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Saint Marys Area SD
District Level Plan
07/01/2015 - 06/30/2018
2
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
4
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.
6
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
Standards Mapping Alignment
12
Arts and Humanities Developing Developing
Career Education and Work Accomplished Accomplished
Civics and Government Developing Developing
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 Developing
Economics Developing Developing
Environment and Ecology Developing Developing
Family and Consumer Sciences Needs
Improvement Needs
Improvement
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 Developing Developing
Alternate Academic Content Standards for Reading Developing Developing
American School Counselor Association for Students 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":
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
Standards Mapping Alignment
Arts and Humanities Developing Developing
Career Education and Work Needs
Improvement Needs
Improvement
Civics and Government Developing Developing
Common Core Standards: English Language Arts Needs
Improvement Developing
Common Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
Needs Improvement
Needs Improvement
Common Core Standards: Mathematics Developing Developing
Economics Developing Developing
Environment and Ecology Developing Developing
Family and Consumer Sciences Non Existent Non Existent
Geography Needs
Improvement Needs
Improvement
13
Health, Safety and Physical Education Needs
Improvement Accomplished
History Developing Developing
Science and Technology and Engineering Education Developing Developing
Alternate Academic Content Standards for Math Developing Developing
Alternate Academic Content Standards for Reading Developing Developing
American School Counselor Association for Students Developing Developing
English Language Proficiency Developing Developing
Interpersonal Skills Developing Developing
School Climate Accomplished Accomplished
World Language Developing Developing
Explanation for standard areas checked "Needs Improvement" or "Non Existent":
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
Standards Mapping Alignment
Arts and Humanities Needs
Improvement Needs
Improvement
Career Education and Work Developing Developing
Civics and Government Developing Developing
Common Core Standards: English Language Arts Developing Developing
Common Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
Developing Developing
Common Core Standards: Mathematics Developing Developing
Economics Developing Developing
Environment and Ecology Developing Developing
Family and Consumer Sciences Non Existent Non Existent
Geography Developing Developing
Health, Safety and Physical Education Accomplished Accomplished
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
American School Counselor Association for Students Developing Developing
English Language Proficiency Developing Developing
Interpersonal Skills Accomplished Accomplished
14
School Climate Developing Developing
World Language Accomplished Accomplished
Explanation for standard areas checked "Needs Improvement" or "Non Existent":
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
Elementary Education-Primary Level
No standards have been identified for this content area.
Elementary Education-Intermediate Level
No standards have been identified for this content area.
Middle Level
Science and Technology and Engineering Education
High School Level
No standards have been identified for this content area.
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
Elementary Education-Primary Level
Curriculum Characteristics Status
Objectives of planned courses, instructional units or interdisciplinary studies to be achieved by all students are identified for each subject area.
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:
15
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.
Elementary Education-Intermediate Level
Curriculum Characteristics Status
Objectives of planned courses, instructional units or interdisciplinary studies to be achieved by all students are identified for each subject area.
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:
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.
Middle Level
Curriculum Characteristics Status
Objectives of planned courses, instructional units or interdisciplinary studies to be achieved by all students are identified for each subject area.
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
16
Processes used to ensure Accomplishment:
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.
High School Level
Curriculum Characteristics Status
Objectives of planned courses, instructional units or interdisciplinary studies to be achieved by all students are identified for each subject area.
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.
Needs Improvement
Processes used to ensure Accomplishment:
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:
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
Elementary Education-Primary Level
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.
Elementary Education-Intermediate Level
Instructional Practices Status
Structured grouping practices are used to meet student needs. Full
Implementation
Flexible instructional time or other schedule-related practices are used to meet student needs.
Full Implementation
Differentiated instruction is used to meet student needs. Full
Implementation
A variety of practices that may include structured grouping, flexible scheduling and differentiated instruction are used to meet the needs of gifted students.
Full Implementation
If necessary, provide further explanation. (Required explanation if column selected was
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
Instructional Practices Status
Structured grouping practices are used to meet student needs.
Implemented in 50% or more of
district classrooms
Flexible instructional time or other schedule-related practices are used to meet student needs.
Implemented in 50% or more of
district classrooms
Differentiated instruction is used to meet student needs.
Implemented in 50% or more of
district classrooms
A variety of practices that may include structured grouping, flexible 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
If necessary, provide further explanation. (Required explanation if column selected was
Gifted student differentiation needs improvement.
High School Level
Instructional Practices Status
Structured grouping practices are used to meet student needs.
Implemented in 50% or more of
district classrooms
Flexible instructional time or other schedule-related practices are used to meet student needs.
Implemented in 50% or more of
district classrooms
Differentiated instruction is used to meet student needs.
Implemented in 50% or more of
district classrooms
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
This narrative is empty.
