Saint Marys Area SD...3 11-26-2013 The Director of Curriculum emailed contact list and subcommittee rosters to all Planning Committee members. PDF copies of Parent, Staff, and Student

Saint Marys Area SD

District Level Plan

07/01/2015 - 06/30/2018

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District Profile

Demographics

977 S Saint Marys Rd Saint Marys, PA 15857 (814)834-7831 Superintendent: G. Brian Toth Director of Special Education: Robin Johnson

Planning Process The St. Marys Area School District has formed a committee from the stakeholders of the community

based on the requirements of the Comprehensive Planning directives from the Pennsylvania

Department of Education. On November 11, 2013, the St. Marys Area School board approved the

committee members. The District posted a request on the district webpage for any parent,

community member or interested people to contact the Superintendent's office and express an

interest in becoming a member of this Planning Committee. There was not an overwhelming

response but we did reach the minimum goals of having the minimum number in each required

category. Teachers, Administrators and Business names were collected and the board approved this

list. The current Strategic Plan expires on June 30, 2014 and has been a working document in the

district. The time spent developing the "Strategic Plan for 2008-2014 was a long process but has

driven the district in the right direction. When that document was written there were no Keystone

Exams, Chapter 4 had not been changed, the PSSAs and NCLB were all in place. Since then, there

have been numerous changes in mandates from PDE and we strive toward following all mandates

with the main goal of improving student achievement.

Timeline

8-26-2013 The Superintendent and Director of Curriculum post invitation to public on District

webpage for volunteers for planning committe. Memo sent to all buildings requesting teacher

representatives for planning committee.

11-11-2013 The planning committee is approved by the School Board.

11-25-2013 The initial Planning Committee meeting is conducted in the High School Library from

4:00 PM to 5:30 PM. In attendance:Jen Asti, MaryKay Candalor, Chris Casey, Joe Collins, Candy

Eckert, Suzann Erickson, Casie Fera, Cindy FinGado, Kevin Gilmore, Robert Grumley, Jenn Ingram,

Robin Johnson, Anna Kearney, Christine Kuhar, Katie Lomax, Robert Luchini, Rick Schatz, Joe

Schlimm, Margie Schlimm, Shane Schneider, Greg Snelick, Michele Tripodi, Amanda Vollmer, Kara

Vollmer, Dan Vollmer, Ginger Williams, Josh Williams, Eric Wonderling, Jim Wortman. Absent: Leslie

Barr, Jane Caretti, Patricia Rezmerski.

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11-26-2013 The Director of Curriculum emailed contact list and subcommittee rosters to all

Planning Committee members. PDF copies of Parent, Staff, and Student surveys provided to

members to review.

1-6-2014 Special Education Subcommittee meeting. Review narratives and data.4:00 PM - 5:00 PM.

In attendance: Mary Kay Cadalor, Suzann Erickson, Dan Vollmer, Kara Vollmer, Chairperson: Robin

Johnson. Review of Special Education Plan requirements and populated data and information from

District.

1-8-2014 Safe and Supportive Schools Subcommittee meeting. Review narratives and data. 4:00 PM

- 5:00 PM. In attendance: Suzann Erickson, Bob Grumley, Christine Kuhar, Joe Schlimm, Shane

Schneider, Ginger Williams, Chairperson: Joe Collins. Developed rough draft for CF 5.1, CF 5.2, Cf

5.4, CF 5.5, CF 5.6, CF 5.7, CF 5.8, and CF 5.9.

1-9-2014 Core Foundations Subcommittee meeting. Review narratives and data. 4:00 PM - 5:00 PM.

In attendance: Mary Kay Candalor, Casie Fera, Bob Grumley, Jenn Ingram, Christine Kuhar, Greg

Snelick, Michele Tripodi, Josh Williams, Ann Kearney Co-Chairpersons: Joe Collins and Jim

Wortman. The subcommittee divided into three groups: Elementary, Middle Level, and High School.

Each group was responsible to complete CF 1.1, CF 1.2, CF 2.1, CF 3.1, CF 3.2, CF 4.2, CF 4.4, and CF

4.5. Each group will submit responses to Joe Collins for entering into the plan.

1-14-2014 Needs Assessment Subcommittee meeting. Review narratives and data. 4:00 PM - 5:00

PM. In attendance: Bob Grumley, Christine Kuhar, Rick Schatz, Joe Schlimm, Josh Williams, Co-

Chairpersons: Joe Collins and Jim Wortman. The building principals are surveying their teachers on

the first four items in CF 7.1. Discussion on the school and district administrators professional

education. Concluded that the access to data is available, though the knowledge and technology to

access is not at the highest level. Strategies ensuring fidelity are in progress and developing. The

information about the induction program and mentors will be completed by Joe Collins and

presented at the next subcommittee meeting.

1-15-2014 Technology Subcommittee meeting. Review narratives and data. 4:00 PM - 5:00 PM

1-20-2014 Staff complete Needs Assessment survey.149 teachers completed the Needs Assessment.

The data collected will be presented to the full committee on January 30, 2014.

1-22-2014 Distributed the Off-line Building Level Plan document to the Building Principals: Dr. Josh

Williams - HS, Jim Wortman - MS, Robert Grumley - SSMSE, Christine Kuhar - Bennetts Valley/Fox

Township.

1-30-2014 Planning Committee meeting: Subcommittees present progress on District Level Plan.

Review survey data. Handout and review District Level Guiding questions. 4:00 PM – 5:30 PM HS

Library. In attendance: Jen Asti, MaryKay Candalor, Chris Casey, Joe Collins, Casie Fera, Cindy

FinGado, Kevin Gilmore, Jenn Ingram, Robin Johnson, Ann Kearney, Christine Kuhar, Rick Schatz, Joe

Schlimm, Margie Schlimm, Greg Snelick, Michele Tripodi, Amanda Vollmer, Kara Vollmer, Dan

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Vollmer, Ginger Williams, Josh Williams, Jim Wortman, Katherina Ramsay. Each subcommittee

presented on progress in their specific area of the plan. The data from the Parent, Student and

teacher surveys was given to the members for review. The District Level Guiding Questions with

System Characteristics were given to the members and will be discussed in subcommittees.

2-10-2014 Special Education Subcommittee meeting. 3:30 PM - 4:30 PM in HS Library. In

attendance: Jen Asti, MaryKay Candalor, Suzann Erickson, Chairperson: Robin Johnson, Katherina

Ramsay, Dan Vollmer, Kara Vollmer.

2-6-2014 Technology Subcommittee meeting. Edit narratives and review data. Answer Guiding

Questions related to Technology. 4:00 PM - 5:00 PM Library. In attendance: Chairperson - Kevin

Gilmore, Amanda Vollmer, and Josh Williams. Reviewed comments and concerns and began drafting

Technology Plan.

2-18-2014 Core Foundations Subcommittee meeting. Edit narratives and review data. Answer

Guiding Questions related to Curriculum, Instruction and Assessment. 4:00 PM - 5:00 PM Library. in

attendance: Co-Chairpersons: Joe Collins and Jim Wortman, Mary Kay Candalor, Casie Fera, Bob

Grumley, Christine Kuhar, Margie Schlimm, Greg Snelick, Michele Tripodi. Discussed District Level

Guiding Questions 1.1 - 4.3.

2-19-201 Safe and Supportive Schools Subcommittee meeting. Edit narratives and review data.

Answer Guiding Questions related to Safe and Supportive Programs. 4:00 PM - 5:00 PM Library. In

attendance: Chairperson - Joe Collins, Candy Eckert, Christine Kuhar, Joe Schlimm, and Ginger

Williams. Discussion of District Level Guided Questions 5.1 - 5.10.

2-20-2014 Needs Assessment Subcommittee meeting. Edit narratives and review subcommittee

answers to Guiding Questions. 4:00 PM - 5:00 PM Library. In attendance: Chairperson - Joe Collins,

Christine Kuhar, Rick Schatz, Josh Williams, and Jim Wortman. Discussion of District Level Guiding

Questions 10.1 - 13.7.

3-10-2014 Presentation of the Special Education Plan to the School Board 7:00 PM

3-11-2014 - 4-9-2014 Special Education Plan public review (Posted on District website)

4-7-2014 Technology Subcommittee meeting. Develop 3-year goal with action plan.. 4:00 PM - 5:00

PM HS Room 308. In attendance: Chairperson - Kevin Gilmore, Jenn Ingram, Rick Schatz, Amanda

Vollmer, Josh Williams. Completed narrative of telecommunication systems available for St. Marys

Area School District, weaknesses in the system, and future goals.

4-8-2014 Safe and Supportive Schools Subcommittee meeting. Develop 3-year goal with action

plan.. 4:00 PM - 5:00 PM Library. In attendance: Chairperson - Joe Collins, Suzanne Erickson,

Christine Kuhar, Joe Schlimm, Ginger Williams. Review of educational programs and identification of

areas of concern. Accomplishments of the district: motivational programs, referal process, and

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support services (aides, tutors, facilitators). Areas to expand: support beyond regular school hours

(homework clubs) and parent education on assessments and PA Core.

4-9-2014 Core Foundations Subcommittee meeting. Develop 3-year goals with action plan. 4:00

PM - 5:00 PM Library. In Attendance: Mary Kay Candalor, Chris Casey, Co-chair - Joe Collins, Casie

Fera, Jenn Ingram, Margie Schlimm, Greg Snelick, Michele Tripodi, Co-Chair - Jim Wortman.

4-10-2014 Needs Assessment Subcommittee meeting. Review Goals and action plans. 4:00 PM -

5:00 PM Library. In Attendance: Chairman - Joe Collins, Rick Schatz, Joe Schlimm, Josh Williams

4-14-2014 Board Approval of Special Education Plan

4-25-2014 Submission of Special Education Plan

5-15-2014 Planning Committee meeting: Review Comprehensive Plan Progress. 4:00 PM – 6:00 PM

Library. In attendance: Mary Kay Candalor, Chairman - Joe Collins, Suzann Erickson, Casie Fera,

Kevin Gilmore, Jenn Ingram, Robin Johnson, Ann Kearney, Christine Kuhar, Katherina Ramsay, Rick

Schatz, Joe Schlimm, Margie Schlimm, Greg Snelick, Michele Tripodi, Kara Vollmer, Dan Vollmer,

Ginger Williams, Josh Williams, Jim Wortman. Robin Johnson reviewed the Special Education Plan

that was submitted. The Plan was reviewed as a in-process document.

