general mclane sd...nov 02, 2018 · world domination. 3 shared values in order to meet the...

GeneralMcLaneSD

DistrictLevelPlan

07/01/2019-06/30/2022

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DistrictProfile

Demographics11771 Edinboro Rd Edinboro, PA 16412 (814)273-1033 Superintendent: Richard Scaletta Director of Special Education: Michael Cannata

PlanningProcessPlanning,bothlongtermandshortterm,isanongoingprocessinthedistrict.Abroad-basedplanningprocessin2011-2012establishedthedistrict'smissionandcorevalues.Themissionandcorevaluesarestressedinavarietyofways(usedtobepartoftheevaluationprocessforprincipalsuntilthestatesystemwasimplemented).

EveryJune,theadministrativeteamreviewsgoalsfromthepreviousyear.Theteamthencraftsgoalsforthefollowingyear.Thegoalsarereviewedbytheboardatameetingandthenthefollowingmonth,thegoalsareadopted.Aprogressreportontheyear'sgoalsispresentedtotheboardinJanuaryandJune.

Attheopeningin-serviceeveryyear,thegoalsforthecomingyeararesharedwiththestaff.Whenappropriate,statusofgoalsfromthepreviousyearisalsoshared.

Inthefallof2019,acomprehensivestrategicplanningteamwithrepresentatonfromallstakeholdersmetoveraperiodoftwomonthstohelpdefinedirectionforthedistrictoverthenext5-10years

MissionStatementTheMissionStatementofGeneralMcLaneSchoolDistrictis,"Meetingstudentswheretheyaretoempowerthemtobecomealltheyarecapableofbeing."

Thepurposeofourorganizationistogiveastudentoragroupofstudentsthetools,motivationandskillstheyneedmosttobesuccessful.

VisionStatementWorlddomination.

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SharedValues

Inordertomeetthemission,wehaveestablishedasetofcorevalues.

GeneralMcLaneSchoolDistrictCoreValues

1. Community:Wevalueasenseofcommunitywithinthedistrictandwiththecommunityatlarge.

2. Caring:Wevaluepersonalrelationshipsinacaringenvironment.

3. Respect:Wevaluerespectforself,foreachotherandforproperty.

4. Responsibility:Wevalueresponsibleactionandexpectpersonalaccountabilityandfiscalresponsibility.

5. Collaboration:Wevaluecollaborationandexpectallpartiestoworktogetherforthebettermentofourstudents.

6. HighExpectations:WevalueholdinghighexpectationsforALL.

7. Individual:Wevalueeveryindividualandprovideampleopportunityforthemtodeveloptheirskillsandtalents.

8. Safety:Wevalueaschoolcommunitythatissafeandsecure.

9. Leadership:Wevaluequalityleadershipthroughoutthedistrict.

10. Commitment:Wevaluelongtermcommitmentfromemployees,graduatesandresidents.

EducationalCommunityGeneralMcLaneSchoolDistrictisaruraldistrictspanning117squaremilesinnorthwestPennsylvania.Theeconomicstatuswouldbemostlyuppermiddleclassthoughthepercentageoffreeandreducedlunchstudentshasgrownabout20%inthelastdecade.

Thecommunityismostlyacollegecommunitywithastrongpresenceofagricultural.Industryinthedistrictislimitedtoasmallindustrialparkinonecommunityandonefacilityinourothercommunity.

CommunityresourcesincludeEdinboroUniversityofPA,localmunicipalitiesandchurcheswhichareveryactiveinhelpingmeetourstudentsphysicalneeds.Additionally,alltheresourcesofthecityofEriecanbeaccessed.

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Thedistrictserves2,110studentsofalltypes.Thedistrictoffersstudentsmultipleopportunitiestobecomealltheyarecapableofbeingintheacademic,behavioral,emotionalandphysicaldomains.

Ourcommunityoffersitschildrensupport,loveandfinancialresourcestomeettheirneeds.

Ourcommunityandemployeesareveryproudoftheschooldistrict.Theschooliscentraltothecommunity.

PlanningCommitteeName Role

Mike Getz Administrator : Professional Education Special

Education Schoolwide Plan

Dan Mennow Administrator : Professional Education

Rob Cooney Business Representative : Professional Education

Matt Zewe Business Representative : Professional Education

Marshall Piccinnini Community Representative : Professional

Education

Barb Ruscitto Community Representative : Professional

Education

Laurie Swanson Ed Specialist - School Nurse : Professional

Education

Jim Pete Elementary School Teacher - Regular Education :

Professional Education

Laurie Pfeiffer Elementary School Teacher - Regular Education :


Nate Moore High School Teacher - Regular Education :


Kevin Wible High School Teacher - Regular Education :

Professional Education Special Education

Jeremy Dylewski Instructional Technology Director/Specialist :


Christina Martin Middle School Teacher - Regular Education :


John Roden Middle School Teacher - Regular Education :


Bill Edmonds Parent : Professional Education

Megan Haugh Parent : Professional Education Special Education

Michael Cannata Special Education Director/Specialist :

Professional Education Special Education

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CoreFoundations

Standards

MappingandAlignment

ElementaryEducation-PrimaryLevel

Standards Mapping AlignmentArtsandHumanities Developing AccomplishedCareerEducationandWork Accomplished AccomplishedCivicsandGovernment Developing AccomplishedPACoreStandards:EnglishLanguageArts Accomplished AccomplishedPACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects Accomplished Accomplished

PACoreStandards:Mathematics Accomplished Accomplished

Economics NeedsImprovement

NeedsImprovement

EnvironmentandEcology Accomplished AccomplishedFamilyandConsumerSciences Developing AccomplishedGeography Developing AccomplishedHealth,SafetyandPhysicalEducation Accomplished AccomplishedHistory Developing AccomplishedScienceandTechnologyandEngineeringEducation Developing AccomplishedAlternateAcademicContentStandardsforMath Accomplished AccomplishedAlternateAcademicContentStandardsforReading Accomplished AccomplishedAmericanSchoolCounselorAssociationforStudents Accomplished AccomplishedEarlyChildhoodEducation:Infant-Toddler⟶SecondGrade NonExistent NonExistent

EnglishLanguageProficiency Developing DevelopingInterpersonalSkills Accomplished AccomplishedSchoolClimate Accomplished AccomplishedExplanationforstandardareaschecked"NeedsImprovement"or"NonExistent":

ThepreviousCurriculumCoordinatordidnotmapanyofthecurriculum.UnderthenewCurriculumCoordinator,ascoursesarewrittenaccordingtothe7yearrevisioncycle,coursesarebeingfullymappedandaligned.

ElementaryEducation-IntermediateLevel

Standards Mapping AlignmentArtsandHumanities Developing AccomplishedCareerEducationandWork Accomplished Accomplished

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CivicsandGovernment Developing AccomplishedPACoreStandards:EnglishLanguageArts Accomplished AccomplishedPACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects Accomplished Accomplished



NeedsImprovement

EnvironmentandEcology Accomplished AccomplishedFamilyandConsumerSciences Developing AccomplishedGeography Developing AccomplishedHealth,SafetyandPhysicalEducation Accomplished AccomplishedHistory Developing AccomplishedScienceandTechnologyandEngineeringEducation Developing AccomplishedAlternateAcademicContentStandardsforMath Accomplished AccomplishedAlternateAcademicContentStandardsforReading Accomplished AccomplishedAmericanSchoolCounselorAssociationforStudents Accomplished AccomplishedEnglishLanguageProficiency Developing DevelopingInterpersonalSkills Accomplished AccomplishedSchoolClimate Developing DevelopingExplanationforstandardareaschecked"NeedsImprovement"or"NonExistent":


MiddleLevel

Standards Mapping AlignmentArtsandHumanities Developing AccomplishedCareerEducationandWork Accomplished AccomplishedCivicsandGovernment Accomplished AccomplishedPACoreStandards:EnglishLanguageArts Accomplished AccomplishedPACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects Accomplished Accomplished



NeedsImprovement

EnvironmentandEcology Accomplished AccomplishedFamilyandConsumerSciences Developing AccomplishedGeography Developing AccomplishedHealth,SafetyandPhysicalEducation Accomplished AccomplishedHistory Developing AccomplishedScienceandTechnologyandEngineeringEducation Developing AccomplishedAlternateAcademicContentStandardsforMath Accomplished AccomplishedAlternateAcademicContentStandardsforReading Accomplished Accomplished

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AmericanSchoolCounselorAssociationforStudents NonExistent NonExistentEnglishLanguageProficiency Developing DevelopingInterpersonalSkills Accomplished AccomplishedSchoolClimate Developing DevelopingWorldLanguage Developing DevelopingExplanationforstandardareaschecked"NeedsImprovement"or"NonExistent":


HighSchoolLevel

Standards Mapping AlignmentArtsandHumanities Developing AccomplishedCareerEducationandWork Accomplished AccomplishedCivicsandGovernment Developing AccomplishedPACoreStandards:EnglishLanguageArts Accomplished AccomplishedPACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects Accomplished Accomplished

PACoreStandards:Mathematics Accomplished AccomplishedEconomics Developing AccomplishedEnvironmentandEcology Accomplished AccomplishedFamilyandConsumerSciences Developing AccomplishedGeography Developing AccomplishedHealth,SafetyandPhysicalEducation Accomplished AccomplishedHistory Developing AccomplishedScienceandTechnologyandEngineeringEducation Accomplished AccomplishedAlternateAcademicContentStandardsforMath Accomplished AccomplishedAlternateAcademicContentStandardsforReading Accomplished AccomplishedAmericanSchoolCounselorAssociationforStudents NonExistent AccomplishedEnglishLanguageProficiency Developing DevelopingInterpersonalSkills Accomplished AccomplishedSchoolClimate Developing DevelopingWorldLanguage Developing DevelopingExplanationforstandardareaschecked"NeedsImprovement"or"NonExistent":


Adaptations


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Checkedanswers None.

Uncheckedanswers None.




MiddleLevel



HighSchoolLevel



Explanationforanystandardschecked:

GeneralMcLaneseekstodeliverthestandardsaspublishedbythestate.Wehavenotfurtherdeveloped,expandedorimprovedtheexistingstandards.

Curriculum

PlannedInstruction


CurriculumCharacteristics StatusObjectivesofplannedcourses,instructionalunitsorinterdisciplinarystudiestobeachievedbyallstudentsareidentifiedforeachsubjectarea.

Accomplished

Content,includingmaterialsandactivitiesandestimatedinstructionaltimetobedevotedtoachievingtheacademicstandardsareidentified. Accomplished

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Therelationshipbetweentheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesandacademicstandardsareidentified.

Accomplished

Proceduresformeasurementofmasteryoftheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesareidentified. Developing

ProcessesusedtoensureAccomplishment:

ThisisbeingaccoplishedaseachcurriculumarearevisescurriculumunderthedirectionofthenewCurriclumCoordinator.

Explanationforanystandardsareaschecked"NeedsImprovement"or"NonExistent".HowtheLEAplanstoaddresstheirincorporation:

Thisnarrativeisempty.



Accomplished



Accomplished






MiddleLevel


Accomplished


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Accomplished






HighSchoolLevel


Accomplished



Accomplished






ModificationandAccommodations

Explainhowplannedinstructioncontainsmodificationsandaccommodationsthatallowallstudentsatallmentalandphysicalabilitylevelstoaccessandmasterarigorousstandardsalignedcurriculum.


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Instruction

InstructionalStrategies

CheckedAnswers• Formal classroom observations focused on instruction• Walkthroughs targeted on instruction • Annual Instructional evaluations • Peer evaluation/coaching • Instructional Coaching

Regular Lesson Plan Review

Checked Answers • Not Reviewed

Unchecked Answers • Administrators • Building Supervisors • Department Supervisors • Instructional Coaches

ProvidebriefexplanationofLEA'sprocessforincorporatingselectedstrategies.

Ourmainmethodisdirectobservationandevaluationofteachersbytheprincipalaswellasteachercohortgroups(PLC's)designedtoimprovestudentacheivement.

ProvidebriefexplanationforstrategiesnotselectedandhowtheLEAplanstoaddresstheirincorporation.

Atthistimetherearenoplanstocollectandmonitordailylessonplans.

ResponsivenesstoStudentNeeds


InstructionalPractices Status

Structuredgroupingpracticesareusedtomeetstudentneeds. FullImplementation

Flexibleinstructionaltimeorotherschedule-relatedpracticesareusedtomeetstudentneeds.

FullImplementation

Differentiatedinstructionisusedtomeetstudentneeds. FullImplementation

Avarietyofpracticesthatmayincludestructuredgrouping,flexibleschedulinganddifferentiatedinstructionareusedtomeettheneedsofgiftedstudents.

FullImplementation

Ifnecessary,providefurtherexplanation.(Requiredexplanationifcolumnselectedwas

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FullImplementation



FullImplementation



MiddleLevel




FullImplementation



FullImplementation



HighSchoolLevel




FullImplementation



FullImplementation


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Recruitment

Describetheprocessyouimplementtorecruitandassignthemosteffectiveandhighlyqualifiedteachersinordertomeetthelearningneedsofstudentswhoarebelowproficiencyorareatriskofnotgraduating.

InstructionalcoachesandInterventionistsareemployedattheK-6leveltoaddressneedsofstudentsbelowproficiency.Atthe7-12levels,additionalclassesdesignedtodeliverinterventiontostrugglingstudentsareusedtomaximizeeffectivenessofinstructionandaddressstudentsatriskofnotgraduating.

