Downingtown Area SD · 2013-11-18 · 4 The Downingtown Area School District is pleased to be...

Downingtown Area SD

District Level Plan

07/01/2014 - 06/30/2017

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District Profile

Demographics

540 Trestle Place Downingtown, PA 19335 (610)269-8460 Superintendent: Lawrence Mussoline Director of Special Education: Karen Zerr

Planning Process Central Office Planning Team

District Planning Team

Elementary and Secondary Principals

Curriculum and Grade Level Leaders

Each of these groups collaborated to give input into all phases of the plan.

Mission Statement Proud of our tradition of excellence, the mission of the Downingtown Area School District is to

educate all students to meet the rigorous challenges of a global society.

Vision Statement For our future, we want our students to be career and/or college ready upon graduation. In order to

be prepared for this challenge, our students will:

Be self-directed, reflective learners who use data to foster learning and growth;

Exhibit critical thinking and problem solving skills;

Utilize technology in an appropriate manner to maximize learning;

Act in a respectable manner as responsible, contributing citizens of the local, national and

global society;

Be innovators who use a wide range of techniques to elaborate, refine, analyze, and evaluate

their own ideas in order to improve and make the best use of their creative efforts;

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Collaborate with peers and communicate efficiently and effectively across a variety of

situations and environments;

Be conscientious and informed consumers, who are fiscally aware of and responsive to

current economic situations;

Demonstrate an appreciation of an economically and culturally diverse community.

Shared Values We believe that …

Every person has value;

All children can learn but they learn at different rates and in different ways;

Effort creates intelligence;

Innovative, differentiated instructional strategies bolster students’ innate desire to learn;

An investment in education is an investment in Downingtown’s future;

Every high school graduate will be college and/or career ready;

Collaboration, innovation, communication, and critical thinking are essential to 21st Century

learning;

We are educating students for jobs not yet in existence;

Education is the shared responsibility of the student, family, school, and community;

Recognition of economic and cultural diversity enriches our community and helps prepare

students for a global democratic society;

Our high school graduates will be responsible citizens capable of adapting to varied roles, job

requirements, schedules, and contexts required for living and working in the 21st Century.

Educational Community Located in Chester County, Pennsylvania, Downingtown Area School District is a mix of a small town,

farmland, and numerous commercial areas. An abundance of new housing developments has caused

a significant increase in school enrollment. The District serves over 12,000 students and has three

high schools, two middle schools, ONE 6TH GRADE CENTER (2014), and 10 elementary schools.

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The Downingtown Area School District is pleased to be recognized as a great community in which to

live, learn, and flourish. While DASD is proud of its rich community history, the District greatly

appreciates its growing diversity. The DASD educational community is student centered as

evidenced by its robust curricular and extracurricular programs. These give evidence of the care and

concern of a well-respected, conscientious staff as well as dedicated parents and community

members that work together to increase the District’s strong record of high student achievement.

Learning Support

DASD offers a continuum of supports and services to meet the needs of students with an identified

disability or disabilities under Pennsylvania Chapter 14 regulations. Learning Support Services

primarily address academic needs in areas such as literacy and math but also support students with

behavioral, organizational, and/or social-emotional needs. Data informed decisions support the

development of Individualized Education Programs that specifically address identified areas of

need. Direct, explicit instruction is provided to remediate skill deficits and promote independence.

Technology is integrated throughout our classrooms and helps engage young learners.

Eligible students participate in an itinerant, supplemental, or full-time program and are included

with age & grade level peers to the maximum extent possible as determined by the IEP team to be

appropriate. Currently we have 25. 5 Learning Support Classrooms for eligible K-5 students in our

10 elementary schools.

Planning Committee Name Role

Celeste Alfieri Ed Specialist - School Counselor

Lauren Baker Secondary School Teacher - Regular Education

Patricia Bell Parent

Tucker Birkhead Administrator

Kelly Byrne Parent

Michelle Clegg Administrator

Colleen Cranney Community Representative

Jeremy Curtis Administrator

Eric Daney Secondary School Teacher - Regular Education

Julie Dimino Elementary School Teacher - Regular Education

Robert Eldredge Business Representative

Rob Farina Administrator

Jacqueline Fenn Business Representative

Laurel Finch Elementary School Teacher - Special Education

Andrew Hoffert Administrator

Barbara Hurt-Simmons Community Representative

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Sharon Jackson Middle School Teacher - Regular Education