9-11-2014 Planning Committee meeting: Review and revise action plans. 4:00 PM – 6:00 PM Library

10-9-2014 Presentation of the District Level Comprehensive Plan to the School Board 7:00 PM

10-9-2014 – 11-9-2014 District Level Comprehensive Plan public review (Posted on District

website)

11-28-2014 Submission of District Level Comprehensive Plan

Mission Statement

Mission

Empowering learners by meeting their academic, social, cultural and career pathway

needs for the 21st century.

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Socially

Morally

Academically

with a Standards Aligned Curriculum

using Data Driven Decisions

Vision Statement

Vision

In partnership with parents and community, the St. Marys Area School District engages and

empowers learners to reach their full potential for today's and tomorrow's challenges.

Shared Values

Shared Values

The St. Marys Area School District is committed to:

Relationships: Quality Leadership, Quality Teaching, Quality Community Partnerships

Respect: A Safe and Supportive Environment

Responsibility: Artful Use of Available Resources in all Areas

Honor: Trust, Integrity, Honesty, and Expectations for the Best

Potential: A Continuous Learning Ethic

EDUCATIONAL GOALS

St. Marys Area School District holds the following tenets:

About Students and Learning

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All students can learn and achieve high standards with effort and support

Students learn in different ways and at different rates.

Students learn best when information is relevant, interesting and involves them as active

learners and problem solvers.

Motivation matters and all students possess a natural desire to learn.

Students learn with and through others.

About Quality Teaching

Requires a highly qualified and effective teacher in every classroom in every school

Necessitates a concentrated focus on evidence based teaching and learning for all with targeted

assistance for struggling students, subgroups and staff.

Recognizes that reading is the underpinning of all instruction

Ensures that the standards are at the heart of all teaching and that each lesson is focused on

meeting identified standards

Utilizes effective questioning techniques, formal and informal assessment tools to provide

continuous feedback as to how students are meeting the standards

Builds upon students’ strengths and respects individual differences using a variety of flexible

groupings based upon available data creating a community of learners.

Models what student should learn

About Learning Communities

Cultivate authentic relationships with families, community, business and post secondary

education institutions.

Require a trusting, collaborative learning community dedicated to collective professional

accountability and continuous improvement

Focus on powerful knowledge with an emphasis on understanding rather than memorization

Emphasize powerful knowledge that is standards based, important, validated and provides the

basis for further learning.

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Scaffolds the fundamentals of reading, writing, mathematics, science and social studies to

support independent purposeful learning and problem solving

Addresses meta-cognition and supports self reflection and higher order thinking

Educational Community

Organization Description The St. Marys Area School District located in Elk County, Pennsylvania, is comprised of the City of St.

Marys and the Townships of Benezette, Fox, and Jay. The district encompasses a land area of

approximately three hundred square miles. The St. Marys Area School District is a third class school

district and is divided into three regions for purposes of electing its board of school directors, nine

members who are elected on a staggered basis for four-year terms. A fifteen year district population trend

shows a low of 2,114 students and a high of 2,651 students, with the most recent year, 2014-15, having

2,114, students. There is an expectation that this number may continue to decrease slightly over the next

few years.

The school district is currently organized in the following grade level structure:

a) Three schools with grades kindergarten through five with a current student population of 145, 152,

and 613.

b) One school with grades six through eight with a current population of 508.

c) One school with grades nine through twelve with a population of 686.

Additionally, there is a partial hospitalization building operated by the Dickenson, Inc. located on the Elk

Regional Health Systems complex. This is a day treatment program, combining mental health therapies

with academic instruction. The St. Marys Area School District population in this facility averages ten

students. We have just opened our DUTCH ACADEMY for online learning as a "trial" for the school year

2013-14.

The smallest elementary school, Bennetts Valley Elementary, was originally constructed in 1922 with

additions and renovations in 1942, 1957, and 1994. The Fox Township Elementary School was built in

1963 with renovations in 1968, 1970, and 1994. The largest elementary school, South St. Marys Street

Elementary, was originally constructed in 1924 with renovations in 1954, 1960, and 1992. The St. Marys

Area Middle School was constructed in 1973 and the St. Marys Area High School was built in 1969.

The district employs approximately _281___ people, who includes custodial and maintenance employees

contracted through Aramark, in the following categories:

a) __ 15____ Administrators (2 are Aramark employees)

b) __148____ Professional/Instructional

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c) __ 29____ Custodial/Maintenance (Aramark employees)

` d) __89____ Support

St. Marys Area School District contracts out the transportation and maintenance/custodial services.

Within the St. Marys Area School District there is a substantial private school population for which St.

Marys Area School District provides an array of services including transportation.

The organizational hierarchy of the district shows a current position of superintendent with direct line

positions of assistant superintendent in charge of curriculum, instruction, building principals and federal

programs, a supervisor of special education and special services and building principals. The district

recently established a four-year contract with transportation and a five-year contract with

maintenance/custodial service providers, as well as a four-year professional contract which expires on

June 30, 2010.

The district offers a full-day kindergarten, Student Assistance Program at the secondary levels, computer

labs and classrooms all with Internet access. The high school and two elementary buildings have wireless

Internet access. During this current school year (2013-14) the districtt has provided students with new

laptops in English, science and social studies. These are replacement for the original CFF computers

purchased in 2007.

The district has an Outdoor Classroom with Internet connectivity, a fish hatchery and a hands-on science

inquiry model that engages students in the outdoor activities available in the community and surrounding

areas. This is located adjacent to the Middle School and is used in many of our science class units for

hands on approach to learning. The continued growth of this program is partly due to the commitment of

the industries in the area and grants.

Each school has Guidance, nursing and librarians on staff. The high school offers curriculum for

advanced students as well as Career and Technology Training, and Dual Enrollment Program.

The St. Marys Area School District continues to strive to meet the NCLB benchmarks. Attendance at the

schools consistently tops the 90% and we continue to meet the graduation rates required by NCLB.

Enrollment data indicates that over the past 6 years there has been a substantial decline in total district

enrollment. It also projects an addition decline in the future.

Planning Committee Name Role

Jen Asti Parent

MaryKay Candalor Parent

Jane Caretti Parent

Chris Casey Middle School Teacher - Regular Education

Joe Collins Administrator

Candy Eckert Parent

Suzann Erickson Ed Specialist - School Psychologist

Casie Fera Middle School Teacher - Regular Education

Kevin Gilmore Instructional Technology Director/Specialist

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Jenn Ingram Elementary School Teacher - Regular Education

Robin Johnson Special Education Director/Specialist

Christine Kuhar Administrator

Kate Lomax Community Representative

Robert Luchini Board Member

Noel Petrosky Administrator

Katherina Ramsay Elementary School Teacher - Special Education

Patricia Rezmerski Board Member

Rick Schatz Business Representative

Joe Schlimm Administrator

Margie Schlimm Elementary School Teacher - Regular Education

Shane Schneider Business Representative

Greg Snelick Secondary School Teacher - Regular Education

Leslie Swope Community Representative

Brian Toth Administrator

Michele Tripodi Secondary School Teacher - Regular Education

Amanda Vollmer Elementary School Teacher - Regular Education

Kara Vollmer Elementary School Teacher - Special Education

Dan Vollmer Elementary School Teacher - Special Education

Josh Williams Administrator

Ginger Williams Administrator

Eric Wonderling Business Representative

Jim Wortman Administrator

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Core Foundations

Standards

Mapping and Alignment

Elementary Education-Primary Level

Standards Mapping Alignment

Arts and Humanities Developing Developing

Career Education and Work Accomplished Accomplished

Civics and Government Non Existent Non Existent

Common Core Standards: English Language Arts Developing Developing

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

Needs Improvement

Needs Improvement

Common Core Standards: Mathematics Developing Accomplished

Economics Non Existent Non Existent

Environment and Ecology Developing Developing

Family and Consumer Sciences Non Existent Non Existent

Geography Developing Developing

Health, Safety and Physical Education Accomplished Accomplished

History Developing Developing

Science and Technology and Engineering Education Needs

Improvement Needs

Improvement

Alternate Academic Content Standards for Math Non Existent Non Existent

Alternate Academic Content Standards for Reading Non Existent Non Existent

American School Counselor Association for Students Developing Developing

Early Childhood Education: Infant-Toddler→Second Grade

Developing Developing

English Language Proficiency Accomplished Accomplished

Interpersonal Skills Accomplished Accomplished

School Climate Accomplished Accomplished

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

We have been focusing on our math and reading meeting the diverse needs of our students at this level. The mapping and alignment of these standards was been intense in those two areas with the changes to the PA CORE. Those listed as non-existent are not currently on the forefront. The priorities have been the math and reading. We do not offer Pre-K at this time. There are agencies and businesses in the community that offer the Pre-K and we work with them for transitioning into K.

Elementary Education-Intermediate Level


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Career Education and Work Accomplished Accomplished

Civics and Government Developing Developing



Needs Improvement

Needs Improvement

Common Core Standards: Mathematics Developing Developing

Economics Developing Developing


Family and Consumer Sciences Needs

Improvement Needs

Improvement




Science and Technology and Engineering Education Needs

Improvement Needs

Improvement

Alternate Academic Content Standards for Math Developing Developing

Alternate Academic Content Standards for Reading Developing Developing


English Language Proficiency Accomplished Accomplished




Our elementary program has been focusing on the PSSA main core subjects and integrating those into the other content areas. We are completing the cycle of the Strategic Plan and are not entering into the "new adoption" of either the printed textbooks or the e-books. Research is currently looking at the pros and cons.

Middle Level



Career Education and Work Needs

Improvement Needs

Improvement


Common Core Standards: English Language Arts Needs

Improvement Developing


Needs Improvement

Needs Improvement





Geography Needs

Improvement Needs

Improvement

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Health, Safety and Physical Education Needs

Improvement Accomplished


Science and Technology and Engineering Education Developing Developing

Alternate Academic Content Standards for Math Developing Developing

Alternate Academic Content Standards for Reading Developing Developing


English Language Proficiency Developing Developing

Interpersonal Skills Developing Developing


World Language Developing Developing


6th Grade Social Studies mapping needs attention. Subject is distributed among 4 different teachers. PA Core formal integration is needed for the Social Studies and Science subject areas. Career Education and Work is inconsistent and needs specific emphasis: who, what, where, nad when. ELA combines Reading and English class in our school setting. Health and Physical Edycation do not have an official map but both have 9 week plans. ASCA and Interpersonal Skills are emphasized specifically in Success @ 6.; Camp Mountain Run Leadership; and 7th Grade Career Education. Still, there needs to be additional mapping and formatting.