Assessments

LocalGraduationRequirements

CourseCompletion SY19/20 SY20/21 SY21/22TotalCourses 44.00 44.00 44.00English 4.00 4.00 4.00Mathematics 3.00 3.00 3.00SocialStudies 3.00 3.00 3.00Science 3.00 3.00 3.00PhysicalEducation 4.00 4.00 4.00Health 3.00 3.00 3.00Music,Art,Family&ConsumerSciences,CareerandTechnicalEducation

4.00 4.00 4.00

Electives 20.00 20.00 20.00Minimum%GradeRequiredforCredit(NumericalAnswer)

70.00 70.00 70.00

GraduationRequirementSpecifics

WeaffirmthatourentityrequiresdemonstrationofproficiencyoraboveineachofthefollowingStateacademicstandards:EnglishLanguageArtsandMathematics,ScienceandTechnologyandEnvironmentandEcology,asdeterminedthroughanyoneoracombinationofthefollowing:Checkedanswers

• CompletionofsecondarylevelcourseworkinEnglishLanguageArts(Literature),AlgebraIandBiologyinwhichastudentdemonstratesproficiencyontheassociatedKeystoneExamorrelatedproject-basedassessmentif§4.4(d)(4)(relatingtogeneralpolicies)applies.

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Uncheckedanswers• Locallyapprovedandadministeredassessments,whichshallbeindependentlyand

objectivelyvalidatedonceevery6years.Localassessmentsmaybedesignedtoincludeavarietyofassessmentstrategieslistedin?4.52(c)andmayincludetheuseofoneormoreKeystoneExams.Exceptforreplacementofindividualtestitemsthathaveasimilarlevelofdifficulty,anewvalidationisrequiredforanymaterialchangestotheassessment.Validatedlocalassessmentsmustmeetthefollowingstandards:

I. AlignmentwiththefollowingStateacademicstandards:EnglishLanguageArts(LiteratureandComposition);Mathematics(AlgebraI)andEnvironmentandEcology(Biology).

II. PerformancelevelexpectationsanddescriptorsthatdescribethelevelofperformancerequiredtoachieveproficiencycomparabletothatusedfortheKeystoneExams.

III. Administrationofthelocalassessmenttoallstudents,asarequirementforgraduation,exceptforthoseexemptedbytheirindividualizededucationprogramundersubsection(g),regardingspecialeducationstudents,orgiftedindividualizededucationplanasprovidedin?16.32(relatingtoGIEP).

IV. Subjecttoappropriationsprovidedbylaw,thecosttovalidatelocalassessmentsshallbeevenlydividedbetweentheschooldistrict,AVTSorcharterschool,includingacyber-charterschool,andtheDepartment.IftheDepartmentdoesnotprovidesufficientfundingtomeetitsshare,localassessmentssubmittedforvalidationshallbedeemedvaliduntilanewvalidationisduetotheDepartment.

V. TheDepartmentwillestablishalistofentitiesapprovedtoperformindependentvalidationsoflocalassessmentsinconsultationwiththeLocalAssessmentValidationAdvisoryCommitteeasprovidedin?4.52(f).

VI. Schoolboardsshallonlyapproveassessmentsthathavebeendeterminedtomeettherequirementsofthissubsectionbyanapprovedentityperformingtheindependentvalidation.Ifaschooldistrict,AVTSorcharterschool,includingacyber-charterschool,usesalocalassessmentthathasnotbeenindependentlyvalidated,theSecretarywilldirecttheschoolentitytodiscontinueitsuseuntilthelocalassessmentisapprovedthroughindependentvalidationbyanapprovedentity.

• CompletionofanAdvancedPlacementexamorInternationalBaccalaureateexamthatincludesacademiccontentcomparabletotheappropriateKeystoneExamata

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scoreestablishedbytheSecretarytobecomparabletotheproficientlevelontheappropriateKeystoneExam.

• NotApplicable.OurLEAdoesnotofferHighSchoolcourses.

LocalAssessments

Standards WA TD NAT DA PSW OtherArtsandHumanities X XCareerEducationandWork X XCivicsandGovernment X XPACoreStandards:EnglishLanguageArts X X X

PACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects

X X

PACoreStandards:Mathematics X X XEconomics X XEnvironmentandEcology X XFamilyandConsumerSciences X XGeography X XHealth,SafetyandPhysicalEducation X X

History X XScienceandTechnologyandEngineeringEducation X X

WorldLanguage X X

MethodsandMeasures

SummativeAssessments

SummativeAssessments EEP EEI ML HSEndofUnitAssessments X X X X

BenchmarkAssessments

BenchmarkAssessments EEP EEI ML HSGradelevelassessments X X X

FormativeAssessments

FormativeAssessments EEP EEI ML HSClassroomAssessments X X X X

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DiagnosticAssessments

DiagnosticAssessments EEP EEI ML HSCDT X X X

ValidationofImplementedAssessments

ValidationMethods EEP EEI ML HSExternalReview IntermediateUnitReview LEAAdministrationReview X X X XBuildingSupervisorReview X X X XDepartmentSupervisorReview ProfessionalLearningCommunityReview X X X XInstructionalCoachReview X X X TeacherPeerReview X X X XProvidebriefexplanationofyourprocessforreviewingassessments.

Assessmentsarereviewedbyadministratorsdoingobservations/evaluations.Coachandpeerreviewsoccurincohortgroups(PLC's)

DevelopmentandValidationofLocalAssessments

Ifapplicable,explainyourproceduresfordevelopinglocallyadministeredassessmentsandhowtheyareindependentlyandobjectivelyvalidatedeverysixyears.


CollectionandDissemination

Describeyoursystemtocollect,analyzeanddisseminateassessmentdataefficientlyandeffectivelyforusebyLEAleadersandinstructionalteams.

Teachersareissuedpasswordstoseveraldatabasesthathousestudentdataincludingourstudentinformationsystem,eMetric,PVAAS,andPerformancePlus.Dataisreviewedingradelevelanddepartmentalmeetings.

DataInformedInstruction

Describehowinformationfromtheassessmentsisusedtoassiststudentswhohavenotdemonstratedachievementoftheacademicstandardsataproficientlevelorhigher.

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Datafromassessmentsisusedtoplacestudentsinspecializedclassesandinterventiongroups.

AssessmentDataUses

AssessmentDataUses EEP EEI ML HSAssessmentresultsarereportedoutbyPAassessmentanchororstandards-alignedlearningobjective.

X X X

InstructionalpracticesareidentifiedthatarelinkedtostudentsuccessinmasteringspecificPAassessmentanchors,eligiblecontentorstandards-alignedlearningobjectives.

X X X

SpecificPAassessmentanchors,eligiblecontentorstandards-alignedlearningobjectivesareidentifiedforthosestudentswhodidnotdemonstratesufficientmasterysothatteacherscancollaborativelycreateand/oridentifyinstructionalstrategieslikelytoincreasemastery.

X X X X

Instructionalpracticesmodifiedoradaptedtoincreasestudentmastery. X X X X

Providebriefexplanationoftheprocessforincorporatingselectedstrategies.

Studentsarescheduledatthebeginningofeachyearbasedondata.Studentsareidentifiedforinterventiongroupsthroughouttheyearbasedonperformanceonstandards-alignedassessments.

Providebriefexplanationforstrategiesnotselectedandhowyouplantoaddresstheirincorporation.

N/A

DistributionofSummativeAssessmentResults

DistributionMethods EEP EEI ML HSCoursePlanningGuides X X X XDirectingPublictothePDE&otherTest-relatedWebsites X X X X

IndividualMeetings X X X XLetterstoParents/Guardians X X X XLocalMediaReports X X X XWebsite X X X XMeetingswithCommunity,FamiliesandSchoolBoard X X X X

MassPhoneCalls/Emails/Letters X X X XNewsletters X X X X

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PressReleases X X X XSchoolCalendar X X X XStudentHandbook X X X XProvidebriefexplanationoftheprocessforincorporatingselectedstrategies.

ThestateofPAhasdonemanythingstomakeinformationavailabletothepublic.Wesupportthestateintheirefforttoinformthecommunity.

ProvidebriefexplanationforstrategiesnotselectedandhowtheLEAplanstoaddresstheirincorporation.

Manychangesinassessmenthaveoccurredatthestatelevelwithregardtostandardsandtesting.Asthestate'sapproachbecomesmoreclear,wewilllooktocommunicatemorereadily.

SafeandSupportiveSchools

AssistingStrugglingSchools

Describeyourentity’sprocessforassistingschoolsthateitherdonotmeettheannualstudentachievementtargetsorexperienceotherchallenges,whichdeterstudentattainmentofacademicstandardsataproficientlevelorhigher.

Ifyourentityhasnostrugglingschools,explainhowyouwilldemonstratecontinuedgrowthinstudentachievement.

Wehavenostrugglingschoolsbuthavemappedourproficientytargets(perbuilding)betweennowand2030inaccordancewithPennsylvania'splantocomplywiththeESSA.

Programs,StrategiesandActions

Programs,StrategiesandActions EEP EEI ML HSBienniallyUpdatedandExecutedMemorandumofUnderstandingwithLocalLawEnforcement X X X X

School-widePositiveBehavioralPrograms X X X ConflictResolutionorDisputeManagement X X X XPeerHelperPrograms X X X XSafetyandViolencePreventionCurricula X X X XStudentCodesofConduct X X X XComprehensiveSchoolSafetyandViolencePreventionPlans X X X X

PurchaseofSecurity-relatedTechnology X X X XStudent,StaffandVisitorIdentificationSystems X X X XPlacementofSchoolResourceOfficers X X X X

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StudentAssistanceProgramTeamsandTraining X X X XCounselingServicesAvailableforallStudents X X X XInternetWeb-basedSystemfortheManagementofStudentDiscipline X X X X

ExplanationofstrategiesnotselectedandhowtheLEAplanstoaddresstheirincorporation:

ThehighschoolandmiddleschoolhadbegunafiveyearprocessofimplementingMTSS.

Screening,EvaluatingandProgrammingforGiftedStudents

Describeyourentity’sawarenessactivitiesconductedannuallytoinformthepublicofthegiftededucationservicesandprogramsoffered(newspaper,studenthandbooks,schoolwebsite,etc.)Giftedchildrenareidentifiedearlythroughcoordinatedeffortsbetweenparentsandclassroomteachers.Ourgiftedprogramsprovideopportunitiesforchildrentoextendtheirlearningbydifferentiatingtheexistingcurriculumtomeettheirneeds.

Describeyourentity’sprocessforlocatingstudentswhoarethoughttobegiftedandmaybeinneedofspeciallydesignedinstruction(screening).Teachersorparentsmayrefersudentsthoughttobegiftedfortestingbytheschoolpsychologit.

Describeyourentity’sproceduresfordeterminingeligibility(throughmultiplecriteria)andneed(basedonacademicstrength)forpotentiallymentallygiftedstudents(evaluation).Ourprocessfordeterminingeligibilityinvolvesthecompletionofgiftededucationcompetencychecklists,reviewofacademicrecords,recommendationsbyteahersandareviewofvariousacademicdiagnosticssucasDibels,pssascores,WIATandfullscaleIQ.

Describethegiftedprograms*beingofferedthatprovideopportunitiesforacceleration,enrichmentorboth.*Theword"programs"referstothecontinuumofservices,notoneparticularoption.Ateachlevel,(elementary,middleschoolandhighschool)opportunitiesforaccelerationandenrichmentareprovided.Elementarystudentsrecieveweeklyinstructionfromlibrarianandwehavebegunsomemathaccelerationatthatlevel.Atthemiddleschool,ateacherprovidesweeklyenrichmentactivitiesandagain,mathaccelerationisprovided.Thehighschoolprovidesnumerousenrichmentopportunitesasdeterminedbystudentstrengthsandopportunitiestoacceleratecurcciulumbothintheschoolandatlocaluniversities.

DevelopmentalServices

DevelopmentalServices EEP EEI ML HSAcademicCounseling X X X XAttendanceMonitoring X X X X

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BehaviorManagementPrograms X X X XBullyingPrevention X X X XCareerAwareness X X X XCareerDevelopment/Planning X X XCoaching/Mentoring X X X XCompliancewithHealthRequirements–i.e.,Immunization X X X X

EmergencyandDisasterPreparedness X X X XGuidanceCurriculum X X X XHealthandWellnessCurriculum X X X XHealthScreenings X X X XIndividualStudentPlanning X X X Nutrition X X X XOrientation/Transition X X X XRTII/MTSS X X Wellness/HealthAppraisal X X X XExplanationofdevelopmentalservices:


Diagnostic,InterventionandReferralServices

Diagnostic,InterventionandReferralServices EEP EEI ML HSAccommodationsandModifications X X X XAdministrationofMedication X X X XAssessmentofAcademicSkills/AptitudeforLearning X X X X

Assessment/ProgressMonitoring X X X XCasework CrisisResponse/Management/Intervention X X X XIndividualCounseling X X X XInterventionforActualorPotentialHealthProblems X X X XPlacementintoAppropriatePrograms X X X XSmallGroupCounseling-Copingwithlifesituations X X X XSmallGroupCounseling-Educationalplanning X X X XSmallGroupCounseling-PersonalandSocialDevelopment X X X X

SpecialEducationEvaluation X X X XStudentAssistanceProgram X X X XExplanationofdiagnostic,interventionandreferralservices:


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ConsultationandCoordinationServices

ConsultationandCoordinationServices EEP EEI ML HSAlternativeEducation X X X XCaseandCareManagement X X X XCommunityLiaison X X X XCommunityServicesCoordination(InternalorExternal) X X X X

CoordinatePlans X X X XCoordinationwithFamilies(LearningorBehavioral) X X X XHome/FamilyCommunication X X X XManagingChronicHealthProblems X X X XManagingIEPand504Plans X X X XReferraltoCommunityAgencies X X X XStaffDevelopment X X X XStrengtheningRelationshipsBetweenSchoolPersonnel,ParentsandCommunities X X X X

SystemSupport X X X XTruancyCoordination X X X XExplanationofconsultationandcoordinationservices:


CommunicationofEducationalOpportunities

CommunicationofEducationalOpportunities EEP EEI ML HSCoursePlanningGuides X X X XDirectingPublictothePDE&Test-relatedWebsites X X X XIndividualMeetings X X X XLetterstoParents/Guardians X X X XLocalMediaReports X X X XWebsite X X X XMeetingswithCommunity,FamiliesandBoardofDirectors X X X X

MassPhoneCalls/Emails/Letters X X X XNewsletters X X X XPressReleases X X X XSchoolCalendar X X X XStudentHandbook X X X X

CommunicationofStudentHealthNeeds

CommunicationofStudentHealthNeeds EEP EEI ML HS

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IndividualMeetings X X X XIndividualScreeningResults X X X XLetterstoParents/Guardians X X X XWebsite X X X XMeetingswithCommunity,FamiliesandBoardofDirectors X X X X

Newsletters X X X XSchoolCalendar X X X XStudentHandbook X X X X

FrequencyofCommunication

Elementary Education - Primary Level

• Yearly

Elementary Education - Intermediate Level

• Yearly

Middle Level

• Yearly

High School Level

• Yearly

CollaborationforInterventions

Describethecollaborationbetweenclassroomteachersandindividualsprovidinginterventionsregardingdifferingstudentneedsandacademicprogress.

