X X

Questioning strategies - cold call, no opt out, choral responses, volunteers

X X X X

Think-pair-share, think-pair-write-share X X X X

"On demand" writing samples X X X X

Classroom/teacher made quizzes X X X X

Chapter tests X X

Diagnostic Assessments

Diagnostic Assessments EEP EEI ML HS

AIMSweb+ X X X X

WIDA X X X X

Woodcock Johnson Reading Assessment X X X X

CDT X X

Lexia X X X

Key Math X X

Validation of Implemented Assessments

Validation Methods EEP EEI ML HS

External Review X

Intermediate Unit Review X

LEA Administration Review X X X X

Building Supervisor Review X X X X

Department Supervisor Review X X X X

Professional Learning Community Review X X X X

Instructional Coach Review X X X X

Teacher Peer Review X X X X

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Provide brief explanation of your process for reviewing assessments.

The district uses common assessments in the four content areas at every grade level. District administrators and supervisors review the assessments and the resulting data. Teachers at each grade level work in common planning time to plan and review assessments and data. Intermediate Unit 23 is working with high school teachers on assessment literacy.

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. We participate in state testing and have not created our own locally

developed and administered assessments.

Collection and Dissemination

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

Each school has an established data team, which regularly meets to discuss collected data.

The building data team disseminates information out to teachers and teacher teams for

their use to inform instructional decision making.

On the district level, the Curriculum and Instruction team analyzes both district and

building specific data to provide support to improve teaching and learning. Data

presentations are shared publicly three times per year at Board meetings.

Norristown Area School District uses eSchoolPLUS, which provides a single integrated web-

based system with a secure, centralized real-time student database.

The School District historically has had a very strong operational capacity to administer

assessments, and collect and report the assessment data within specified time frames.

eSchool PLUS manages student and departmental data: student information, assessment

and curriculum data, special education, and financial and human resource management.

Within this program, all student information is available to every teacher and administrator.

Student performance can be tracked district-wide, building-wide, within a department, or

within a single classroom. All student achievement data from formative to summative on

every student is available to teachers, principals, supervisors, and parents. Report

cards/transcripts are accessible electronically at all grade levels and are exported quickly

and efficiently

The components of eSchool PLUS include:

Home Access - Home Access helps faculty and staff improve communications with students,

parents and teachers.

Performance & Dashboards - Performance analysis, reporting and dashboard modules help

educators monitor real-time performance metrics, from a student’s weekly tests scores to

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standardized testing outcomes.

Student Administration - Easy access to student information by administration and

teachers.

Teacher Access - Provides teachers a comprehensive online standards-based gradebook

and attendance classroom management system.

IEP Plus – Repository for federal and state reporting and IEP development.

E-Finance Plus – HCMS that manages employees, new hire and termination processes.

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.

Instructional pacing includes time set aside in the sixth week of a unit to review assessment

data and then review, reteach, remediate or accelerate students. All elementary and middle

schools have implemented a daily WIN (What I Need) period to provide time for students

who need intervention based on their assessment data. District-wide standards aligned

intervention programs offer assistance to students who have not demonstrated sufficient

achievement. The high school schedule includes Keystone remediation courses.

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.

Assessment results are uploaded into Performance Plus so teachers and administrators are able to create reports that analyze items and identify the aligned standards. Teachers and administrators meet in grade groups and professional learning communities weekly to identify anchors, eligible content and instructional practices that must be modified or

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adapted. Data sources include PSSA, Keystone, AIMSweb+, CDT, and benchmark assessments.

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

This narrative is empty.

Distribution of Summative Assessment Results

Distribution Methods EEP EEI ML HS

Course Planning Guides X X X X

Directing Public to the PDE & other Test-related Websites

X X X X

Individual Meetings X X X X

Letters to Parents/Guardians X X X X

Local Media Reports X X X X

Website X X X X

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

Mass Phone Calls/Emails/Letters X X X X

Newsletters X X X X

Press Releases X X X X

School Calendar X X X X

Student Handbook X X X X

Provide brief explanation of the process for incorporating selected strategies.

The Norristown Area School District communicates frequently and purposefully with parents and members of the community. Assessment information is reviewed at public school board meetings, at parent club meetings at each school, through ConnectEd calls, and on the district website. The administrative team holds community meetings at venues in the community. All information presented is made available in both English and Spanish.

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

This narrative is empty.

Safe and Supportive Schools

Assisting Struggling Schools

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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.

The Norristown Area School District continues to work with schools to meet the needs of all

learners. We recognize and continue to work to increase student achievement, promote

growth of all students, and close the achievement gap that is present for groups of students.

We believe in a model of continuous improvement that we strive for greater success in the

areas where we meet proficiency.

The district leadership team meets twice a month with principals and assistant principals in

all schools. One meeting per month is focused on professional learning focused on

improving building administrators as instructional leaders. The second meeting per month

is focused on data analysis and data-driven decision making. These meetings assist

principals in prioritizing their time and efforts towards improving teaching and learning in

all schools.

The district team is also involved with ensuring that effective teaching strategies and

learning opportunities are available at all levels of our educational program. District

administrators regularly visit schools and classrooms to help improve the skills of all

teachers, as we believe they are the most important factor towards determining the success

of every student in the classroom. All teachers need to be capable of leading classrooms in

which students have opportunities to engage in tasks and assignments that enable them to

demonstrate the deep understanding of content and higher-level skills necessary for

success after high school.

During the 2016-2017 school year, the district team expanded the collaborative processes

by which curriculum and curricular resources are designed, selected, and implemented.

Programs, Strategies and Actions

Programs, Strategies and Actions EEP EEI ML HS

Biennially Updated and Executed Memorandum of Understanding with Local Law Enforcement

X X X X

School-wide Positive Behavioral Programs X X X X

Conflict Resolution or Dispute Management X X X X

Peer Helper Programs

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

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Placement of School Resource Officers X X X X

Student Assistance Program Teams and Training X X X X

Counseling Services Available for all Students X X X X

Internet Web-based System for the Management of Student Discipline

X X X X

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

The district is exploring possible ways to incorporate peer helper programs. We are looking into models of peer to peer learning in which students learn with and from each other.

Screening, Evaluating and Programming for Gifted Students

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

The emphasis in special programs for gifted students is on the stimulation of the cognitive processes of creativity, originality, problem solving and complexity. We provide opportunities for gifted students to participate in both acceleration and enrichment activities. The programs in which students are involved are chosen by student interest and are aligned to the goals of their gifted IEP. Information on gifted services is published in student handbooks and on the district website.

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

Students can be referred for screening by their parent/guardian or by a teacher. The district uses results from universal screening assessments and benchmark tests to locate students who may be in need of specially designed instruction.

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

Students who pass the initial screening are moved forward for evaluation, which is completed within 60 days. Data, such as proficiency levels, grade level equivalence, percentile ranking, rate of retention, and rate of acquisition, are gathered as part of the evaluation process that includes parent feedback, teacher feedback, IQ test results, and other appropriate information.

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

Students in elementary and middle schools receive enrichment during a scheduled time each week where they meet with peers and the teacher of the gifted. The high school gifted program includes semester long seminar classes, independent study projects, accelerated online courses, and weighted classes.

Developmental Services

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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

Career Development/Planning X X

Coaching/Mentoring X X X X

Compliance with Health Requirements –i.e., Immunization

X X X X

Emergency and Disaster Preparedness X X X X

Guidance Curriculum X X X X

Health and Wellness Curriculum X X X X

Health Screenings X X X X

Individual Student Planning X X X X

Nutrition X X X X

Orientation/Transition X X X X

RTII/MTSS X X X X

Wellness/Health Appraisal X X X X

Explanation of developmental services:

All of the above developmental services are supported by policy, administrative regulations, and/or curriculum. The district counseling staff is refining their Chapter 339 curriculum plan, which will expand career development and planning to all levels. The district will be revamping the current CSAP (Comprehensive Student Assistance Program) into a more structured and supportive RTII/MTSS framework for the 2018-2019 school year.

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 X X X X

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Development

Special Education Evaluation X X X X

Student Assistance Program X X X X

Explanation of diagnostic, intervention and referral services:

All of the above diagnostice, intervention, and referrals services are supported by policy, administrative regulations, and/or curriculum.

Consultation and Coordination Services

Consultation and Coordination Services EEP EEI ML HS

Alternative Education X X X X

Case and Care Management X X X X

Community Liaison X X X X

Community Services Coordination (Internal or External)

X X X X

Coordinate Plans X X X X

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

Home/Family Communication X X X X

Managing Chronic Health Problems X X X X

Managing IEP and 504 Plans X X X X

Referral to Community Agencies X X X X

Staff Development X X X X

Strengthening Relationships Between School Personnel, Parents and Communities

X X X X

System Support X X X X

Truancy Coordination X X X X

Aclamo, CCate, Cabrini College X X X X

Explanation of consultation and coordination services:

All of the above consultation and coordination services are supported by policy, administrative regulations, curriculum, and/or direct staffing. To address the needs of our growing population of Spanish speaking students and families, we use the services of two community organizations, ACLAMO and CCATE, to provide support outside of the school day. Mentors from Cabrini College work one on one with Spanish speaking middle and high school students to support English language learning, community work, and college planning.

Communication of Educational Opportunities

Communication of Educational Opportunities EEP EEI ML HS

Course Planning Guides X X X X

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

Individual Meetings X X X X

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Letters to Parents/Guardians X X X X

Local Media Reports X X X X

Website X X X X

Meetings with Community, Families and Board of Directors

X X X X

Mass Phone Calls/Emails/Letters X X X X

Newsletters X X X X

Press Releases X X X X

School Calendar X X X X

Student Handbook X X X X

Communication of Student Health Needs

Communication of Student Health Needs EEP EEI ML HS

Individual Meetings X X X X

Individual Screening Results X X X X

Letters to Parents/Guardians X X X X

Website X X X X

Meetings with Community, Families and Board of Directors

X X X X

Newsletters X X X X

School Calendar X X X X

Student Handbook X X X X

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.

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Teachers meet in grade level groups daily at the middle and high schools. This provides

extended time for intervention teachers and classroom teachers to examine data and plan

for corrections in the course of interventions. Intervention data is shared with

administrators, instructional coaches and regular education teachers in order to ensure the

right intervention fit for each child.

Instructional coaches in the elementary schools serve as the liaison between the

intervention teacher and the classroom teacher and often provide coverage so the teachers

can meet face to face.

Community Coordination

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

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

District administrators invite owners and teachers of community operated preschool

centers to professional development twice a year. In those sessions the district shares

curriculum and learning goals, teaching strategies and assessments used. Montgomery

County Intermediate Unit (IU 23) informs the district of incoming kindergarten students

receiving early intervention to ensure a smooth transition to kindergarten.

Community based organizations are a part of our 21st Century after school programs, serve

on a community advisory board and participate in professional development with district

staff.

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.

Montgomery County Intermediate Unit (IU 23) informs the district of incoming students

with disabilities who are receiving services. IU providers meet with district supervisors to

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plan for the physical and programatic access to district programs for these students.

District supervisors meet with parents of students with disabilities to ensure an easy

transition to kindergarten.

Materials and Resources

Description of Materials and Resources

Elementary Education-Primary Level

Material and Resources Characteristics Status

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

Accomplished

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

Accomplished

Accessibility for students and teachers is effective and efficient Accomplished

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

Accomplished

Provide explanation for processes used to ensure Accomplishment.

The district continues to invest in curriculum materials aligned to state and national standards, and ensures professional development so the teachers learn how to use the materials. All newly purchased materials have online components and support resources available to students and parents. The materials include resources and supports for Special Education and ELD teachers.

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

This narrative is empty.

Elementary Education-Intermediate Level

Material and Resources Characteristics Status

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

Accomplished

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

Accomplished

Accessibility for students and teachers is effective and efficient Accomplished

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

Accomplished

Provide explanation for processes used to ensure Accomplishment.

The district continues to invest in curriculum materials aligned to state and national standards, and ensures professional development so the teachers learne how to use the

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materials. All newly purchased materials have online components and support resources available to students and parents. The materials include resources and supports for Special Education and ELD teachers.

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

This narrative is empty.

Middle Level

Material and Resources Characteristics Status

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

Accomplished

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

Accomplished

Accessibility for students and teachers is effective and efficient Accomplished

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

Accomplished

Provide explanation for processes used to ensure Accomplishment.

The district continues to invest in curriculum materials aligned to state and national standards, and ensures professional development so the teachers learn how to use the materials. All newly purchased materials have online components and support resources available to students and parents. The materials include resources and supports for Special Education and ELD teachers.

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

This narrative is empty.

High School Level

Material and Resources Characteristics Status

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

Accomplished

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

Accomplished

Accessibility for students and teachers is effective and efficient Accomplished

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

Accomplished

Provide explanation for processes used to ensure Accomplishment.

The district continues to invest in curriculum materials aligned to state and national standards, and ensures professional development so the teachers learn how to use the materials. All newly purchased materials have online components and support resources

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available to students and parents. The materials include resources and supports for Special Education and ELD teachers.

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

This narrative is empty.

SAS Incorporation

Elementary Education-Primary Level

Standards Status

Arts and Humanities

Implemented in 50% or more of

district classrooms

Career Education and Work

Implemented in 50% or more of

district classrooms

Civics and Government

Implemented in 50% or more of

district classrooms

PA Core Standards: English Language Arts

Implemented in 50% or more of

district classrooms

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

Implemented in 50% or more of

district classrooms

PA Core Standards: Mathematics

Implemented in 50% or more of

district classrooms

Economics

Implemented in 50% or more of

district classrooms

Environment and Ecology

Implemented in 50% or more of

district classrooms

Family and Consumer Sciences

Implemented in 50% or more of

district classrooms

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Geography

Implemented in 50% or more of

district classrooms

Health, Safety and Physical Education

Implemented in 50% or more of

district classrooms

History

Implemented in 50% or more of

district classrooms

Science and Technology and Engineering Education

Implemented in 50% or more of

district classrooms

Alternate Academic Content Standards for Math

Implemented in 50% or more of

district classrooms

Alternate Academic Content Standards for Reading

Implemented in 50% or more of

district classrooms

American School Counselor Association for Students

Implemented in 50% or more of

district classrooms

Early Childhood Education: Infant-Toddler→Second Grade

Implemented in 50% or more of

district classrooms

English Language Proficiency

Implemented in 50% or more of

district classrooms

Interpersonal Skills

Implemented in 50% or more of

district classrooms

School Climate

Implemented in 50% or more of

district classrooms

Further explanation for columns selected "

This narrative is empty.

Elementary Education-Intermediate Level

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Standards Status

Arts and Humanities

Implemented in 50% or more of

district classrooms

Career Education and Work

Implemented in 50% or more of

district classrooms

Civics and Government

Implemented in 50% or more of

district classrooms

PA Core Standards: English Language Arts

Implemented in 50% or more of

district classrooms

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

Implemented in 50% or more of

district classrooms

PA Core Standards: Mathematics

Implemented in 50% or more of

district classrooms

Economics

Implemented in 50% or more of

district classrooms

Environment and Ecology

Implemented in 50% or more of

district classrooms

Family and Consumer Sciences

Implemented in 50% or more of

district classrooms

Geography

Implemented in 50% or more of

district classrooms

Health, Safety and Physical Education

Implemented in 50% or more of

district classrooms

History

Implemented in 50% or more of

district classrooms

Science and Technology and Engineering Education Implemented in

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50% or more of district

classrooms

Alternate Academic Content Standards for Math

Implemented in 50% or more of

district classrooms

Alternate Academic Content Standards for Reading

Implemented in 50% or more of

district classrooms

American School Counselor Association for Students

Implemented in 50% or more of

district classrooms

English Language Proficiency

Implemented in 50% or more of

district classrooms

Interpersonal Skills

Implemented in 50% or more of

district classrooms

School Climate

Implemented in 50% or more of

district classrooms

Further explanation for columns selected "

This narrative is empty.

Middle Level

Standards Status

Arts and Humanities

Implemented in 50% or more of

district classrooms

Career Education and Work

Implemented in 50% or more of

district classrooms

Civics and Government

Implemented in 50% or more of

district classrooms

PA Core Standards: English Language Arts

Implemented in 50% or more of

district classrooms

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

Implemented in 50% or more of

district classrooms

PA Core Standards: Mathematics

Implemented in 50% or more of

district classrooms

Economics

Implemented in 50% or more of

district classrooms

Environment and Ecology

Implemented in 50% or more of

district classrooms

Family and Consumer Sciences

Implemented in 50% or more of

district classrooms

Geography

Implemented in 50% or more of

district classrooms

Health, Safety and Physical Education

Implemented in 50% or more of

district classrooms

History

Implemented in 50% or more of

district classrooms

Science and Technology and Engineering Education

Implemented in 50% or more of

district classrooms

Alternate Academic Content Standards for Math

Implemented in 50% or more of

district classrooms

Alternate Academic Content Standards for Reading

Implemented in 50% or more of

district classrooms

American School Counselor Association for Students

Implemented in 50% or more of

district classrooms

English Language Proficiency Implemented in 50% or more of

district

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classrooms

Interpersonal Skills

Implemented in 50% or more of

district classrooms

School Climate

Implemented in 50% or more of

district classrooms

World Language Not Applicable

Further explanation for columns selected "

World Languages are not offered at the middle school level.