High School Level


Arts and Humanities Needs

Improvement Needs

Improvement

Career Education and Work Developing Developing




Developing Developing







History Needs

Improvement Needs

Improvement

Science and Technology and Engineering Education Developing Developing

Alternate Academic Content Standards for Math Accomplished Accomplished

Alternate Academic Content Standards for Reading Accomplished Accomplished


English Language Proficiency Developing Developing


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School Climate Developing Developing

World Language Accomplished Accomplished


The family and consumer science classes were discontinued and those standards were incorporated into the social studies, health and science classes. This will need to be reviewed as time permits.

Adaptations


No standards have been identified for this content area.



Middle Level

Science and Technology and Engineering Education

High School Level


Explanation for any standards checked:

The Middle Level Science department is transitioning to STEM. The grade level science courses are bringing in activities and resources to align to the STEM requirements.

Curriculum

Planned Instruction


Curriculum Characteristics Status

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

Developing

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

Developing

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

Developing

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

Developing

Processes used to ensure Accomplishment:

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The use of teacher developed lesson plans following the written curriculum is what drives the instruction. There are curriculum maps, common assessments, calendars for the pacing of content, data, observations and walk throughs, professional development that varies by department, grade level and departartment meetings and also the use of combined data on individual students on our SIS and also on the softward ONHANDS.

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

This narrative is empty.




Developing


Developing


Developing


Developing





Middle Level



Developing


Developing


Developing


Developing

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High School Level



Developing


Developing


Developing


Needs Improvement




Interdisciplinary Team meetings are held monthly to develop curriculum maps and common assessments. The objective of the process is to develop consistency among the assessments, competencies, and assessment of student knowledge.

Modification and Accommodations

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

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The District utilizes Classroom Aides, tutors, and Facilitators to assist with small group

interventions. The classroom instruction consists of whole group and flexible small group

instruction at all levels. Preferential seating, large print, written notes provided, visual ques,

auditory recorded lessons, online material and print material is used to accomodate the

special needs of students in the regular education classroom.

Instruction

Instructional Strategies

Formal classroom observations focused on instruction

Walkthroughs targeted on instruction

Annual Instructional evaluations

Regular Lesson Plan Review

Administrators

Building Supervisors

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

We currently have the differentiated supervision model that we use to observe and evaluate teachers based on the Charlotte Danielson Model and training from the TEACHSCAPE program that the PDE implemented as part of the ACT 82.

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

We do not use peer evaluation although teachers do have permission to observe colleagues with their permission. They have access to SAS and the consultants from the Intermediate Untie #9. With the public school resources dwindling because of increased mandates and the draining of the budget from cyber/charter schools the peer evaluation/coaching and the instruction coaching are not possible. We have applied for grants with no success. Our free and reduced rates are not typically within the priority list of schools chosen for those grants. As far as the Lesson Plan Review we have departments/grade levels doing lesson planning together and developing solid, measureable plans.

Responsiveness to Student Needs


Instructional Practices Status

Structured grouping practices are used to meet student needs. Full

Implementation

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

Full Implementation

Differentiated instruction is used to meet student needs. Full

Implementation

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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.

Full Implementation

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

Two of our elementary schools use the DAILY FIVE and the other elementary school is promoting this within grade levels. Those two elementary schools have also been PDE approved as RTII in reading. The district employs tutors who work with the teachers to meet the individualized needs of students in math and reading.



Structured grouping practices are used to meet student needs. Full

Implementation


Full Implementation

Differentiated instruction is used to meet student needs. Full

Implementation


Full Implementation


Two of our elementary schools use the DAILY FIVE and the other elementary school is promoting this within grade levels. Those two elementary schools have also been PDE approved as RTII in reading. The district employs tutors who work with the teachers to meet the individualized needs of students in math and reading. The elementary students use SUCCESSMAKER curriculum for math and reading for 15 minutes in each of those content areas.

Middle Level


Structured grouping practices are used to meet student needs.

Implemented in 50% or more of

district classrooms



district classrooms

Differentiated instruction is used to meet student needs.


district classrooms

A variety of practices that may include structured grouping, flexible Implemented in

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scheduling and differentiated instruction are used to meet the needs of gifted students.

less than 50% of district

classrooms


Gifted student differentiation needs improvement.

High School Level


Structured grouping practices are used to meet student needs.


district classrooms



district classrooms

Differentiated instruction is used to meet student needs.


district classrooms


Full Implementation



Recruitment

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

The District utilizes tutors within the elementary and middle level schools. The majority of these tutors are licensed instructors. Having them within the district, we are able to conduct professional development with them to assist in preparing for any openings the district may have. In the event that an opening occurs where we do not have a certified person within the district, the process of advertising, reviewing credentials and interviewing takes place. During the paper review, the candidates transcripts and application are reviewed to determine if the certification and background experience best meets the need. The interview is conducted by a team of administrators. This process assists in narrowing down the field. The top three candidates are proposed to the Superintendent. After discussion, the three candidates, with a description of strengths and weaknesses, is provided to the Board of Directors for the final decision. The Board of Directors has the option to bring in all three candidates for a final review.

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Assessments

Local Graduation Requirements

Course Completion SY 13-

14 SY 14-

15 SY 15-

16 SY 16-

17 SY 17-

18 SY 18-

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Total Courses 31.00 31.00 31.00 31.00 31.00 31.00

English 4.00 4.00 4.00 4.00 4.00 4.00

Mathematics 4.00 4.00 4.00 4.00 4.00 4.00

Social Studies 3.00 3.00 3.00 3.00 3.00 3.00

Science 3.00 3.00 3.00 3.00 3.00 3.00

Physical Education 4.00 4.00 4.00 4.00 4.00 4.00

Health 1.00 1.00 1.00 1.00 1.00 1.00

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

3.00 3.00 3.00 3.00 3.00 3.00

Electives 9.00 9.00 9.00 9.00 9.00 9.00

Minimum % Grade Required for Credit (Numerical Answer)

70.00 70.00 70.00 70.00 70.00 70.00

2014 Graduation Specifics

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

Reading

Local Assessments aligned with State Standards

Writing


Mathematics


Local Assessments

Standards WA TD NAT DA PSW Other

Arts and Humanities X X

Career Education and Work X

Civics and Government X

Common Core Standards: English Language Arts

X

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X

Common 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


X

World Language X

2015 and beyond Graduation Requirement Specifics


English Language and Composition

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

English Literature


Mathematics


Science & Technology


Environment & Ecology


2017 and beyond Graduation Requirement Specifics


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Biology or Chemistry


American History, Civics/Government, or World History


Methods and Measures

Summative Assessments

Summative Assessments EEP EEI ML HS

Evaluation of Portfolios of Student Work X X X X

Keystone Exams X X

PASA X X X X

Scientific Experiments X X X X

Textbook Assessments X X X X

Works of Art, Musical, Theatrical, or Dance X X X

Teacher Developed Assessments X X X

NAEP X

PSSA X X

Benchmark Assessments

Benchmark Assessments EEP EEI ML HS

Textbook Assessments X X X

AIMSWEB X X

STAR Enterprise X X

LEA Mathematics Series X X

LEA Reading Series X X

Study Island X

Locally developed anchor assessments X X X

Formative Assessments

Formative Assessments EEP EEI ML HS

Demonstration, performance, products and projects X X X X

Diagnostic Assessments X X X X

Evaluations of Portfolios of Student Work X X X

Exit Tickets X X X X

Fitness Assessments X X X X

Progress Monitoring X X X X

Response Cards X X X

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Scientific Experiments X X X X

Teacher Developed CBE's X X X X

Textbook Assessments X X X X

Works of Art, Musical, Theatrical or Dance X X X X

Written Work by Students X X X X

Diagnostic Assessments

Diagnostic Assessments EEP EEI ML HS

Adapted Physical Education Assessment X X X X

Classroom Diagnostic (CDT) X X

Textbook Assessments X X

Validation of Implemented Assessments

Validation Methods EEP EEI ML HS

External Review

Intermediate Unit Review

LEA Administration Review X X

Building Supervisor Review X X X X

Department Supervisor Review X X

Professional Learning Community Review

Instructional Coach Review

Teacher Peer Review X X

Provide brief explanation of your process for reviewing assessments.

Assessments are reviewed by teachers and administrators before determining the selected benchmark assessment. Pilot trials were completed and reports utilized to help increase the knowledge and help provide ideas in usefulness of tool.

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.

Core area teachers of the Middle Level and High School Level have been meeting to create

common assessments to provide a common measurement on the courses. The data from the

common assessments will be analyzed in a comparison to state assessments and Classroom

Diagnostic Tools. The common assessments will be reviewed annually to ascertain if

adjustments are needed in the structure or content of the assessments.

We will have our students taking the KEYSTONE exams and doing the Project Based

Assessment developed by the State.

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Collection and Dissemination

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

We use ONHANDs for dissemination of STAR growth, AR, PSSA, KEYSTONE district wide.

Teachers have log-ons for the students currently enrolled in their classes. This is specific

information for past years and current years including data on discipline, attendance,

current grades and assessments.

The Elementary teachers have data team meetings quarterly, the MS teachers have monthly

meetings with their teams using the Middle School grade level tracking concept. The High

School has department meeetings with the building administrator heading these meetings

reviewing the data in the core areas. All reporting teachers have log ons for the PVAAS data

on their students. They work on developing common assessments matched to the PACC.

When the data from the state assessments is released the administrative team meets and

analyzes the data for the district and building level looking for deficiencies and strenghts.

We then look for root causes. We review the faculty data from the results of their student

scores and analyze which faculty members appear to be more effective and then dig deeper

to analyze their methodogies.

We use POWER SCHOOL as our Student Information Management System which allows

parents to track their child's assignments, grades, attendance and discipline.

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.

We do initial screening for incoming Kindergarten to determine the level of entrance.

We use STAR assessments as well as local benchmark assessments to identify strenghts and

weakness and the growth over the year.

RTII referrals are used at the elementary level.

We employ tutors at each building to assist working with students on areas that the teacher

identifies through these assessments and through local assessments as well.

Middle School uses the STUDY ISLAND to do benchmarking and this data is used to guide

the instructional practices and also the work with the tutoring program.

Each day there is an "Homeroom/Activity/Tutor" period. This is the time that the students

can be pulled to work individually or in small groups with our tutors and/or teaches

assigned to specific content areas.

High School students are give CDTs (Classroom Diagnostic Tools) assessments and local

benchmark assessments to identiy a student's strength and weakness. This is done for

math, reading and science. The teachers then can use the data to break the students into

grouping and provide additional instruction based on the student's needs. The students

may also receive further assistance through district facilitators of which we have 3 full-time

people in those position. This would include students who need extra assistance in their

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current course work.