Recruitment
Describe the process you implement to recruit and assign the most effective and highly qualified teachers in order to meet the learning needs of students who are below proficiency or are at risk of not graduating.
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
Local Assessments aligned with State Standards
Mathematics
Local Assessments aligned with State Standards
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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Common Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
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
Science and Technology and Engineering Education
X
World Language X
2015 and beyond Graduation Requirement Specifics
Identify the method(s) used for determining graduation proficiency for the following sets of standards. (Check all that apply)
English Language and Composition
Completion of Course Work in which a student demonstrates proficiency on the associated Keystone Exam
English Literature
Completion of Course Work in which a student demonstrates proficiency on the associated Keystone Exam
Mathematics
Completion of Course Work in which a student demonstrates proficiency on the associated Keystone Exam
Science & Technology
Completion of Course Work in which a student demonstrates proficiency on the associated Keystone Exam
Environment & Ecology
Completion of Course Work in which a student demonstrates proficiency on the associated Keystone Exam
2017 and beyond Graduation Requirement Specifics
Identify the method(s) used for determining graduation proficiency for the following sets of standards. (Check all that apply)
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Biology or Chemistry
Completion of Course Work in which a student demonstrates proficiency on the associated Keystone Exam
American History, Civics/Government, or World History
Completion of Course Work in which a student demonstrates proficiency on the associated Keystone Exam
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.
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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.
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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
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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
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 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 Meetings X X X X
Individual Screening Results X X X X
Letters to Parents/Guardians X X X X
Website X X X X
Meetings with Community, Families and Board of Directors
X X X X
Newsletters X X X X
School Calendar X X X X
Student Handbook X X X X
Frequency of Communication
Elementary Education - Primary Level
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
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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
Elementary Education-Primary Level
Material and Resources Characteristics Status
Aligned and supportive of academic standards, progresses level to level and demonstrates relationships among fundamental concepts and skills
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:
This narrative is empty.
Elementary Education-Intermediate Level
Material and Resources Characteristics Status
Aligned and supportive of academic standards, progresses level to level and demonstrates relationships among fundamental concepts and skills
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 student motivation, performance and educational needs
Accomplished
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:
This narrative is empty.
Middle Level
Material and Resources Characteristics Status
Aligned and supportive of academic standards, progresses level to level and demonstrates relationships among fundamental concepts and skills
Developing
A robust supply of high quality aligned instructional materials and resources available
Accomplished
Accessibility for students and teachers is effective and efficient Accomplished
35
Differentiated and equitably allocated to accommodate diverse levels of student motivation, performance and educational needs
Accomplished
Provide explanation for processes used to ensure Accomplishment.
The 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:
This narrative is empty.
High School Level
Material and Resources Characteristics Status
Aligned and supportive of academic standards, progresses level to level and demonstrates relationships among fundamental concepts and skills
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 student motivation, performance and educational needs
Accomplished
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:
This narrative is empty.
SAS Incorporation
Elementary Education-Primary Level
Standards Status
Arts and Humanities Implemented in 50% or more of
district
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classrooms
Career Education and Work
Implemented in 50% or more of
district classrooms
Civics and Government Full
Implementation
Common Core Standards: English Language Arts Full
Implementation
Common Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
Full Implementation
Common Core Standards: Mathematics Full
Implementation
Economics
Implemented in 50% or more of
district classrooms
Environment and Ecology
Implemented in less than 50% of
district classrooms
Family and Consumer Sciences Not Applicable
Geography
Implemented in 50% or more of
district classrooms
Health, Safety and Physical Education Full
Implementation
History
Implemented in 50% or more of
district classrooms
Science and Technology and Engineering Education
Implemented in 50% or more of
district classrooms
Alternate Academic Content Standards for Math 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
Implemented in 50% or more of
district classrooms
English Language Proficiency Full
Implementation
Interpersonal Skills Full
Implementation
School Climate Full
Implementation
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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.
Elementary Education-Intermediate Level
Standards Status
Arts and Humanities
Implemented in 50% or more of
district classrooms
Career Education and Work
Implemented in 50% or more of
district classrooms
Civics and Government
Implemented in 50% or more of
district classrooms
Common Core Standards: English Language Arts Full
Implementation
Common Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
Full Implementation
Common Core Standards: Mathematics Full
Implementation
Economics
Implemented in 50% or more of
district classrooms
Environment and Ecology
Implemented in 50% or more of
district classrooms
Family and Consumer Sciences
Implemented in 50% or more of
district classrooms
Geography
Implemented in 50% or more of
district classrooms
Health, Safety and Physical Education Full
Implementation
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History
Implemented in 50% or more of
district classrooms
Science and Technology and Engineering Education
Implemented in 50% or more of
district classrooms
Alternate Academic Content Standards for Math Not Applicable
Alternate Academic Content Standards for Reading Not Applicable
American School Counselor Association for Students Not Applicable
English Language Proficiency Full
Implementation
Interpersonal Skills Full
Implementation
School Climate Full
Implementation
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.