High School Level

Standards Status

Arts and Humanities

Implemented in 50% or more of

district classrooms

Career Education and Work

Implemented in 50% or more of

district classrooms

Civics and Government

Implemented in 50% or more of

district classrooms

PA Core Standards: English Language Arts

Implemented in 50% or more of

district classrooms

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

Implemented in 50% or more of

district classrooms

PA Core Standards: Mathematics

Implemented in 50% or more of

district classrooms

Economics

Implemented in 50% or more of

district classrooms

Environment and Ecology

Implemented in 50% or more of

district classrooms

Family and Consumer Sciences Implemented in

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50% or more of district

classrooms

Geography

Implemented in 50% or more of

district classrooms

Health, Safety and Physical Education

Implemented in 50% or more of

district classrooms

History

Implemented in 50% or more of

district classrooms

Science and Technology and Engineering Education

Implemented in 50% or more of

district classrooms

Alternate Academic Content Standards for Math

Implemented in 50% or more of

district classrooms

Alternate Academic Content Standards for Reading

Implemented in 50% or more of

district classrooms

American School Counselor Association for Students

Implemented in 50% or more of

district classrooms

English Language Proficiency

Implemented in 50% or more of

district classrooms

Interpersonal Skills

Implemented in 50% or more of

district classrooms

School Climate

Implemented in 50% or more of

district classrooms

World Language

Implemented in 50% or more of

district classrooms

Further explanation for columns selected "

This narrative is empty.

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Early Warning System

The free PA Educator Dashboard Early Warning System and Intervention Catalog (PA EWS/IC) utilizes the metrics of Attendance, Behavior and Course grades to identify students who may be on a path to dropping out of school. Please indicate your selection of the following options.

Yes, we are interested in the PA EWS/IC for our district, and would like more information regarding the process.

Professional Education

Characteristics

District’s Professional Education Characteristics EEP EEI ML HS

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

X X X X

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

X X X X

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

X X X X

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

X X X X

Empowers educators to work effectively with parents and community partners.

X X X X

District’s Professional Education Characteristics EEP EEI ML HS

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

X X X X

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

X X X X

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

X X X X

Empowers leaders to create a culture of teaching and X X X X

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learning, with an emphasis on learning.

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 currently utilizes six full days and nine early dismissal days per year for professional development on effective instructional practices. The district brings in national speakers, experts in professional practice, and also provides time for teachers to meet in job alike groups. District leadership, including principals and assistant principals, also participate in facilitating building specific and district wide sessions. Administrators participate in monthly leadership meetings that include professional learning, review of data, and collaboration among schools. Administrators attend workshops at PaTTAN, CCIU, and MCIU to continue their personal learning and development as instructional leaders. Administrators also are afforded the opportunity to attend various state and national conferences, such as those sponsored by ASCD, NAESSP, NASSP, and PASA.

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

This narrative is empty.

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:

9/1/2015 LEA utilizes an online training service to provide this required professional development. All new employees must complete the training within 90 days of hire. Existing employees were given 90 days during the 14-15 school year to complete the training.

The LEA plans to conduct the required training on approximately:

9/5/2017 LEA utilizes an online training service to provide this required professional development. All new employees must complete the training within 90 days of hire.

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

Questions

The LEA has conducted the training on:

9/1/2015 LEA utilizes an online training service to provide this required professional development. All new employees must complete the training within 90 days of hire. Existing employees were given 90 days during the 14-15 school year to complete the training.

The LEA plans to conduct the training on approximately:

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9/5/2017 LEA utilizes an online training service to provide this required professional development. All new employees must complete the training within 90 days of hire.

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:

10/16/2017 LEA utilizes an online training service to provide the required professional development. All employees will complete the training within 90 days of being made available.

Strategies Ensuring Fidelity

Checked answers

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

Using disaggregated student data to determine educators’ learning priorities.

Professional Development activities are based upon detailed needs assessments that utilize student assessment results to target curricular areas that need further alignment.

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

Clear expectations in terms of teacher practice are identified for staff implementation.

An implementation evaluation is created, based upon specific expectations related to changes in teacher practice, which is used to validate the overall effectiveness of the professional development initiative.

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

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

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

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

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

Unchecked answers

None.

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

Data is collected and analyzed at both the building level and the district level to identify areas for professional development. The strategies in the discrict's Academic Plan have been the focus for professional development. Instructional Support Teachers from each

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school building participate in meetings and trainings to ensure an understanding of best practices. Building principals and Instructional Support Teachers deliver professonal development at the building level. Building principals take part in district trainings in order to provide building level professional development. Each year, professional development is evaluated in light of its effect on student learning as indicated on state assessments as well as teacher assessments. Changes are then made to adjust future sessions.

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

This narrative is empty.

Induction Program

Checked answers

Inductees will know, understand and implement instructional practices validated by

the LEA as known to improve student achievement.

Inductees will assign challenging work to diverse student populations.

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

initiatives, practices, policies and procedures.

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

practices and procedures.

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

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

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

Inductees will 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.

Unchecked answers

None.

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

Inductees have three full days of training before the school year begins to acquaint them with district goals, initiatives and common practices. Ongoing professional development

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sessions are scheduled throughout the year after school to address the following: effective use of the SAS system, classroom management, instructional practices, writing in the content areas, the Norristown Area School District's Academic Plan, and meeting the needs of diverse learners, including ELL, special education students and gifted students.

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

This narrative is empty.

Needs of Inductees

Checked answers

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

identify needs.

Frequent observations of inductee instructional practice by supervisor to identify

needs.

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

identify needs.

Student PSSA data.

Standardized student assessment data other than the PSSA.

Classroom assessment data (Formative & Summative).

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

Review of inductee lesson plans.

Review of written reports summarizing instructional activity.

Submission of inductee portfolio.

Knowledge of successful research-based instructional models.

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

and second-year teacher interviews).

Unchecked answers

None.

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

New teachers are visited on a regular basis by building leadership and central administration staff. Feedback is given in a timely fashion. School based instructional

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leaders support inductees as they develop their instructional practice. Student assessment data and the inductee portfolio are reviewed by the principal monthly. Every new teacher is assigned a mentor that meets with them throughout the year.

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

This narrative is empty.

Mentor Characteristics

Checked answers

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

Potential mentors have similar certifications and assignments.

Potential mentors must model continuous learning and reflection.

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

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

Potential mentors must be willing to accept additional responsibility.

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

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

Unchecked answers

None.

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

Building principals identify appropriate teachers to be considered as mentors. Once new teachers are hired and begin induction, building principals match each inductee with an appropriate mentor, striving for similarities in roles and responsibilities. New mentors are trained to understand the expecations of a mentor and to provide maximum support for new teachers.

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

This narrative is empty.

Induction Program Timeline

Topics Aug-Sep

Oct-Nov

Dec-Jan

Feb-Mar

Apr-May

Jun-Jul

Code of Professional Practice and Conduct for X

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Educators

Assessments X X X X X X

Best Instructional Practices X X X X X X

Safe and Supportive Schools X

Standards X X X X X X

Curriculum X X X X X X

Instruction X X X X X X

Accommodations and Adaptations for diverse learners

X X X X X X

Data informed decision making X X X X X

Materials and Resources for Instruction X X

If necessary, provide further explanation.

This narrative is empty.

Monitoring and Evaluating the Induction Program

Identify the procedures for monitoring and evaluating the Induction program.

The district's Induction committee, made up of central administration, building principals, and supervisors, meets throughout the year to ensure the planning and on-going implementation of the induction program. Teachers provide reflections and feedback that indicate next steps. The entire inducation program is reviewed annually to ensure its appropriateness and relevance.

Recording Process

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

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

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

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

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

program.

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

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

Level 2 Certification.

Unchecked answers

None.

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Special Education

Special Education Students

Total students identified: 1199

Identification Method

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

Norristown Area School District (NASD) uses the ability versus achievement discrepancy

model to determine whether or not a student evidences a Specific Learning Disability

(SLD). Students participate in an intervention process prior to identification where they are

instructed/receive supports in their targeted areas of weakness. This collected progress

data is also utilized in the overall analysis of SLD determination. The district follows strict

state criteria and evaluation/re-evaluation guidelines for the determination of SLD across

the eight permissable areas.

Enrollment

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

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

Enrollment data released by the Pennsylvania Department of Education (PDE) Bureau of

Special Education (BSE), and required for discussion purposes in this plan, indicates the

Norristown Area School District (NASD) had 1199 unduplicated special education students

enrolled during that school year. Based on PDE's formula for consideration of

disproportionality (10% or greater) and/or the present cyclical monitoring plan of

corrective action developed in October of 2015, the NASD was disproportionate during that

school year in its overall number of identified special education students (18.9%) and the

number of students identified as having a Specific Learning Disability (SLD) (52%). The PDE

report notes these findings were based on the NASD's 2012-2013 and 2013-2014 child

count.

The PDE approved cyclical monitoring corrective action plan related to disproportionality

was site visited and reviewed by the PDE advisor in November 2015. Evidence of trending

changes in over-enrollment of special education students and over-identification of

students with SLD demonstrated steady decreases toward approaching state averages and

School Performance Plan (SPP) targets. The district will continue to implement and

monitor this plan of action over the next three years. The plan includes 6 steps:

1) The NASD will follow state criteria for disability determination across the 12

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recognized school-age areas for all initial evaluations and re-evaluations. Training will

occur during the 15-16 school year for all special education and related service staff

members. Training is completed yearly for "new hires," and on-going training is reviewed

monthly at building and departmental staff meetings, and on a case-by-case basis.

2) The NASD will provide training to all special education teachers, psychologists,

speech clinicians, program specialists, supervisors, and principals in the areas associated

with comprehensive and compliant evaluation and re-evaluation reports/Individualized

Education Programs (IEPs) and eligbility determination/re-determination. Enrollment

percentages will be reviewed monthly and presented one time per semester to the

committee to analyze current trends in regards to percentages of students being

determined with a disability of SLD.

3) While adhering to state criteria and data required for all areas of disability, the

determination of SLD will be based upon ability achievement discrepancy(ies) and progress

monitoring data of students who must be receiving, prior to identification, instruction at

their assessed level in the target area of possible disability.

4) Supervisors, speech clinicians, hearing and vision teachers, and psychologists will

submit monthly evaluation case logs, complete with timelines/status and

identification/non-identification end results.

5) Psychologists and Supervisors/Program Support Specialists will meet weekly with

the Director to review process, procedures, issues, concerns, and cases; thereby, holding

staff accountable to all areas related to the above training. Case reviews, process/

procedures, and case logs are a standing item on this agenda. This will continue weekly,

until assistance and accountability measures in this area are no longer deemed to be

necessary on a weekly basis.

6) Review data and revise Improvement Plan based on the data.

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 school district services students who are currently living in shelters located within the

geographical boundaries of the District. These students are recognized 1306 students. As

the host district, the students are registered in the district and provided with educational

programming in their neighborhood schools. In collaboration with the host district and

famillies/guardians, NASD works to aquire educational records from the previous school

district. If special eudcation paperwork is obtained, the student will receive the

programming and services outlined in the IEP to the maximum extent possible per state

regulations. The most common barriers, which limit the District's ability to meet its

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obligation under Section 1306 of the Public School Code are access to educational records

from the previous district or outside agencies supporting the student/family, the ability to

determine residency, parent/guardian communication/participation, and unknown length

of stay at the shelter.

Incarcerated Students Oversight

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

The Montgomery County Youth Detention Center ("Youth Center") is located within the

boundaries of the school district. Since NASD is the host district for these non-resident 1306

detained students, the 1306 Facilities Section and the Program Profile Section of this

Comprehensive Plan includes these providers/classes. The Montgomery County

Intermediate Unit (MCIU - Intermediate Unit #23) works collaboratively with sending

districts to locate, identify, and evaluate students who are incarcerated to determine

eligibility for special education services. MCIU also employs special education teachers who

provide special education programming and services at the Youth Center. MCIU

communicates with the home district and NASD representatives to ensure LEA

representation, evaluations, and required meetings are conducted per Chapter 14

regulations. On-going communication with the Youth Center staff and with incaracerated

student's families ensures the NASD is knowledgeable of the current status of each

adjudicated youth. When students who are eligible for special education are scheduled to be

released from detention, the district makes every effort to schedule meetings to ensure

smooth transition to public school programs and with minimal disruption to their special

education services. NASD does not have a prison within the district's geographical

boundaries. Methacton School District is the host for students incarcerated at the county

prison.

Least Restrictive Environment

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

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

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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 school district works to ensure students with disabilities are educated with their

nondisabled peers and provided access to the general education curriculum to the

maximum extent possible. NASD provides a wide range of special education programming

and support from kindergarten through age 21. These programs include itinerant,

supplemental, and full time learning support, emotional support, autistic support, multiple

disabilities support, life skills support, speech and language support, hearing support, and

vision support. This continuum allows students the opportunity to participate with their

nondisabled peers and ensures students are educated based upon their individual strengths

and needs. The regular education environment is always the first placement option

considered, and removal from the regular education environment occurs only when the IEP

team determines the student would not meaningfully benefit from that environment.

Supplementary aids and services, specially designed instruction, and related services are

considered by the IEP team in order to maximize inclusion. This includes District level

supports or services and those provided through the IU and PaTTAN for student-specific

training in areas like supports for students with complex support needs, students diagnosed

with autism, behavioral interventions, and assistive technology. If despite these services

and supports, the team determines the student will not meaningfully benefit from a building

level program, the team looks to other elementary or secondary buildings in the District in

order to determine whether or not a specialized in-District program can meet the student’s

needs. If the team determines the student’s needs are such that inclusion in District

programs would be inappropriate, the team may then make referrals to programs outside-

of-the district, which may include IU programs, Approved Private Schools, licensed private

schools, or alternative education programs. In all of these extreme situations, District

Special Education Supervisors and Program Support Specialists closely monitor the

progress of these out-of-district students at least triennially with the goal of returning the

student to District, when determined appropriate by the IEP team.

Training, Consultation, and Technical Assistance

District and building level personnel attend professional development provided by

PaTTAN and the IU, and then turn around these trainings to ensure staff are cognizant

of and implement with fidelity the most up-to-date initiatives and best practices. Trainings

that support inclusive practices include, but are not limited to, the following

topics/initiatives: evidence-based instructional strategies and interventions; ensuring

students with Complex Support Needs (CSN) are accessing the regular education

environment and Pennsylvania Common Core Standards (PACCS); behavioral intervention,

including how to conduct and interpret a Functional Behavior Assessment (FBA) and

develop a Positive Behavior Support Plan (PBSP); and Multi-Tiered System of Support

(MTSS). The District also uses various outside providers for in-service training on an as

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needed basis. As often as possible, the special education staff receive training with their

regular education colleagues in District curriculum initiatives to facilitate the movement of

students through the continuum of services with the main focus on the regular education

environment with itinerant supports and the LRE.

In addition to these professional development opportunities, the District also provides

training and consultative support for special and regular education teachers through the

use of in-district personnel. The District has the following personnel to support students in

the LRE: 1 literacy curriculum coordinator, 1 math curriculum coordinator, 1 English as a

Secondard Language (ESL) coordinator, 3 special education supervisors, 2 instructional

support teachers (reading and math) in every elementary and middle school building, 3

program support specialists (1 elementary, 1 middle school, 1 high school), 1 behavior

specialist, 1 social worker, and 2 student and family outreach coordinators. The District also

employees 1 full time hearing support teacher and 2 full time vision teachers. All personnel

listed enable the District to increase its ability to provide services to students in the least

restrictive environment, to support students with complex needs in-district rather than

having to send them to out-of-district placements, and to create a culture that embraces

inclusive practices.

During the current school year, the curriculum and instruction team and special

education department have focused on staff development in the areas of student diagnostic

assessment and progress monitoring using Star360, an computer-based assessment tool;

use of Compass, an online instructional program, as a supplemental instructional tool; using

assessment data to make informed instructional and support decisions; reading, writing,

and math instruction across the curriculum through the lens of the PACCS; and science

instruction. The District’s induction program for new teachers also provides training on

strategies that support inclusive practices.