Linda MacNeal Administrator

Lyn Morris Elementary School Teacher - Regular Education

Jennifer Payton Secondary School Teacher - Regular Education

Jane Przyuski Elementary School Teacher - Regular Education

Kim Rank Administrator

Kelly Rodriquez Parent

Charlene Salus Parent

Ilana Shipe Secondary School Teacher - Regular Education

Suzanne Simonelli Community Representative

Lisa Snyder Administrator

Carrie Thorpe Secondary School Teacher - Regular Education

Carol Warren Ed Specialist - School Counselor

David Weidlich Middle School Teacher - Regular Education

Karen Zerr Administrator

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Core Foundations

Standards

Mapping and Alignment

Elementary Education-Primary Level

Standards Mapping Alignment

Arts and Humanities Developing Developing

Career Education and Work Non Existent Non Existent

Civics and Government Developing Accomplished

Common Core Standards: English Language Arts Developing Developing

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

Non Existent Non Existent

Common Core Standards: Mathematics Developing Developing

Economics Developing Accomplished

Environment and Ecology Developing Developing

Family and Consumer Sciences Non Existent Non Existent

Geography Developing Accomplished

Health, Safety and Physical Education Developing Developing

History Developing Accomplished

Science and Technology and Engineering Education Developing Developing

Alternate Academic Content Standards for Math Developing Developing

Alternate Academic Content Standards for Reading Developing Developing

American School Counselor Association for Students Accomplished Accomplished

Early Childhood Education: Infant-Toddler→Second Grade

Developing Developing

English Language Proficiency Developing Non Existent

Interpersonal Skills Developing Developing

School Climate Developing Developing

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

Expanding the career standards is a goal. The district does not teach Family and Consumer Sciences or Business Standards at the primary level. Literacy Standards in History/Social Studies, etc. are for grades 6-12. Except for students with low incidence disabilities, all students are exposed to the same, viable curriculum in Reading and Mathematics. The ESL program provides instruction to enable English language learners to acquire English as an additional language. To be responsive to each student’s educational culture and experiences, first language literacy, and level of English language proficiency the ESL curriculum cannot be set and static. Instead, curriculum is driven by the student’s content-area courses/grade level and his or her English language proficiency.

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Elementary Education-Intermediate Level



Career Education and Work Non Existent Non Existent




Non Existent Non Existent




Family and Consumer Sciences Non Existent Non Existent


Health, Safety and Physical Education Developing Accomplished










Expanding the career standards is a goal. The district does not teach Family and Consumer Sciences or Business Standards at the primary level. Literacy Standards in History/Social Studies, etc. are for grades 6-12. Except for students with low incidence disabilities, all students are exposed to the same, viable curriculum in Reading and Mathematics. The ESL program provides instruction to enable English language learners to acquire English as an additional language. To be responsive to each student’s educational culture and experiences, first language literacy, and level of English language proficiency the ESL curriculum cannot be set and static. Instead, curriculum is driven by the student’s content-area courses/grade level and his or her English language proficiency.

Middle Level



Career Education and Work Accomplished Accomplished







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Family and Consumer Sciences Accomplished Accomplished











World Language Accomplished Developing


Secondary reading programs are only for select students who need intervention or remediation as demonstrated by performance on local and state assessments. Except for students with low incidence disabilities, all students are exposed to the same, viable curriculum in Reading and Mathematics. The ESL program provides instruction to enable English language learners to acquire English as an additional language. To be responsive to each student’s educational culture and experiences, first language literacy, and level of English language proficiency the ESL curriculum cannot be set and static. Instead, curriculum is driven by the student’s content-area courses/grade level and his or her English language proficiency.

High School Level



Career Education and Work Accomplished Accomplished








Family and Consumer Sciences Accomplished Accomplished









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World Language Accomplished Developing


Secondary reading programs are only for select students who need intervention or remediation as demonstrated by performance on local and state assessments. Except for students with low incidence disabilities, all students are exposed to the same, viable curriculum in Reading and Mathematics. The ESL program provides instruction to enable English language learners to acquire English as an additional language. To be responsive to each student’s educational culture and experiences, first language literacy, and level of English language proficiency the ESL curriculum cannot be set and static. Instead, curriculum is driven by the student’s content-area courses/grade level and his or her English language proficiency.