Middle Level
Standards Status
Arts and Humanities
Implemented in 50% or more of
district classrooms
Career Education and Work
Implemented in 50% or more of
district classrooms
Civics and Government
Implemented in 50% or more of
district classrooms
Common Core Standards: English Language Arts Full
Implementation
Common Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
Full Implementation
Common Core Standards: Mathematics Full
Implementation
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Economics
Implemented in 50% or more of
district classrooms
Environment and Ecology
Implemented in 50% or more of
district classrooms
Family and Consumer Sciences
Implemented in 50% or more of
district classrooms
Geography
Implemented in 50% or more of
district classrooms
Health, Safety and Physical Education Full
Implementation
History
Implemented in 50% or more of
district classrooms
Science and Technology and Engineering Education
Implemented in 50% or more of
district classrooms
Alternate Academic Content Standards for Math Not Applicable
Alternate Academic Content Standards for Reading Not Applicable
American School Counselor Association for Students Not Applicable
English Language Proficiency Full
Implementation
Interpersonal Skills
Implemented in 50% or more of
district classrooms
School Climate
Implemented in 50% or more of
district classrooms
World Language
Implemented in 50% or more of
district classrooms
Further explanation for columns selected "
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.
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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
Implemented in 50% or more of
district classrooms
Career Education and Work
Implemented in 50% or more of
district classrooms
Civics and Government
Implemented in 50% or more of
district classrooms
Common Core Standards: English Language Arts Full
Implementation
Common Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
Full Implementation
Common Core Standards: Mathematics Full
Implementation
Economics
Implemented in 50% or more of
district classrooms
Environment and Ecology
Implemented in 50% or more of
district classrooms
Family and Consumer Sciences
Implemented in less than 50% of
district classrooms
Geography
Implemented in less than 50% of
district classrooms
Health, Safety and Physical Education Full
Implementation
History
Implemented in less than 50% of
district classrooms
Science and Technology and Engineering Education Implemented in less than 50% of
district
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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
English Language Proficiency Not Applicable
Interpersonal Skills
Implemented in 50% or more of
district classrooms
School Climate Full
Implementation
World Language
Implemented in 50% or more of
district classrooms
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.
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
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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.
Provide brief explanation for strategies not selected and how you plan to address their incorporation.
This narrative is empty.
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).
Provide brief explanation of your process for ensuring these selected characteristics.
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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.
Provide brief explanation for strategies not selected and how you plan to address their incorporation.
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.
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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.
Provide brief explanation of your process for ensuring these selected characteristics.
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.
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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.
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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.
Provide brief explanation of your process for ensuring these selected characteristics.
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
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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.
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Mentor Characteristics
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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).
Provide brief explanation of your process for ensuring these selected characteristics.
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:
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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.
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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
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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
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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
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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
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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.
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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
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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
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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.
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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.
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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.
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Assurances
Safe and Supportive Schools Assurances The LEA has verified the following Assurances:
Implementation of a comprehensive and integrated K-12 program of student services based
on the needs of its students. (in compliance with § 12.41(a))
Free Education and Attendance (in compliance with § 12.1)
School Rules (in compliance with § 12.3)
Collection, maintenance and dissemination of student records (in compliance § 12.31(a) and
§ 12.32)
Discrimination (in compliance with § 12.4)
Corporal Punishment (in compliance with § 12.5)
Exclusion from School, Classes, Hearings (in compliance with § 12.6, § 12.7, § 12.8)
Freedom of Expression (in compliance with § 12.9)
Flag Salute and Pledge of Allegiance (in compliance with § 12.10)
Hair and Dress (in compliance with § 12.11)
Confidential Communications (in compliance with § 12.12)
Searches (in compliance with § 12.14)
Emergency Care and Administration of Medication and Treatment (in compliance with 35
P.S. § 780-101—780-144)
Parents or guardians are informed regarding individual survey student assessments and
provided a process for refusal to participate (consistent with § 445 of the General Education
Provisions Act (20 U.S.C.A. § 1232h) and in compliance with § 12.41(d))
Persons delivering student services shall be specifically licensed or certified as required by
statute or regulation (in compliance with § 12.41(e))
Development and Implementation of Local Wellness Program (in compliance with Public
Law 108-265, Section 204)
Early Intervention Services System Act (if applicable) (11 P.S. § 875-101—875-503)
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Establishment and Implementation of Student Assistance Programs at all of levels of the
school system
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.