Assessment Data Uses

Assessment Data Uses EEP EEI ML HS

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

X X X X

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

X X X X

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

X X X X

Instructional practices modified or adapted to increase student mastery.

X X X X

Provide brief explanation of the process for incorporating selected strategies.

The district has found a benefit of analyzing the data from the state assessments and drilling down to individualize interventions for the students. The teachers are aware of the eligible content and provide additional instruction/practice in areas of need. Common Grade Level and Core Subject assessments are created to monitor the progress of the students understanding of the content throughout the school year.

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

All strategies are utilized.

Distribution of Summative Assessment Results

Distribution Methods EEP EEI ML HS

Course Planning Guides

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

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Mass Phone Calls/Emails/Letters

Newsletters X X X X

Press Releases X X X X

School Calendar

Student Handbook

Provide brief explanation of the process for incorporating selected strategies.

When the data is received from the state we send the parent letters home through the mail, present the summative data at the team administrative meeting, the faculty meetings and the School Board Meeting. We have the press at the board meeting and the results are published in the area newspapers. Individual meetings are held with students and parents so that they understand if their child is placed in a remediation and the purpose of that class. We link the PA School Performance Profile site on our webpage.

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

The student handbooks are printed in early summer before the release of the data but we do use a brochure for our district showing the assessment results. School calendar does list the assessment dates but not the results. This could be considered in the future. Course planning guides could be adjusted to meet the areas of weakness/need in the various content areas if there is a grade level and/or district gap in meeting the proficiency benchmarks. With the implementation of the PA Performance Profile the link to the site is linked on our webpage.

Safe and Supportive Schools

Assisting Struggling Schools

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

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

The district has emphasized the analysis and functional use of data to drive instruction. The

process continues through grade level, core, and building level meetings to analyze the

pertinent data from various sources. The district is also committed to providing additional

academic assistance in the form of instructional aides, tutors and facilitators who assist

with interventions and remediation.

The building administrators meet monthly to review trends in the data and discuss

transitional plans from level to level.

Our High School is listed in the bottom 15% of the state for the Opportunity Scholarship

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Credit Program. Our scores on the KEYSTONES for the Spring 2013 administration showed

a need for improvement in the instructional and curriculum areas for the math (Algebra 1)

and Literature. Changes were made immediately providing students with remediation

courses and adjustments in the instructional strategies. The scores for Winter and Spring

2014 have shown considerable improvement in the percentages of students reaching the

proficiency levels.

During the Professional Development Committee Meeting to determine the needs of our

faculty we were informed that they would be interested in having specific examples of

instruction in the PA Common Core so that students would have the deeper understanding

of those standards. We will begin to search for appropriate professional development to

meet the instructional requests for that professional development.

Programs, Strategies and Actions

Programs, Strategies and Actions EEP EEI ML HS

Biennially Updated and Executed Memorandum of Understanding with Local Law Enforcement

X X X X

School-wide Positive Behavioral Programs X X X X

Conflict Resolution or Dispute Management X X X X

Peer Helper Programs X X X X

Safety and Violence Prevention Curricula X X X X

Student Codes of Conduct X X X X

Comprehensive School Safety and Violence Prevention Plans

X X X X

Purchase of Security-related Technology X X X X

Student, Staff and Visitor Identification Systems X X X X

Placement of School Resource Officers X X X X

Student Assistance Program Teams and Training 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:

In the Primary and Intermediate Elementary Levels, Student Assistance Program is not utilized. In place of the SAP Program, the elementary schools utilize the LIFE and HOPE Programs provided by Dickenson Mental Health. The programs bring certified counselors into the buildings to provide education and support for the students identified for need.

Identifying and Programming for Gifted Students

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

28

Mentally gifted is defined as “outstanding intellectual and creative ability the development

of which requires specially designed programs or support services, or both, not ordinarily

provided in the regular education program. “Your child may be eligible for gifted education

if your child:

1. Is a year or more above grade achievement level for the normal age group in one or

more subjects;

2. Demonstrates an observed or measured rate of acquisition/retention of new

academic content or skills that reflect gifted ability;

3. Demonstrates achievement, performance, or expertise in one or more academic

areas;

4. Shows early and measured use of high level thinking skills, academic creativity,

leadership skills, intense academic interest areas, communication skills, foreign language

aptitude, or technology expertise;

5. Has documented, observed, validated, or assessed evidence that intervening factors

are masking gifted ability

In compliance with state and federal law, the St. Marys Area School District utilizes a system

to locate and identify all students within the district who are thought to be gifted and in

need of specially designed instruction. The term mentally gifted includes a person who has

an IQ of 130 or higher and other factors (listed below) that indicate gifted ability. Gifted

ability cannot be based on IQ score alone. If the IQ score is lower than 130, your child may

be admitted to gifted programs when other conditions strongly indicate gifted ability. The

other factors to be considered include:

Achievement test scores that are a year or more above level;

Observed or measured acquisition/retention rates that reflect gifted ability (i.e. how

quickly your child learns new concepts or information, and how long he or she remembers

it);

Achievement, performance, or expertise in one or more academic areas that

demonstrates a high level of accomplishment;

Higher level thinking skills;

Documented evidence that intervening factors are masking gifted ability.

29

The Gifted Multidisciplinary Evaluation (GMDE) is a process to gather the information that

will be used to find out if your child qualifies for gifted education and, if so, the types of

programs and services needed.

All evaluations needed to determine your child’s eligibility for gifted programs and services

will be provided by your child’s school district at no charge to you. You may, at your own

expense, obtain an independent evaluation by a qualified professional that the school

district must consider in any decision regarding the provision of gifted education. The

evaluations must look at all information relevant to your child’s suspected giftedness. This

includes academic functioning, learning strengths, and educational needs. The process

must also include information from you or others who know your child. Information

provided by your child may also be used.

The Gifted Multidisciplinary Team (GMDT) reviews all materials and prepares a Gifted

Written Report (GWR) that recommends whether your child is gifted and needs specially

designed instruction.

The Gifted Individualized Education Program (GIEP) team reviews the recommendation

from the GMDE that are in the GWR and determines whether your child is gifted. If the GIEP

team decides your child is gifted and in need of gifted education, the team writes the GIEP at

the meeting. The GIEP is based on the unique needs of the gifted student, not just on the

student’s classification; enables the gifted student to participate in acceleration or

enrichment programs, or both, as appropriate, and to receive services according to the

student’s intellectual and academic abilities and needs.

The placement must enable the provision of specially designed instruction based on the

student’s need and ability; ensure the student is able to benefit meaningfully from the rate,

level, and manner of instruction; and provide opportunities to participate in acceleration or

enrichment, or both. These programs must go beyond the program the student would

receive as part of his or her general education.

Developmental Services

Developmental Services EEP EEI ML HS

Academic Counseling X X X X

Attendance Monitoring X X X X

Behavior Management Programs X X X X

Bullying Prevention X X X X

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Career Awareness X X X X

Career Development/Planning X X

Coaching/Mentoring X

Compliance with Health Requirements –i.e., Immunization

X X X X

Emergency and Disaster Preparedness X X X X

Guidance Curriculum

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 X X

Wellness/Health Appraisal X X X X

Explanation of developmental services:

A Guidance Curriculum is implemented in all buildings. The district-wide curriculum is being developed to reinforce the School Counselor Association Model.

Diagnostic, Intervention and Referral Services

Diagnostic, Intervention and Referral Services EEP EEI ML HS

Accommodations and Modifications X X X X

Administration of Medication X X X X

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

Assessment/Progress Monitoring X X X X

Casework X X X X

Crisis Response/Management/Intervention X X X X

Individual Counseling X X X X

Intervention for Actual or Potential Health Problems X X X X

Placement into Appropriate Programs X X X X

Small Group Counseling-Coping with life situations X X X X

Small Group Counseling-Educational planning X X X X

Small Group Counseling-Personal and Social Development

X X X X

Special Education Evaluation X X X X

Student Assistance Program X X

LIFE X X

HOPE X X

CAAPSE X X X X

Explanation of diagnostic, intervention and referral services:

In the Elementary Education Primary, small group counseling takes place to educate the students on Type I Diabetes. The LIFE, HOPE and CAAPSE are contracted services through

31

the Mental Health local agencies. The referrals are made through parents, teachers or support staff.

Consultation and Coordination Services

Consultation and Coordination Services EEP EEI ML HS

Alternative Education 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

Explanation of consultation and coordination services:

Case and Care Management is completed by outside agencies dealing with mental Health.

Communication of Educational Opportunities

Communication of Educational Opportunities EEP EEI ML HS

Course Planning Guides

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



Local Media Reports X X X X

Website X X X X

Meetings with Community, Families and Board of Directors

X X X X

Mass Phone Calls/Emails/Letters X X X X

Newsletters X X X X

Press Releases X X X X

School Calendar

Student Handbook X X X X

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Communication of Student Health Needs

Communication of Student Health Needs EEP EEI ML HS


Individual Screening Results X X X X


Website X X X X

Meetings with Community, Families and Board of Directors

X X X X

Newsletters X X X X

School Calendar X X X X

Student Handbook X X X X

Frequency of Communication

Elementary Education - Primary Level

Monthly

Elementary Education - Intermediate Level

Monthly

Middle Level

Monthly

High School Level

Monthly

Collaboration for Interventions

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

Data team meetings are conducted at least quarterly. The classroom teacher and

administration review the data collected and determine needs and strengths of students.

The classroom teacher develops the necessary interventions and provides guidance to

tutors, and facilitators to deliver the interventions. The classroom teachers communicate

with tutors, aides and facilitators through district e-mail and face-to-face meetings during

prep periods and befor and after school.

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

33

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

During the summer, in cooperation with Dickenson Mental Health, a Kindergarten Camp is

held for children entering Kindergarten. The camp provides an extra orientaion to school

and provides parents with information of the various programs that are available. Each

elementary building also conducts a kindergarten orientation prior to the start of the school

year. The teachers and administrators preview transportation, transitions, curriculum,

school activities, programs, and expectations.

Preschool Agency Coordination

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

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

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

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

The Special Education department attends transition meetings for students transiitioning

from community operated cebnters to the District. The District has a working relationship

with the supervisor of the Head Start program within the area.

Materials and Resources

Description of Materials and Resources


Material and Resources Characteristics Status

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

Developing

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

Accomplished

Accessibility for students and teachers is effective and efficient Accomplished

Differentiated and equitably allocated to accommodate diverse levels of Accomplished

34

student motivation, performance and educational needs

Provide explanation for processes used to ensure Accomplishment.