Regularmeetingsareheldbetweenschoolbasedteamstocoordinateinterventions.MTSSisfullyimplementedatbothelementaryschoolsandinprocessatthemiddleandhighschools.

CommunityCoordination

Describehowyouaccomplishcoordinationwithcommunityoperatedinfantandtoddlercenters,aswellaspreschoolearlyinterventionprograms.Inaddition,describethecommunitycoordinationwiththefollowingbeforeorafterschoolprogramsandservicesforallgradelevels,includingpre-kindergarten,ifoffered,throughgrade12.

1. Childcare2. Afterschoolprograms3. Youthworkforcedevelopmentprograms4. Tutoring

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1.Busingiscoordinatedandwereachouttothemwithregardtoin-comingkindergartenstudents2.Weofferintramuralsaswellasinterscholasticsports.WealsohavetheYMCAinourbuildings3.WesendseveralstudentstoourlocalVo-Techschool4.Wehaveourteacherstutoringafterschoolaswellasstudentsfromalocaluniversityprovidingtutoring.

PreschoolAgencyCoordination

ExplainhowtheLEAcoordinateswithagenciesthatservepreschoolagechildrenwithdisabilities.

1. Addresscoordinationactivitiesdesignedtoidentifyandservechildrenwithdisabilitiesandthesupportsandaccommodationsavailabletoensurebothphysicalandprogrammaticaccess.

2. Addresspre-kindergartenprogramsoperateddirectlybytheLEAandthoseoperatedbycommunityagenciesundercontractfromtheLEA.

3. DescribehowtheLEAprovidesforasmoothtransitionfromthehomesettingandanyearlychildhoodcareoreducationalsettingthestudentsattend,totheschoolsetting.

1.Schoolpersonnelworkcloselywithparentstoidentifyandprogramforchildrenwithdisabilities.Weworkwithourlocalintermediateunittoprovideandearlyinterventionprograminoneofourelementarybuildings.2.Bothofourelementaryschoolshow'sthepreschoolprogram.OneisoperatedbytheYMCAandtheotherisitprivateOrganization.3.KindergartenregistrationisheldinApril.Anopenhouseishelpinthesummer.TransititionmeetingsareheldinthesummerbeforeKindergartenforstudentsintheearlyinterventionprogram.

MaterialsandResources

DescriptionofMaterialsandResources


MaterialandResourcesCharacteristics StatusAlignedandsupportiveofacademicstandards,progressesleveltolevelanddemonstratesrelationshipsamongfundamentalconceptsandskills

Accomplished

Arobustsupplyofhighqualityalignedinstructionalmaterialsandresourcesavailable Accomplished

Accessibilityforstudentsandteachersiseffectiveandefficient Accomplished

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Differentiatedandequitablyallocatedtoaccommodatediverselevelsofstudentmotivation,performanceandeducationalneeds Accomplished

ProvideexplanationforprocessesusedtoensureAccomplishment.

CurriculumandresourcescontinuetobedevelopedunderthenewCurriculumCoordinator.

Explanationforanyrowchecked"NeedsImprovement"or"NonExistent".HowtheLEAplanstoaddresstheirincorporation:




Accomplished


Accessibilityforstudentsandteachersiseffectiveandefficient AccomplishedDifferentiatedandequitablyallocatedtoaccommodatediverselevelsofstudentmotivation,performanceandeducationalneeds Accomplished





MiddleLevel


Developing


Accessibilityforstudentsandteachersiseffectiveandefficient AccomplishedDifferentiatedandequitablyallocatedtoaccommodatediverselevelsofstudentmotivation,performanceandeducationalneeds Developing



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HighSchoolLevel


Developing


Accessibilityforstudentsandteachersiseffectiveandefficient AccomplishedDifferentiatedandequitablyallocatedtoaccommodatediverselevelsofstudentmotivation,performanceandeducationalneeds Developing





SASIncorporation


Standards Status

ArtsandHumanitiesImplementedin50%ormoreof

districtclassrooms

CareerEducationandWork FullImplementation

CivicsandGovernment FullImplementation

PACoreStandards:EnglishLanguageArts FullImplementation


FullImplementation

PACoreStandards:Mathematics FullImplementation

Economics FullImplementation

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EnvironmentandEcology FullImplementation

FamilyandConsumerSciencesImplementedin50%ormoreof

districtclassrooms

Geography FullImplementation

Health,SafetyandPhysicalEducationImplementedin50%ormoreof

districtclassrooms

History FullImplementation

ScienceandTechnologyandEngineeringEducation FullImplementation

AlternateAcademicContentStandardsforMathImplementedin50%ormoreof

districtclassrooms

AlternateAcademicContentStandardsforReadingImplementedin50%ormoreof

districtclassrooms

AmericanSchoolCounselorAssociationforStudents FullImplementation

EarlyChildhoodEducation:Infant-Toddler→SecondGradeImplementedin50%ormoreof

districtclassrooms

EnglishLanguageProficiencyImplementedin50%ormoreof

districtclassrooms

InterpersonalSkills FullImplementation

SchoolClimateImplementedin50%ormoreof

districtclassrooms

Furtherexplanationforcolumnsselected"



Standards Status

ArtsandHumanities Implementedin50%ormoreof

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districtclassrooms





FullImplementation




FamilyandConsumerSciences FullImplementation



districtclassrooms




districtclassrooms


districtclassrooms

AmericanSchoolCounselorAssociationforStudentsImplementedin50%ormoreof

districtclassrooms


districtclassrooms


SchoolClimate Implementedin50%ormoreof

28

districtclassrooms



MiddleLevel

Standards Status


districtclassrooms





FullImplementation







districtclassrooms




districtclassrooms


districtclassrooms

AmericanSchoolCounselorAssociationforStudents Implementedin50%ormoreof

29

districtclassrooms


districtclassrooms



districtclassrooms

WorldLanguageImplementedin50%ormoreof

districtclassrooms



HighSchoolLevel

Standards Status


districtclassrooms





FullImplementation







districtclassrooms

30




districtclassrooms


districtclassrooms

AmericanSchoolCounselorAssociationforStudentsImplementedin50%ormoreof

districtclassrooms


districtclassrooms



districtclassrooms

WorldLanguageImplementedin50%ormoreof

districtclassrooms



EarlyWarningSystem

ThefreePAEducatorDashboardEarlyWarningSystemandInterventionCatalog(PAEWS/IC)utilizesthemetricsofAttendance,BehaviorandCoursegradestoidentifystudentswhomaybeonapathtodroppingoutofschool.Pleaseindicateyourselectionofthefollowingoptions.

Notanswered

ProfessionalEducation

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Characteristics

District’sProfessionalEducationCharacteristics EEP EEI ML HSEnhancestheeducator’scontentknowledgeintheareaoftheeducator’scertificationorassignment. X X X X

Increasestheeducator’steachingskillsbasedoneffectivepracticeresearch,withattentiongiventointerventionsforstrugglingstudents.

X X X X

Increasestheeducator'steachingskillsbasedoneffectivepracticeresearch,withattentiongiventointerventionsforgiftedstudents.

Provideseducatorswithavarietyofclassroom-basedassessmentskillsandtheskillsneededtoanalyzeandusedataininstructionaldecisionmaking.

X X X X

Empowerseducatorstoworkeffectivelywithparentsandcommunitypartners. X X X X

District’sProfessionalEducationCharacteristics EEP EEI ML HSProvidestheknowledgeandskillstothinkandplanstrategically,ensuringthatassessments,curriculum,instruction,staffprofessionaleducation,teachingmaterialsandinterventionsforstrugglingstudentsarealignedtoeachother,aswellastoPennsylvania’sacademicstandards.

X X X X

Providestheknowledgeandskillstothinkandplanstrategically,ensuringthatassessments,curriculum,instruction,staffprofessionaleducation,teachingmaterialsandinterventionsforgiftedstudentsarealignedtoeachother,aswellastoPennsylvania'sacademicstandards.

X X X X

Providesleaderswiththeabilitytoaccessanduseappropriatedatatoinformdecisionmaking. X X X X

Empowersleaderstocreateacultureofteachingandlearning,withanemphasisonlearning. X X X X

Instructstheleaderinmanagingresourcesforeffectiveresults. X X X X

Providebriefexplanationofyourprocessforensuringtheseselectedcharacteristics.

Ourprofessionaleducaitonprocessutilizesayear-longapproach.FulldayinservicesareheldinAugust,OctoberandJanuary.Addtionally,allteachersarerequiredbycontracttoparticipateina"learningcohort"whichmeets2xpermonthonstaffdevelopment.


Instructiontoregulareducationteachersongiftedstudentsisanareawestillneedtoaddress;however,agrowthinthepercentageofstudentsonfreeandreducedlunchhas

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risenfrom19%twothirty-ninepointsix%inthelasteightyears.Wehave,therefore,institutedtrainingfordealingwithstudentsfrompoverty.

EducatorDisciplineAct126,71

Provideseducatorswithmandatedreportertraining,totaling3hours,every5yearsasoutlinedinAct126.

QuestionsTheLEAhasconductedtherequiredtrainingon:9/3/2018Teacherscompletingonlinetrainingbytheirduedate.Provideseducatorswithfour(4)hoursofprofessionaldevelopmentinyouthsuicideawarenessandpreventioneveryfive(5)yearsforprofessionaleducatorsingradessixthroughtwelveasoutlinedinAct71.

QuestionsTheLEAhasconductedthetrainingon:9/3/2018Priovidedonline.Mostcompletedthissummer.TheLEAplanstoconductthetrainingonapproximately:10/25/2018ongoing

Provideseducatorswithfour(4)hoursofprofessionaldevelopmenteveryfive(5)yearsforprofessionaleducatorsthatareteachingthecurriculuminwhichtheChildExploitationAwarenessEducationprogramisincorporatedasoutlinedinAct71.

Thissectionwasnotanswered.

StrategiesEnsuringFidelity

Checkedanswers• Professional Development activities are based upon detailed needs assessments that

utilize student assessment results to target instructional areas that need strengthening.• Using disaggregated student data to determine educators’ learning priorities. • Professional Development activities are based upon detailed needs assessments that

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

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

• Clear expectations in terms of teacher practice are identified for staff implementation. • Administrators participate fully in all professional development sessions targeted for

their faculties. • Every Professional development initiative includes components that provide ongoing

support to teachers regarding implementation. • The LEA has an ongoing monitoring system in place (i.e. walkthroughs, classroom

observations). • Professional Education is evaluated to show its impact on teaching practices and

student learning.

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Uncheckedanswers • An implementation evaluation is created, based upon specific expectations related to

changes in teacher practice, which is used to validate the overall effectiveness of the professional development initiative.

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


Administratorscollaborativelyplan,lead,andevaluationprofessionaldevelopment.


Evaluationsofprofessionaldevelopmentarecarriedoutbutarenotalwayssystematic.

InductionProgram

Checkedanswers• Inducteeswillknow,understandandimplementinstructionalpracticesvalidatedby

theLEAasknowntoimprovestudentachievement.

• Inducteeswillassignchallengingworktodiversestudentpopulations.

• InducteeswillknowthebasicdetailsandexpectationsrelatedtoLEA-wideinitiatives,practices,policiesandprocedures.

• Inducteeswillknowthebasicdetailsandexpectationsrelatedtoschoolinitiatives,practicesandprocedures.

• Inducteeswillbeabletoaccessstatecurriculumframeworksandfocuslessondesignonleadingstudentstomasteryofallstateacademicstandards,assessmentanchorsandeligiblecontent(whereappropriate)identifiedintheLEA'scurricula.

• InducteeswilleffectivelynavigatetheStandardsAlignedSystemwebsite.

• InducteeswillknowandapplyLEAendorsedclassroommanagementstrategies.

• Inducteeswillknowandutilizeschool/LEAresourcesthatareavailabletoassiststudentsincrisis.

• Inducteeswilltakeadvantageofopportunitiestoengagepersonallywithothermembersofthefacultyinordertodevelopasenseofcollegialityandcamaraderie.


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Theinductionisahighlystructured3yearprocessledbyadministrators.



NeedsofInductees

Checkedanswers• Frequentobservationsofinducteeinstructionalpracticebysupervisortoidentify

needs.

• Regularmeetingswithmentorsorcoachestoreflectuponinstructionalpracticetoidentifyneeds.

• StudentPSSAdata.

• Classroomassessmentdata(Formative&Summative).

• Inducteesurvey(local,intermediateunitsandnationallevel).

• Reviewofinducteelessonplans.

• Reviewofwrittenreportssummarizinginstructionalactivity.

• Submissionofinducteeportfolio.

• Knowledgeofsuccessfulresearch-basedinstructionalmodels.

• Informationcollectedfrompreviousinductionprograms(e.g.,programevaluationsandsecond-yearteacherinterviews).

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

identify needs.• Standardized student assessment data other than the PSSA.


Inductionisahighlystructured3yearprocess.

Provideabriefexplanationforstrategiesnotselectedandyourplantoaddresstheirincorporation.

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Someoftheabovearepurposelyleftoutoftheinductionprocessbecuasethecurrentprocessisfullandeffective.