Child Count and District Data

Review of District and child count data for the past two school years (2014-2015 and

2015-2016), indicates the District needs to focus attention on the number of students

receiving programming in the general education curriculum versus more restrictive

settings. According to 2014 Child Count data, 47% of in-district students were educated in

the regular education environment for 80% or more of the school day compared to 45% in

the 2015 Child Count. The District is currently working to increase these percentages in K-

12 programs as indicated by the nine initiatives listed below, but it is also important to note

that the special education population increased by close to 100 students from the 2014-

2015 school year to the 2015-2016. This increase is due to the number of students found

eligibile for special education, the registration of kindergarten students who entered NASD

for the 2015-2016 school year who were eligible for special education services, and

students that transferred into the District with IEPs during the school year.

SPP Targets and LRE

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Norristown Area School District has identified the following areas that should support our

achieving the SPP targets for LRE:

1. Reassessing the hours per school day to reflect the time students are included

during the school day and LRE calculations. Hours of the day were changed at the

elementary and middle level to reflect the times students are included in school from arrival

to dismissal time. This change allows IEP teams to truly reflect the time students are

included throughout the school day. The district will provide staff development for all

special education case managers on LRE reporting to ensure that all time in the regular

education setting is accurately reflected in student IEPs. Ongoing monitoring of LRE

calculations throughout the school year will also occur at the administrative level. IEPs will

reflect this change as annual IEPs and revisions are completed during the 2015-2016 school

year.

2. Focus on inclusive practices at the Norristown Area High School (grades 9-12). The

high school is moving to a more inclusive model of service. Specific classes are targeted each

school year to move to a co-teaching model. This slow progression along with the provision

of intensive professional development and support is provided to regular and special

education teachers to ensure success.

3. Focus on inclusive practices at the middle school level (grades 5-8). The middle

school special education administrative/support staff reviewed middle school data to

determine a targeted school for the 2016-2017 school year to focus on inclusive practices. A

team, which will include administrative and support staff, the school principal, teachers, and

parents will work to increase the percentage of students who are meaningfully included in

the regular education environment. A professional development/collaboration/coaching

plan will also be developed in order to support special and regular education teachers.

4. Staff Training on Inclusive Practices. Special education supervisors and program

support specialists will provide one-on-one and small group training to special and regular

education teachers in disability awareness and the requirements of the IDEA and PA

Chapter 14 with regard to inclusion, LRE, supplementary aids and services, and Universal

Design for Learning principles.

5. Increase Programming and Supports in the Autism Initiative. Increasing the number

of staff trained/students participating in the Autism Initiative to increase language,

communication, and reading readiness skills will fill gaps to increase meaningful

participation in the general education curriculum. After reviewing programming projection

data, the District plans to expand its autistic support program at the elementary school level

in order to ensure intensive programs as soon as students enter school-aged programs from

early intervention programs in the hopes of maximizing increased inclusion as the students

enter higher grade levels.

6. Identification and implementation of direct instruction materials/programming to

students diagnosed with disabilities that qualify for that level of intensive support.

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7. Complete the application for participation in the Project Max initiative to help

increase district-wide inclusive practices for students with complex support needs.

8. Continuing to strengthen the relationship with the MCIU in order to enhance district

initiatives and to provide technical support and consultation to school-based teams.

9. Focus on supports and services to emotional support programs, including but not

limited to, training for special and regular education teachers provided by district staff as

well as participation in trainings provided by PaTTAN relating to Crisis Prevention

Intervention (verbal and nonverbal de-escalation strategies); conducting Functional

Behavior Assessments (FBA) and developing Positive Behavioral Support Plans (PBSP),

evidence based interventions and strategies. The District is also currently researching how

to provide additional therapeutic supports for these programs.

Behavior Support Services

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

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

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

NASD Board policy number 113.2 ensures positive behavior support for students with

disabilities. The policy is designed to enable students with Individualized Educational

Programs (IEPs) who need a Behavior Support Program to obtain a FAPE within the LRE in

accordance with federal regulations and Chapter 14. The policy includes positive measures

of reinforcement to shape a student’s behavior, ranging from the use of positive verbal

statements to specific tangible rewards. Each student who demonstrates a need for

behavioral supports has a Positive Behavior Support Plan (PBSP) as a part of their IEP,

which is based on the results of a FBA. The PBSP contains goals and antecedent

strategies/consequences to positively shape behaviors. The district policy does not permit

the use of aversive handling techniques: corporal punishment, punishment for

manifestation of a student’s disability, locked rooms or other structures/spaces, noxious

substances, deprivation of basic human rights, suspension constituting a pattern, treatment

of a demeaning nature, electric shock, and prone restraints. Restraints used to control acute

or episodic aggressive behavior may be used only when the student is acting in a manner

that presents a clear danger to him/herself or to others, and only when less restrictive

measures/techniques have proven to be less effective. When a restraint is used to control

aggressive behavior, the NASD conducts an IEP team meeting within 10 school days, and

considers whether the student needs a FBA, Re-Evaluation, new/revised PBSP, or change of

placement to address the inappropriate behavior. The use of restraints is reported to the

PDE for each individual case. Parental consent is obtained, if restraints are part of the

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student’s IEP. Mechanical restraints may only be specified in an IEP with parent permission

and as determined by a medical professional.

Policy 113.2 addresses the need for personnel training for specific procedures, methods,

and techniques of behavior supports. School Wide Positive Behavior Support

(SWPBS) programs are utilized throughout the district. On-going training is available

through the PaTTAN. Training relating to behavior include: Positive Behavior Support

plans, positive reinforcers, progress monitoring, data collection, and understanding

behavior through the FBA.

In addition, all schools were trained in Restorative Practices during the 2012-2013 school

year. Restorative Practices is currently used throughout the District in varying degrees in

classrooms and with small groups of students. This program provides school-wide student

assistance and peer mediation, fosters an improved school climate, and promotes conflict

resolution. Classroom circles, under the Restorative Practices Model, facilitates

conversations that encourage taking responsibility for actions and words. Videos, role

modeling, direct teaching, and discussion allows participants to identify and learn reliable

and healthy options for navigating relationships with peers and adults. The District will

ensure that all newly or recently hired district staff members will be trained in Restorative

Practices.

In addition, schools throughout the District utilize the Comprehensive Student Assistance

Process (CSAP). This tiered process provides a system for school-based teams and families

to work together to determine student strengths and needs and provide intervention and a

means for data collection and analysis to support students academicaly and behaviorally.

These interventions can be provided school-wide, to small groups, or to individual students

based on need. Behavioral interventions can include:

Conduct a Functional Behavior Assessment and develop a Positive Behavior Support

Plan

Positive reinforcement

Behavior contracts

Behavior charting

Group or individual counseling

Mediation

Yearly CSAP training is provided through district leadership, instructional support, and

school counselor meetings. Each school works to improve their internal CSAP processes and

will share new practices throughout the district. A student in the CSAP process may need

referral to a community agency. In these cases, the school counselor and the district social

worker helps connect students and families to community resources.

In 2014, training in Crisis Prevention Intervention (CPI) began across the district. CPI

provides school staff with a consistent model for identifying and addressing behavior before

it escalates to a problematic level using verbal and nonverbal de-escalation strategies. The

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goal is to provide for the safety, care, welfare, and security for all persons involved in a

behavioral incident.

Additional attention and training across the district has included FBA and PBSP

development for CSAP teams and special education, curriculum development for social,

emotional, and behavior learning in our emotional support programs, and accessible

interventions and strategies to address behavior for all teachers and staff. SAP (Student

Assistance Program) counseling through the Department of Drugs and Alcohol has been

available in our high school and middle school, and was added in our elementary schools

during the 2015-2016 school year.

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 school district has not experienced difficulty ensuring FAPE for an individual student or

a particular disability category. The district provides a continuum of supports, specially

designed instruction, and related services for students with disabilities. Students who

require a more restrictive setting as determined by increased interventions within the LRE

and data collection, are able to receive FAPE in neighboring Approved Private Schools (APS)

or other PDE licensed locations.

NASD offers a full continuum of successful support programs from kindergarten to age 21,

in the areas of learning support, emotional support, autistic support, life skills support, and

multiple disabilities support. All attempts are made to provide direct instruction and

supplementary aids and services within district settings to the maximum extent possible

and according to IEPs. The district also operates itinerant and supplemental levels of

blind/vision, speech, and deaf/hearing support with the use of district-hired vision and

hearing support teachers. Students identified as requiring full-time blind and visually

impaired support and deaf and hearing support are presently educated at the Overbrook

School for the Blind (APS) and the Pennsylvania School for the Deaf (APS). In these extreme

cases, IEP teams determine these students would receive FAPE in a full time placement,

which specialize in intensive programming for students who require this level of

support. Progress is reviewed on an on-going basis in order to make effective decisions

about students’ return to LEA programs.

The school district is fortunate to have many county/community agencies working

collaboratively with the school district. Additional supports are provided to students via

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interagency collaboration. School counselors, the school district social worker,

administrators, and special education case managers work collaboratively with many

providers. Some of these include Behavioral Health Rehabilitation Services (BHRS), Carson

Valley Children’s Aid, Child Guidance Resource Center, Child and Family Focus, Central

Behavioral Health, Multi-Systemic Therapy (MST), Montgomery County Department of Drug

and Alcohol, Prevention Office of Children and Youth (OCY), Office of Vocational

Rehabilitation (OVR), and Office of Developmental Disabilities.

Norristown Area High School continues to expand the array of supports and services

offered on-site. Child Guidance Resource Center has a satellite office located in the high

school, which provides out-patient therapeutic support to students during the school day.

High school students have the opportunity to participate in Youth Courts, which was

implemented in partnership with the Montgomery County Public Defender’s Office, as well

as partake in mediation and community service. All of these programs help to provide a

more restorative climate.

Most recently, the district has implemented an on-line drug and alcohol program that has

two components.: a prevention unit that is appropriate for all middle and high school

students, and an intervention unit that is appropriate for students who have had a drug or

alcohol violation.

Services vary by agency, mental health evaluations, individual/group/family therapy,

Therapeutic Support Staff (TSS), Behavior Specialist Consultants (BSC), at-risk/truancy

support, therapeutic counseling, OCY Case Management, MH/MR Case Management, and

pre-vocational/vocational transition services. When a student has community agency

involvement, representatives from the agency are invited to the student’s IEP meeting.

Interagency collaboration meetings are held at the onset of community school-based

services. Members include: teachers, parent/guardian, agency provider(s), counselors, and

the building administrator.

NASD will continue to review the possibility of expansion of services during the life of this

plan. Services will continue to be reviewed including: full time out-of-district emotional

support placements for students who are a danger to themselves and/or others, full-time

blind/vision support services, and full time hearing support services.

Strengths and Highlights

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

The school district provides a full continuum of supports and services for students who are

eligible for special education. All schools evidence inclusive practices and ensure that those

services are provided in the LRE to the maximum extent appropriate through the use of

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supplementary aids and supportive services, as described in prior sections. The District has

adopted a vision statement for inclusive practices: "All students will learn the general

education curriculum with appropriate adaptations, modifications, supports, and services in

nurturing, safe, and accepting classroom communities that recognize and celebrate a broad

range of talents, abilities, and achievements". School staff and parents have received a broad

array of training, techniques, and strategies to assist in supporting our children with

disabilities in the RE and children with disabilities have been exposed to common core

standards and instruction. Training occurs on professional development days, at

department meetings, at professional conferences, and during parent evening

sessions. Ongoing training is provided durring the school day through the help of

instructional support teachers, program support specialists, and the leadership team. A few

examples of formal training discussed in sections above include: MPL, SWEBS, PBSP, UDL,

SAS, evidence-based instructional practices, inclusive practices, and differentiated

instruction. PDE, PaTTAN, and the IU work with staff, District leadership, and parents in

providing technical assistance, consultative, and professional development activities. The

District is committed to continuous improvement in the education of students serviced in

special education programs and planned additional training in the areas of behavior

support, transition, autism support, and reading instruction over the next three years, as

evidenced in the special education professional development section of this comprehensive

plan.

NASD offers pre-referral interventions through our CSAP, which includes supports,

accommodations, and interventions for students with academic, behavioral and emotional

difficulties. Tiered interventions are utilized, K-12. School Wide Positive Behavior Support

Programs exist in many of our NASD's schools, grades K-8, providing a building framework

for appropriate and responsible interactions and expectations. Restorative Practices has

been adopted by all schools and is assisting students and faculty in fostering improved

climate, conflict resolution strategies, relationships and responsible student

behavior. County and community agencies work collaboratively with the district and

students and families to provide additional supports and counseling interventions.

NASD implements a comprehensive transition services program, which allows students to

access activities and services to enhance their high school experience, as well as begin

planning their post-secondary outcomes. These coordinated activities and services are

result-oriented and focus on a student's ability to develop a transition/career awareness

campaign. This transition/career awareness campaign begins when a student will turn 14

during an IEP year. The goal is to build knowledge of their strengths, needs, interests, and

preferences and to establish a path to post-secondary education, employment, vocational

training, adult services and supports, and independent living.

Academic curriculum in addition to transition activities/services prepare students to

demonstrate and develop self-advocacy skills, enter college and/or vocational training

schools, both supportive and independent employment, and independent living within the

community. Highlights of our comprehensive transition program are: an academic and/or

college preparation curriculum, support for SAT/ACT/AP accommodations, meeting with

colleges disability specialists, field trips to colleges/community colleges, annual

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college/career field at the Norristown Area High School, training facilities, community

based vocational training for students with a goal of post-secondary employment, and CO-

OP (paid employment with credit during the school day) with or without job

coaching. Students, parents, and staff can access supports and services through a variety of

resources: IEP team, career counselor, bi-yearly parent conferences, Office of Vocational

Rehabilitation (OVR), Community Supports Coordinators, Job Corps, Youth Empowerment

Program, transition coordinator, District web site, special education quarterly newsletter,

Winterfest for eighth graders transitiioning to the high school, and group and individual

tours of high school/programs for prospective students and their guardians, Central

Montgomery County Technical High School with a yearly tour for all 9th graders, and daily,

weekly, monthly emails from their student’s case manager relating to community

opportunities. NASD is an active member of the Business-Education Partnership of Bucks

and Montgomery Counties Steering Committee, member of the MCIU Transition Network &

Council, and member MCIU Autism Council.

Norristown Area High School Special Education Department, in collaboration with College

Career Center and Counseling Department, utilizes Family Connection by Naviance, a web-

based service designed for students in grades 9 through 12 and their parents in college and

career planning. Naviance allows families to analyze the most up-to-date college and career

information and help students establish meaningful post-secondary goals and connect those

goals with their coursework and college/career planning activities. Through Naviance the

special education transition team, college career director and counselors can communicate

with students and families more effectively and will direct students to complete tasks in all

grade levels through this program. Seniors will manage their college applications, search for

scholarships, and receive up-to-date information to keep them on track to be prepared for

meaningful graduation outcomes. The College and Career Center provides opportunities for

students to meet post-secondary school representatives at college fairs and meet and greet

days. As an additional support to our students who have selected a post-secondary

education outcome, updated psychological/education testing is completed to assist in

securing accommodations.

Interagency collaboration with county and vocational providers has enhanced supports and

post-secondary goals. For example, with collaboration between KenCrest and the MCIU

students have attended the IDEA Day (interviewing day) and National Job Shadowing Day.

NASD will continue to provide opportunities, training, and supports to ensure that “all

students will be able to access the general education curriculum with appropriate

adaptations, modifications, supports, and services in a safe and nurturing classroom

community that recognizes and celebrates a broad range of talents, abilities, and

achievements”.

Highlights:

Five plus years Partnership with KenCrest Employnet’s ACEs Program (Alternative Career

Education Supports). The goal of this program is to provide transition supports for students

who have completed their academic requirements, have one or more years remaining

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before exiting high school, and are interested in community based activities. This program

is designed to meet the unique needs of students who experience complex disorders.

However, students with other diagnoses are considered on a case-by-case basis.

Recognition of our students by Norristown Ministries, Habitat for Humanity, and

Cradles to Crayons as "Volunteer of the Month."

Holiday Social provided by the high school's student council

Special Education End-of-Year Celebration/Prom of students graduating/exiting

(for present and past students)

Special Olympics

Other Activities/Supports/Community Based Vocational Training:

Opening of the school store in collaboration with DECA

Cradles to Crayons Meals on Wheels

Habitat for Humanity NASD Cafeterias

Montgomery County Public Library NASD Custodial Department

Norristown Ministries Pantry Norristown Farm Park

Elmwood Park Zoo Marshall’s Department store

TJ Max Department Store Panera Bread

Uncle Julio’s Restaurant Shannondell Retirement Home/Assistive Living

Early Reach Imitative through OVR ARC and Progressions Support Coordinators

Sports and Clubs students participate:

Varsity Football, Baseball, Basketball (boys and girls), Wrestling, Swimming (boys

and girls) Track (boys and girls), Tennis (boys and girls), Field Hockey, Lacrosse (boys and

girls), Volleyball (girls), Cross Country (boys and girls), Bowling (boys and girls), and

Special Olympics

DECA, Student Council, National Honor Society, Drama, Chorus, Band, Chess,

Paranormal Club, Scribbler, French Club, JROTC, JROTC Raiders, NASDtv, and Unidad.