The exisiting materials are reviewed by teachers and administrators to demonstrate alignment to the new PAC standards. Materials are being identified to supplement wehre needed. We are also getting a projection of purchased/adopting new textbook series as we move forward with the PA Core Standards. All teachers have SAS (Standards Aligned System) log ons and passwords to access the resources and materials provided by the state. They also can access the resources linked on the PA Performance Profie site.

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





Developing


Accomplished


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

Accomplished


The exisiting materials are reviewed by teachers and administrators to demonstrate alignment to the new

PAC standards. Materials are being identified to supplement wehre needed. We are also getting a

projection of purchased/adopting new textbook series as we move forward with the PA Core Standards.

All teachers have SAS (Standards Aligned System) log ons and passwords to access the resources and

materials provided by the state. They also can access the resources linked on the PA Performance Profie site.



Middle Level



Developing


Accomplished


35


Accomplished









High School Level



Developing


Accomplished



Accomplished









SAS Incorporation


Standards Status

Arts and Humanities Implemented in 50% or more of

district

36

classrooms

Career Education and Work


district classrooms

Civics and Government Full

Implementation

Common Core Standards: English Language Arts Full

Implementation


Full Implementation

Common Core Standards: Mathematics Full

Implementation

Economics


district classrooms

Environment and Ecology

Implemented in less than 50% of

district classrooms

Family and Consumer Sciences Not Applicable

Geography


district classrooms

Health, Safety and Physical Education Full

Implementation

History


district classrooms



district classrooms

Alternate Academic Content Standards for Math Not Applicable

Alternate Academic Content Standards for Reading Not Applicable

American School Counselor Association for Students Not Applicable

Early Childhood Education: Infant-Toddler→Second Grade


district classrooms

English Language Proficiency Full

Implementation

Interpersonal Skills Full

Implementation

School Climate Full

Implementation

37

Further explanation for columns selected "

SAS materials and resource will be used as we move forward on the PA Core and work on our curriculm maps. Teachers have found that the lessons that are in the SAS are not of high quality or easily adapted for our students. The assessments in the assessment banks are incomplete and also some questions provided have incorrect answers. There appears to be a lack of time on the part of teachers with the increased mandates that are required of their time. We will continue to provide in-service on the use of SAS but if they do not buy into the program it becomes very difficult, particularly when the above standards listed do not have many resources in the SAS Program.


Standards Status

Arts and Humanities


district classrooms



district classrooms

Civics and Government


district classrooms


Implementation


Full Implementation


Implementation

Economics


district classrooms



district classrooms

Family and Consumer Sciences


district classrooms

Geography


district classrooms


Implementation

38

History


district classrooms



district classrooms





Implementation

Interpersonal Skills Full

Implementation

School Climate Full

Implementation



Middle Level

Standards Status

Arts and Humanities


district classrooms



district classrooms



district classrooms


Implementation


Full Implementation


Implementation

39

Economics


district classrooms



district classrooms



district classrooms

Geography


district classrooms


Implementation

History


district classrooms



district classrooms





Implementation

Interpersonal Skills


district classrooms

School Climate


district classrooms

World Language


district classrooms


SAS materials and resource will be used as we move forward on the PA Core and work on our curriculm maps. Teachers have found that the lessons that are in the SAS are not of high quality or easily adapted for our students. The assessments in the assessment banks are incomplete and also some questions provided have incorrect answers.

40

There appears to be a lack of time on the part of teachers with the increased mandates that are required of their time. We will continue to provide in-service on the use of SAS but if they do not buy into the program it becomes very difficult, particularly when the above standards listed do not have many resources in the SAS Program.

High School Level

Standards Status

Arts and Humanities


district classrooms



district classrooms



district classrooms


Implementation


Full Implementation


Implementation

Economics


district classrooms



district classrooms



district classrooms

Geography


district classrooms


Implementation

History


district classrooms

Science and Technology and Engineering Education Implemented in less than 50% of

district

41

classrooms




English Language Proficiency Not Applicable

Interpersonal Skills


district classrooms

School Climate Full

Implementation

World Language


district classrooms



Professional Education

Characteristics

District’s Professional Education Characteristics EEP EEI ML HS

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

X X X X

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

X X X X

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

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

X X X X

Empowers educators to work effectively with parents and community partners.

X X X X

District’s Professional Education Characteristics EEP EEI ML HS

42

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.

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

X X X X

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

X X X X

Instructs the leader in managing resources for effective results.

X X X X

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

SMASD provides relevant professional education for all of our professional employees and support staff. The opportunites at the in-service trainings include SAS training, Autism Spectrum training, Student Learning Objectives and the process, IEP writing, PA Core training, Integrating Technology, PVAAS growth and reporting, CDTs, and individual building professional development.



Strategies Ensuring Fidelity

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

Using disaggregated student data to determine educators’ learning priorities.

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

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

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).


43

Professional Development Committee meeting is held annually. It is made up of administrators and teachers. They review the needs assessment and discuss what they would like to be provided for on the two in-service days that are not already scheduled for IEP reading, room preparation, beginning of the year procedures, and parent teacher conferences. The two days are scheduled in October and one in January. The faculty also gets input throughout the year from their building administrator and the Director of Curriculum, Instruction and Assessment based on the data from Powerschool, ie. the grade distributions, assessment results, parental and student input, and current research articles. This can be individual teachers, departments, building level or district level information.


We will inquire about any presenters that we would consider for in-service days. We typically use the consultants from our Intermediate Unit for our in-service days. There has been a turn over in their employees and we are now monitoring the employees to see if they are a fit for our faculty. We did use a book study, Kyleen Beers and Dr. Robert Marzano, to improve our reading scores. In some areas it showed improvement but the data analysis did not prove to be district wide for growth. We will continue to explore various methods in implementing professional development that will be meaningful and fit the requests of our faculty.

Induction Program

Inductees will know, understand and implement instructional practices validated by

the LEA as known to improve student achievement.

Inductees will assign challenging work to diverse student populations.

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

initiatives, practices, policies and procedures.

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

practices and procedures.

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

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

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

Inductees will effectively navigate the Standards Aligned System website.

Inductees will know and apply LEA endorsed classroom management strategies.

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

students in crisis.

44

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.

Inductees will be able to utilize POWERSCHOOL for entering student information

such as the attendance, discipline, assignments, grades.

Inductees will be able to utilize ONHAND schools for accessing student information

over the years, including the current year.


The goal of the St. Marys Area School District Induction Plan is to provide a planned

program to meet the needs of the Inductee based on the initial needs assessment

instrument and to guide and support the transition of the inductee throughout their first

year in their professional position. This program will help them become productive

members of the SMASD professional staff. Continued support will be given as needed

throughout the inductee's professional career in the district. St. Marys Area School District

Induction Plan is designed to implement research-based instructional practices that align

with Pennsylvania Academic Standards to increase student achievement. The

district strives for effective quality teaching and leadership, continuous learning ethic,

effective classrooms, effective schools, and the artful use of all infrastructures. Additional

goals and objectives are:

1. To provide a formal support system for all new teachers.

2. To enhance informed teaching effectiveness and command of research-based

instruction aligned with district standards based curriculum and focus areas.

3. To increase the retention of promising teachers.

4. To promote the personal and professional well-being of new employees and

mandate staff development training based on district/student needs.

5. To familiarize the inductees with the mission, vision, values, and expectations of the

St. Marys Area School District.

6. To provide each new teacher with an appropriate mentor to educate them about

District policies and procedures.

7. To provide ongoing assistance toward addressing problems encountered by

beginning teachers.

8. To aid in the development of the knowledge and skills needed by all beginning

teachers to be successful in the classroom.

9. To introduce new teachers to the management system and resources of the school

and the district.

45

10. To provide new teachers the opportunity to analyze and reflect on their teaching

with the support of a veteran teacher.

11. To maintain the positive attitude of new teachers with regard to the teaching

profession.

12. To familiarize the new teacher with the community and extra curricular activities

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

incorporation.

na

Needs of Inductees

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

identify needs.

Frequent observations of inductee instructional practice by supervisor to identify

needs.

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

identify needs.

Student PSSA data.

Standardized student assessment data other than the PSSA.

Classroom assessment data (Formative & Summative).

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

Review of inductee lesson plans.

Submission of inductee portfolio.

Knowledge of successful research-based instructional models.


THE PLAN IS BASED UPON AN ASSESSMENT OF NEEDS

(Evertson & Smithey, 2000; Scott, 1999) This research showed that specially designed

programs meeting the individual needs of new educators assisted them in further

developing their planning and managements skills and played a significant role in guiding

46

them to the understanding of the importance of reflective teaching.

It is recognized that new staff members differ in their strengths and needs as they enter

into the St. Marys Area School District professional community. It is also recognized that

the time to learn new skills and integrate those skills into day-to-day instructional practice

varies among new staff members. Therefore, inductees will complete the Induction Needs

Assessment Instrument to assess their needs. A new teacher/specialist should complete

this self-assessment and then meet with his/her mentor, building principal, and/or other

administrators and teachers to review the information and plan and explore ways of

meeting the needs identified in this instrument.

Identify a specific need in each of the competency areas:

1. Instructional skills

2. Interaction with students

3. Classroom Management

4. Assessment of learning

5. Interaction with parents

6. Interaction with faculty/staff

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

incorporation.


Mentor Characteristics

47

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).


Mentor Selection A. Qualifications of an effective mentor:

1. Has completed at least three (3) years of successful teaching experience, two of

which are in the St. Marys Area School District, and possess an Instructional II certificate.

2. Highly qualified and exemplary educator.

3. Demonstrates a commitment to the approved standards aligned curriculum and the

district focus areas.

4. Demonstrates the ability to implement the assessment model linked to focused

instruction.

5. Good interpersonal skills, works well with students and colleagues.

6. Possesses good organizational skills, including classroom management expertise.

7. Has knowledge and awareness of a variety of instructional skills, district/school

policies, procedures and resources.

8. Exhibits skills in both small and large-group activities

9. Exhibits enthusiasm and a positive attitude.

10. Demonstrates flexibility and sensitivity in working with both students and staff.

11. Demonstrates the ability to react in a fair and equitable manner, suspending

peremptory judgments.

12. Models lifelong learning

B. Selection of a mentor:

48

1. The building principal shall compile a confidential listing of suggested mentors and

shall submit that list to the Assistant Superintendent.

2. The Superintendent, Assistant Superintendent and building principal shall select the

building level mentors from the list of recommendations.