MentorCharacteristics

Checkedanswers• Pool of possible mentors is comprised of teachers with outstanding work performance.• Potential mentors have similar certifications and assignments. • Potential mentors must model continuous learning and reflection. • Potential mentors must have knowledge of LEA policies, procedures and resources. • Potential mentors must have demonstrated ability to work effectively with students and

other adults. • Potential mentors must be willing to accept additional responsibility. • Mentors must complete mentor training or have previous related experience (e.g.,

purpose of induction program and role of mentor, communication and listening skills, coaching and conferencing skills, problem-solving skills and knowledge of adult learning and development).

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



Administratorschoosementorsbasedontheabovecriteria.

Providebriefexplanationforcharacteristicsnotselectedandhowyouplantoaddresstheirincorporation.


InductionProgramTimeline

Topics Aug-Sep

Oct-Nov

Dec-Jan

Feb-Mar

Apr-May

Jun-Jul

CodeofProfessionalPracticeandConductforEducators X

Assessments X BestInstructionalPractices X SafeandSupportiveSchools X Standards X Curriculum X Instruction X AccommodationsandAdaptationsfordiverselearners X

Datainformeddecisionmaking X X X X

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MaterialsandResourcesforInstruction X Ifnecessary,providefurtherexplanation.


MonitoringandEvaluatingtheInductionProgram

IdentifytheproceduresformonitoringandevaluatingtheInductionprogram.

Theinductionprogramiscontinuouslyevaluatedandmonitoredbyadministrators.

RecordingProcess

Identifytherecordingprocessforinducteeparticipationandprogramcompletion.(Checkallthatapply)Checkedanswers

• 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. • Completion is verified by the LEA Chief Executive Officer on the Application for Level 2

Certification.

Uncheckedanswers • Mentordocumentshis/herinductee'sinvolvementintheprogram.

• LEAadministratorreceives,tallies,andarchivesallLEAmentorrecords.

SpecialEducation

SpecialEducationStudentsTotal students identified: 358

IdentificationMethod

IdentifytheDistrict'smethodforidentifyingstudentswithspecificlearningdisabilities.

ConsistentwithregulatorychangesasperIDEIAandPennsylvania’ssubsequentrevisionofChapter14,theGeneralMcLaneSchoolDistricthasdesignatedateamofindividualstoengageinongoingresearch,review,anddiscussionofthedistrict’sapproachtotheimplementationofRtII.Theteamiscomprisedofprincipals,thespecialeducationsupervisor,schoolpsychologists,speechandlanguagepathologists,resourcecoordinationteachers,literacycoaches,specialeducationteachers,andthecurriculumdirector,aswellaspreviouslymentionedoutsideprofessionals.Itisthedistrict’sgoaltoseamlesslyintertwinespecialeducationwithMTSS,theschools’coordinationteams,TitleI,andits

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district-widecurriculaandtoprovideacontinuumofservicesthatintegratesalllevelsofMTSSintheacademicandbehavioralrealms.ThedistricthasestablishedregularMTSSteammeetingsduringwhichtimestudentneedsarediscussed,andappropriate,empiricallysupportedinterventionstoenhancestudentlearningaredetermined.Attheelementarylevel,thedistricthasimplementedadailyperiodinwhichnonewinstructionistobedelivered.Itisduringthistimethatthestudentsareprovidedwiththetiertwoandtierthreeinterventions.Previously,GeneralMcLaneusedonlythediscrepancymodeltodeterminespecialeducationeligibilityundertheprimaryareaofSpecificLearningDisability.In2017,McKeanElementarywasapprovedtouseMTSSandROItoidentifylearningdisabilitiesinreadingK-4.AllotherbuildingsandprogramscontinuetousethediscrepencymodeltodetermineeligibilityforSLDThedistrict’slongtermgoalistocontinuetomovetowardaK-12MTSSmodelultimatelyincorporatingbothacademicandbehavioralrealms.Currently,thedistrict'sK-12MTSSteamhasrepresentationfromeverybuildingconductingresearchneededtoidentifyuniversalscreenersandprogressmonitoringtoolsneededtogatherpsychometricallysounddatabywhichinterventionandeligibilitydecisionscanbemadeinthefuture.And,thedistricthascommittedtoongoingprofessionaldevelopmentforteachersacrossthecurriculatoensureempirically-basedinterventionsareimplementedwithhighfidelity.Finally,asisconsistentwithMTSS,crossgradelevelplanningoccurstopromoteefficientimplementationofthecurricula

Enrollment

ReviewtheEnrollmentDifferenceStatus.Ifnecessary,describehowyourdistrictplanstoaddressanysignificantdisproportionalities.

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

Notsignificantlydisproportionate.

Non-ResidentStudentsOversight

1. HowdoestheDistrictmeetitsobligationunderSection1306ofthePublicSchoolCodeasthehostDistrictateachlocation?

2. HowdoestheDistrictensurethatstudentsarereceivingafreeappropriatepubliceducation(FAPE)intheleastrestrictiveenvironment(LRE)?

3. WhatproblemsorbarriersexistwhichlimittheDistrict'sabilitytomeetitsobligationsunderSection1306ofthePublicSchoolCode?

1.TheGeneralMcLaneSchoolDistrictisthehostdistrictforBrighterHorizonsprogramranbyPerseusHouseandisresponsiblefortheeducationofthestudentsenrolled/placedinthisprogram.InaccordancewithBasicEducationCircularSection13-1306,wehave

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contractedwiththeNorthwestTri-CountyIntermediateUnit(IU)toprovidetheeducationalservicestothesestudents.Theclassroom,whichisplacedatthePerseusHouseCharterSchoolisstaffedbyIntermediateUnitpersonnel.TheIUprovidesafulltimeteacher,educationalassistant,andsupervisorysupport.AfullrangeofeducationalservicesareavaialabletothestuentsintheBrighterHorizonsprogramviathecontractwiththeIU.TheIUalsohasaschoolpsychologiststoverifystudentsprogressandidentiiyifanyadditionalservicesareneeded.TheGeneralMcLaneSchoolDistrictisalsoresponsibleforseekingadvicefromtheresidentschooldistrictwithrespecttothestudent,andkeepingtheresidentschooldistrictinformedofitsplanstoeducateeachstudent.2.TheGeneralMcLaneSchoolDistrictmeetsmonthlywiththeIntermediateUnitsupervisorstoensurethatstudentsneedsarebeingmetandtheyarereceivingfreeappropriatepubliceducation(FAPE).GeneralMcLane'sSchoolPsychologistsdoessitevisitsonaquarterlybasistoensureprogramfidelatilyandconsultation,aswellas,ifstudentsarestrugglingthenthedistrictwillutilizeapprpraiteprocedurestoseeifanyadditionalservicesareneeded.3.Therearenobarriersorproblemsthatexist.ThedistrictfeelsthatitismeetingitsobligationunderSection1306.

IncarceratedStudentsOversight

DescribethesystemofoversighttheDistrictwouldimplementtoensurethatallincarceratedstudentswhomaybeeligibleforspecialeducationarelocated,identified,evaluatedandwhendeemedeligible,areofferedafreeappropriatepubliceducation(FAPE).

TherearenocorrectionalfacilitiesorinstitutionsforincarceratedstudentslocatedwithintheGeneralMcLaneSchoolDistrict.IncarceratedstudentsreceiveeducationalservicesprovidedbytheNorthwestTri-CountyIntermediateUnit.Theseservicesincludeidentification,evaluationandtheprovisionofafreeappropriatepubliceducationwiththecostbeingtheresponsibilityoftheGeneralMcLaneSchoolDistrict.TheGeneralMcLaneSchoolDistrictwouldparticipateinevaluationandotherteammeetingswheninvitedanddeemednecessary.TheprocedureisforGeneralMcLaneSchoolDistricttosendanydocumentsorrecords,etc.tothefacilitiestoensureFAPE.

LeastRestrictiveEnvironment

1. DescribetheDistrictprocedures,whichensurethat,tothemaximumextentappropriate,childrenwithdisabilities,includingthoseinprivateinstitutions,areeducatedwithnon-disabledchildren,andthatremovalfromtheregulareducation

39

environmentonlyoccurswheneducationinthatsettingwithsupplementaryaidsandservices,cannotbeachievedsatisfactorily.

2. DescribehowtheDistrictisreplicatingsuccessfulprograms,evidence-basedmodels,andotherPDEsponsoredinitiativestoenhanceorexpandthecontinuumofsupports/servicesandeducationplacementoptionsavailablewithintheDistricttosupportstudentswithdisabilitiesaccessthegeneraleducationcurriculumintheleastrestrictiveenvironment(LRE).(ProvideinformationdescribingthemannerinwhichtheDistrictutilizessite-basedtraining,consultationandtechnicalassistanceopportunitiesavailablethroughPDE/PaTTAN,orotherpublicorprivateagencies.)

3. RefertoanddiscusstheSPPtargetsandthedistrict'spercentagesintheIndicator5section-EducationalEnvironments.AlsodiscussthenumberofstudentsplacedoutofthedistrictandhowthoseplacementsweredeterminedtoassurethatLRErequirementsaremet.

1.TheGeneralMcLaneSchoolDistrictcontinuallystrivestoincreaselocalcapacitybyaddingsupplementaryaidsandsupportsand/ordistrict-operatedclassroomsonanasneededbasis.Eachyearthedistrict'sadministrativeteamreviewscurrentprogramneedsanddecisionsaremadebasedupontheoutcomeofthatprocess.Aspreviouslystatedthedistricthasopenedthefollowingprogramswithinthedistrict:2006-2007-elementarylevelEmotionalSupport(McKeanElementary)2008-2009-elementarylevelLifeSkillsSupport2009-2010-middlelevelLifeSkillsSupport2010-2011-middlelevelAutisticSupport2011-2012-elementaryAutisticSupport2012-2013-highschoolAutisticSupport2014-1015-highschoolLifeSkillsSupport2017-2019-elementarylevelemotionalsupport(EdinboroElementary)Alsoduringthe2017-18schoolyear,thedistrictdevelopedthepositionofDirectorofPupilServices.WehavealsoincreasedthelevelofMentalHealthSupportServicesandSchoolPsychologicalServices.Thedistrictalsostrivestoprovideappropriateclassroominstructionthatmeetstheneedsofallstudentsandtokeepstudentsintheregulareducationenvironmentasmuchaspossible.TheDistrictiscommittedtoeducatingallstudentsintheleastrestrictiveenvironment.Eachschoolbuildinghasascreeningteamthatactivelyreviewsdatatoidentifystudentswhoarehavingchallengesacademicallyand/orbehaviorally.Mulit-TieredSystemsofSupport(MTSS)isusedasaframeworktoguideteamswhileacademicandbehavioralinterventionsareutilizedtosupportstudentsingeneraleducationsettings.TheMTSSprocessmayleadtoastudentbeingreferredforfurtherassessmenttodetermineifhe/shemayqualifyforspecialeducationservices.Onceidentifiedasexceptional,theIndividualizedEducationPlanisdeveloped.Allplacementconsiderationsalwaysbeginwiththegeneraleducationsetting.Thegoalistoprovidenecessarysupportsandservicestoallstudentsinthegeneraleducationenvironment.Acontinuumofplacementoptionsexiststodeterminethetypeandextentofsupportsastudentmayneed.TheIEPteamisresponsiblefordeterminingwhatsupplementaryaidsandservicescouldbeprovidedtoenableaneligible

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studenttosuccessfullyremaininthegeneraleducationenvironment.Placementoptionsinmorerestrictivesettingsorprogramsareincrementallyconsideredbeyondthebeginningpointoffullinclusion.Allspecialeducationteachersandschooldistrictadministratorsreceiveannualtrainingregardinginclusiveeducationandpresumedcompetency.TheGeneralMcLaneSchoolDistricthasdevelopedacontinuumofspecialeducationsupportsthatrangefromitinerantsupportingeneraleducationsettingstofulltimeplacementinaspecialeducationclassroom.TheDistrictutilizesandconsidersallsupplementalaidsandservicesthatastudentmaybenefitfromasameansofprovidingafreeappropriatepublicschooleducationintheleastrestrictivesetting.2.ConsistentwithregulatorychangesasperIndividualswithDisabilitiesEducationImprovmentAct(IDEIA)andPennsylvania’ssubsequentrevisionofChapter14,theGeneralMcLaneSchoolDistricthasestablishedacommitteetoresearch,review,anddiscussthedistrict’sapproachtoimplementationofMTSS.Thesecommitteemeetingsoccuronanongoingbasis.Theteamiscomprisedofprincipals,theDirectorofPupilServices,schoolpsychologists,speechandlanguagepathologists,resourcecoordinationteachers,literacycoaches,specialeducationteachersandthecurriculumdirectoraswellaspreviouslymentionedoutsideprofessionals.Itisthedistrict’sgoaltoseamlesslyintertwinespecialeducationwithMTSS,theschools’CoordinationTeams,TitleI,anditsdistrict-widecurriculaandtoprovideacontinuumofservicesthatintegratesalllevelsofMTSSintheacademicandbehavioralrealms.ThedistrictimplementsaBalancedLiteracyProgramforgradesKthrough8.Thisprogramallowsforincreasedinclusionofidentifiedstudentsbymeetingtheirneedsinasmallgroupsettingintheregulareducationenvironment.Thisinitiativeisnowbeingimplementedatthehighschoollevel.ThedistricthasalsoimplementedEnvisionsMathprogramsattheelementaryandmiddleschoollevels.Again,theseprogramsfacilitateincreasedlearningandinclusionofallstudents.Atthemiddleandhighschoollevelstheteacherscontinuetobein-servicedonspecificinstructionalstrategiessuchastheAPLsystem,UnderstandingbyDesign,differentiatedinstructionandothers.Byhavingtheseprogramson-site,wecanmaximizetheinclusionforthesestudents.ThedistricthasalignedtheircurriculumtothePennsylvaniaCommonCoreStandards.Additionally,allfourschoolsoftheGeneralMcLaneSchoolDistricthaveestablishedMTSSteams.Theseteamsengageinweeklymeetingsforinterventionplanningtoensurethateffectiveempirically-basedlearningstrategiesareemployedintheleastrestrictiveenvironmentandtoensurethatregulareducationteachersaresupportedinadaptingandaccommodatingforindividualstudentneeds.Classroomaides,personalcareaides,behaviorspecilists,mentalhealthcounselours,and/ortherapeuticstaffsupportareemployedinordertoallowstudentstoremainintheregulareducationclassroomwiththeirnon-disabledpeerstothemaximumextentpossible.Thespecialeducationandregulareducationteachersoftenco-teachtoaffordidentifiedstudentsmaximuminclusionintheregular/generalcurriculum.