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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
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%)
Emotional Support
6 to 9 2 0.25
Program Position #3
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Fox Township An Elementary School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Learning Support
7 to 10 13 1
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Program Position #4
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
South St. Marys An Elementary School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Learning Support
6 to 9 12 1
Program Position #5
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
South St. Marys An Elementary School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Learning Support
8 to 10 13 1
Program Position #6
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
South St. Marys An Elementary School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Emotional Support
7 to 10
15 1
Program Position #7
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
South St. Marys An Elementary School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Life Skills Support
6 to 10 6 1
Justification: Students are separated into age appropriate groups according their IEPs
Program Position #8
Operator: School District PROGRAM SEGMENTS
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Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Middle School A Middle School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Life Skills Support
11 to 14
6 1
Program Position #9
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
Middle School An Elementary School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Life Skills Support
11 to 13
16 1
Program Position #10
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Middle School A Middle School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Learning Support
10 to 13
14 1
Program Position #11
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Middle School A Middle School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Learning Support
11 to 14
19 1
Program Position #12
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
Middle School A Middle School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Learning Support
10 to 12
16 1
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Program Position #13
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
High School A Junior/Senior High School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Life Skills Support
13 to 18
12 1
Justification: Students are separated into age appropriate groups according their IEPs.
Program Position #14
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
High School A Junior/Senior High School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Learning Support
15 to 18
19 1
Program Position #15
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
High School A Junior/Senior High School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Learning Support
13 to 16
18 1
Program Position #16
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
High School A Junior/Senior High School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Learning Support
12 to 15
16 1
Program Position #17
Operator: School District
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PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
High School A Junior/Senior High School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Learning Support
15 to 18
20 1
Program Position #18
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
BV/FOX/St.Boniface An Elementary School Building
A building in which General Education programs are operated
Itinerant Speech and Language Support
5 to 11 60 1
Justification: Students are separated into age appropriate groups according their IEPs
Program Position #19
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
South St. Marys An Elementary School Building
A building in which General Education programs are operated
Itinerant Speech and Language Support
5 to 11 65 1
Justification: Students are separated into age appropriate groups according their IEPs
Program Position #20
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type Support Service Type
Age Range
Caseload FTE
ECC/MS/HS A Middle School Building
A building in which General Education programs are operated
Itinerant Speech and Language Support
6 to 12 60 1
Justification: Students are separated into age appropriate groups according their IEPs
Program Position #21
Operator: School District PROGRAM SEGMENTS
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
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ECC/BV/SSM/MS/HS A Middle School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
Blind or Visually Impaired Support
7 to 17 12 1
Justification: Students are separated into age appropriate groups according their IEPs
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
Location/Building Grade Building Type
Support Service Type
Age Range
Caseload FTE
South St. Marys Elementary
An Elementary School Building
A building in which General Education programs are operated
Supplemental (Less Than 80% but More Than 20%)
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:
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Technology Infrastructure Enhancement/Technology Access and Training Increase
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)
Start Date: 7/1/2015 End Date: 7/1/2015
Program Area(s): Professional Education, Special Education, Gifted Education,
Educational Technology
Supported Strategies:
Technology Infrastructure Enhancement/Technology Access and Training Increase
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.
Start Date: 7/1/2015 End Date: 7/1/2018
Program Area(s): Special Education, Gifted Education, Educational Technology
Supported Strategies:
Technology Infrastructure Enhancement/Technology Access and Training Increase
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.
Start Date: 7/1/2015 End Date: 7/1/2018
Program Area(s): Special Education, Gifted Education, Educational Technology
Supported Strategies:
Technology Infrastructure Enhancement/Technology Access and Training Increase
Goal #2: Establish a district system that fully ensures professional development is focused, comprehensive and implemented with fidelity.
Indicators of Effectiveness:
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
Implementation Steps:
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.
Start Date: 7/1/2015 End Date: 7/18/2018
Program Area(s): Professional Education
Supported Strategies:
Research Based Professional Development System
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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.
Start Date: 7/1/2015 End Date: 7/1/2018
Program Area(s): Professional Education
Supported Strategies:
Research Based Professional Development System
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.
Start Date: 7/1/2015 End Date: 7/1/2018
Program Area(s): Professional Education
Supported Strategies:
Research Based Professional Development System
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.
Start Date: 7/1/2015 End Date: 7/1/2018
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Program Area(s): Professional Education
Supported Strategies:
Research Based Professional Development System
Goal #3: 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: 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
Implementation Steps:
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.
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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.
Start Date: 7/1/2015 End Date: 7/1/2018
Program Area(s): Special Education
Supported Strategies:
Common Assessment within Grade/Subject
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.
Start Date: 7/1/2015 End Date: 7/1/2017
Program Area(s): Special Education
Supported Strategies:
Common Assessment within Grade/Subject
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.
Start Date: 7/1/2015 End Date: 7/1/2018
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Program Area(s): Special Education
Supported Strategies:
Common Assessment within Grade/Subject
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