3. The School Board must approve individuals selected as mentors.

C. Compensation

1. Compensation for the mentor teacher is determined by the collective bargaining

agreement between SMASD and the SMAEA, and is only applicable for the initial year of

mentorship.

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

incorporation.

Because we are a small rural school district we are many times unable to have the schedule

suited for common meetings. Since the mentor is paid a substantial amount of money in

their stipend, they meet before and/or after school. This has worked well over the years.

Induction Program Timeline

Topics Aug-Sep

Oct-Nov

Dec-Jan

Feb-Mar

Apr-May

Jun-Jul

Code of Professional Practice and Conduct for Educators

X

Assessments X

Best Instructional Practices X X

Safe and Supportive Schools X X

Standards X X X X X

Curriculum X X X X X

Instruction X X X X X

Accommodations and Adaptations for diverse learners

X X X X X

Data informed decision making X X X X X

Materials and Resources for Instruction X X X X X

If necessary, provide further explanation.


49

Monitoring Evaluating and Induction Program

Identify the procedures for monitoring and evaluating the Induction program.

Date Criteria ________________ Orientation Workshop ________________ Needs Assessment Completed ________________ Met with Assistant Superintendent ________________ Classroom Observation by Inductee - 1 ________________ Classroom Observation by Inductee - 2 ________________ Classroom Observation by Inductee - 3 ________________ Classroom Observation by Inductee - 4 ________________ Classroom Observation by Mentor - 1 ________________ Classroom Observation by Mentor - 2 ________________ Classroom Observation by Mentor - 3 ________________ Classroom Observation by Mentor - 4 ________________ Evaluation Completed and Submitted The mentor and inductee meet with the Director of Curriculum and Instruction and review the year's process. They complete an evaluation form and these are used to improve the next year's plan.

Recording Process

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

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

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

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

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

program.

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

Completion is verified by the LEA Chief Administrator on the Application for Level 2

Certification.

Special Education

Special Education Students

Total students identified: 335

Identification Method

50

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

The St. Marys Area School District adopts the recommended criteria for the determination

of specific learning disabilities.

Does the student achieve adequately for his/her age or meet State-approved grade-level

standards in one or more of the following areas, when provided with learning experiences

and scientifically based instruction appropriate for the student's age or State-approved

grade-level standards?

oral expression

listening comprehension

written expression

basic reading skill

reading fluency skills

reading comprehension

mathematics calculation

mathematics problem solving

Has the Evaluation process documented the student's response to scientific, research-based

intervention?

Has the student received high quality instruction in the general education setting?

Have research-based interventions been provided to the student?

Was the student's progress regularly monitored?

Has the Evaluation process examined whether the student exhibits a pattern of strengths

and weaknesses, relative to intellectual ability as defined by a severe discrepancy between

intellectual ability and achievement, or relative to age or grade?

Has an intelligence and achievement measure been given?

Has the Evaluation process determined that its findings are not primarily the result of:

a visual, hearing or orthopedic disability;

mental retardation;

emotional disturbance;

cultural factors;

environmental or economic disadvantage; and

limited English proficiency.

Has the Evaluation process ensured that underachievement in a student suspected of

having a specific learning disability is not due to a lack of appropriate instruction in reading

or mathematics by considering documentation that is prior to, or a part of the referral

process ...the student was provided scientifically-based instruction in regular education

settings, delivered by qualified personnel, as indicated by observations of routine classroom

instruction; and that repeated assessments of achievement were conducted at reasonable

intervals, reflecting formal assessments of student progress during instruction, which was

provided to the student’s parents.

Has the child received remediation through a systematic tiered model of supports?

Fox Township and Bennett's Valley Elementary Schools, students may receive interventions

51

in reading for Response To Intervention in the following Tiers:

Tier 1: High quality instructional and behavioral supports are provided for all students in

general education.

School personnel conduct universal screening of literacy skills.

Ongoing, curriculum-based assessment and continuous progress monitoring are used to

guide high-quality instruction.

Tier 2: Students whose performance and rate of progress lag behind those of peers in their

classroom, school, or district receive more specialized prevention or remediation within

general education.

Curriculum-based measures are used to identify which students continue to need

assistance, and with what specific kinds of skills.

Collaborative problem solving is used to design and implement instructional support for

students that may consist of a standard protocol or more individualized strategies and

interventions.

Identified students receive more intensive scientific, research-based instruction targeted to

their individual needs.

Student progress is monitored frequently to determine intervention effectiveness and

needed modifications.

Parents are informed and included in the planning and monitoring of their child's progress

in Tier 2 specialized interventions.

Tier 3: Comprehensive evaluation is conducted by a multidisciplinary team to determine

eligibility for special education and related services.

Evaluation uses multiple sources of assessment data, which may include data from

standardized and norm-referenced measures; observations made by parents, students, and

teachers; and data collected in Tiers 1 and 2.

Intensive, systematic, specialized instruction is provided and additional RTI data are

collected, as needed, in accordance with special education timelines and other mandates.

Enrollment

52

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

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

Speech and Language Impairment is a significant disproportion due to LEA provides Speech

and Language services to Non-Public students. Speech and Language Therapist have been

monitoring services to insure students only receive services if if the disability impacts their

learning. All other disabilities are within the state percentages.

Non-Resident Students Oversight

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

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

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

1. The Saint Marys Area School District does not host any facilities under Section

1306 within our district.

2. Occasionally special education students are Section 1306 students. When this occurs,

the Supervisor of Special Education for the Saint Marys Area School District is informed by

the business manager. The Director contacts the LEA for the host district and provides any

needed records. When a new IEP is written, the LEA from Saint Marys Area School District

participates either in person or by phone conference to ensure services are appropriate and

that the student is offered FAPE.

3. There have been no barriers in meeting this obligation.

Incarcerated Students Oversight

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

There are no facilities for incarcerated students within the St. Marys Area School District. If a St.

Marys Area School District student were incarcerated outside of district borders, an intensive

interagency approach would be used. The Supervisor of Special Services, principals, guidance

counselors, school psychologist, teachers, or other support staff attend CASSP and Interagency

meetings. CASSP and Interagency meetings encompass student needs including mental health,

mental retardation, child protective services, juvenile probation, and drug/alcohol treatment.

Through participation in these meetings students in need are located and a Permission to

Evaluate packet initiating the MDE process is sent to the parent or guardian. For those students

that are incarcerated and have been identified, upon receipt of the Release of Information, a

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

53

current Evaluation Report, Individualized Education Plan, and Notice of Recommended

Educational Placement is forwarded to the requesting agency.

Least Restrictive Environment

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

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

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

Ensuring Maximum Integration

During the screening process, all students considered are provided with supports in the

general education environment. The IEP documents and guides instruction and placement

decisions. The IEP is completed with the input of the student, their parent or guardian,

regular education teacher, special education teacher, LEA representative, and other

members as needed on the educational team. Decisions to place a student in a more

restrictive setting are made after supports and interventions have been implemented

within the regular education environment.

SMASD has utilized many service delivery models to meet the unique academic, behavioral,

social, communication, and functional deficits demonstrated by the students. In the St.

Marys schools, all special needs students are educated in the least restrictive environment

possible. Special education students are included in as many regular education classes as

appropriate. The use of support personnel, whether district provided aides or outside

agency provided therapeutic support staff, assists in the goal of having students participate

in the general curriculum to the fullest extent of their capabilities. Special education

students have services to enable them to move forward at their own pace with as much

independence as possible. Unless the IEP requires otherwise, the student attends the school

they would attend if not disabled. In summary, decisions are IEP team driven based on

strengths and needs as gathered in the extensive MDE process.

A sampling of placement recommendations currently utilized to meet student needs are

outlined below.

54

student participating in regular education with monitoring from an IEP Case Manager

student participating in regular education with specially designed instruction with or

without Resource and monitoring from an IEP Case Manager

student participating in regular education with specially designed instruction with a

Resource and monitoring from an IEP Case Manager

student participating in regular education with aide supports with specially designed

instruction with or without Resource and monitoring from an IEP Case Manager

student participating in regular education and Learning Support course(s) with specially

designed instruction with or without Resource and monitoring from an IEP Case Manager

student participating in regular education, Learning Support course(s), and Life Skills

Support with specially designed instruction with or without Resource and monitoring from

an IEP Case Manager

student participating in regular education, Life Skills Support with specially designed

instruction and monitoring from an IEP Case Manager

Behavior Support Services

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

Behavior Support Services

Summarized School District Policy:

St. Marys Area School District - Policy No. 218

I. A behavior management program shall be developed for those seriously emotionally

disturbed, as well as those eligible students whose actual or anticipated behavior as

determined by an IEP team is a manifestation of the student's disability.

As part of the behavior planning the IEP team shall review the Districts' Procedure for

Behavior Management as well as those relevant portions of the student discipline policies

for possible inclusion into the plan. The application of the agreed upon plan shall not

constitute a change in educational placement.

Additionally, the plan must reflect the following elements:

(1) Positive techniques for the development, change and maintenance of selected behaviors

shall be attempted prior to the use of more intrusive or restraining measures.

(2) Restraints to control acute or episodic aggressive behavior may be used only when the

student is acting in a manner as to be a clear and present danger to himself, to other

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

55

proven to be or are less effective. The use of restraints to control the aggressive behavior of

an individual student shall cause a meeting of the IEP team to review the current IEP for

appropriateness and effectiveness. The use of restraints may not be included in the IEP,

employed as punishment, for the convenience of staff or as a substitute for an educational

program.

(3) Mechanical restraints, which are used to control involuntary movement or lack of

muscular control of students when due to or lack of muscular control of students when due

to organic causes or conditions, may be employed only when specified by an IEP and as

determined by a medical professional qualified to make the determination, and as agreed to

by the student's parents. Mechanical restraints shall prevent a student from injuring

himself or others or promote normative body positioning and physical functioning.

(4) The following aversive techniques of handling behavior are considered inappropriate

and may not be used in educational programs:

(1) Corporal punishment.

(2) Punishment for a manifestation of a student's disability.

(3) Locked rooms, locked boxes, other locked structures or spaces from which the

student cannot readily exit.

(4) Noxious substances.

(5) Deprivation of basic human rights, such as withholding meals, water or fresh air.

(6) Serial suspensions.

(7) Treatment of a demeaning nature.

(8) Electric shock.

(9) Methods implemented by untrained personnel.

(10) Prone Position Restraints

(11) Methods which have not been outlined in the agency's plan.

(5) Parent consent is required prior to the use of highly restraining or intrusive procedures.