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TechnicalassistanceisobtainedthroughcontinuedcollaborationwiththeAchievementCenter.TechnicaltrainingisalsoaccessedthroughcontractswiththeIU,PaTTAN,LeaderServices,otheragenciesandwebinars.Theseorganizationsprovidespecificworkshopsandtrainingfordistrictstaffonanasneededbasis.SupplementaryAidsandServices:

Service/Resource

Description

Behavioral AllbuildingshavedevelopedandmaintainSchool-WidePositiveBehaviorSupportPrograms.

CollaborativeEarlyinterventionmeetingsarescheduledtoassiststudentsintheirtransitiontoschoolagedprogramming.

CollaborativeConsultationisalsoanintegralpartofthesupplementaryaidsandservices.

Collaborative

TheadministrationoftheGeneralMcLaneSchoolDistrictconsistentlysupportsprofessionaldevelopmentofteachersandstaffmemberstoobtaintrainingrelevanttoassistingtheneedsofchildrenwithdisabilities,aswellas,thosethatwouldfacilitateaccuraterecord-keeping.

Collaborative

TheadministrationoftheGeneralMclaneSchoolDistrictconsistentlysupportsteamplanningmeetingstoensurecontinuityofservicesforchildrenwithdisabilities.

Collaborative

Multidisciplinaryteammeetingsareheldonaregularbasis,atallfourbuildingsoftheGeneralMcLaneSchoolDistrict,todiscussstudenteducationand/orbehavioralprogress.

CollaborativeStaffingmeetingsinvolvingparentsoccurregularlyatallschoolsregardingtheneedsofidentifiedstudentstoensureappropriateplacementandprogramming.

Instructional

TheGeneralMcLaneSchoolDistrictisimplementinghighlydifferentiatedinstructioninreadingandmathematicstofacilitatethelearningofallstudentsattheirlevelofability,aswellas,tosignificantlyenhancetheinclusionofstudentswithspecialneedsintotheregulareducationclassroom.Regulareducationteachersareinservicedandtrainedtoprovideappropriateadaptationsandmodificationsinordertomaintaininclusionpracticestoensurethatidentified

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studentsareeducatedwiththeirnon-disabledpeerstothemaximumextentpossible.

Instructional/Collaborative

TheadministrationoftheGeneralMcLaneSchoolDistricthashiredliteracycoachesattheelementaryandsecondaryleveltoassistclassroomteacherswiththeimplementationofempiricallysupportedliteracystrategiesintheregulareducationclassroomstoenhanceliteracydevelopmentforallstudents.

Instructional/Physical/BehavioralOnaregularlyscheduledbasis,specialeducationteachersand/orparaprofessionalsprovideinclusivesupportsintheregulareducationenvironment.

Instructional/Physical/BehavioralParaeducatorsupportisavailableforstudentswithdisabilitiesasperindividualstudentneed.

Physical/Instructional

ThedistrictmaintainsacontractualarrangementwiththeNorthwestTri-CountyIntermediateUnit#5toprovideappropriaterelatedservices,suchasOT/PT/AssistiveTechnologytomeetthespecificneedsofouridentifiedstudents.

TransitionMeetings.

Transitionmeetingsarescheduledregularlytoassiststudentswithspecialneedsinmakingasuccessfultransitionfrompre-schooltoschoolage,elementarytomiddleschooland/ormiddleschooltohighschool.

3.Comparedtothestatelevelinthe80%ormorecategory,GeneralMcLaneSchoolDistrictisatthestateandtargetratepercentagelevelandwecontinuetoofferservicessuchasco-teachinginaregulareducationclassroomasopposedtoself-containedclassrooms.Inthelessthan40%category,wearelessthanthestatelevelpercentageforthesestudents.Studentsinothersettingsiscurrentlyat3.2%,thetargetis4.6%,GeneralMCLaneisbelowthetargetrate.Placementsoutsideofthedistrictareconsideredonlywhennecessarysupportsandserviceswithinthedistrictdonotmeettheeducationalneedsofthestudent.Itisbeneficialtothedistrict,andthestudents,tohaveavailabletheservicesofapprovedprivateschools,residentialtreatmentfacilities,andneighboringschooldistrict/IUprograms.AccessingandcollaboratingwithotheragenciesandentitiesensuresthatacomprehensivecontinuumofservicesexistforstudentsintheGeneralMcLaneSchoolDistrict.Arepresentative(LocalEducationAdministrator)oftheschoolDistrictparticipatesinannualIEPmeetingsandcontinuestotakeanactiveroleinensuringthatleastrestrictivesettingsarealwaysconsideredinlightofthestudentscurrentcircumstance/progress/needs.PlacementoptionsarereviewedatannualIEPmeetingsforallstudentswhoareattendingprivateinstitutionsoroutofdistrictplacementstodetermineifalessrestrictiveconsiderationcanbeaccomplished.

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BehaviorSupportServices

1. ProvideasummaryoftheDistrictpolicyonbehavioralsupportservicesincluding,butnotlimitedto,theschoolwidepositivebehaviorsupports(PBS).

2. Describetrainingprovidedtostaffintheuseofpositivebehaviorsupports,de-escalationtechniquesandresponsestobehaviorthatmayrequireimmediateintervention.

3. IfthedistrictalsohasSchool-BasedBehavioralHealthServices,pleasediscussit.

Thedistricthasdevelopedaninnovativeapproachtodisciplineandbehavioralproblems.Throughoutthedistrict,weprovideprogramsandsupportssuchastheCLUBclassroomatthemiddleschoolandtheRefocusRoomatthehighschool.Thesealternativeprogramsofferthedistrictanincreasednumberofplacementoptionsandprovideourstudentswithincreasedaccesstonon-punitive/rehabilitativeinterventions.Inanefforttomeettheincreasingmentalhealthneedsofstudentsandreducebarrierstolearning,atGeneralMcLanewehaveworkeddiligentlytodevelopon-site,school-basedtherapeuticservices.Theseservicesarebaseduponawealthofresearch,studyandempiricallysupportedinformationandwiththeconsultofaleadingnational/internationalresearcherandleaderinthefieldofschool-basedmentalhealth.Currently,wepartnerwithalocal,well-respectedandexperiencedcounselingpsychologist,whosupervisesthreetherapistscomingintoourfourschools.Theschooldistrictallowscounselingtotakeprecedenceandreleasesstudentsfromtheirclassestoparticipateintherapy.Teachersandadministratorshavebeenextraordinarilyaccommodating.Greatcarehasbeentakentolookattheprocessassociatedwithinformedconsentandconfidentialitywithintheschoolrulesandhavestreamlinedittohelpprovidethenecessaryservicesforthestudents.Currently,oversixtychildrenandadolescentsarereceivingtreatmentthatlikelywouldnototherwise(accordingtotheliterature).Thisisaworkinprogressandwehopetogatherdataandstudytheefficacyoftheprogram.TheGeneralMcLaneSchoolDistrictfeelsstronglythatthedevelopmentofschool-basedmentalhealthprogramming,specificallycounseling,isapositivecontributiontotheoverallwellbeingofourstudents.IntheGeneralMcLaneSchoolDistrict,wearefortunatetohaveafullcontinuumofschool-widebehavioralhealthservicesavailableatalllevels.WeworkhardasanIEPteamtodeveloppositivebehavioralsupportplanswithincentivesfordesiredbehaviorsbasedonfunctionalbehavioralassessmentsconductedbyoneofourtwoschoolpsychologists.Eachofouremotionalsupportprogramsalsohasspecialeducationparaprofessionalsthatgointothegeneraleducationclassroomwhentheemotionalsupportteacherisunavailabletoprovideadditionalassistancetothesestudentsinthatsetting.Further,thedistricthashiredamentalhealthcounselor,whoactsasaliaisontolocalMHagenciesandcoordinatesalloutsideservicesprovidedintheschool.Healsosupportsfamiliesinaccessingandreceivingtheseservicesinthehomesetting.Inaddition,theGeneralMcLaneSchoolDistrictnowcontractswithBarberNationalInstitute(BNI)toprovideBehavioralConsultationandMentalhealthCounselorforourstudentswithbehavioralandtherapeuticneedsinanefforttokeepthemincludedinthegeneraleducationclassroomasmuchaspossible.Finally,the

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districthasprogramsthatfocusontheemotionalneedsofourstudents,includingaschoolbasedmentalhealthprograminconjunctionwithEdinboroCounselingandPsychologicalServicesofEdinboro,the"RefocusRoom"atthehighschool,andthe"CLuBRoom"atthemiddleschool.Inaddition,GeneralMcLaneSchoolDistrictdoesannualtrainingforallstaffonpositivebehaviorsupport,de-escalationtechniques,HandleWithCare,aswellaseverybuildinghasaMTSSteamforreferralforpotentiallyneededservices.Ourmentalhealthliason/trainerconductsregulartrainingsforparaeducatorsandeducationalstaffthroughouttheschoolyearforanymentalhealthneedsorconcerns.Beginningwiththeuniversallevelofintervention,bothelementaryschoolsandmiddleschoolhaveawelldevelopedSchoolWidePositiveSupportPlan.Theyincludemascots,positiveacknowledgementforstudents,clearlyidentifiedrulesandexpectationsthatareintegratedintomorningmeetingsthatisenrichedwiththePATHScurriculum.Theprocessisdatadrivenwhichisprovingthattheprogramisworking.Atthesecondarylevelofintervention,thereareskillbuildinggroupsthatareconductedbyspecialeducationteachersandschoolpsychologists.Therearehomogeneousandheterogeneousgroupsthatfocusonsocialskills,angermanagement,selfregulationandcopingskills.Therearestudentsupportroomsineachbuildingthatprovideforimmediateinterventiontoteachersandclassroomswhenthereisastudentinneed.Theseroomsarestaffedbybehavioralhealthprofessionalsthatworkdirectlywithstudentstoprovidethenecessaryinterventions,shortandlongterm.Behaviorplansarecreatedwhenneededwithalsoacheckin/checkoutprogram.Theycollaboratewithparentsandprovidebehavioralandemotionalsupport.ThedistrictalsomakesuseoftheStudentSupportPrograminboththeelementaryandsecondarylevel.TheDistricthasonstafftwocertifiedinstructorsinHandlewithCareBehaviorManagementSystems.TeachersandaideswhosupportatriskstudentsknowntohavechallengingbehavioraretrainedinHandlewithCareasade-escalationtechnique.Intheeventofbehaviorthatposesanimmediaterisktostudentorstaffsafety,asafephysicalinterventioncomponentisalsoincluded.ProceduresareinplaceforreportingallphysicalrestraintstotheDepartmentofEducationaswellastheparentsofthestudent.Allinstancesrequiringphysicalmanagementarefollowedupwithaparentmeetingand/oraformalwrittennotification.OuremotionalsupportteachersreceivetraininginLifeSpaceCrisisInterventionandofferadecisionmakingclassforstudentswhohavechallengesintheareaofbehavior.Districtstaffroutinelyparticipatesintrainingsintheareaofde-escalationandbehaviormanagementthataresupportedbythePDE,PATTAN,andIU5.Livetrainings(NationalAutismConference,PDEConference,PATTANtrainings)anddistrictteachers,paraprofessionals,andadministratorsroutinelyaccesswebinars.GeneralMcLaneemploysafull-timebehaviorspecialistwhoprovidesindividualizedconsultationforstudentsinneedaswellasongoingtrainingfordistrictstaff.TheGeneralMcLanesystemsofsupportiscomprisedofmanydifferentmodesofintervention.Schoolbasedoutpatientcounselingisavailableandhasprovisionsbuiltintoitforstudentsthatdonothaveanyfinancialresourcestoparttakeoftheservice.ThisisprovidedbyEdinboroCounselingandPsychologicalServices.Behavioralhealth(BHRS)

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servicesareavailableinthebuildings.TheprocessofseekingBHRSservicesisparentfriendlyinthatamedicalnecessityevaluationisavailableattheschoolfortheparentsandstudents.ThereisabusinessagreementwiththeBarberNationalInstitue,alocalnonprofitchildren’scenter,tointegrateBHRSservicesandothermentalhealthservicesintotheschoolandhomewiththehighestdegreesofcollaboration.Eachspecializedclassroomteaminthedistricthasamasterslevelclinicianthatispartoftheteamtoproblemsolveandplanforeachstudentasneeded.Thisclinicianisalsoresponsiblefortransitioningstudentstoandfromalternativeplacementssuchasacutepartialandpartialhospitalizationprograms,impatienthospitalizations,andtransitioningstudentsfromEarlyInterventionProgramtopublicschool.ThisclinicianalsocollaborateswithagenciesinthementalhealthcommunityalongwiththeothersystemssuchasTheOfficeofChildrenandYouth,JuvenileProbation,DrugandAlcohol,andDivisionofDevelopmentalDisabilities.Thegoalofthedistrictistoprovideaseamlesssystemofaccessingtheinterventionsandservicesneededtomaximizethepotentialofeverychildinthedistrict.SummaryofdistrictBehaviorSupportPolicy,Policy#113:ThispolicyreflectstheGeneralMcLaneSchoolDistrict'scompliancewiththerequirementsofChapter14oftheregulationsofthePennsylvaniaStateBoardofEducationgoverningbehaviorinterventionsandtheuseofrestraintwithstudentsidentifiedwithdisabilitiesandtheCodeofFederalRegulations.Thefollowingtermsareusedinthispolicy:Aversivetechniques-deliberateactivitiesdesignedtoestablishanegativeassociationwithaspecificbehavior.Behaviorsupport-thedevelopment,changeandmaintenanceofselectedbehaviorsthroughthesystematicapplicationofbehaviorchangetechniques.BehaviorSupportPlanorBehaviorInterventionPlan-aplanforstudentswithdisabilitieswhorequirespecificinterventiontoaddressbehaviorthatinterfereswithlearning.APositiveBehaviorSupportPlanshallbedevelopedbytheIEPteam,bebasedonafunctionalbehavioralassessment,andbecomepartoftheindividualstudent’sIEP.Theseplansmustincludemethodsthatusepositivereinforcementandotherpositivetechniquestoshapethebehaviorofthechildwithdisabilities,rangingfromtheuseofpositiveverbalstatementsasarewardforgoodbehaviortospecifictangiblerewards.Positivetechniques-methodsthatutilizepositivereinforcementtoshapeastudent'sbehavior,rangingfromtheuseofpositiveverbalstatementsasarewardforgoodbehaviorstospecifictangiblerewards.Restraints-theapplicationofphysicalforce,withorwithouttheuseofanydevice,forthepurposeofrestrainingthefreemovementofastudent’sbody,excludingthefollowing:1.Brieflyholdingastudent,withoutforce,tocalmorcomforthim/her.