NASD will continue to provide educational opportunities, training and support to

ensure that "all students will learn the general education curriculum with appropriate

adaptations, modifications, supports, and services in nurturing, safe, and accepting

classroom communities that recognize and celebrate a broad range of talents, abilities and

achievements".

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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)

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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.

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24 P.S. §1306 and §1306.2 Facilities

Facility Name Facility Type

Services Provided By Student Count

MCIU - Mountgomery County Youth Center (MCYC Juvenile Detention Center)

Nonresident The MCIU provides educational services for students housed in the detention facility.

30

Least Restrictive Environment Facilities

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

Melmark Special Education Centers

Autistic Support 3

LifeWorks - Doylestown Other Learning Support 1

LifeWorks - Doylestown Other Life Skills Support 1

Vantage Academy Other Learning Support 1

Timothy School Approved Private Schools

Autistic Support 1

Shady Grove Elementary School

Neighboring School Districts

Deaf/Hearing Impaired Support

2

LifeWorks Doylestown Other Autistic Support 3

Green Valley Academy Other Emotional Support 2

Evans Elementary (MCIU)

Neighboring School Districts

Blind/Visually Impaired Support

1

Devereux Approved Private Schools

Emotional Support 4

Anderson Alternative Approved Private Schools

Emotional Support 9

CSF Buxmont Other Emotional Support 7

Bucks Learning Academy

Other Emotional Support 10

LifeWorks Andorra Other Emotional Support 7

Devereux Approved Private Schools

Autistic Support 2

Lakeside Other Learning Support 8

Lakeside Other Emotional Support 5

Wordsworth Academy Approved Private Schools

Autistic support 1

Wordsworth Academy Approved Private Schools

Emotional Support 13

Vanguard Approved Private Schools

Autistic Support 4

Pathway Approved Private Schools

Emotional Support 5

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The Academy - AEDY Program

Other Emotional Support 17

PA School for the Deaf Approved Private Schools

Deaf and Hearing Impaired Support

4

Overbrook School For the Blind

Approved Private Schools

Blind and Visually Impaired Support

6

Martin Luther - Silver Springs

Approved Private Schools

Emotional Support 11

Green Tree School Approved Private Schools

Autistic Support 2

Green Tree School Approved Private Schools

Emotional Support 7

George Crothers Memorial School

Approved Private Schools

Life Skills Support 1

Elwyn Approved Private Schools

Autism Support 2

Special Education Program Profile Program Position #1 - Proposed Program

Operator: School District

PROPOSED PROGRAM INFORMATION

Type: Position

Implementation Date: July 1, 2016

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

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

was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

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

Learning Support 5 to 8 12 0.6

Locations:

Cole Manor An Elementary School Building

A building in which General Education programs are operated

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Learning Support 5 to 8 20 0.4

Locations:

Cole Manor An Elementary School Building

A building in which General Education programs are operated

Program Position #2 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

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Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

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

Learning Support 7 to 10 12 0.6

Locations:

Cole Manor An Elementary School Building

A building in which General Education programs are operated

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Learning Support 7 to 10 20 0.4

Locations:

Cole Manor An Elementary School Building

A building in which General Education programs are operated

Program Position #3 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

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

Learning Support 5 to 7 16 0.8

Locations:

Hancock An Elementary School Building

A building in which General Education programs are operated

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Learning Support 7 to 9 10 0.2

Locations:

Hancock An Elementary School Building

A building in which General Education programs are operated

Program Position #4 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016

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

PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

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

Learning Support 6 to 9 9 0.5

Locations:

Hancock An Elementary School Building

A building in which General Education programs are operated

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Learning Support 6 to 9 25 0.5

Locations:

Hancock An Elementary School Building

A building in which General Education programs are operated

Program Position #5 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: ClassandPosition Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

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

Life Skills Support 5 to 7 20 1

Locations:

Hancock An Elementary School Building

A building in which General Education programs are operated

Program Position #6 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: ClassandPosition Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

Full-Time Special Education Class

Life Skills Support 7 to 10 3 0.25

Locations:

Hancock An Elementary School Building

A building in which General Education programs are operated

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Type of Support Level of Support Age Range Caseload FTE

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

Life Skills Support 7 to 10 15 0.75

Locations:

Hancock An Elementary School Building

A building in which General Education programs are operated

Program Position #7 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

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

Learning Support 5 to 8 16 0.8

Locations:

Gotwals An Elementary School Building

A building in which General Education programs are operated

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Learning Support 6 to 8 10 0.2

Locations:

Gotwals An Elementary School Building

A building in which General Education programs are operated

Program Position #8 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

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

Learning Support 8 to 10 18 0.9

Locations:

Gotwals An Elementary School Building

A building in which General Education programs are operated

Type of Support

Level of Support Age Range Caseload FTE

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Itinerant Learning Support 8 to 10 5 0.1

Locations:

Gotwals An Elementary School Building

A building in which General Education programs are operated

Program Position #9 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Emotional Support 5 to 7 5 0.1

Locations:

Marshall Street

An Elementary School Building

A building in which General Education programs are operated

Type of Support Level of Support Age Range Caseload FTE

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

Emotional Support 5 to 7 18 0.9

Locations:

Marshall Street An Elementary School Building

A building in which General Education programs are operated

Program Position #10 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

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

Emotional Support 8 to 10 20 1

Locations:

Marshall Street An Elementary School Building

A building in which General Education programs are operated

Program Position #11 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016

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

PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

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

Learning Support 5 to 7 5 0.25

Locations:

Marshall Street An Elementary School Building

A building in which General Education programs are operated

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Learning Support 5 to 7 12 0.25

Locations:

Marshall Street

An Elementary School Building

A building in which General Education programs are operated

Type of Support Level of Support Age Range Caseload FTE

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

Learning Support 5 to 7 5 0.25

Locations:

Musselman An Elementary School Building

A building in which General Education programs are operated

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Learning Support 5 to 7 12 0.25

Locations:

Musselman An Elementary School Building

A building in which General Education programs are operated

Program Position #12 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

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

Learning Support 7 to 9 16 0.8

Locations:

Marshall Street An Elementary School Building

A building in which General Education programs are operated

Type of Level of Support Age Range Caseload FTE

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Support

Itinerant Learning Support 7 to 9 10 0.2

Locations:

Marshall Street

An Elementary School Building

A building in which General Education programs are operated

Program Position #13 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

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

Learning Support 8 to 10 18 0.9

Locations:

Marshall Street An Elementary School Building

A building in which General Education programs are operated

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Learning Support 8 to 10 5 0.1

Locations:

Marshall Street

An Elementary School Building

A building in which General Education programs are operated

Program Position #14 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: ClassandPosition Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

Full-Time Special Education Class

Multiple Disabilities Support

6 to 9 7 0.9

Locations:

Marshall Street An Elementary School Building

A building in which General Education programs are operated

Type of Support Level of Support Age Range Caseload FTE

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

Multiple Disabilities Support

6 to 9 1 0.1

Locations:

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Marshall Street An Elementary School Building

A building in which General Education programs are operated

Program Position #15 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Class Implementation Date: March 22, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

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

Learning Support 8 to 10 20 1

Locations:

Paul V. Fly An Elementary School Building

A building in which General Education programs are operated

Program Position #16 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: March 21, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

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

Learning Support 5 to 7 18 0.9

Locations:

Paul V. Fly An Elementary School Building

A building in which General Education programs are operated

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Learning Support 5 to 7 5 0.1

Locations:

Paul V. Fly An Elementary School Building

A building in which General Education programs are operated

Program Position #17 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016

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

PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

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

Learning Support 7 to 10 18 0.9

Locations:

Paul V. Fly An Elementary School Building

A building in which General Education programs are operated

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Learning Support 8 to 10 5 0.1

Locations:

Paul V. Fly An Elementary School Building

A building in which General Education programs are operated

Program Position #18 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

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

Learning Support 8 to 10 18 0.9

Locations:

Paul V. Fly An Elementary School Building

A building in which General Education programs are operated

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Learning Support 8 to 10 5 0.1

Locations:

Paul V. Fly An Elementary School Building

A building in which General Education programs are operated

Program Position #19 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

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PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

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

Emotional Support 5 to 8 18 0.9

Locations:

Paul V. Fly An Elementary School Building

A building in which General Education programs are operated

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Emotional Support 5 to 8 5 0.1

Locations:

Paul V. Fly An Elementary School Building

A building in which General Education programs are operated

Program Position #20 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

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

Emotional Support 7 to 10 18 0.9

Locations:

Paul V. Fly An Elementary School Building

A building in which General Education programs are operated

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Emotional Support 7 to 10 5 0.1

Locations:

Paul V. Fly An Elementary School Building

A building in which General Education programs are operated

Program Position #21 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support

Level of Support Age Range Caseload FTE

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Itinerant Autistic Support 5 to 10 12 1

Justification: This is an autistic support itinerant case load. All students are educated in the general education classroom. The teacher serves as consultant and progress monitor.

Locations:

Whitehall An Elementary School Building

A building in which General Education programs are operated

Program Position #22 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

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

Learning Support 5 to 8 18 0.9

Locations:

Whitehall An Elementary School Building

A building in which General Education programs are operated

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Learning Support 5 to 8 5 0.1

Locations:

Whitehall An Elementary School Building

A building in which General Education programs are operated

Program Position #23 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

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

Learning Support 7 to 10 18 0.9

Locations:

Whitehall An Elementary School Building

A building in which General Education programs are operated

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Learning Support 7 to 10 5 0.1

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Locations:

Whitehall An Elementary School Building

A building in which General Education programs are operated

Program Position #24 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

Full-Time Special Education Class

Autistic Support 5 to 8 8 1

Locations:

Whitehall An Elementary School Building

A building in which General Education programs are operated

Program Position #25 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

Full-Time Special Education Class

Autistic Support 5 to 8 8 1

Locations:

Whitehall An Elementary School Building

A building in which General Education programs are operated

Program Position #26 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: ClassandPosition Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

Full-Time Special Education Class

Autistic Support 7 to 10 8 1

Locations:

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Whitehall An Elementary School Building

A building in which General Education programs are operated

Program Position #27 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

Full-Time Special Education Class

Autistic Support 7 to 10 8 1

Locations:

Whitehall An Elementary School Building

A building in which General Education programs are operated

Program Position #28 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Autistic Support 10 to 14 12 1

Locations:

East Norriton A Middle School Building

A building in which General Education programs are operated

Program Position #29 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

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

Emotional Support

10 to 13 16 0.8

Locations:

East Norriton A Middle School A building in which General

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Building Education programs are operated

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Emotional Support 10 to 14 10 0.2

Locations:

East Norriton A Middle School Building

A building in which General Education programs are operated

Program Position #30 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: ClassandPosition Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support

Age Range Caseload FTE

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

Autistic Support 10 to 14 8 1

Locations:

East Norriton A Middle School Building

A building in which General Education programs are operated

Program Position #31 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Learning Support 10 to 12 35 0.7

Locations:

East Norriton A Middle School Building

A building in which General Education programs are operated

Type of Support Level of Support

Age Range Caseload FTE

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

Learning Support

10 to 12 6 0.3

Locations:

East Norriton A Middle School Building

A building in which General Education programs are operated

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Program Position #32 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support

Age Range Caseload FTE

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

Learning Support

10 to 13 16 0.8

Locations:

East Norriton A Middle School Building

A building in which General Education programs are operated

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Learning Support 10 to 13 10 0.2

Locations:

East Norriton A Middle School Building

A building in which General Education programs are operated

Program Position #33 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support

Age Range Caseload FTE

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

Learning Support

10 to 13 20 1

Locations:

East Norriton A Middle School Building

A building in which General Education programs are operated

Program Position #34 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

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PROGRAM SEGMENTS

Type of Support Level of Support

Age Range Caseload FTE

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

Learning Support

10 to 13 6 0.3

Locations:

East Norriton A Middle School Building

A building in which General Education programs are operated

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Learning Support 10 to 13 35 0.7

Locations:

East Norriton A Middle School Building

A building in which General Education programs are operated

Program Position #35 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: ClassandPosition Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support

Age Range Caseload FTE

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

Life Skills Support

10 to 13 20 1

Locations:

East Norriton A Middle School Building

A building in which General Education programs are operated

Program Position #36 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support

Age Range Caseload FTE

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

Learning Support

10 to 13 16 0.8

Locations:

East Norriton A Middle School Building

A building in which General Education programs are operated

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Type of Support

Level of Support Age Range Caseload FTE

Itinerant Learning Support 10 to 13 10 0.2

Locations:

East Norriton A Middle School Building

A building in which General Education programs are operated

Program Position #37 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support

Age Range Caseload FTE

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

Learning Support

10 to 13 20 1

Locations:

East Norriton A Middle School Building

A building in which General Education programs are operated

Program Position #38 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support

Age Range Caseload FTE

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

Learning Support

11 to 14 6 0.3

Locations:

East Norriton A Middle School Building

A building in which General Education programs are operated

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Learning Support 11 to 14 35 0.7

Locations:

East Norriton A Middle School Building

A building in which General Education programs are operated

Program Position #39 - Proposed Program

Operator: School District

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PROPOSED PROGRAM INFORMATION Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support

Age Range Caseload FTE

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

Learning Support

11 to 14 20 1

Locations:

East Norriton A Middle School Building

A building in which General Education programs are operated

Program Position #40 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Learning Support 11 to 14 50 1

Locations:

East Norriton A Middle School Building

A building in which General Education programs are operated

Program Position #41 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support

Age Range Caseload FTE

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

Learning Support

11 to 14 20 1

Locations:

East Norriton A Middle School Building

A building in which General Education programs are operated

Program Position #42 - Proposed Program

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Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support

Age Range Caseload FTE

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

Learning Support

10 to 13 12 0.6

Locations:

Eisenhower A Middle School Building

A building in which General Education programs are operated

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Learning Support 10 to 13 10 0.2

Locations:

Eisenhower A Middle School Building

A building in which General Education programs are operated

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Autistic Support 10 to 14 2 0.2

Locations:

Eisenhower A Middle School Building

A building in which General Education programs are operated

Program Position #43 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support

Age Range Caseload FTE

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

Learning Support

10 to 13 6 0.3

Locations:

Eisenhower A Middle School Building

A building in which General Education programs are operated

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Learning Support 10 to 13 35 0.7

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Locations:

Eisenhower A Middle School Building

A building in which General Education programs are operated

Program Position #44 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support

Age Range Caseload FTE

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

Learning Support

11 to 14 16 0.8

Locations:

Eisenhower A Middle School Building

A building in which General Education programs are operated

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Learning Support 11 to 14 10 0.2

Locations:

Eisenhower A Middle School Building

A building in which General Education programs are operated

Program Position #45 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: ClassandPosition Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support

Age Range Caseload FTE

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

Life Skills Support

10 to 13 20 1

Locations:

Eisenhower A Middle School Building

A building in which General Education programs are operated

Program Position #46 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: ClassandPosition Implementation Date: July 1, 2016

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

PROGRAM SEGMENTS

Type of Support Level of Support

Age Range Caseload FTE

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

Autistic Support 10 to 14 8 1

Locations:

Eisenhower A Middle School Building

A building in which General Education programs are operated

Program Position #47 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support

Age Range Caseload FTE

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

Learning Support

10 to 13 16 0.8

Locations:

Eisenhower A Middle School Building

A building in which General Education programs are operated

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Learning Support 10 to 13 10 0.2

Locations:

Eisenhower A Middle School Building

A building in which General Education programs are operated

Program Position #48 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

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

Emotional Support

10 to 13 16 0.8

Locations:

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Eisenhower A Middle School Building

A building in which General Education programs are operated

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Emotional Support 10 to 13 10 0.2

Locations:

Eisenhower A Middle School Building

A building in which General Education programs are operated

Program Position #49 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

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

Emotional Support

11 to 14 16 0.8

Locations:

Eisenhower A Middle School Building

A building in which General Education programs are operated

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Emotional Support 11 to 14 10 0.2

Locations:

Eisenhower A Middle School Building

A building in which General Education programs are operated

Program Position #50 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support

Age Range Caseload FTE

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

Learning Support

11 to 14 16 0.8

Locations:

Eisenhower A Middle School Building

A building in which General Education programs are operated

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Type of Support

Level of Support Age Range Caseload FTE

Itinerant Learning Support 11 to 14 10 0.2

Locations:

Eisenhower A Middle School Building

A building in which General Education programs are operated

Program Position #51 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support

Age Range Caseload FTE

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

Learning Support

11 to 14 6 0.3

Locations:

Eisenhower A Middle School Building

A building in which General Education programs are operated

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Learning Support 11 to 14 35 0.7

Locations:

Eisenhower A Middle School Building

A building in which General Education programs are operated

Program Position #52 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support

Age Range Caseload FTE

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

Learning Support

11 to 14 16 0.8

Locations:

Eisenhower A Middle School Building

A building in which General Education programs are operated

Type of Support

Level of Support Age Range Caseload FTE

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Itinerant Learning Support 11 to 14 10 0.2

Locations:

Eisenhower A Middle School Building

A building in which General Education programs are operated

Program Position #53 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support

Age Range Caseload FTE

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

Learning Support

10 to 13 6 0.3

Locations:

Stewart A Middle School Building

A building in which General Education programs are operated

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Learning Support 10 to 13 35 0.7

Locations:

Stewart A Middle School Building

A building in which General Education programs are operated

Program Position #54 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support

Age Range Caseload FTE

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

Learning Support

10 to 13 20 1

Locations:

Stewart A Middle School Building

A building in which General Education programs are operated

Program Position #55 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position

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Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support

Age Range Caseload FTE

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

Learning Support

10 to 13 20 1

Locations:

Stewart A Middle School Building

A building in which General Education programs are operated

Program Position #56 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

Full-Time Special Education Class

Emotional Support 10 to 13 2 0.2

Locations:

Stewart A Middle School Building

A building in which General Education programs are operated

Type of Support Level of Support Age Range Caseload FTE

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

Emotional Support

10 to 13 16 0.8

Locations:

Stewart A Middle School Building

A building in which General Education programs are operated

Program Position #57 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support

Age Range Caseload FTE

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

Learning Support

10 to 13 20 1

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Locations:

Stewart A Middle School Building

A building in which General Education programs are operated

Program Position #58 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: ClassandPosition Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Learning Support 11 to 14 30 0.6

Locations:

Stewart A Middle School Building

A building in which General Education programs are operated

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Autistic Support 10 to 14 4 0.4

Locations:

Stewart A Middle School Building

A building in which General Education programs are operated

Program Position #59 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support

Age Range Caseload FTE

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

Learning Support

11 to 14 16 0.8

Locations:

Stewart A Middle School Building

A building in which General Education programs are operated

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Learning Support 11 to 14 10 0.2

Locations:

Stewart A Middle School Building

A building in which General Education programs are operated

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Program Position #60 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support

Age Range Caseload FTE

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

Learning Support

11 to 14 16 0.8

Locations:

Stewart A Middle School Building

A building in which General Education programs are operated

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Learning Support 11 to 14 10 0.2

Locations:

Stewart A Middle School Building

A building in which General Education programs are operated

Program Position #61 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

Itinerant Learning Support 14 to 18 50 1

Locations:

Norristown Area High School

A Senior High School Building

A building in which General Education programs are operated

Program Position #62 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 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

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Type of Support Level of Support Age Range Caseload FTE

Itinerant Learning Support 14 to 18 25 0.5

Locations:

Norristown Area High School

A Senior High School Building

A building in which General Education programs are operated

Type of Support Level of Support Age Range Caseload FTE

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

Learning Support 14 to 18 10 0.5

Locations:

Norristown Area High School A Senior High School Building

A building in which General Education programs are operated

Program Position #63 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

Itinerant Learning Support 14 to 18 25 0.5

Locations:

Norristown Area High School

A Senior High School Building

A building in which General Education programs are operated

Type of Support Level of Support Age Range Caseload FTE

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

Learning Support 14 to 18 10 0.5

Locations:

Norristown Area High School A Senior High School Building

A building in which General Education programs are operated

Program Position #64 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

Itinerant Learning Support 14 to 18 10 0.2

Locations:

Norristown Area High School

A Senior High School Building

A building in which General Education programs are operated

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Type of Support Level of Support Age Range Caseload FTE

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

Learning Support 14 to 18 10 0.5

Locations:

Norristown Area High School A Senior High School Building

A building in which General Education programs are operated

Type of Support Level of Support Age Range Caseload FTE

Itinerant Autistic Support 14 to 18 2 0.25

Locations:

Norristown Area High School

A Senior High School Building

A building in which General Education programs are operated

Type of Support Level of Support Age Range Caseload FTE

Itinerant Emotional Support 14 to 18 2 0.05

Locations:

Norristown Area High School

A Senior High School Building

A building in which General Education programs are operated

Program Position #65 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

Itinerant Learning Support 14 to 18 12 0.25

Locations:

Norristown Area High School

A Senior High School Building

A building in which General Education programs are operated

Type of Support Level of Support Age Range Caseload FTE

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

Learning Support 14 to 18 15 0.75

Locations:

Norristown Area High School A Senior High School Building

A building in which General Education programs are operated

Program Position #66 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016

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

PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

Itinerant Learning Support 14 to 18 18 0.5

Locations:

Norristown Area High School

A Senior High School Building

A building in which General Education programs are operated

Type of Support Level of Support Age Range Caseload FTE

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

Learning Support 14 to 18 10 0.5

Locations:

Norristown Area High School A Senior High School Building

A building in which General Education programs are operated

Program Position #67 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

Itinerant Autistic Support 14 to 18 9 0.75

Locations:

Norristown Area High School

A Senior High School Building

A building in which General Education programs are operated

Type of Support Level of Support Age Range Caseload FTE

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

Autistic Support 14 to 18 2 0.25

Locations:

Norristown Area High School A Senior High School Building

A building in which General Education programs are operated

Program Position #68 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 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

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Type of Support Level of Support Age Range Caseload FTE

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

Learning Support 14 to 18 10 0.5

Locations:

Norristown Area High School A Senior High School Building

A building in which General Education programs are operated

Type of Support Level of Support Age Range Caseload FTE

Itinerant Autistic Support 14 to 18 6 0.5

Locations:

Norristown Area High School

A Senior High School Building

A building in which General Education programs are operated

Program Position #69 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

Itinerant Emotional Support 14 to 18 5 0.1

Locations:

Norristown Area High School

A Senior High School Building

A building in which General Education programs are operated

Type of Support Level of Support Age Range Caseload FTE

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

Emotional Support 14 to 18 10 0.5

Locations:

Norristown Area High School A Senior High School Building

A building in which General Education programs are operated

Type of Support Level of Support Age Range Caseload FTE

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

Learning Support 14 to 18 8 0.4

Locations:

Norristown Area High School A Senior High School Building

A building in which General Education programs are operated

Program Position #70 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016

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

PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

Itinerant Learning Support 14 to 18 12 0.25

Locations:

Norristown Area High School

A Senior High School Building

A building in which General Education programs are operated

Type of Support Level of Support Age Range Caseload FTE

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

Learning Support 14 to 18 15 0.75

Locations:

Norristown Area School District A Senior High School Building

A building in which General Education programs are operated

Program Position #71 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

Itinerant Learning Support 14 to 18 10 0.2

Locations:

Norristown Area High School

A Senior High School Building

A building in which General Education programs are operated

Type of Support Level of Support Age Range Caseload FTE

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

Learning Support 14 to 18 10 0.5

Locations:

Norristown Area High School A Senior High School Building

A building in which General Education programs are operated

Type of Support Level of Support Age Range Caseload FTE

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

Life Skills Support 14 to 18 6 0.3

Locations:

Norristown Area High School A Senior High School Building

A building in which General Education programs are operated

Program Position #72 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

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Type: ClassandPosition Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

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

Life Skills Support 17 to 21 12 0.6

Locations:

Norristown Area High School A Senior High School Building

A building in which General Education programs are operated

Type of Support Level of Support Age Range Caseload FTE

Full-Time Special Education Class

Life Skills Support 17 to 21 6 0.4

Locations:

Norristown Area High School

A Senior High School Building

A building in which General Education programs are operated

Program Position #73 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

Itinerant Learning Support 14 to 18 50 1

Locations:

Norristown Area High School

A Senior High School Building

A building in which General Education programs are operated

Program Position #74 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

Itinerant Learning Support 14 to 18 15 0.3

Locations:

Norristown Area High School

A Senior High School Building

A building in which General Education programs are operated

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Type of Support Level of Support Age Range Caseload FTE

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

Learning Support 14 to 18 14 0.7

Locations:

Norristown Area High School A Senior High School Building

A building in which General Education programs are operated

Program Position #75 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

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

Learning Support 14 to 18 15 0.75

Locations:

Norristown Area High School A Senior High School Building

A building in which General Education programs are operated

Type of Support Level of Support Age Range Caseload FTE

Itinerant Learning Support 14 to 18 12 0.25

Locations:

Norristown Area High School

A Senior High School Building

A building in which General Education programs are operated

Program Position #76 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

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

Learning Support 16 to 20 15 0.75

Locations:

Norristown Area High School A Senior High School Building

A building in which General Education programs are operated

Type of Support Level of Support Age Range Caseload FTE

Itinerant Learning Support 14 to 18 12 0.25

Locations:

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Norristown Area High School

A Senior High School Building

A building in which General Education programs are operated

Program Position #77 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: ClassandPosition Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

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

Emotional Support 14 to 18 16 0.8

Locations:

Norristown Area High School A Senior High School Building

A building in which General Education programs are operated

Type of Support Level of Support Age Range Caseload FTE

Itinerant Emotional Support 14 to 18 10 0.2

Locations:

Norristown Area High School

A Senior High School Building

A building in which General Education programs are operated

Program Position #78 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: ClassandPosition Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

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

Life Skills Support 14 to 18 20 1

Locations:

Norristown Area High School A Senior High School Building

A building in which General Education programs are operated

Program Position #79 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: ClassandPosition Implementation Date: March 21, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

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PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

Full-Time Special Education Class

Autistic Support 15 to 20 6 0.75

Justification: This is an Autistic Support class. Students' IEPs who are outside the age range have been resided and guardians have waived the age range and have permitted their student to be placed in this class.

Locations:

Norristown Area High School

A Senior High School Building

A building in which General Education programs are operated

Type of Support Level of Support Age Range Caseload FTE

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

Autistic Support 15 to 20 2 0.25

Justification: This is an Autistic Support class. Students' IEPs who are outside the age range have been resided and guardians have waived the age range and have permitted their student to be placed in this class.

Locations:

Norristown Area High School A Senior High School Building

A building in which General Education programs are operated

Program Position #80 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

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

Learning Support 14 to 18 10 0.5

Locations:

Norristown Area High School A Senior High School Building

A building in which General Education programs are operated

Type of Support Level of Support Age Range Caseload FTE

Itinerant Learning Support 14 to 18 25 0.5

Locations:

Norristown Area High School

A Senior High School Building

A building in which General Education programs are operated

Program Position #81 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: ClassandPosition Implementation Date: July 1, 2016 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

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Type of Support Level of Support Age Range Caseload FTE

Full-Time Special Education Class

Multiple Disabilities Support

15 to 19 6 0.75

Locations:

Norristown Area High School

A Senior High School Building

A building in which General Education programs are operated

Type of Support Level of Support Age Range Caseload FTE

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

Multiple Disabilities Support

15 to 19 2 0.25

Locations:

Norristown Area High School A Senior High School Building

A building in which General Education programs are operated

Program Position #82 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

Itinerant Learning Support 13 to 20 50 1

Justification: This is a learning support itinerant position that serves both the day and after school Roosevelt programs. Students are educated in the general education classroom. The teacher works in a consultative and progress monitoring role.

Locations:

Roosevelt Campus of Norristown Area High School

A Junior/Senior High School Building

A building in which General Education programs are operated

Program Position #83 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Speech and Language Support

5 to 10 52 0.8

Justification: This is a speech and language itinerant caseload. The speech therapist serves as consultant, progress monitors, and conducts therapy in small groups and with individual children who are no more than 3 years apart in age.

Locations:

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Paul v. Fly An Elementary School Building

A building in which General Education programs are operated

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Speech and Language Support

10 to 14 13 0.2

Locations:

Eisenhower A Middle School Building

A building in which General Education programs are operated

Program Position #84 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Speech and Language Support

5 to 10 46 0.7

Justification: This is a speech and language itinerant caseload. The speech therapist serves as consultant, progress monitors, and conducts therapy in small groups and with individual children who are no more than 3 years apart in age.

Locations:

Cole Manor An Elementary School Building

A building in which General Education programs are operated

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Speech and Language Support

10 to 14 19 0.3

Locations:

East Norriton A Middle School Building

A building in which General Education programs are operated

Program Position #85 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Speech and Language 10 to 14 13 0.2

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Support

Locations:

East Norriton A Middle School Building

A building in which General Education programs are operated

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Speech and Language Support

5 to 6 26 0.4

Locations:

Musselman An Elementary School Building

A building in which General Education programs are operated

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Speech and Language Support

10 to 14 26 0.4

Locations:

Eisenhower A Middle School Building

A building in which General Education programs are operated

Program Position #86 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Speech and Language Support

5 to 10 52 0.8

Justification: This is a speech and language itinerant caseload. The speech therapist serves as consultant, progress monitors, and conducts therapy in small groups and with individual children who are no more than 3 years apart in age.

Locations:

Gotwals An Elementary School Building

A building in which General Education programs are operated

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Speech and Language Support

10 to 14 13 0.2

Locations:

Stewart A Middle School Building

A building in which General Education programs are operated

Program Position #87 - Proposed Program

Operator: School District

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PROPOSED PROGRAM INFORMATION Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Speech and Language Support

5 to 10 65 1

Justification: This is a speech and language itinerant caseload. The speech therapist serves as consultant, progress monitors, and conducts therapy in small groups and with individual children who are no more than 3 years apart in age.

Locations:

Marshall Street An Elementary School Building

A building in which General Education programs are operated

Program Position #88 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Speech and Language Support

10 to 14 19 0.3

Locations:

Stewart A Middle School Building

A building in which General Education programs are operated

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Learning Support 5 to 10 46 0.7

Justification: This is a speech and language itinerant caseload. The speech therapist serves as consultant, progress monitors, and conducts therapy in small groups and with individual children who are no more than 3 years apart in age.

Locations:

Whitehall An Elementary School Building

A building in which General Education programs are operated

Program Position #89 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016

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

PROGRAM SEGMENTS

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Speech and Language Support

5 to 10 39 0.6

Justification: This is a speech and language itinerant caseload. The speech therapist serves as consultant, progress monitors, and conducts therapy in small groups and with individual children who are no more than 3 years apart in age.

Locations:

Whitehall An Elementary School Building

A building in which General Education programs are operated

Type of Support Level of Support Age Range Caseload FTE

Itinerant Speech and Language Support

14 to 21 26 0.4

Justification: This is a speech and language itinerant caseload. The speech therapist serves as consultant, progress monitors, and conducts therapy in small groups and with individual children who are no more than 4 years apart in age.

Locations:

Norristown Area High School

A Senior High School Building

A building in which General Education programs are operated

Program Position #90 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Speech and Language Support

5 to 10 65 1

Justification: This is a speech and language itinerant caseload. The speech therapist serves as consultant, progress monitor and conducts therapy in very small groups with children who are no more than 3 years apart in age.

Locations:

Hancock An Elementary School Building

A building in which General Education programs are operated

Program Position #91 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016

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

PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

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

Blind or Visually Impaired Support

5 to 10 10 0.2

Justification: This is an itinerant blind and visually impaired caseload. The vision teacher provides services to individual students, including direct instruction, consultation, material preparation, and progress monitoring. Students who are more than 3 years apart in age are not serviced together.

Locations:

Marshall Street An Elementary School Building

A building in which General Education programs are operated

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Blind or Visually Impaired Support

5 to 10 10 0.2

Justification: This is an itinerant blind and visually impaired caseload. The vision teacher provides services to individual students, including direct instruction, consultation, material preparation, and progress monitoring. Students who are more than 3 years apart in age are not serviced together.

Locations:

Hancock An Elementary School Building

A building in which General Education programs are operated

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Blind or Visually Impaired Support

5 to 6 5 0.1

Locations:

Musselman An Elementary School Building

A building in which General Education programs are operated

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Blind or Visually Impaired Support

5 to 10 5 0.1

Justification: This is an itinerant blind and visually impaired caseload. The vision teacher provides services to individual students, including direct instruction, consultation, material preparation, and progress monitoring. Students who are more than 3 years apart in age are not serviced together.

Locations:

Gotwals An Elementary School Building

A building in which General Education programs are operated

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Blind or Visually Impaired Support

5 to 10 10 0.2

Justification: This is an itinerant blind and visually impaired caseload. The vision teacher provides services to individual students, including direct instruction, consultation, material preparation, and progress monitoring. Students who are more than 3 years apart in age are not serviced together.