(6) If deemed necessary, SMASD may convene a human rights committee to oversee the use

of restraining or intrusive procedures and restraints.

II. Exclusions from School

Any disciplinary exclusion of an exceptional student for more than 10 consecutive days or

more than 15 cumulative school days in a school year is considered a change in education

placement requiring multidisciplinary evaluation, and notice to the parents and a right to a

hearing shall be afforded prior to the exclusion.

Any disciplinary exclusion of a student with mental retardation is considered a change in

educational placement, and notice to the parents and a right to a hearing shall be afforded

prior to the exclusion.

Additionally, specific supports, strategies, and programming options are components of

positive behavioral support services utilized across the St. Marys Area School District. See

the list below for further options.

1. Safe Crisis Management training

56

2. Behavior Intervention Plans

3. Social Skills Training - class lessons; Guidance lessons; Psychological Services

4. Behavior Support Aides

5. Picture schedules

6. Power Cards

7. Social Stories

8.. Proud and Bucket Filler Days

9. Crossroads Partial Hospitalization Program

10. Beacon Light Behavioral Health System - therapeutic staff support; behavior support

consultant; mobile therapy

11. Cen-Clear Child Services - therapeutic staff support; behavior support consultant;

mobile therapy; outpatient services

12. Dickinson Mental Health Center - outpatient services; family based; LIFE Treatment

Program; Possibilities

13. Interagency collaboration through the CASSP process

14. Seneca Highlands Intermediate Unit 9 - Behavior Consultant; Autism Team; Secondary

Transition; Early Intervention & Transition

15. Life and Independence for Today

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 St. Marys Area School District does not have difficulty ensuring FAPE for its' students.

Individual student challenges do occur. When this occurs the student's IEP team meets and

discusses options. Interagency coordination and parent involvement are key to successful

placements in appropriate settings. Placement at an Approved Private School is always the

last decision on the continuum of services and delivery.

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.

57

Strengths are demonstrated in the Special Education programming offered at the St. Marys Area

School District. A positive social climate for students is nurtured and supported

by families, agency personnel, and school staff working together. The school staff work in

collaborative teams to develop successful interventions. The Elementary Instructional Support

Team, the Middle School Child Study, Student Assistance Program and Facilitator, High School

Student Assistance Program and Facilitators, and district tutors make use of early intervening

services promoting students’ success first in the general education environment and then in the

special education environment. Teachers serve as IEP Case Managers coordinating services.

Guidance Counselors are integral supports to the students, families, and staff from kindergarten

through twelfth grade. School administrators provide the support necessary for successful

teams. Interagency cooperation is demonstrated with Dickinson Mental Heath Center, Life

Treatment - Dickinson Mental Health Center, Help Wise, Beacon Light Behavioral Health

Systems, Cen-Clear Child Services, Cameron Elk Mental Health/Mental Retardation, Office of

Vocational Rehabilitation, ElCam, Hiram G. Andrews Center, Seneca Highlands Intermediate Unit

9, Life & Independence for Today, Northern Tier Community Action Corp — Head Start, the Elk

Regional Health System for occupational and physical therapy services, and the St. Marys

Catholic Schools. A Partial Hospitalization program provides mental health services to SMAMS

and SMAHS students in need of intensive interventions. The SMASD provides a continuum of services to meet the needs of students. SMASD works

collaboratively to provide for the education of students in the least restrictive environment to the

maximum extent appropriate. Evaluation Reports are comprehensive and include ability,

achievement, behavioral, social, and functional data used to generate educational

recommendations. Individualized Education Plans are developed supporting student

achievement while ensuring a free appropriate public education. A Notice of Recommended

Educational Placement is completed at IEP meetings. Highly qualified teachers provide and monitor instruction to ensure student progress. An

extensive professional development plan has been incorporated. SMASD employs a flexible

usage of support staff. Evidenced-based reading, math and writing programs are implemented for those students in

need of intensive instructional strategies. A balanced reading approach is used to include

phonemic awareness, phonics, fluency, vocabulary, and text comprehension instruction when

needed. The reading instruction programs include Reading Mastery, Corrective Reading,

Rewards, Wilson, and Read Naturally. Math instruction incorporates regular education curricular

materials, the Transitional Mathematics program, Fact Fluency and More, Algebra I Rescue, You

Can Be Algebra Ready, Practicing Basic Skills in Math, and Touchmath strategies. The Step Up

to Writing program provides writing strategies across grade levels and content areas. The

STARS assessments and weekly progress monitoring in reading and mathematics guide student

learning and instructional practices. Positive behavior management strategies and data collection

support student achievement. Individual behavior intervention plans are developed and

implemented. A cohesive transition process is implemented for students exiting Early Intervention services and

entering school-age programming. The Early Intervention transition process includes a joint

information sharing meeting, school visits, kindergarten registration process, and summer school

visits. SMASD has experienced an increase in the number of students diagnosed with autism and in

need of special education services. After extensive research, programming based on the

TEACCH instructional model was established. Individual student planning is the cornerstone of

this program. Each student has a PECs (Picture Exchange Communication System) picture

schedule, work station, access to needed sensory tools, handwriting tools, and mobility tools.

58

The sensory tools include swings, weighted blankets, weighted vests, lap pads, ball pit, move ‘n

sits, disc ‘o sits, t-stools, Body Sox, ear muffs, therapy putty, sensory diet brushes, vibrating tools,

massagers, fidget toys, and thera-bands. Handwriting tools include desktop slant boards, tactile

papers, pencil weights, highlighter sheets, grips, and triangular pencils. Presently our mobility

tools include slant boards, transfer boards, scooters, and standers. Transition planning begins at age 14 and earlier for those students in need. Graduation Plan

Activities begin in sixth grade for all students. Graduation Plan activities, the Differential Aptitude

Test, the Talent Assessment Program, teacher questionnaires, student transition surveys, the

Transition Planning Inventory, referrals to the Office of Vocational Rehabilitation, the ASVAB,

Transition Planning meetings, and participation in the Career & Transition Fair at Hiram G.

Andrews are the elements of effective and ongoing transition planning for students and their

families. Participation in extracurricular activities is encouraged and supported when needed. The

curricular activities include intramural sports, clubs, assemblies, band, chorus, dances, movies,

cross country, track & field, wrestling, basketball, baseball, football, soccer, tennis, cheerleading,

HOSA, DECA, and weightlifting. Additionally, the SMASD supports athletes in the Special

Olympics.

59

Assurances

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

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

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

Free Education and Attendance (in compliance with § 12.1)

School Rules (in compliance with § 12.3)

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

§ 12.32)

Discrimination (in compliance with § 12.4)

Corporal Punishment (in compliance with § 12.5)

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

Freedom of Expression (in compliance with § 12.9)

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

Hair and Dress (in compliance with § 12.11)

Confidential Communications (in compliance with § 12.12)

Searches (in compliance with § 12.14)

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

P.S. § 780-101—780-144)

Parents or guardians are informed regarding individual survey student assessments and

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

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

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

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

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

Law 108-265, Section 204)

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

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















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


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

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



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

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


60

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

school system

Acceptable Use Policy for Technology Resources

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

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

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

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

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

the school district.

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

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

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

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

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

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

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

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

appropriate in accordance with an Individualized Education Program.

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

revision notice process.

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

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

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

not appropriate.

Assurance of funds received through participation in the medical assistance reimbursement

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

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

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

61

Least Restrictive Environment Facilities

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

Pittsburgh School of the Blind Approved Private Schools

Blind and mobility services

1

Pittsburgh School the Deaf and Hard of Hearing

Approved Private Schools

Hearing Support 1

Special Education Program Profile Program Position #1

Operator: School District

PROGRAM SEGMENTS

Location/Building Grade Building Type

Support Service Type

Age Range

Caseload FTE

Bennetts Valley An Elementary School Building

A building in which General Education programs are operated

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

Learning Support

5 to 11 13 0.75

Justification: Students are separated into age appropriate groups according their IEPs

Program Position #2

Operator: School District PROGRAM SEGMENTS



Age Range

Caseload FTE

Bennetts Valley An Elementary School Building



Emotional Support

6 to 9 2 0.25

Program Position #3




Age Range

Caseload FTE

Fox Township An Elementary School Building



Learning Support

7 to 10 13 1

62

Program Position #4




Age Range

Caseload FTE

South St. Marys An Elementary School Building



Learning Support

6 to 9 12 1

Program Position #5




Age Range

Caseload FTE




Learning Support

8 to 10 13 1

Program Position #6




Age Range

Caseload FTE




Emotional Support

7 to 10

15 1

Program Position #7




Age Range

Caseload FTE




Life Skills Support

6 to 10 6 1


Program Position #8


63

Location/Building Grade Building Type Support Service Type

Age Range

Caseload FTE

Middle School A Middle School Building



Life Skills Support

11 to 14

6 1

Program Position #9




Age Range

Caseload FTE

Middle School An Elementary School Building



Life Skills Support

11 to 13

16 1

Program Position #10



Age Range

Caseload FTE




Learning Support

10 to 13

14 1




Age Range

Caseload FTE




Learning Support

11 to 14

19 1




Age Range

Caseload FTE




Learning Support

10 to 12

16 1

64





Age Range

Caseload FTE

High School A Junior/Senior High School Building



Life Skills Support

13 to 18

12 1

Justification: Students are separated into age appropriate groups according their IEPs.





Age Range

Caseload FTE




Learning Support

15 to 18

19 1





Age Range

Caseload FTE




Learning Support

13 to 16

18 1





Age Range

Caseload FTE




Learning Support

12 to 15

16 1


Operator: School District

65

PROGRAM SEGMENTS



Age Range

Caseload FTE




Learning Support

15 to 18

20 1




Age Range

Caseload FTE

BV/FOX/St.Boniface An Elementary School Building


Itinerant Speech and Language Support

5 to 11 60 1





Age Range

Caseload FTE




5 to 11 65 1





Age Range

Caseload FTE

ECC/MS/HS A Middle School Building



6 to 12 60 1






Age Range

Caseload FTE

66

ECC/BV/SSM/MS/HS A Middle School Building



Blind or Visually Impaired Support

7 to 17 12 1


Program Position #22 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: ClassandPosition Implementation Date: August 26, 2014 Average square feet in regular classrooms: 700 sq. ft. Square footage of this classroom: 700 sq. ft. (25 feet long x 28 feet wide)

PROGRAM SEGMENTS



Age Range

Caseload FTE

South St. Marys Elementary

An Elementary School Building



Emotional Support

5 to 8 9 1

Special Education Support Services

Support Service Location Teacher FTE

Supervisor of Special Education St. Marys Area School District 1

School Psychologists St. Marys Area School District 1

Paraprofessional St. Marys Area School District 24

Special Education Contracted Services

Special Education Contracted Services Operator Amt of Time per Week

OT Outside Contractor 5 Days

PT Outside Contractor 1 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:

At nearly all levels across all subjects, academic growth of students can improve. This is reflected in

district accomplishments which indicate high achievement in nearly all areas while growth lags in

most areas. There are some areas that demonstrated excdeptional growth. These are areas that

may provide further information in terms of strategies and approaches that foster student growth.