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2.Guidingastudenttoanappropriateactivity.3.Holdingastudent’shandtoescorthim/hersafelyfromoneareatoanother.4.Hand-over-handassistancewithfeedingortaskcompletion.5.Techniquesprescribedbyaqualifiedmedicalprofessionalforreasonsofsafetyorfortherapeuticormedicaltreatment,asagreedtobythestudent’sparents/guardiansandspecifiedintheIEP.6.Mechanicalrestraintsgovernedbythispolicy,suchasdevicesusedforphysicaloroccupationaltherapy,seatbeltsinwheelchairsorontoiletsusedforbalanceandsafety,safetyharnessesinbuses,andfunctionalpositioningdevices.Seclusion-confinementofastudentinaroom,withorwithoutstaffsupervision,inordertoprovideasafeenvironmenttoallowthestudenttoregainself-control.Studentswithdisabilities-school-agedchildrenwithinthejurisdictionofthedistrictwhohavebeenevaluatedandfoundtohaveoneormoredisabilitiesasdefinedbylaw,andwhorequire,becauseofsuchdisabilities,specialeducationandrelatedservices.Thefollowingprinciplesgoverntheuseofbehaviorsupportsandinterventions1.Positiveratherthannegativemeasuresmustformthebasisofbehaviorsupportprogramstoensurethatallstudentsshallbefreefromdemeaningtreatment,theuseofaversivetechniquesandtheunreasonableuseofrestraints.2.Behaviorsupportprogramsandplansmustbebasedonafunctionalassessmentofbehaviorandusepositivebehaviortechniques.3.Behaviorsupportprogramsmustincluderesearch-basedpracticesandtechniquestodevelopandmaintainskillsthatwillenhanceanindividualstudent’sopportunityforlearningandself-fulfillment.4.Whenaninterventionisneededtoaddressproblembehavior,thetypesofinterventionchosenforaparticularstudentshallbetheleastintrusivenecessary.5.Theuseofrestraintsisconsideredameasureoflastresort,onlytobeusedafterotherlessrestrictivemeasures,includingde-escalationtechniques.Nothinginthepolicyisconstruedtorequirethedevelopmentofaseparatebehaviorsupportorinterventionplanwhenappropriatepositivebehavioralinterventions,strategies,andsupportsconsistentwiththerequirementsofthispolicy,canbeincorporatedintothebodyoftheIEP.SpecificLimitationsAndRequirementsUseOfPhysicalRestraintsOtherThanMechanicalRestraints–Restraintstocontrolacuteorepisodicaggressivebehaviororself-injuriousbehaviormaybeusedonlywhenthestudentisactinginamannerastobeaclearandpresentdangertohim/herself,tootherstudentsoremployees,andonlywhenlessrestrictivemeasuresandtechniqueshaveproventobeorarelesseffective.TheDirectorofPupilServicesorhis/herdesigneeshallnotifytheparent/guardianassoonaspracticableoftheuseofrestrainttocontroltheaggressivebehaviorofhis/herchildand

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shallconveneameetingoftheIEPteamwithinten(10)schooldaysoftheinappropriatebehaviorcausingtheuseofrestraints,unlesstheparent/guardian,afterwrittennotice,agreesinwritingtowaivethemeeting.Atthismeeting,theIEPteamshallconsiderwhetherthestudentneedsafunctionalbehavioralassessment,re-evaluation,aneworrevisedPositiveBehaviorSupportPlan,orachangeofplacementtoaddresstheinappropriatebehavior.Theuseofrestraintsmayonlybeincludedinastudent’sIEPunderthefollowingconditions:1.Therestraintisusedinconjunctionwithspecificcomponentsofapositivebehaviorsupport.2.Therestraintisusedinconjunctionwiththeteachingofsociallyappropriateacceptablealternativeskillstoreplaceproblembehavior.3.Staffareauthorizedandhavereceivedalltrainingrequiredtousethespecificprocedure.4.ThePositiveBehaviorSupportPlanofthestudentincludesaplanforeliminatingtheuseofrestraintthroughtheapplicationofpositivebehaviorsupport.TheuseofrestraintsisnotincludedintheIEPfortheconvenienceofstaff,asasubstituteforaneducationalprogram,oremployedaspunishment.UseOfMechanicalRestraints–Mechanicalrestraints,whichareusedtocontrolinvoluntarymovementorlackofmuscularcontrolofstudentswhenduetoorganiccausesorconditions,maybeemployedonlywhenspecifiedbyanIEPandasdeterminedbyamedicalprofessionalqualifiedtomakethedetermination,andasagreedtobythestudent’sparents/guardians.Mechanicalrestraintsshallpreventastudentfrominjuringhim/herselforothersorpromotenormativebodypositioningandphysicalfunctioning.SeclusionThedistrictpermitsinvoluntaryseclusionofastudentinaccordancewiththestudent’sIEPorinanemergencytopreventimmediateorimminentinjurytothestudentorothers,buttheseclusionmustbetheleastrestrictivealternative.TheSuperintendentorhis/herdesigneeshallmaintainandreportdataontheuseofrestraintsinamannerprescribedbytheSecretaryofEducationoftheCommonwealthofPennsylvania.SuchreportshallbereadilyavailableforreviewduringcyclicalcompliancemonitoringconductedbythePennsylvaniaDepartmentofEducation.TheSuperintendentordesigneeshallimmediatelyreportrequiredincidentsandmayreportdiscretionaryincidentscommittedonschoolproperty,atanyschoolsponsoredactivityoronaconveyanceprovidingtransportationtoorfromaschoolorschool-sponsoredactivitybyastudentwithadisability,includingastudentforwhomanevaluationispending,tothelocalpolicedepartmentthathasjurisdictionovertheschool’sproperty,inaccordancewithstateandfederallawsandregulations,theproceduressetforthinthememorandumofunderstandingwithlocallawenforcementandBoardpolicies.TheSuperintendentordesigneeshallrespondtosuchincidentsinaccordancewiththedistrict’sSpecialEducationPlanand,ifapplicable,theprocedures,methodsandtechniquesdefinedinthestudent’sBehaviorSupportPlan.Subsequenttonotificationtolawenforcement,anupdatedfunctionalbehavioral

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assessmentandBehaviorSupportPlanshallberequiredforstudentswithdisabilitieswhohaveBehaviorSupportPlansatthetimeofsuchreferral.ForastudentwithadisabilitywhodoesnothaveaBehaviorSupportPlan,subsequenttonotificationtolawenforcement,thedistrictshallconvenethestudent’sIEPteamtoconsiderwhetheraBehaviorSupportPlanshouldbedevelopedtoaddressthestudent’sbehavior,inaccordancewithlaw,regulationsandBoardpolicy.TheSuperintendentorhis/herdesigneeshallprovidefortheregulartrainingandretraining,asneeded,ofpersonnelintheuseofspecificprocedures,methods,andtechniques,includingrestraints,thatthosepersonnelwillbeexpectedtoemployintheimplementationofpositivebehaviorsupportsorinterventionsinaccordancewiththeIEPofthestudentandthispolicy.

IntensiveInteragency/EnsuringFAPE/HardtoPlaceStudents

1. IftheLEAishavingdifficultyensuringFAPEforanindividualstudentoraparticulardisabilitycategory,describetheproceduresandanalysismethodsusedtodeterminegapsinthecontinuumofspecialeducationsupports,servicesandeducationplacementoptionsavailableforstudentswithdisabilities.

2. Includeinformationdetailingsuccessfulprograms,services,educationplacementsaswellasidentifiedgapsincurrentprograms,services,andeducationplacementsnotavailablewithintheLEA.IncludeanoverviewofservicesprovidedthroughinteragencycollaborationwithintheLEA.

3. Discussanyexpansionofthecontinuumofservicesplannedduringthelifeofthisplan.

1)GeneralMcLaneSchoolDistrictprovidesaccesstoafullcontinuumofspecialeducationserviceswithinthedistrict.Inrecentyearsandinresponsetostudents'needswehaveaddedAutismSupport,EmotionalSupport,andLifeSkillsclassroomstothedistrict.Wearenowabletoprovidetheleastrestrictive,appropriateeducationtothevastmajorityofourstudents.Beginningwithacomprehensiveassessmentofidentifiedstudentsreceivingearlyintervention,weworktoensurethateachstudentreceivesindividualizedprogrammingtomeethis/herneedsandtohelphim/hergrowtofullpotential.Ongoingmultidisciplinarymeetings,timelyreevaluations,andteamplanningareusedtoanalyzestudentanddistrictleveldatatoensureprogressisconsistentlydemonstrated.Teamcollaborationiscoupledwiththoroughquarterlydataanalysistopreventgapsinthecontinuumofspecialeducationsupportsandservices.Ifwedeterminetherearegapsinthecontinuumofspecialeducationservices,thenwewouldconsultwiththeintermediateunittodetermineifthereareanyotheragenciesthatmaybeabletoprovidesupportservicesnecessaryforstudentsuccesswithintheLEAfirst,andifnot,thenwewouldseekservicesoutsideoftheLEAthatwouldbeappropriate.2)RecentadditionstoprogramminginthedistrictincludeLifeSkillsprogramatthehigh

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schoollevelandtheEmotionalSupportClassromattheEdinboroElementaryschool.Intherareeventthatastudent’sneedsexceedthedistrict’scapabilities,parentsanddistrictpersonnelworkcloselytogethertoconsideravailableoutsideplacements.GeneralMcLanepromotesandfacilitatesinteragencycollaboration.WecurrentlyhaveacontractwiththeIntermediateUnitforaBehaviorAnalystConsultationforourteachersandstudents.Wealsohaveschool-basedmentalhealthservicesprovidedbyEdinboroCounselingandPsychologicalServices.WehaveaSAPcounselorandMentalHealthLiasonfromtheAchievementCenter.Finally,theRefocusprogramisfacilitatedthroughSarahReedChildren’sCenterandalsoprovidesconsultationservicestoteachersandguidancecounselors.3)ThedistrictiscommittedtostrengtheningtheMTSSprocessK-12intheupcomingschoolyear.Thisincludesimprovingthescopeandsequenceofacademicandbehavioralinterventionsforstrugglingstudents,aswellasincreasingthefrequencyofdatabasedcollaborationwithteachersimplementingempiricallysupportedinterventionsintheclassroom.Thedistrictisevaluatingpotentialadvantagesanddisadvantagesofusingthismodelintheidentificationofstudentswithdisabilitiesinthefuture.DistricthasrecentlybeengiventheabilititytousetheMTSSprocessforidenficationofstudentsinneedofSpecialEducationServciesatMcKeanElmentary.Wewillcontiuetomonitorthesuccessoftheprocessandlooktopossiblyexpandtootherschoolwithinthedistrcitinthenearfuture.

StrengthsandHighlights

Describethestrengthsandhighlightsofyourcurrentspecialeducationservicesandprograms.Includeinthissectiondirectionsonhowthedistrictprovidestrainingsforstaff,facultyandparents.