Locations:

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Cole Manor An Elementary School Building

A building in which General Education programs are operated

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Blind or Visually Impaired Support

5 to 10 10 0.2

Justification: This is an itinerant blind and visually impaired caseload. The vision teacher provides services to individual students, including direct instruction, consultation, material preparation, and progress monitoring. Students who are more than 3 years apart in age are not serviced together.

Locations:

Paul Fly An Elementary School Building

A building in which General Education programs are operated

Program Position #92 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Blind or Visually Impaired Support

6 to 9 10 0.2

Justification: FTE changed and additional buildings added where students are serviced

Locations:

Whitehall An Elementary School Building

A building in which General Education programs are operated

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Blind or Visually Impaired Support

10 to 14 10 0.2

Locations:

East Norriton A Middle School Building A building in which General Education programs are operated

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Blind or Visually Impaired Support

10 to 14 10 0.2

Locations:

Eisenhower A Middle School Building A building in which General Education programs are operated

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Speech and Language 10 to 14 10 0.2

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Support

Locations:

Stewart A Middle School Building

A building in which General Education programs are operated

Type of Support Level of Support Age Range Caseload FTE

Itinerant Blind or Visually Impaired Support

14 to 21 10 0.2

Justification: This is an itinerant blind and visually impaired caseload. The vision teacher provides services to individual students, including direct instruction, consultation, material preparation, and progress monitoring. Students who are more than 3 years apart in age are not serviced together.

Locations:

Norristown Area High School

A Senior High School Building

A building in which General Education programs are operated

Program Position #93 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Deaf and Hearing Impaired Support

5 to 10 5 0.1

Justification: This is an itinerant deaf and hearing support caseload. The hearing teacher provides services to individual students, including direct instruction, consultation, material preparation, and progress monitoring. Students who are more than 3 years apart in age are not serviced together.

Locations:

Cole Manor An Elementary School Building

A building in which General Education programs are operated

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Deaf and Hearing Impaired Support

5 to 10 2 0.05

Justification: This is an itinerant deaf and hearing support caseload. The hearing teacher provides services to individual students, including direct instruction, consultation, material preparation, and progress monitoring. Students who are more than 3 years apart in age are not serviced together.

Locations:

Gotwals An Elementary School Building

A building in which General Education programs are operated

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Deaf and Hearing Impaired Support

5 to 10 5 0.1

Justification: This is an itinerant deaf and hearing support caseload. The hearing teacher provides services to individual students, including direct instruction, consultation, material preparation, and progress monitoring.

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Students who are more than 3 years apart in age are not serviced together.

Locations:

Hancock An Elementary School Building

A building in which General Education programs are operated

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Deaf and Hearing Impaired Support

5 to 10 5 0.1

Justification: This is an itinerant deaf and hearing support caseload. The hearing teacher provides services to individual students, including direct instruction, consultation, material preparation, and progress monitoring. Students who are more than 3 years apart in age are not serviced together.

Locations:

Marshall Street An Elementary School Building

A building in which General Education programs are operated

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Deaf and Hearing Impaired Support

5 to 7 2 0.05

Locations:

Musselman An Elementary School Building

A building in which General Education programs are operated

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Deaf and Hearing Impaired Support

5 to 10 5 0.1

Justification: This is an itinerant deaf and hearing support caseload. The hearing teacher provides services to individual students, including direct instruction, consultation, material preparation, and progress monitoring. Students who are more than 3 years apart in age are not serviced together.

Locations:

Paul V. Fly An Elementary School Building

A building in which General Education programs are operated

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Deaf and Hearing Impaired Support

5 to 10 5 0.1

Justification: This is an itinerant deaf and hearing support caseload. The hearing teacher provides services to individual students, including direct instruction, consultation, material preparation, and progress monitoring. Students who are more than 3 years apart in age are not serviced together.

Locations:

Whitehall An Elementary School Building

A building in which General Education programs are operated

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Deaf and Hearing Impaired Support

10 to 14 5 0.1

Locations:

East Norriton A Middle School Building A building in which General Education programs are operated

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Type of Support

Level of Support Age Range Caseload FTE

Itinerant Deaf and Hearing Impaired Support

10 to 14 5 0.1

Locations:

Eisenhower A Middle School Building A building in which General Education programs are operated

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Deaf and Hearing Impaired Support

10 to 14 5 0.1

Locations:

Stewart A Middle School Building A building in which General Education programs are operated

Type of Support Level of Support Age Range Caseload FTE

Itinerant Deaf and Hearing Impaired Support

14 to 21 5 0.1

Justification: This is an itinerant deaf and hearing support caseload. The hearing teacher provides services to individual students, including direct instruction, consultation, material preparation, and progress monitoring. Students who are more than 4 years apart in age are not serviced together.

Locations:

Norristown Area High School

A Senior High School Building

A building in which General Education programs are operated

Program Position #94 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: March 21, 2016

PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

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

Learning Support 6 to 8 16 0.8

Locations:

Marshall Street An Elementary School Building

A building in which General Education programs are operated

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Learning Support 6 to 8 10 0.2

Locations:

Marshall Street

An Elementary School Building

A building in which General Education programs are operated

Program Position #95 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position

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Implementation Date: March 21, 2016 PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

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

Learning Support 6 to 9 18 0.9

Locations:

Whitehall An Elementary School Building

A building in which General Education programs are operated

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Learning Support 6 to 9 5 0.1

Locations:

Whitehall An Elementary School Building

A building in which General Education programs are operated

Program Position #96 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Class Implementation Date: September 8, 2015

PROGRAM SEGMENTS

Type of Support Level of Support

Age Range Caseload FTE

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

Life Skills Support

11 to 14 20 1

Locations:

Eisenhower A Middle School Building

A building in which General Education programs are operated

Program Position #97 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: ClassandPosition Implementation Date: September 8, 2015

PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

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

Emotional Support

11 to 14 16 0.8

Locations:

Stewart A Middle School Building

A building in which General Education programs are operated

Type of Support Level of Support Age Range Caseload FTE

Full-Time Special Education Class

Emotional Support 11 to 14 2 0.2

Locations:

Stewart A Middle School Building

A building in which General Education programs are operated

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Program Position #98 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: July 1, 2016

PROGRAM SEGMENTS

Type of Support Level of Support

Age Range Caseload FTE

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

Learning Support

11 to 14 16 0.8

Locations:

Stewart A Middle School Building

A building in which General Education programs are operated

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Learning Support 11 to 14 10 0.2

Locations:

Stewart A Middle School Building

A building in which General Education programs are operated

Special Education Support Services

Support Service Location Teacher FTE

Special Education Supervisor Elementary Schools: Cole Manor, Hancock, Gotwals, Marshall Street, Mussleman, Paul V. Fly

1

Special Education Supervisor Norristown Area High School, including Roosevelt Campus

1

Program Support Specialist Elemantary Schools: Cole Manor, Hancock, Gotwals, Marshall Street, Mussleman, Paul V. Fly

1

Program Support Specialist East Norriton Middle School, Eisenhower Middle School, Stewart Middle School, and Whitehall Elementary School

1

Program Support Specialist Norristown Area High School, including Roosevelt Campus

1

Director of Special Education District wide 1

Transition Coordinator Middle Schools and Norristown Area High School, including Roosevelt Campus

1

Psychologist District wide 4

Paraeducators Across Elementary Schools 22

Paraeducators Across Middle Schools 20

Paraeducators Norristown Area High School 17

Orientation and Mobility Itinerant/Consult - MCIU

District wide 0.5

Special Education Supervisor East Norriton Middle School, Eisenhower Middle 1

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School, Stewart Middle School, and Whitehall Elementary School

Personal Care Assistants Across Elementary Schools 5

Personal Care Assistants Norristown Area High School 4

Supervisor of Pupil Services District wide 1

Special Education Contracted Services

Special Education Contracted Services Operator Amt of Time per Week

Austill's Rehabilitation Services, Inc. (Occupational and Physical Therapy)

Outside Contractor

150 Hours

Staffing Plus - Personal Care Assistant Outside Contractor

5 Days

Montgomery County Intermediate Unit: Orientation and Mobility Related Services

Intermediate Unit

0.5 Hours

General Healthcare Resources - PCA/ParaProfessional/Nursing Services

Outside Contractor

5 Days

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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:

Attendance is a strength with schools consistently over 95% average daily attendance.

All schools are below the state averages for proficiency on state assessments.

All schools have acheivement gaps, most notably with historically underperforming students.

Schools identify similar systemic challenges and needs - curriculum, instruction, intervention, data,

and positive school climate.

District Accomplishments

Accomplishment #1:

All elementary and middle schools maintained or increased Attendance Rates to 95% in 2016 and

2017. Both high school campuses increased their Attendance Rates over the last three years.

Accomplishment #2:

Graduation Rate has increased at both high school campuses each of the past four years - 2014,

2015, 2016, and 2017.

Accomplishment #3:

When measuring students exceeding the standard for PA Academic Growth as measured by PVAAS,

out of 500 school districts in Pennsylvania, Norristown Area School District ranked 87th best in

Literature for grades 9-12, 52nd best in English Language Arts for grades 4-8, and 12th best in Math

for grades 4-8 in 2016.

Accomplishment #4:

All schools exceeded the state average for growth as measured by PVAAS in at least one content area

in 2016 and 2017.

Accomplishment #5:

The district had a greater percentage increase in proficiency than the state average in Math from

2015 to 2016 and in English Language Arts from 2016 to 2017.

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Accomplishment #6:

Three schools exceeded state averages for proficiency in Math in 2016 - Cole Manor in Grades 3 and

4, Paul Fly in Grade 3, and East Norriton in Grade 8. Three schools exceeded the state averages for

proficiency in Math in 2017 - Cole Manor in Grades 3 and 4, Paul Fly in Grades 3 and 4, and East

Norriton in Grades 7 and 8.

Accomplishment #7:

Two schools exceeded state averages for proficiency in English Language Arts in 2016 - Cole Manor

in Grade 4, and Norristown Area High School in Literature. Two schools exceeded state averages for

proficiency in English Language Arts in 2017- Paul Fly in Grade 4 and East Norriton in Grade 7.

Accomplishment #8:

Two schools exceeded state averages for proficiency in Science in 2016 - Cole Manor and Paul Fly in

Grade 4. One school exceeded state averages for proficiency in Science in 2017 - Paul Fly in Grade 4.

Accomplishment #9:

Two schools have been identified as Title I Reward Schools for High Progress each of the last three

years - Gotwals and Cole Manor in 2014, Hancock and Eisenhower in 2015, and Hancock and

Eisenhower in 2016.

District Concerns

Concern #1:

Most schools are below state averages for proficiency in all content areas in 2016 and 2017.

Concern #2:

The district was below the state average percentage increase for proficiency in English Language

Arts in 2016 and Math in 2017.

Concern #3:

An achievement gap exists in all content areas, most notably for historically underperforming

students.

Concern #4:

The number of Safe Schools reportable incidents increased slightly from 2015 to 2016.

Concern #5:

The district is experiencing increased transiency and increased enrollment each of the last four

years - 2014, 2015, 2016 and 2017.

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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:

Most schools are below state averages for proficiency in all content areas in 2016 and

2017.

The district was below the state average percentage increase for proficiency in English

Language Arts in 2016 and Math in 2017.

An achievement gap exists in all content areas, most notably for historically

underperforming students.

Systemic Challenge #2 (Guiding Question #7) Establish a district system that fully ensures students

who are academically at risk are identified early and are supported by a process that provides

interventions based upon student needs and includes procedures for monitoring effectiveness.

Aligned Concerns:

Most schools are below state averages for proficiency in all content areas in 2016 and

2017.

The district was below the state average percentage increase for proficiency in English

Language Arts in 2016 and Math in 2017.

An achievement gap exists in all content areas, most notably for historically

underperforming students.

Systemic Challenge #3 (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:

Most schools are below state averages for proficiency in all content areas in 2016 and

2017.

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The district was below the state average percentage increase for proficiency in English

Language Arts in 2016 and Math in 2017.

An achievement gap exists in all content areas, most notably for historically

underperforming students.

Systemic Challenge #4 (Guiding Question #9) Establish a district system that fully ensures each

member of the district community promotes, enhances and sustains a shared vision of positive

school climate and ensures family and community support of student participation in the learning

process.

Aligned Concerns:

An achievement gap exists in all content areas, most notably for historically

underperforming students.

The number of Safe Schools reportable incidents increased slightly from 2015 to 2016.

The district is experiencing increased transiency and increased enrollment each of the

last four years - 2014, 2015, 2016 and 2017.

Systemic Challenge #5 (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:

Most schools are below state averages for proficiency in all content areas in 2016 and

2017.

The district was below the state average percentage increase for proficiency in English

Language Arts in 2016 and Math in 2017.

An achievement gap exists in all content areas, most notably for historically

underperforming students.

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

designed instruction is provided to meet the unique learning needs of children with disabilities at no

cost to a parent.

Aligned Concerns:

Most schools are below state averages for proficiency in all content areas in 2016 and

2017.

The district was below the state average percentage increase for proficiency in English

Language Arts in 2016 and Math in 2017.

An achievement gap exists in all content areas, most notably for historically

underperforming students.

Systemic Challenge #7 (Guiding Question #4) Establish a district system that fully ensures high

quality curricular assets (e.g. model curricula, learning progressions, units, lesson plans, and content

resources) aligned with state standards and fully accessible to teachers and students.

Aligned Concerns:

Most schools are below state averages for proficiency in all content areas in 2016 and

2017.

The district was below the state average percentage increase for proficiency in English

Language Arts in 2016 and Math in 2017.

An achievement gap exists in all content areas, most notably for historically

underperforming students.

Systemic Challenge #8 (Guiding Question #5) Establish a district system that fully ensures barriers

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

Aligned Concerns:

Most schools are below state averages for proficiency in all content areas in 2016 and

2017.

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The district was below the state average percentage increase for proficiency in English

Language Arts in 2016 and Math in 2017.

An achievement gap exists in all content areas, most notably for historically

underperforming students.

The number of Safe Schools reportable incidents increased slightly from 2015 to 2016.

The district is experiencing increased transiency and increased enrollment each of the

last four years - 2014, 2015, 2016 and 2017.

Systemic Challenge #9 (Guiding Question #10) Establish a district system that fully ensures

professional development is focused, comprehensive and implemented with fidelity.

Aligned Concerns:

Most schools are below state averages for proficiency in all content areas in 2016 and

2017.

The district was below the state average percentage increase for proficiency in English

Language Arts in 2016 and Math in 2017.

An achievement gap exists in all content areas, most notably for historically

underperforming students.

Systemic Challenge #10 (Guiding Question #12) Establish a district system that fully ensures

classrooms are staffed with highly qualified teachers.

Aligned Concerns:

Most schools are below state averages for proficiency in all content areas in 2016 and

2017.

The district was below the state average percentage increase for proficiency in English

Language Arts in 2016 and Math in 2017.

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An achievement gap exists in all content areas, most notably for historically

underperforming students.

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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.

Related Challenges:

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

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

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

Indicators of Effectiveness:

Type: Annual

Data Source: School District Documents

Assessment data - PSSA, Keystone Exams, PVAAS, WIDA, benchmark assessments, AIMSweb+, CDT, Study Island, PLATO

Specific Targets: Creation and implementation of NASD Curriculum Design and Development Process with five year curriculum cycle and related process manual.

Creation and adoption of curriculum guides aligned to PA Core Standards and SAS in all content areas according to the curriculum cycle.

Increase in student achievement on all performance assessments where newly designed curriculum is implemented.

100% of schools will meet and exceed PA Growth Standard as measured by PVAAS in all content areas.