The transition from PA State Standards to PA Core needs to be completed with a revision of locally

developed assessments and associated instructional strategies. Completion of this process should

foster academic growth. As part of this process, there is a need for better organized and planned

professional development coupled with regular review and acquisition of appropriate instructional

resources.

District Accomplishments

Accomplishment #1:

District PSSA scores for reading and mathematics met or exceeded the standard for achievement

Accomplishment #2:

The district has exemplary attendance, test participation, and cohort graduation rates.

Accomplishment #3:

Students at all grade levels participate yearly in organized events designed to provide service to our

community

Accomplishment #4:

The district has an effective safe schools plan and provides regular training for the members of its

school community

Accomplishment #5:

The district has a supportive community and regularly partners with community organizations and

businesses to provide educational opportunities for all students

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Accomplishment #6:

The district has an outstanding arts (including music, visual and performing arts, and theatre)

program K through 12.

Accomplishment #7:

Overall, most schools in the district, have high achievement in mathematics, reading, and science

District Concerns

Concern #1:

In order for students to be successful in a research based and collaborative work environment,

students need to be exposed to and have access to updated, current technology resources.

Concern #2:

Analysis of data indicates that some students including some in historically underperforming groups

(students with disabilities/IEP, econ. disadv, English language learners) across grade levels are

not showing proficient levels of growth in areas as measured by state assessments. Therefore,

instructional practices need reviewed and adjusted to meet the rigor expected for growth to be

demonstrated by all students.

Concern #3:

Long term planning and focus of professional development must be geared towards improving

instruction and, in turn, student performance.

Concern #4:

Alignment of currcula to the Pennsylvania Common Core Standards is a continued concern at all

levels but can be addressed through a curriculum mapping process which implements the

Understanding by Design Model.

Prioritized Systemic Challenges

Systemic Challenge #1 (System #10) Establish a district system that fully ensures professional

development is focused, comprehensive and implemented with fidelity.

Aligned Concerns:

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Long term planning and focus of professional development must be geared towards

improving instruction and, in turn, student performance.

Systemic Challenge #2 (System #1) Establish a district system that fully ensures consistent

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

Aligned Concerns:

Analysis of data indicates that some students including some in historically

underperforming groups (students with disabilities/IEP, econ. disadv, English language

learners) across grade levels are not showing proficient levels of growth in areas as

measured by state assessments. Therefore, instructional practices need reviewed and

adjusted to meet the rigor expected for growth to be demonstrated by all students.

Alignment of currcula to the Pennsylvania Common Core Standards is a continued

concern at all levels but can be addressed through a curriculum mapping process which

implements the Understanding by Design Model.

Systemic Challenge #3 (System #4) Establish a district system that fully ensures high quality

curricular assets (e.g. model curricula, learning progressions, units, lesson plans, and content

resources) aligned with state standards and fully accessible to teachers and students.

Aligned Concerns:

In order for students to be successful in a research based and collaborative work

environment, students need to be exposed to and have access to updated, current

technology resources.

Analysis of data indicates that some students including some in historically

underperforming groups (students with disabilities/IEP, econ. disadv, English language

learners) across grade levels are not showing proficient levels of growth in areas as

measured by state assessments. Therefore, instructional practices need reviewed and

adjusted to meet the rigor expected for growth to be demonstrated by all students.

Alignment of currcula to the Pennsylvania Common Core Standards is a continued

concern at all levels but can be addressed through a curriculum mapping process which

implements the Understanding by Design Model.

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District Level Plan

Action Plans

Goal #1: Establish a district system that fully ensures high quality curricular assets (e.g.

model curricula, learning progressions, units, lesson plans, and content resources) aligned

with state standards and fully accessible to teachers and students.

Related Challenges:

Establish a district system that fully ensures professional development is focused, comprehensive and implemented with fidelity.

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

Indicators of Effectiveness:

Type: Annual

Data Source: Needs assessment on curricular materials and resources

Specific Targets: Administration of the assessment instrument at intervals will provide data that supports teacher perception of the degree to which needs are being met. Target is 100% of teachers reporting needs in this area are met.

Type: Annual

Data Source: Resource evaluation tools for curricular materials and technology

Specific Targets: Completed evaluation tools that cite need and supporting research for resource acquisition

Type: Annual

Data Source: Student satisfaction survey

Specific Targets: 90% satisfaction with available resources and their perceived effectiveness in their learning

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Type: Annual

Data Source: Resource allocation plan

Specific Targets: Completed resource allocation guide outlines process for resources acquisition, resource evaluation and replacement at regular intervals.

Type: Annual

Data Source: Standardized assements

Specific Targets: All students will meet or exceed proficiency for growth

Strategies:

Technology Infrastructure Enhancement/Technology Access and Training Increase

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

SAS Alignment: Instruction, Materials & Resources

Implementation Steps:

Resource Review

Description:

Provide time for administration, special education, reading support teachers, staff developers, and general education teachers to review the current resources in each curriculum and content area.

Start Date: 11/1/2014 End Date: 7/1/2018

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

Supported Strategies:

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

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

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Selection and implementation

Description:

Enable teachers and administrators to work together to select and plan implementation of resources including identification of supporting steps (i.e. needs for professioanl development, budget)


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

Educational Technology



Pilot resources

Description:

Pilot other available resources to determine the validity and reliability for meeting our student needs prior to purchasing and implementing district wide.





Periodic evaluation of resources

Description:

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Plan and provide opportunities for revision and evaluation of resources annually or earlier as required for effectiveness, accessibiity, and use.





Goal #2: Establish a district system that fully ensures professional development is focused, comprehensive and implemented with fidelity.


Type: Annual

Data Source: Needs assessment instrument

Specific Targets: Assessment instrument administered at intervals will provide data that indicate the degree to which identified needs are being met

Type: Annual

Data Source: Walk through obs data

Formal obs data

Specific Targets: Evaluation data that provides evidence of best practices and fidelity regarding classroom implementation

Type: Interim

Data Source: Meeting minutes

Professional development plans

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Specific Targets: Collaborative planning between teachers and administrators for professional development centered on identified needs including collaborative selection of resources and modes of delivery

Strategies:

Research Based Professional Development System

Description:

Research shows that effective leaders and teachers increase student success. Additionally, research indicates that the primary factor to making educators effective is high quality, continuous professional learning. Key elements required for professional learning that will lead to a change in professional practice resulting in increased student learning have been indentified by the National Staff Development Council in cooperation with www.learningfoward.org These elements include context, process, and content. Professional development content is and should be given the greatest consideration to suit district needs, but it must include a context that supports professional learning coupled with a research based learning process.

SAS Alignment: Instruction


Needs Assessment

Description:

Survey professional staff to collect data and determine areas of need for in-service and professional development days. Implementation evidenced by data collection instrument, data, and subsequent analysis.


Program Area(s): Professional Education



http://www.learningfoward.org/

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Assessment data analysis

Description:

Data teams will conduct analysis of student assessment data to determine possible needs for professional development. Implementation evidenced by data team meeting notes and written recommendations for professional development.





Evaluation data analysis

Description:

Building administrators and district leaders will analyze evaluation data gathered through the PA ETEP system to determine possible needs for professional develompent. Evidenced in data gathered through PA ETEP and written recommendations for professional development.





Professional development plan

Description:

A completed professional develompent plan based on data gathered and analyzed as noted in the implementation steps will be constructed in collaboration through the professional development committee.


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Goal #3: Establish a district system that fully ensures consistent implementation of standards aligned curricula across all schools for all students.


Type: Annual

Data Source: Keystone Exams, PSSA

Specific Targets: Meet/exceed standards for growth proficiency

Type: Annual

Data Source: STAR, Local Benchmark Assessments, SLOs, CDTs

Specific Targets: Meet/exceed standards for growth and achievement as applicable

Type: Annual

Data Source: professional evaluations

Specific Targets: 95% of professional evaluations meet or exceed proficiency for planning and preparation, specifically relating to implementation of standards aligned curricula

Type: Annual

Data Source: Curriculum guides

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Specific Targets: Completed, updated, revised curricular guides K-12. Focusing on identified areas of needs first completed within one year of start.

Strategies:

Common Assessment within Grade/Subject

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

SAS Alignment: Assessment, Instruction

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://en.wikipedia.org/wiki/Curriculum_mapping

SAS Alignment: Standards, Materials & Resources


Consistent Curriculum Analysis and Revision

Description:

Analyze the district curriculum review cycle to refine and align curricula more frequently and consistently in all courses and content areas, K-12.

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

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




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

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

http://en.wikipedia.org/wiki/Curriculum_mapping

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Building administrators and teachers will review and revise curriculum to align it with PA Core curriculum. Assistant Superintendent will assist in this process, and be responsible for establishing ready access to completed curriculum.


Program Area(s): Special Education



Curriculum Mapping

Curriculum Alignment

Description:

As curricula are reviewed, align with PA Core Standards and vertically align from K-12. Evidenced in current and complete curriculum guides K-12.





Curriculum Mapping

Assessment framework

Description:

Integrate rigorous assessment framework in all courses and content areas aligned with PA Core Standards. Clearly communicate the expectations for the implementation and use of data from the formative assessments. Develop and consistently implement benchmark assessments aligned to the PA Core Standards in all content areas.


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Curriculum Mapping

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Appendix: Professional Development Implementation

Step Details

No Professional Development Implementation Steps have been identified for Saint Marys Area SD.

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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

Chief School Administrator

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Special Education Affirmations

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

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

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

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

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

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

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

school district.

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

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

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

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

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

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

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

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

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

Individualized Education Program.

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

Education's revision notice process.

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

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

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

whom regular assessment is not appropriate.

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

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

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

with disabilities in this local education agency.

Affirmed by Robert Luchini on 3/14/2014

Board President

Affirmed by Anna Kearney on 3/12/2014

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Chief School Administrator

Documents

Saint Marys Area SD...3 11-26-2013 The Director of Curriculum emailed contact list and subcommittee rosters to all Planning Committee members. PDF copies of Parent, Staff, and Student