TheGeneralMcLaneSchoolDistrictiscommittedtoeducatingstudentsintheleastrestrictiveenvironment.Everyeffortismadetosupportstudentsintheregulareducationclassroom.Westrivetoofferacompletecontinuumofservicestomeettheneedsofeachidentifiedstudent.AllteachersemployedbytheGeneralMcLaneSchoolDistrictare“highlyqualified”accordingtothestandardsestablishedbythestateofPennsylvania.Arelatedstrengthwouldbethewidevarietyofsupportsandresourcesavailabletoallofourstudents,includingthoseidentifiedforspecialeducationservices.Theseservicesincludespecially-designedbuildinglevelteamsineachofthedistrict’sfourbuildingsthatarestructuredtoaddressthebehavioralneedsofourstudents.Thedistrictcontractswithalocalagency,BNI,toprovideaBehavioralSupportSpecialistwhoparticipatesonallbuildinglevelteamsonanasneededbasis.ThedistrcithasalsohiredaMentalHelathLiasontoprovideconsultationtoparentsandteachersonsuchtopicsasaccesstomentalhealthservicesinthecommunity,strategiesforbehaviorinterventions,trainingcoordination,andprogramdevelopment.Beginningwiththe2008-2009academicyear,the

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schooldistrictbeganprovidingout-patientmentalhealthservicesforourstudents.AlsoduringthiscurrentschoolyearthedistrcithascontractedwithBNItoaddaMentalHealthCounselortobeprovidedfortheelementaryschools.Thedistricthasdevelopedaninnovativeapproachtodisciplineandbehavioralproblems.Throughoutthedistrict,weprovideprogramsandsupportssuchastheCluBclassroomatthemiddleschoolandtheRefocusRoomatthehighschool.Thesealternativeprogramsofferthedistrictanincreasednumberofprogrammingandprovideourstudentswithincreasedaccesstonon-punitive/rehabilitativeinterventions.TheGeneralMcLaneSchoolDistricthasdevelopedandrefinedaCurriculum-BasedAssessmentinstrumentthatisbasedonourcurrentcurriculaandisalignedtothestatecommoncorestandards.ThisassessmentalongwithotherassessmenttoolssuchastheDRAreadingassessment,DIBELS,HMHReadingInvnetory,HMHMathInventory,andQRI-5providesuswithdataneededforIEPdevelopment,instructionalplanningandprogressmonitoring.TheGeneralMcLaneSchoolDistrictcontinuestosupportandmaintainbuildinglevelteamsandprocedurestoprovidestudentsexperiencingacademicand/orbehavioraldifficultiesappropriatescreeningandinterventionsassoonasaneedisindicated.WehavesupportedthisconceptsincetheinceptionoftheInstructionalSupportmodelandcontinuetostrivetoresearch,reviewandimplementstate-of-the-artprograms.TheGeneralMcLaneSchoolDistrictadministratorsareinvolvedinprogrammingforallstudentsincludingthoseidentifiedforspecialeducationservices.Onayearlybasis,theLEAineachofourbuildingsconvenesthebuildinglevelspecialeducationteam.Thisteamreviewsandevaluatestheeffectivenessofthecurrentdeliveryofspecialeducationservicesanddevelopsaplantoaddresstheprojectedneedsofidentifiedstudentsfortheupcomingschoolyear.Meetingsarealsoheldtofacilitateasmoothtransitionasstudent’sprogressthroughtheeducationalsystem.Theleadershipofthedistrictiscommittedtoquarterlymeetingsduringwhichtimespecialeducationregulationsandtheimplementationandmonitoringofspecialeducationprocessesarethoroughlydiscussed.Also,inanincreasedefforttofurtherrefineourmethodsofspecialeducationrecord-keeping,aswellastoensurecompliancerequiredaspartofGaskin,wehaveinitiatedregularin-serviceprogrammingandtrainingforalladministratorsandspecialeducationstaff.Topicsaddressedinthetrainingsincludeupdatesonallregulations,aswellasreviewofexistingregulationsandprocessesassociatedwiththeseincludingLREcalculations,Standards-alignedIEPs,MAG,Indicator13andPLEP.Aspartofthedistrict'scommitmenttoprovidestudentswiththenecessarySupplementaryAidesandServices,wecontinuetohireaidesandparaeducatorstosupportthespecial

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educationprocessandproceduresineachofourbuildings.Theseservicesmeetthespecificneedsofindividualstudents,aswellasenhancingtheinclusionofmanyofouridentifiedstudentsThedistrictmakeseveryefforttohirehighlyqualifiedpersonnelandhasdevelopedprogramstoensurethatweadheretothestate'sregulatoryrequirementsforspecialeducationinstructionalparaprofessionals.ThedistrictusestheIEPWriterprogramtoaidintheeffectivedevelopmentandmaintenanceofthenecessaryspecialeducationdocuments.Sincethe2008/2009academicyear,thedistrictalsoparticipatedintheChildCountModulefacilitatingthetransmissionofaccurateandup-to-datedatatothestateforallidentifiedstudents.

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Assurances

SafeandSupportiveSchoolsAssurancesThe LEA has verified the following Assurances:

• ImplementationofacomprehensiveandintegratedK-12programofstudentservicesbasedontheneedsofitsstudents.(incompliancewith§12.41(a))

• FreeEducationandAttendance(incompliancewith§12.1)

• SchoolRules(incompliancewith§12.3)

• Collection,maintenanceanddisseminationofstudentrecords(incompliance§12.31(a)and§12.32)

• Discrimination(incompliancewith§12.4)

• CorporalPunishment(incompliancewith§12.5)

• ExclusionfromSchool,Classes,Hearings(incompliancewith§12.6,§12.7,§12.8)

• FreedomofExpression(incompliancewith§12.9)

• FlagSaluteandPledgeofAllegiance(incompliancewith§12.10)

• HairandDress(incompliancewith§12.11)

• ConfidentialCommunications(incompliancewith§12.12)

• Searches(incompliancewith§12.14)

• EmergencyCareandAdministrationofMedicationandTreatment(incompliancewith35P.S.§780-101—780-144)

• Parentsorguardiansareinformedregardingindividualsurveystudentassessmentsandprovidedaprocessforrefusaltoparticipate(consistentwith§445oftheGeneralEducationProvisionsAct(20U.S.C.A.§1232h)andincompliancewith§12.41(d))

• Personsdeliveringstudentservicesshallbespecificallylicensedorcertifiedasrequiredbystatuteorregulation(incompliancewith§12.41(e))

• DevelopmentandImplementationofLocalWellnessProgram(incompliancewithPublicLaw108-265,Section204)

• EarlyInterventionServicesSystemAct(ifapplicable)(11P.S.§875-101—875-503)

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• EstablishmentandImplementationofStudentAssistanceProgramsatalloflevelsoftheschoolsystem(incompliancewith24PS§15-1547)

• AcceptableUsePolicyforTechnologyResources

• Providingcareerinformationandassessmentssothatstudentsandparentsorguardiansmightbecomeawareoftheworldofworkandcareeroptionsavailable.

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

• Implementationofafullrangeofservices,programsandalternativeplacementsavailabletotheschooldistrictforplacementandimplementationofthespecialeducationprogramsintheschooldistrict.

• Implementationofachildfindsystemtolocate,identifyandevaluateyoungchildrenandchildrenwhoarethoughttobeachildwithadisabilityeligibleforspecialeducationresidingwithintheschooldistrict'sjurisdiction.Childfinddataiscollected,maintainedandusedindecision-making.Childfindprocessandproceduresareevaluatedforitseffectiveness.TheDistrictimplementsmechanismstodisseminatechildfindinformationtothepublic,organizations,agenciesandindividualsonatleastanannualbasis.

• Assurancesofstudentswithdisabilitiesareincludedingeneraleducationprogramsandextracurricularandnon-academicprogramsandactivitiestothemaximumextentappropriateinaccordancewithanIndividualizedEducationProgram.

• CompliancewiththePADepartmentofEducation,BureauofSpecialEducation'sreportrevisionnoticeprocess.

• Followingthestateandfederalguidelinesforparticipationofstudentswithdisabilitiesinstateanddistrict-wideassessmentsincludingthedeterminationofparticipation,theneedforaccommodations,andthemethodsofassessingstudentsforwhomregularassessmentisnotappropriate.

• Assuranceoffundsreceivedthroughparticipationinthemedicalassistancereimbursementprogram,ACCESS,willbeusedtoenhanceorexpandthecurrentlevelofservicesandprogramsprovidedtostudentswithdisabilitiesinthislocaleducationagency.

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24P.S.§1306and§1306.2FacilitiesFacilityName FacilityType ServicesProvidedBy StudentCount

BrighterHorizons Nonresident NorthwestTri-CountyIntermediateUnit#5 6

LeastRestrictiveEnvironmentFacilitiesFacilityName TypeofFacility TypeofService Numberof

StudentsPlacedElizabethLeeBlackSchool-GertrudeBarberCenter

ApprovedPrivateSchools

AutisticSupport 4

SarahReedPartialHospitalizationProgram

NeighboringSchoolDistricts

Partialhospitalizationprogram

5

SpecialEducationProgramProfileProgram Position #1

Operator: School District PROGRAM SEGMENTS

TypeofSupport LevelofSupport AgeRange Caseload FTE

Itinerant LearningSupport 5to7 1 0.25Locations: McKeanElementarySchool-TB

AnElementarySchoolBuilding

AbuildinginwhichGeneralEducationprogramsareoperated


Supplemental(LessThan80%butMoreThan20%)

LearningSupport 5to7 7 0.75

Locations: McKeanElementarySchool-TB



Program Position #2





Locations: EdinboroElementarySchool-AB



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Itinerant LearningSupport 5to7 3 0.5Locations: McKeanElementarySchool-AB



Program Position #3


TypeofSupport LevelofSupport

AgeRange Caseload FTE


LearningSupport

10to11 6 0.4

Locations: JamesW.ParkerMiddleSchool-TB

AMiddleSchoolBuilding



Itinerant LearningSupport 10to11 17 0.6Locations: JamesW.ParkerMiddleSchool-TB



Program Position #4



Itinerant LearningSupport 15to18 30 0.9Locations: GeneralMcLaneHighSchool-AE

ASeniorHighSchoolBuilding





Locations: GeneralMcLaneHighSchool-AE



Program Position #5



Itinerant AutisticSupport 6to8 5 0.25Locations: McKeanElementarySchool-KE




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AutisticSupport 6to8 5 0.75

Locations: McKeanElementarySchool-KE



Program Position #6 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Class Implementation Date: July 1, 2014

PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE


LifeSkillsSupport 15to18 13 1

Locations: GeneralMcLaneHighSchool-LSS



Program Position #7



Itinerant EmotionalSupport

12to14 18 0.6

Locations: JamesW.ParkerMiddleSchool-AG



TypeofSupport Levelof

SupportAgeRange Caseload FTE


EmotionalSupport

12to14 3 0.4

Locations: JamesW.ParkerMiddleSchool-AG



Program Position #8



Itinerant LearningSupport 11to12 11 0.5Locations: JamesW.ParkerMiddleSchool-LH





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LearningSupport

11to12 2 0.5

Locations: JamesW.ParkerMiddleSchool-LH



Program Position #9



Itinerant LearningSupport 15to18 28 0.7Locations: GeneralMcLaneHighSchool-DK






Locations: GeneralMcLaneHighSchool-DK



Program Position #10



Itinerant AutisticSupport 12to15 3 0.25Locations: JamesW.ParkerMiddleSchool-NK







Locations: JamesW.ParkerMiddleSchool-NK






Itinerant LearningSupport 8to9 2 0.4Locations: EdinboroElementarySchool-KL




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Locations: EdinboroElementarySchool-KL






Itinerant LearningSupport 12to14 14 0.75Locations: JamesW.ParkerMiddleSchool-TM






LearningSupport

12to14 1 0.25

Locations: JamesW.ParkerMiddleSchool-TM





Type: Class Implementation Date: April 8, 2018 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.




Locations: GeneralMcLaneHighSchool-NM




Itinerant AutisticSupport 15to18 3 0.25Locations: GeneralMclaneHighSchool





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Itinerant LifeSkillsSupport 7to9 1 0.25Locations: EdinboroElementarySchool-RP





LifeSkillsSupport 7to9 7 0.75

Locations: EdinboroElementarySchool-RP





TypeofSupport LevelofSupport

AgeRange Caseload FTE


LifeSkillsSupport

11to13 9 1

Locations: JamesW.ParkerMiddleSchool-TP







EmotionalSupport 6to8 12 0.75

Locations: McKeanElementarySchool-MR




Itinerant EmotionalSupport 6to8 5 0.25Locations: McKeanElementarySchool-MR






Itinerant EmotionalSupport 15to18 29 0.9Locations: GeneralMcLaneHighSchool-MR



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Locations: GeneralMcLaneHighSchool-MR






Itinerant LearningSupport 8to9 2 0.2Locations: McKeanElementarySchool-SZ






Locations: McKeanElementarySchool-SZ






Itinerant LearningSupport 12to14 19 0.8Locations: JamesW.ParkerMiddleSchool-CZ






LearningSupport

12to14 1 0.2

Locations: JamesW.ParkerMiddleSchool-CZ






Itinerant SpeechandLanguageSupport

5to9 20 0.6

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Justification:Thesestudentsarescheduledduringgradeleveltimes.Theyarenotingroupsthatareoutofagelevelrequirements.Locations: EdinboroElementarySchool-CD





10to12 2 0.3

Locations: JamesW.ParkerMiddleSchool-CD





15to18 1 0.1

Locations: GeneralMcLaneHighSchool-CD







5to9 13 0.8

Justification:Thesestudentsarescheduledduringgradeleveltimes.Theyarenotingroupsthatareoutofagelevelrequirements.Locations: McKeanElementarySchool-HA





11to14 3 0.2

Locations: JamesW.ParkerMiddleSchool-HA





Type: Position Implementation Date: April 8, 2018 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.


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Locations: EdinboroElementarySchool-AB




Itinerant LearningSupport 9to11 3 0.2Locations: EdinboroElementary




Operator: Intermediate Unit PROGRAM SEGMENTS



DeafandHearingImpairedSupport

5to9 1 1

Justification:Thesestudentsarescheduledduringgradeleveltimes.Theyarenotingroupsthatareoutofagelevelrequirements.Locations: EdinboroElementarySchool-KL





Type: ClassandPosition Implementation Date: August 29, 2017 Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.


Itinerant EmotionalSupport 6to10 8 0.3Justification:Thestudentsforthisprogramwillhavedifferentacademicschedulesandwillnotbeintheroomatthesametimeforinstruction.Locations: EdinboroElementary






Justification:Studentswillhavedifferentschedulestimesandwillnotbeintheroomatthesametimeforacademicgroups.Locations:

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EdinboroElementary AnElementarySchoolBuilding


SpecialEducationSupportServicesSupportService Location TeacherFTE

DirectorofPupilServices GeneralMcLaneSchoolDistrict 1SchoolPsychologist GeneralMcLaneSchoolDistrict 2Speech/LanguagePathologist GeneralMcLaneSchoolDistrict 2Paraprofessionals GeneralMcLaneSchoolDistrict 25ResponsetoInterventionTeacher EdinboroandMcKeanElementarySchools 2

SpecialEducationContractedServicesSpecialEducationContractedServices Operator AmtofTimeper

WeekMentalHealthCounselorSAP Outside

Contractor2Days

OccupationalTherapy IntermediateUnit 3DaysPhysicalTherapy IntermediateUnit 3DaysAssistiveTechnology IntermediateUnit 1DaysBehaviorSupport Outside

Contractor5Days

ElizabethLeeBlackSchool-GertrudeBarberCenterPCAs

OutsideContractor

5Days

MentalHealthCounselorBNI OutsideContractor

3Days

MentalHealthCounselorsSarahReed OutsideContractor

5Days

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NeedsAssessment

RecordSchoolPatterns

Question:Afterreviewingschoollevelaccomplishmentsandsystemicchallenges,whatpatternscanyouidentifyamongyourschools?