Strategies:

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PA Core Standards Implementation

Description:

"The State Board approved the final Chapter 4 regulations on September 12, 2013. The Independent Regulatory Review Commission (IRRC) approved the final regulation on November 21, 2013. With publication of Chapter 4 in the Pennsylvania Bulletin, the new regulations took effect on March 1, 2014. As part of the new regulations, Pennsylvania’s Core Standards offer a set of rigorous, high-quality academic expectations in English Language Arts and Mathematics that all students should master by the end of each grade level. The PA Core Standards are robust and relevant to the real world and reflect the knowledge and skills our young people need to succeed in life after high school, in both post-secondary education and a globally competitive workforce." (Source: http://www.pdesas.org/standard/PACore) Resource: http://effectivestrategies.wiki.caiu.org/Curriculum+Framework

SAS Alignment: Standards, Curriculum Framework

Comprehensive Planning

Description:

Comprehensive Planning is a web-based framework for thoughtful data-driven and research-based district and school planning. Comprehensive Planning facilitates communication and collaboration, promotes shared practices and resources, and ensures that every stakeholder is working toward common goals. Additionally, Comprehensive Planning assists local education agencies (school districts, charter schools, area vocational technical schools/career and technical centers, and intermediate units) to create and manage a continuous, comprehensive plan to submit to the Department in order to maintain compliance with state and federal mandate. Professional Development activities are based upon detailed needs assessments that utilize student assessment results to target instructional areas that need strengthening. Using disaggregated student data to determine educators’ learning priorities. Professional Development activities are based upon detailed needs assessments that utilize student assessment results to target curricular areas that need further alignment. Professional Development activities are developed that support implementation of strategies identified in your action plan. Clear expectations in terms of teacher practice are identified for staff implementation. An implementation evaluation is created, based upon specific expectations related to changes in teacher practice, which is used to validate the overall effectiveness of the professional development initiative. The LEA has a systemic process that is used to validate whether or not providers have the capacity to present quality professional development. Administrators participate fully in all professional

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development sessions targeted for their faculties. Every Professional development initiative includes components that provide ongoing support to teachers regarding implementation. The LEA has an ongoing monitoring system in place (i.e. walkthroughs, classroom observations). Professional Education is evaluated to show its impact on teaching practices and student learning. (Source: http://www.education.pa.gov/Teachers%20-%20Administrators/Comprehensive%20Planning/Pages/default.aspx#.VuBT9_krJxA) Resource: http://effectivestrategies.wiki.caiu.org/Professional+Development

SAS Alignment: Standards, Assessment, Curriculum Framework, Instruction,

Materials & Resources, Safe and Supportive Schools

Curriculum Mapping

Description:

Empirical evidence of a positive statistical correlation of the use of curriculum mapping with student achievement is scarce. There was a 2001 study by the Indiana Center of Evaluation conducted for the Ohio DOE that determined curriculum alignment (defined as curriculum mapping with subsequent change in instructional practice) was the “single greatest factor in achieving improved test scores.” The following link provides a list of resources supporting the positive contributions of curriculum mapping to educational processes: http://www.curriculummapping101.com/materials/curriculum-mapping-research ; the following link provides an overview of curriculum mapping: http://webserver3.ascd.org/handbook/demo/mapping2.html Resource:http://effectivestrategies.wiki.caiu.org/Curriculum+Framework

SAS Alignment: Standards, Materials & Resources

Data Walkthroughs

Description:

Schedule weekly walkthroughs to classrooms and conduct a follow-up meeting to provide specific feedback and recommendations. Resource: http://effectivestrategies.wiki.caiu.org/Using+Data

SAS Alignment: Assessment, Instruction

Common Assessment within Grade/Subject

Description:

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

SAS Alignment: Assessment, Instruction

Technology and Student Achievement

Description:

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

SAS Alignment: Instruction, Materials & Resources

Implementation Steps:

Create and implement the NASD Curriculum Design and

Development Process Manual

Description:

The Curriculum Design and Development Process will ensure that the best learning experiences are provided to all students, while meeting state standards, federal mandates, and locally desired outcomes. The ongoing and cyclical process will allow for continued monitoring of curriculum and instructional practices to ensure the needs of all students continue to be met. Each curricular area will work through the process involving stakeholders from Kindergarten through 12th grade. The participation and collaboration of all stakeholders in all grades at all levels will facilitate vertical alignment and ensure continuity between grade levels.

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The manual will outline all steps that need to be implemented each year over the five year process, to include analysis, design and development, implementation, evaluation, and adjustment. The curriculum framework will include research-based and best practice elements, to include the ASCD endorsed Understanding by Design framework by Grant Wiggins and Jay McTighe. The curriculum process will utilize and incorporate relevant information from the Standards Aligned System.

Start Date: 11/1/2017 End Date: 1/31/2018

Program Area(s):

Supported Strategies:

PA Core Standards Implementation

Comprehensive Planning

Curriculum Mapping

Data Walkthroughs

Establish Curriculum Committees

Description:

Curriculum committees will be established and will be responsible for all five steps in the curriculum process. Committees will be comprised of teachers from each grade level, building administrators, Instructional Support Teachers, and the Curriculum Supervisor for the respective content area. Grade level teachers recommended by principals will ensure equal representation from district schools to facilitate horizontal alignment and consistent implemetation.

This step will be ongoing as the curriculum cycle will be implemented continuously throughout the plan.

Start Date: 7/1/2018 End Date: 6/30/2021

Program Area(s):

Supported Strategies:

PA Core Standards Implementation

Comprehensive Planning Curriculum Mapping

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Data Walkthroughs

Create and implement a five year curriculum cycle

Description:

The curriculum cycle will be a five year process with the following steps:

Year 1 - Analysis of currently implemented curriculum and curricular materials

Year 2 - Design and Development of new or updated curriculum

Year 3 - Implementation of new of updated curriculum

Year 4 - Evaluation and Adjustment of new or updated curriculum - Year 1

Year 5 - Evaluation and Adjustment of new or updated curriculum - Year 2

Each curricular area will being Year 1- Analysis on a rotating basis.

Start Date: 7/1/2018 End Date: 6/30/2021

Program Area(s):

Supported Strategies:

PA Core Standards Implementation

Comprehensive Planning

Curriculum Mapping

Data Walkthroughs

Create and implement new curriculum

Description:

Following the NASD Curriculum Design and Development Process and the five year curriculum cycle, all curricula will be updated to align with PA Core Standards and Standards Aligned System.

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For the duration of this plan, all content areas will be in some phase of the five year cycle.

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

Program Area(s):

Supported Strategies:

PA Core Standards Implementation

Comprehensive Planning

Curriculum Mapping Data Walkthroughs

Common Assessment within Grade/Subject

Technology and Student Achievement

Selection and adoption of updated curricular materials

Description:

Following the NASD Curriculum Design and Development Process and the five year curriculum cycle, new or updated curricular materials will be selected. These materials will support the implementation of the new or updated curriculum that aligns with PA Core Standards and Standards Aligned System.

Purchase of new materials will be based on need, alignment to new curriculum, and available financial resources.

Start Date: 7/1/2017 End Date: 6/30/2021

Program Area(s):

Supported Strategies:

PA Core Standards Implementation

Comprehensive Planning

Curriculum Mapping

Data Walkthroughs

Common Assessment within Grade/Subject

Technology and Student Achievement

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Create and implement common assessments

Description:

Using both assessments from the purchased textbook and curricular materials provider and locally created assessments, the district will use common assessments across grade levels and specific courses.

Start Date: 7/1/2018 End Date: 6/30/2021

Program Area(s):

Supported Strategies:

PA Core Standards Implementation

Comprehensive Planning

Curriculum Mapping

Data Walkthroughs

Common Assessment within Grade/Subject

Technology and Student Achievement

Goal #2: Establish a district system that fully ensures students who are academically at risk are identified early and are supported by a process that provides interventions based upon student needs and includes procedures for monitoring effectiveness.

Related Challenges:

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

Indicators of Effectiveness:

Type: Annual

Data Source: School district documents

Assessment data - PSSA, Keystone Exams, PVAAS, WIDA, Benchmark Assessments, AIMSweb+, CDT, Study Island, PLATO

Specific Targets: Creation and implementation of a district-wide RTII/MTSS framework to meet the individual needs of all students

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10% increase in the number of students scoring proficient on state assessments over three years

10% decrease in the number of students scoring basic and below basic on state assessments over three years

100% of schools meet or exceed PA Growth Standard as measured by PVAAS in all content areas.

Strategies:

Response to Instruction and Intervention (RtII)

Description:

The Pennsylvania Department of Education strongly endorses the RtII model as the assessment and instructional framework to organize and implement Pennsylvania’s Standards Aligned System (SAS) to improve student achievement. RtII in PA is not viewed as a stand-alone strategy, product or program; rather it is a part of the state’s comprehensive system of continuous school improvement and provides a structure for schools to arrange and implement standards aligned instruction, core strategies, and interventions in the building to meet the academic and relational support needs of all students. (Sources: http://effectivestrategies.wiki.caiu.org/file/view/RtIIAnIntro.pdf/528272716/RtIIAnIntro.pdf) Resource: http://effectivestrategies.wiki.caiu.org/Safe+and+Supportive

SAS Alignment: Safe and Supportive Schools

SAS: Safe and Supportive Schools - Early Warning System

Description:

"The Educator Dashboard Early Warning System (EWS) is a free, voluntary tool available to all commonwealth LEAs. Building upon existing data, the EWS provides a lens through which schools are able to identify students at risk of dropping out, build a library of district-specific interventions, increase community partnerships and support schools set goals for student achievement improve student success rates." (Source: http://www.pdesas.org/Page?pageId=20) Resource: http://effectivestrategies.wiki.caiu.org/Safe+and+Supportive

SAS Alignment: Safe and Supportive Schools

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Implementation Steps:

Create a district RtII/MTSS team

Description:

A district team will be created to oversee the planning and implementation of the tiered intervention and enrichment framework at all three levels - elementary, middle school, and high school. Team members will be teachers, building principals, assistant principals, counselors, and district administrators from all three levels. The creation of the team, establishment of meeting dates and times, and establishment of goals and objectives will be evidence of implementation.

Start Date: 7/1/2018 End Date: 1/31/2019

Program Area(s):

Supported Strategies:

Response to Instruction and Intervention (RtII)

Create a scheduling framework for all three levels

Description:

An instructional and timing framework will be built by the RtII/MTSS district team to allow for a designated time in each school day for the delivery of individualized intervention and enrichment for students. The framework will be communicated to building principals, who will be responsible for creating individual building schedules using the framework. All elementary and middle schools implemented a daily WIN (What I Need) period during the 2017-2018 school year as an initial attempt to provide intervention and enrichment. The district team will work to further refine schedules and the scheduling of students for the duration of the district plan.

Start Date: 2/1/2018 End Date: 9/5/2018

Program Area(s):

Supported Strategies:

Response to Instruction and Intervention (RtII)

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Create a comprehensive intervention framework for all three levels

Description:

The RtII/MTSS team will identify and select instructional resources to use as part of the intervention framework. The team will create a continuum of intervention and enrichment for math, reading, and behavior at all three levels. The continuum will provide a guide for building data teams to assign students to appropriate interventions based on assessment data.

Start Date: 7/1/2018 End Date: 6/30/2021

Program Area(s):

Supported Strategies:

Response to Instruction and Intervention (RtII)

Identify, select, and purchase instructional materials for use in RtII/MTSS framework

Description:

AIMSweb+ and Classroom Diagnostic Tool (CDT) are diagnostic, computer adaptive assessments that will be used for universal screening and to determine the needs of individual students.

Instructional materials will be selected to create a continuum of intervention and enrichment for students at all three levels. Currently used resources such as Lexia, READ 180, Compass Learning, Dreambox, and Tier II materials available as part of our adopted textbook series will be supplemented as needed.

This step will be ongoing as additional intervention materials are added and removed based on the individual needs of students.

Start Date: 7/1/2018 End Date: 6/30/2021

Program Area(s):

Supported Strategies:

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Response to Instruction and Intervention (RtII)

Implement RtII/MTSS process

Description:

Schools will create or redefine building level data teams towards monitoring students within the RtII/MTSS framework. Data teams should include building principal, Instructional Support Teachers, counselors, and classroom teachers.

Data teams will use diagnostic data to place students in appropriate interventions or enrichments. Teams will monitor student progress through performance on universal screening and through probes available in individual progams. Data teams will review student performance at the end of each marking period or trimester. Teams will move individual students along the continuum based on progress.

Teachers will be assigned to provide intervention or enrichment during the designated time period within the schedule framework. Teachers will provide direct instruction, access to online programs, guided practice, and other learning opportunities for students assigned to their intervention or enrichment period.

Implementation will be ongoing throughout the duration of the district plan.

Start Date: 9/5/2018 End Date: 6/30/2021

Program Area(s):

Supported Strategies:

Response to Instruction and Intervention (RtII)

Goal #3: Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school.

Related Challenges:

Establish a district system that fully ensures professional development is focused, comprehensive and implemented with fidelity.

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Indicators of Effectiveness:

Type: Annual

Data Source: School district documents

Assessment data - PSSA, Keystone Exams, PVAAS, WIDA, benchmark assessments, AIMSweb+, CDT, Study Island, PLATO

Specific Targets: Implement a comprehensive Academic Plan

10% increase in the number of students scoring proficient on state assessments over three years

10% decrease in the number of students scoring basic and below basic on state assessments over three years

100% of schools will meet or exceed PA Growth Standard as measured by PVAAS

Strategies:

Differentiated Instruction

Description:

"Learning Styles: Concepts and Evidence http://www.psychologicalscience.org/journals/pspi/PSPI_9_3.pdf Learning Styles http://en.wikipedia.org/wiki/Learning_styles#cite_note-33 WWC: Assisting Students Struggling with Reading: Response to Intervention and Multi-Tier Intervention in the Primary Grades http://ies.ed.gov/ncee/wwc/pdf/practice_guides/rti_reading_pg_021809.pdf Differentiated Instruction Reexamined http://www.hepg.org/hel/article/499 Investigating the Impact of Differentiated Instruction in Mixed Ability Classrooms http://www.icsei.net/icsei2011/Full%20Papers/0155.pdf Resource: http://effectivestrategies.wiki.caiu.org/Instructional+Practices "

SAS Alignment: Assessment, Instruction

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Differentiating Instruction

Description:

Empirical validation of differentiated instruction as a package was not found; however, a large number of testimonials and classroom examples of positive effects have been reported. (Sources: Learning Styles: Concepts and Evidence, http://www.psychologicalscience.org/journals/pspi/PSPI_9_3.pdf ; Learning Styles, http://en.wikipedia.org/wiki/Learning_styles#cite_note-33 ; WWC: Assisting Students Struggling with Reading: Response to Intervention and Multi-Tier Intervention in the Primary Grades, http://ies.ed.gov/ncee/wwc/pdf/practice_guides/rti_reading_pg_021809.pdf Differentiated Instruction Reexamined, http://www.hepg.org/hel/article/499; Investigating the Impact of Differentiated Instruction in Mixed Ability Classrooms, http://www.icsei.net/icsei2011/Full%20Papers/0155.pdf )

SAS Alignment: Instruction

Charlotte Danielson Framework

Description:

The Framework for Teaching is a research-based set of components of instruction, aligned to the INTASC standards, and grounded in a constructivist view of learning and teaching. The complex activity of teaching is divided into 22 components (and 76 smaller elements) clustered into four domains of teaching responsibility. (Source: http://www.danielsongroup.org/framework/) Resource: http://effectivestrategies.wiki.caiu.org/Curriculum+Framework

SAS Alignment: Standards, Assessment, Curriculum Framework, Instruction

Instructional Coaching

Description:

Kansas Coaching Project: Instructional coaches are on-site professional developers who teach educators how to use proven instructional methods. To be successful in this role, coaches must be skilled in a variety of roles, including public relations guru, communicator extraordinaire, master organizer and, of course, expert educator. (Source: http://instructionalcoach.org/about/about-coaching) Resource: http://effectivestrategies.wiki.caiu.org/Professional+Development

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

Resources

5 Characteristics for High Quality Professional Development

Description:

"According to the research, high-quality professional-learning opportunities for teachers contain the following five characteristics:

Aligns with school goals, state and district standards and assessments, and other professional-learning activities.

Focuses on core content and modeling of teaching strategies for the content. Includes opportunities for active learning of new teaching strategies. Provides the chance for teachers to collaborate. Includes follow-up and continuous feedback.

Dr. Jana Hunzicker, Assistant Professor, Department of Teacher Education, Bradley University, June 2010." (Source http://files.eric.ed.gov/fulltext/ED510366.pdf) Resource: http://effectivestrategies.wiki.caiu.org/Professional+Development

SAS Alignment: Safe and Supportive Schools

Instructional Practices for an Effective Classroom

Description:

Research shows that the link between classroom behavior and instruction is a powerful one. Certain instructional practices are associated with increased task-appropriate behavior. Here’s how you, the classroom teacher, can take advantage of this link to improve instruction and overall behavior. Pennsylvania Department of Education, Bureau of Special Education, Pennsylvania Training and Technical Assistance Network. Checklist adapted from Darch, C. B. and Kameenui, E. J. (2004). Instructional Classroom Management. Canada: Pearson Prentice Hall. (Source: http://effectivestrategies.wiki.caiu.org/file/view/InstrPrac.pdf/528265932/InstrPrac.pdf) Resource: http://effectivestrategies.wiki.caiu.org/Instructional+Practices

SAS Alignment: Instruction

Reading Across the Curriculum

Description:

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

SAS Alignment: Instruction

Data Walkthroughs

Description:

Schedule weekly walkthroughs to classrooms and conduct a follow-up meeting to provide specific feedback and recommendations. Resource: http://effectivestrategies.wiki.caiu.org/Using+Data

SAS Alignment: Assessment, Instruction

PLCs - Professional Learning Communities

Description:

Richard DuFour, Barth, R. (1991). Restructuring schools: Some questions for teachers and principals. Phi Delta Kappan, 73(2), 123–128. Marzano, R. (2003). What works in schools: Translating research into action. Alexandria, VA: ASCD. Learning Forward (2014). 3 Keys to Keep Learning Communities Focused on the Learning. (Sources: http://effectivestrategies.wiki.caiu.org/file/view/Transforming%20Professional%20Learning.pdf/543104478/Transforming%20Professional%20Learning.pdf, http://www.ascd.org/publications/educational-leadership/may04/vol61/num08/What-Is-a-Professional-Learning-Community%C2%A2.aspx) Resources: http://effectivestrategies.wiki.caiu.org/Using+Data, http://effectivestrategies.wiki.caiu.org/Professional+Development

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SAS Alignment: Assessment, Instruction

25 Quick Formative Assessments for a Differentiated Classroom

Description:

Scholastic: Judith Doge - Formative assessments are ongoing assessments, observations, summaries, and reviews that inform teacher instruction and provide students feedback on a daily basis (Fisher & Frey, 2007). While assessments are always crucial to the teaching and learning process, nowhere are they more important than in a differentiated classroom, where students of all levels of readiness sit side by side. Without the regular use of formative assessment, or checks for understanding, how are we to know what each student needs to be successful in our classroom? How else can we ensure we are addressing students’ needs instead of simply teaching them what we think they need? (Source: http://store.scholastic.com/content/stores/media/products/samples/21/9780545087421.pdf) Resource: http://effectivestrategies.wiki.caiu.org/Assessment

SAS Alignment: Assessment

Implementation Steps:

Implementing the Academic Plan with fidelity

Description:

The Academic Plan provides a framework for instructional planning, delivery, and reflection for all teachers. All professional staff will receive training on the Academic Plan and will be responsible for consistent implementation. Principals and curriculum supervisors will ensure implementation as part of teacher evaluation, including observations and walkthroughs conducted on a regular basis.

Start Date: 7/1/2018 End Date: 6/30/2021

Program Area(s): Professional Education

Supported Strategies:

Charlotte Danielson Framework

Instructional Coaching

Instructional Practices for an Effective Classroom

Reading Across the Curriculum Data Walkthroughs

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25 Quick Formative Assessments for a Differentiated Classroom

Create and implement a three to five year professional development plan

Description:

The district will develop a three to five year professional development plan. The focus will be to provided a differentiated plan where teachers will have some ability to direct their own learning to increase ownership and commitment to self growth and improvement. Evidence will be creation a formal plan that is implemented in the 2019-2020 school year.

Start Date: 7/1/2018 End Date: 6/30/2019

Program Area(s): Professional Education

Supported Strategies:

Differentiated Instruction

Differentiating Instruction

Charlotte Danielson Framework

Instructional Coaching

5 Characteristics for High Quality Professional Development

Instructional Practices for an Effective Classroom

Reading Across the Curriculum PLCs - Professional Learning Communities

25 Quick Formative Assessments for a Differentiated Classroom

Teaching diverse learners in an inclusive setting

Description:

Teachers will receive professional development on instructional techniques, including differentiated instruction, cooperative learning, text dependent questioning, and effective instructional strategies from Doug Lemov's "Teach Like a Champion", Mike Schmoker's "Focus" and "Leading with Focus", and Carol Tomlinson's "Differentiated Instruction". Evidence of implementation will be completion of training and observation of practices in teacher classrooms. Training will be ongoing throughout the three year plan and will continue to build on teacher knowledge and skills. This will allow for the teaching of diverse learners in an inclusive setting with greater frequency and success.

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Start Date: 7/1/2018 End Date: 6/30/2021

Program Area(s): Professional Education

Supported Strategies:

Differentiated Instruction

Differentiating Instruction

Charlotte Danielson Framework

Instructional Coaching 5 Characteristics for High Quality Professional Development

Instructional Practices for an Effective Classroom

Reading Across the Curriculum

Data Walkthroughs

PLCs - Professional Learning Communities

25 Quick Formative Assessments for a Differentiated Classroom

Improving Language and Literacy acquisition

Description:

Teachers will receive professional development on instructional techniques, including differentiated instruction, reading across the curriculum, and instructional practices for an effective classroom, towards improving language and literacy acquistion. Evidence of implementation will be completion of training and observation of practice in teacher classrooms. Training will be ongoing throughout the three year plan and will continue to build on teacher knowledge and skills. Data should indicated increased performance on WIDA when taken by EL students and increased participation and performance in the regular education setting.

Start Date: 7/1/2018 End Date: 6/30/2021

Program Area(s):

Supported Strategies:

Differentiated Instruction

Differentiating Instruction

Instructional Practices for an Effective Classroom

Reading Across the Curriculum

PLCs - Professional Learning Communities

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Goal #4: Establish a district system that fully ensures each member of the district community promotes, enhances and sustains a shared vision of positive school climate and ensures family and community support of student participation in the learning process.

Related Challenges:

Establish a district system that fully ensures classrooms are staffed with highly qualified teachers.

Indicators of Effectiveness:

Type: Annual

Data Source: School district documents

School district data - attendance, discipline

Specific Targets: All stakeholders are trained and implementing the principles and practices of cultural proficiency.

Increased student attendance

Decrease in number and severity of discipline infractions

Strategies:

Cultural Proficiency

Description:

"Cultural proficiency is a model for shifting the culture of the school or district; it is a model for individual transformation and organizational change. Cultural proficiency is a mind-set, a worldview, a way a person or an organization make assumptions for effectively describing, responding to, and planning for issues that arise in diverse environments. For some people, cultural proficiency is a paradigm shift from viewing cultural differences as problematic to learning how to interact effectively with other cultures."

Exerpt from "Cultural Proficiency: A Manual for School Leaders", Third Edition, by Lindsey, Robins, and Terrell

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SAS Alignment: Standards, Assessment, Curriculum Framework, Instruction,

Materials & Resources, Safe and Supportive Schools

PDE's School Climate Surveys

Description:

http://www.paschoolclimatesruvey.org/Documents/AnalysisToolkit/PA-Guidelines-for-Using-AIRs-Conditions-for-Learning-Survey.pdf

Schools' efforts to implement programs and strategies designed to help all students achieve high academic standards are most effective if they include multiple components. One important component is to mitigate potentially negative effects of students' experiences by creating and maintaining within the school effective conditions for learning.

SAS Alignment: Safe and Supportive Schools

Parent Communication Strategies - Listserv, Blogs, Facebook,

Private and Secure Social Media Network, Online Gradebook

and/or Attendance Tracker, Podcasts, Text Messaging, Tumblr,

Twitter, Wikispaces, YouTube, Online/Paper Surveys

Description:

(Source: http://www.readingrockets.org/article/building-parent-teacher-relationships) Resource: http://effectivestrategies.wiki.caiu.org/Parent+Involvement

SAS Alignment: Materials & Resources, Safe and Supportive Schools

Implementation Steps:

Create and implement a cultural proficiency plan for all

stakeholders

Description:

The district will create a plan to increase the cultural proficiency and competency of all stakeholders. Using "Cultural Proficiency: A Manual for School Leaders" by Lindsey, Robins, and Terrell and "Courageous

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Conversations About Race" by Singleton, the district will offer professional development in cycles, beginning with administration, and moving progressively to instructional and support staff, students, parents, and community stakeholders.

Start Date: 7/1/2018 End Date: 6/30/2021

Program Area(s):

Supported Strategies:

Cultural Proficiency

Utilize Student Surveys

Description:

Using PDE's School Climate Survey Toolkit, perceptional data will be collected from students. A forum to discuss and identify issues, offer suggestions and improvements, and develop plans to implement improvements will be established and implemented.

The use of student surveys will become an ongoing practice and will be utilized at least annually by the district throughout the implementation of this plan.

Start Date: 7/1/2018 End Date: 6/30/2021

Program Area(s):

Supported Strategies:

PDE's School Climate Surveys

Recognition of Accomplishments

Description:

A system to regularly recognize and celebrate the accomplishments of staff and students will be created and implemented. The system will include

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publicity through district media - website, NASD TV, school district publications - and recognition ceremonies.

Start Date: 7/1/2018 End Date: 6/30/2019

Program Area(s):

Supported Strategies:

Parent Communication Strategies - Listserv, Blogs, Facebook, Private and Secure Social Media Network, Online Gradebook and/or Attendance Tracker, Podcasts, Text Messaging, Tumblr, Twitter, Wikispaces, YouTube, Online/Paper Surveys

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Appendix: Professional Development Implementation

Step Details

LEA Goals Addressed:

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

Strategy #1: Charlotte Danielson Framework

Strategy #2: Instructional Coaching

Strategy #3: Instructional Practices for an Effective Classroom

Strategy #4: Reading Across the Curriculum

Strategy #5: Data Walkthroughs

Strategy #6: 25 Quick Formative Assessments for a Differentiated Classroom

Start End Title Description

7/1/2018 6/30/2021 Implementing the Academic

Plan with fidelity

The Academic Plan provides a framework for instructional planning, delivery, and

reflection for all teachers. All professional staff will receive training on the

Academic Plan and will be responsible for consistent implementation. Principals

and curriculum supervisors will ensure implementation as part of teacher

evaluation, including observations and walkthroughs conducted on a regular basis.

Person Responsible SH S EP Provider Type App. Assistant

Superintendent 2.0 2 900 District Staff School

Entity Yes

Knowledge Teachers will understand research-based practices related to instructional planning, instructional delivery, and

reflection.

Supportive Research

Charlotte Danielson's Framework for Teaching

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Work of Hunter, Fisher and Fry, Burns, and Marzano

Doug Lemov's "Teach Like a Champion" techniques

Standards Aligned System

Mike Schmoker's "Leading with Focus"

Designed to Accomplish

For classroom teachers, school counselors and education specialists:

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

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

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

Training Format

Series of Workshops

Participant Roles

Classroom teachers

Principals / Asst. Principals

Grade Levels

Elementary - Primary (preK - grade 1)

Elementary - Intermediate (grades 2-5)

Middle (grades 6-8)

High (grades 9-12)

Follow-up Activities

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

Evaluation Methods

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

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Lesson modeling with mentoring

Joint planning period activities

Journaling and reflecting

Review of participant lesson plans

LEA Goals Addressed:

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

Strategy #1: Differentiated Instruction

Strategy #2: Differentiating Instruction

Strategy #3: Charlotte Danielson Framework

Strategy #4: Instructional Coaching

Strategy #5: 5 Characteristics for High Quality Professional Development

Strategy #6: Instructional Practices for an Effective Classroom

Strategy #7: Reading Across the Curriculum

Strategy #8: Data Walkthroughs

Strategy #9: PLCs - Professional Learning Communities

Strategy #10: 25 Quick Formative Assessments for a Differentiated Classroom

Start End Title Description

7/1/2018 6/30/2021 Teaching diverse learners in

an inclusive setting

Teachers will receive professional development on instructional techniques,

including differentiated instruction, cooperative learning, text dependent

questioning, and effective instructional strategies from Doug Lemov's "Teach Like a

Champion", Mike Schmoker's "Focus" and "Leading with Focus", and Carol

Tomlinson's "Differentiated Instruction". Evidence of implementation will be

completion of training and observation of practices in teacher classrooms. Training

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will be ongoing throughout the three year plan and will continue to build on teacher

knowledge and skills. This will allow for the teaching of diverse learners in an

inclusive setting with greater frequency and success.

Person Responsible SH S EP Provider Type App. Assistant

Superintendent, Curriculum Supervisors

2.0 6 900 District Staff School Entity

Yes

Knowledge Teachers will learn and implement various instructional techniques, including differentiated instruction and

cooperative learning.

Supportive Research

Charlotte Danielson's Framework for Teaching

Work of Hunter, Fisher and Fry, Burns, and Marzano

Mike Schmoker's "Focus" and "Leading with Focus"

Doug Lemov's "Teach Like a Champion"

Carol Tomlinson's "Differentiated Instruction"

Standards Aligned System

Designed to Accomplish

For classroom teachers, school counselors and education specialists:

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

For school and district administrators, and other educators seeking leadership

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

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roles:

Training Format

Series of Workshops

Participant Roles

Classroom teachers

Principals / Asst. Principals

Supt / Ast Supts / CEO / Ex Dir

Grade Levels

Elementary - Primary (preK - grade 1)

Elementary - Intermediate (grades 2-5)

Middle (grades 6-8)

High (grades 9-12)

Follow-up Activities

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

Joint planning period activities

Evaluation Methods

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

Review of participant lesson plans

Review of written reports summarizing instructional activity

Portfolio

LEA Goals Addressed:

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

Strategy #1: Differentiated Instruction

Strategy #2: Differentiating Instruction

Strategy #3: Instructional Practices for an Effective Classroom

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Strategy #4: Reading Across the Curriculum

Strategy #5: PLCs - Professional Learning Communities

Start End Title Description

7/1/2018 6/30/2021 Improving Language and

Literacy acquisition

Teachers will receive professional development on instructional techniques,

including differentiated instruction, reading across the curriculum, and instructional

practices for an effective classroom, towards improving language and literacy

acquistion. Evidence of implementation will be completion of training and

observation of practice in teacher classrooms. Training will be ongoing throughout

the three year plan and will continue to build on teacher knowledge and skills. Data

should indicated increased performance on WIDA when taken by EL students and

increased participation and performance in the regular education setting.

Person Responsible SH S EP Provider Type App. Assistant

Superintendent, Curriculum Supervisors

2.0 6 900 District Staff School Entity

Yes

Knowledge Teachers will learn and implement strategies that will allow for improve langauge and literacy acquisition,

particularly for ELL students.

Supportive Research

Reading Across the Curriculum

Differentiated Instruction

Instructional practices for highly effective classrooms.

Designed to Accomplish

For classroom teachers, school counselors and education specialists:

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

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

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attention given to interventions for struggling students.

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.

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

Training Format

Series of Workshops

Participant Roles

Classroom teachers

Principals / Asst. Principals

School counselors

Paraprofessional

Grade Levels

Elementary - Primary (preK - grade 1)

Elementary - Intermediate (grades 2-5)

Middle (grades 6-8)

High (grades 9-12)

Follow-up Activities

Creating lessons to meet varied student learning styles

Peer-to-peer lesson discussion

Lesson modeling with mentoring

Joint planning period activities

Evaluation Methods

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

Standardized student assessment data other than the PSSA

Classroom student assessment data

Review of participant lesson plans

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LEA Goals Addressed:

Establish a district system that fully ensures each member of the district community promotes, enhances and sustains a shared vision of positive school climate and ensures family and community support of student participation in the learning process.

Strategy #1: Cultural Proficiency

Start End Title Description

7/1/2018 6/30/2021 Create and implement a

cultural proficiency plan for all stakeholders

The district will create a plan to increase the cultural proficiency and competency of

all stakeholders. Using "Cultural Proficiency: A Manual for School Leaders" by

Lindsey, Robins, and Terrell and "Courageous Conversations About Race" by

Singleton, the district will offer professional development in cycles, beginning with

administration, and moving progressively to instructional and support staff,

students, parents, and community stakeholders.

Person Responsible SH S EP Provider Type App. Superintendent 2.0 18 900 Dr. Barbara Moore Williams Individual Yes

Knowledge

Participants will learn the the four tools regarding cultural proficiency: the cultural proficiency continuum,

barriers to cultural proficiency, essential elements of cultural proficiency, and the guiding principles of cultural

proficiency. Participants will be expected to apply their learning to their individual school settings.

Supportive Research

"Cultural Proficiency: A Manual for School Leaders" by Lindsey, Robins, and Terrell

"Courageous Conversations About Race" by Singleton

Designed to Accomplish

For classroom teachers, school counselors and education specialists:

Empowers educators to work effectively with parents and community partners.

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

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

Training Format

Series of Workshops

Participant Roles

Classroom teachers

Principals / Asst. Principals

Supt / Ast Supts / CEO / Ex Dir

School counselors

Paraprofessional

Classified Personnel

New Staff Other educational

specialists

Related Service Personnel

Grade Levels

Elementary - Primary (preK - grade 1)

Elementary - Intermediate (grades 2-5)

Middle (grades 6-8)

High (grades 9-12)

Follow-up Activities

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

Journaling and reflecting

Evaluation Methods

Participant survey

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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.

No signature has been provided

Board President

No signature has been provided

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.

We affirm that the school district has completed a 28 day public inspection and comment period as

required under 22 PA Code § 4.13 (d) prior to the school entity's governing board approval and

submission to the Department of Education (Bureau of Special Education).

No signature has been provided

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Board President

No signature has been provided

Superintendent/Chief Executive Officer