Whatotherinformationdoyoustillneedtoassess?

Answer:Achangingpopulationresultinginanincreaseinstudentsfromlowsocio-economicbackgroundscreatingchallengesinmentalhealthandbehavioralhealth.A"glassceiling"hasbeenhitregardingstudentproficiencyonthestatetests.Weneedtobeabletodrilldownontheneedsofstudentswhorenotproficient.

DistrictAccomplishments

Accomplishment#1:Threeofthefourdistrictschoolswereabove90onthe13-14SchoolPerformanceProfile.Thethirdschoolwasinthemid-80's.

Inanationalrankingbyk12.niche.com,thedistrictisrankedasthe85thbestinthestate.Thisisbasedon11-12dataandtestscoreshaveimprovedsincethem.

Oneof55districtsinPAtorecieve"out-Performer"statusbySTandardsandPoor.

7thsafetstSchooldistrictinPA(2018)

37of500districtswiththebestteachersinPA(2018)

24of10,576safestschooldistrictsinAmerica(2018)

99%grduationrte

1of120schoolsinthenationtobesledt3dasasemi-finalistfortheGRAMMYSignatureScooklAward

45+Studentclubs,ativitesandspoirtsofferedtoi721highschoolstudents

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73%oftheclassof2017wentontoattendcollege

DistrictConcerns

Concern#1:Demographicdataforthedistrictshowsthat33%ofthedistrictwillbeage55andoverby2019.Withoutastrongindustrialbase,wemustworkveryhardtokeeptaxpayersfeelinggoodaboutpayingschooltaxesasmoreandmoreofthemdonothavechidreninthesystem.

Wearealsoconcernedwiththelackofsubstantitveactionbythestategovernmentonpensionreform.Wearenotsurewherewewillcomeupwiththeadditional2milliondollarsinpensioncosts.

Concern#2:Overthelast8years,ourfreeandreducedlunchratehasrisenfrom19%to36.9%.

Concern#3:Wehaveseenasignificantincreaseintheneedsofstudentsinregardtomentalhealthneeds,behavioraldifficulties,andphysicalneeds.

Concern#4:Technologyischangingeverythingincldingthewaythatstudentsthink,act,speakandwrite.Ithasalsodecreasedpersonlparentparticipationinourschoolsastheycannowaccessagreatdealofinformationelectronically.

PrioritizedSystemicChallenges

SystemicChallenge#1(GuidingQuestion#5)Establishadistrictsystemthatfullyensuresbarrierstostudentlearningareaddressedinordertoincreasestudentachievementandgraduationrates.

AlignedConcerns:

Overthelast8years,ourfreeandreducedlunchratehasrisenfrom19%to36.9%.

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Wehaveseenasignificantincreaseintheneedsofstudentsinregardtomentalhealthneeds,behavioraldifficulties,andphysicalneeds.

Technologyischangingeverythingincldingthewaythatstudentsthink,act,speakandwrite.Ithasalsodecreasedpersonlparentparticipationinourschoolsastheycannowaccessagreatdealofinformationelectronically.

SystemicChallenge#2(GuidingQuestion#7)Establishadistrictsystemthatfullyensuresstudentswhoareacademicallyatriskareidentifiedearlyandaresupportedbyaprocessthatprovidesinterventionsbaseduponstudentneedsandincludesproceduresformonitoringeffectiveness.

AlignedConcerns:



SystemicChallenge#3(GuidingQuestion#2)Establishadistrictsystemthatfullyensurestheconsistentimplementationofeffectiveinstructionalpracticesacrossallclassroomsineachschool.

AlignedConcerns:


SystemicChallenge#4(GuidingQuestion#3)Establishadistrictsystemthatfullyensuresstaffmembersineveryschoolusestandardsalignedassessmentstomonitorstudentachievementandadjustinstructionalpractices.

SystemicChallenge#5(GuidingQuestion#13)Establishasystemthatfullyensuresthedistrict'sresourceseffectivelyaddressinstructionalprioritiesalignedwiththedistrict'svisionandmissionandfullyensuresthattheexpenditureandaccountingoffundsmeetsalllegalandethicalrequirementswithintheparametersofgenerallyacceptedaccountingpractices.

AlignedConcerns:

Demographicdataforthedistrictshowsthat33%ofthedistrictwillbeage55andoverby2019.Withoutastrongindustrialbase,wemustworkveryhardtokeeptaxpayers

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feelinggoodaboutpayingschooltaxesasmoreandmoreofthemdonothavechidreninthesystem.




SystemicChallenge#6(GuidingQuestion#10)Establishadistrictsystemthatfullyensuresprofessionaldevelopmentisfocused,comprehensiveandimplementedwithfidelity.

AlignedConcerns:

Demographicdataforthedistrictshowsthat33%ofthedistrictwillbeage55andoverby2019.Withoutastrongindustrialbase,wemustworkveryhardtokeeptaxpayersfeelinggoodaboutpayingschooltaxesasmoreandmoreofthemdonothavechidreninthesystem.





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DistrictLevelPlan

ActionPlans

Goal#1:Establishasystemthatfullyensuresthedistrict'sresourceseffectivelyaddressinstructionalprioritiesalignedwiththedistrict'svisionandmissionandfullyensuresthattheexpenditureandaccountingoffundsmeetsalllegalandethicalrequirementswithintheparametersofgenerallyacceptedaccountingpractices.

RelatedChallenges:

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

• Establish a district system that fully ensures staff members in every school use standards aligned assessments to monitor student achievement and adjust instructional practices.

Indicators of Effectiveness:

Type: Annual

Data Source: Annual budget vs. strategic goals

Specific Targets: All new expenditures will have justification based in mission/core values and/or alignment with strategic goals.

Strategies:

Align resources to goals

Description:

Developasystemwherebynewexpendituresarejustifiedbyalignmenttodistrictmission/corevaluesand/orstrategicgoals.

SAS Alignment: Materials & Resources

Implementation Steps:

Align resources to goals

Description:

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Throughsystematicandperiodicreviewsofeachyear'sstrategicgoals,districtactionswillbeevaluatedinlightofresourceallocationandgoalpurposes.Newstrategicgoalswillbedevelopedbasedondeficienciesandinconsistenciesdeterminiedbythesereviewprocesses.

ReviewprocessesincludeandprogressreviewbyadminsitraitonandboardinJanuaryandfinalreviewatadministrativeretreatinJune.

Start Date: 1/14/2015 End Date: 6/29/2018

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

Gifted Education, Educational Technology

Supported Strategies:

• Align resources to goals

Goal#2:Establishadistrictsystemthatfullyensuresstudentswhoareacademicallyatriskareidentifiedearlyandaresupportedbyaprocessthatprovidesinterventionsbaseduponstudentneedsandincludesproceduresformonitoringeffectiveness.

Related Challenges:

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

• Establish a district system that fully ensures barriers to student learning are addressed in order to increase student achievement and graduation rates.


Type: Annual

Data Source: DRA, DIBEL scores, PSSA

Specific Targets: RTI teams will monitor student progress, focusing on students receiving reading interventions from new intervention programs which include LLI, LTRS and Orton Gillingham.

Strategies:

Phonological Awareness Training

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Description: Phonologicalawareness,theabilitytodetectormanipulatethesoundsinwordsindependentofmeaning,isaprecursortoreading.Phonologicalawarenesstrainingwithoutletterknowledgetrainingcaninvolvevarioustrainingactivitiesthatfocusonteachingchildrentoidentify,detect,delete,segment,orblendsegmentsofspokenwords(i.e.,words,syllables,onsetsandrimes,phonemes)orthatfocusonteachingchildrentodetect,identify,orproducerhymeoralliteration.Theaddedletterknowledgetrainingcomponentincludesteachingchildrenthelettersofthealphabetandmakinganexplicitlinkbetweenlettersandsounds.WWCreportsthatwhencoupledwithLetterKnowledgeTraining,PhonologicalAwarenessTraininghaspositiveeffectsupon:printknowledge,phonologicalprocessing,andearlyreading/writing;ithasnodiscernibleimpactuponcognition;ithaspotentiallynegativeeffectsonorallanguage.(Source:http://ies.ed.gov/ncee/wwc/pdf/intervention_reports/WWC_PAT_Letter_Knowledge_122806.pdf)

SAS Alignment: Instruction


Intervention programs

Description:

Instructionalcoachresponsibilitiesarebeingredefinedtoincludedirectioninterventionwithsmallgroupsandindividualstudentshavingreadingdifficulty.Trainingisbeingprovidedforthreeinterventions:LLI,LTRSandOrtonGillingham.Additionally,thebalancedliteracyapproach(guidedreading,readersworkshop,etc.)arebeingutilizedinboththeregularclassroomandinterventionactivities.


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


• Phonological Awareness Training

Goal#3:Establishadistrictsystemthatfullyensuresbarrierstostudentlearningareaddressedinordertoincreasestudentachievementandgraduationrates.


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Type: Annual

Data Source: Student support records; MTSS records

Specific Targets: Number of students receiving services compared to number of problems.

Strategies:

Multi-Tiered Systems of Support (MTSS-RtII)

Description:

Pennsylvania'sMulti-TieredSystemofSupports(MTSS)isdefinedasacomprehensivesystemofsupportsthatinthecommonwealthincludesstandards-aligned,culturallyresponsiveandhighqualitycoreinstruction,universalscreening,data-baseddecision-making,tieredservicesandsupports,familyengagement,central/buildinglevelleadership,RtII/SLDdeterminationandprofessionallearning.Simplyput,PA-MTSSrepresentsabroadsetofevidence-basedpracticesthatmaybeimplementedacrossasystemtoincludeAcademicsANDBehaviorwithinarecursiveandsystematicproblem-solvingprocess.PA-MTSSisrelativelysynonymouswithRtIIandisintendedtohelpALLstudentsmeetwithcontinuousacademicandbehavioralsuccess.(Sources:Multi-TieredSystemsofSupport(MTSS))Thiswillbeimplementedatthemiddleandhighschool

SAS Alignment: Instruction, Assessment


MTSS Implementation

Description:

Intial"bootcamp"traininghasbeenprovidedatthemiddleandhighschool.TheschoolswillbeworkingwiththestatetoimplementandMTSSoverthenextthreeyears.


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


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• Multi-Tiered Systems of Support (MTSS-RtII)

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Appendix:ProfessionalDevelopmentImplementationStepDetails

No Professional Development Implementation Steps have been identified for General McLane SD.

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DistrictLevelAffirmations

WeaffirmthatthisDistrictLevelPlanwasdevelopedinaccordance,andwillcomplywiththeapplicableprovisionsof22Pa.Code,Chapters4,12,16,and49.Wealsoaffirmthatthecontentsaretrueandcorrectandthattheplanwasplacedforpublicinspectionintheschooldistrict/AVTSofficesandinthenearestpubliclibraryuntilthenextregularlyscheduledmeetingoftheboardorforaminimumor28dayswhichevercomesfirst.

WeaffirmthattheresponsesintheProfessionalEducationCoreFoundationsandtheProfessionalDevelopmentImplementationStepsfocusonthelearningneedsofeachstaffmembertoenableallstaffmembersmeetorexceedthePennsylvaniaacademicstandardsineachofthecoresubjectareas.

Nosignaturehasbeenprovided

BoardPresident

AffirmedbyRichardScalettaon5/31/2018

Superintendent/ChiefExecutiveOfficer

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SpecialEducationAffirmations

WealsoaffirmourunderstandingthatanyrequestsforanydeviationsfromtheChapter14regulations,standards,policies,andproceduresmustbemadeinwritingtothePennsylvaniaDepartmentofEducation.TheschooldistrictunderstandsthattheSpecialEducationComponentoftheDistrictLevelPlanwillbeapprovedbyPDEinaccordancewiththefollowingcriteriaassetforthin22Pa.SchoolCode§14.104andaspartoftheDistrictLevelPlan:

1. Thereareafullrangeofservices,programsandalternativeplacementsavailabletotheschooldistrictforplacementandimplementationofthespecialeducationprogramsintheschooldistrict.

2. Theschooldistricthasadoptedachildfindsystemtolocate,identifyandevaluateyoungchildrenandchildrenwhoarethoughttobeachildwithadisabilityeligibleforspecialeducationresidingwithintheschooldistrict'sjurisdiction.Childfinddataiscollected,maintained,andusedindecision-making.Childfindprocessandproceduresareevaluatedforitseffectiveness.Theschooldistrictimplementsmechanismstodisseminatechildfindinformationtothepublic,organizations,agencies,andindividualsonatleastanannualbasis.

3. Theschooldistricthasadoptedpoliciesandproceduresthatassurethatstudentswithdisabilitiesareincludedingeneraleducationprogramsandextracurricularandnon-academicprogramsandactivitiestothemaximumextentappropriateinaccordancewithanIndividualizedEducationProgram.

4. TheschooldistrictwillcomplywiththePADepartmentofEducation,BureauofSpecialEducation'srevisionnoticeprocess.

5. Theschooldistrictfollowsthestateandfederalguidelinesforparticipationofstudentswithdisabilitiesinstateanddistrict-wideassessmentsincludingthedeterminationofparticipation,theneedforaccommodations,andthemethodsofassessingstudentsforwhomregularassessmentisnotappropriate.

6. TheschooldistrictaffirmsthePennsylvaniaDepartmentofEducationthatfundsreceivedthroughparticipationinthemedicalassistancereimbursementprogram,ACCESS,willbeusedtoenhanceorexpandthecurrentlevelofservicesandprogramsprovidedtostudentswithdisabilitiesinthislocaleducationagency.

Weaffirmthattheschooldistricthascompleteda28daypublicinspectionandcommentperiodasrequiredunder22PACode§4.13(d)priortotheschoolentity'sgoverningboardapprovalandsubmissiontotheDepartmentofEducation(BureauofSpecialEducation).

AffirmedbyCarrieCrowon4/26/2018

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BoardPresident

AffirmedbyRichardScalettaon5/29/2018

Superintendent/ChiefExecutiveOfficer

general mclane sd...nov 02, 2018 · world domination. 3 shared values in order to meet the...

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