Adaptations


No standards have been identified for this content area.



Middle Level


High School Level


Explanation for any standards checked:

This narrative is empty.

Curriculum

Planned Instruction


Curriculum Characteristics Status

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

Developing

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

Developing

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

Developing

Procedures for measurement of mastery of the objectives of a planned Developing

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course, instructional unit or interdisciplinary studies are identified.

Processes used to ensure Accomplishment:

The district uses a common standards-aligned curriculum framework in all content areas and common assessments to measure student mastery of those objectives. Common writing assessments are being modified to better measure mastery.

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





Developing


Developing


Developing

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

Developing


The district uses a common standards-aligned curriculum framework in all content areas and common assessments to measure student mastery of those objectives. The district intends to provide professional development to assist teachers with confusion about the procedures for measuring mastery in writing.



Middle Level



Developing


Developing


Developing

Procedures for measurement of mastery of the objectives of a planned Developing

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course, instructional unit or interdisciplinary studies are identified.


Processes used to ensure “Accomplishment” include: a common standards-aligned curriculum framework in all content areas and common formative and summative assessments. The application and process sections of the curriculum documents demonstrate the relationship between objectives and academic standards. All district core curriculum has been mapped and aligned to state academic standards, assessment anchors, and eligible content. Content, materials, and activities are laid out in the curriculum documents. In ESL, accomplishment of curriculum objectives is measured by the evaluation of students’ work/portfolio, students’ grades in the different subject areas, and the yearly WIDA Access Test.



High School Level



Developing


Developing


Developing

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

Developing


Processes used to ensure “Accomplishment” include: a common standards-aligned curriculum framework in all content areas and common formative and summative assessments. The application and process sections of the curriculum documents demonstrate the relationship between objectives and academic standards. All district core curriculum has been mapped and aligned to state academic standards, assessment anchors, and eligible content. Content, materials, and activities are laid out in the curriculum documents. In ESL, accomplishment of curriculum objectives is measured by the evaluation of students’ work/portfolio, students’ grades in the different subject areas, and the yearly WIDA Access Test.



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Modification and Accommodations

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

The district uses a common standards-aligned curriculum framework in all curricular areas.

Content area teachers work in collaboration with administrators and the special education

department to differentiate instruction, materials, and content to meet specific needs for all

students. Teachers actively participate in the IEP process, and review the specially

designed instruction, goals and related services for all students with special needs, and

work collaboratively to ensure that all students can access the curriculum at their

instructional level. Teachers are cognizant of maintaining a level of high expectations for all

students.

Instruction

Instructional Strategies

Formal classroom observations focused on instruction Annual Instructional evaluations

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

The district has a common classroom observation tool based on the Framework for Teaching by Charlotte Danielson. Administrators use this tool to evaluate all staff annually. While some principals review lesson plans, this is not standard practice across the district.

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

In 2012-13, the district implemented a curriculum council model that seeks to build the capacity of the organization through a system of teacher leaders in each discipline. In this first year, the focus is for curriculum leaders to establish relationships with teachers in their departments as well as across the elementary division. As the model becomes more entrenched, the plan is for teacher leaders to serve as instructional coaches. District goals identified in the five-year district plan include common formative and summative assessments, walk-throughs targeted on instruction as well as standard lesson plan templates that will be reviewed systematically by building-level administrators.

Responsiveness to Student Needs


Instructional Practices Status

Structured grouping practices are used to meet student needs. Implemented in 50% or more of

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district classrooms

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

Implemented in 50% or more of

district classrooms

Differentiated instruction is used to meet student needs.


district classrooms

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


district classrooms

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




Structured grouping practices are used to meet student needs.


district classrooms



district classrooms



district classrooms



district classrooms



Middle Level




district classrooms



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district classrooms



district classrooms



district classrooms



High School Level




district classrooms



district classrooms



district classrooms



district classrooms



Recruitment

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

Strategies The District currently follows strategies to ensure that poor and minority students are not taught at disproportionate rates than other students by inexperienced, unqualified and/or out of field teachers. The district will continue to improve these strategies to reach 100%

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HQ status. Current & Ongoing Strategies

1. Advertising for vacancies (national, local, web site)

a. Advertise on the District website, PA REAP, and with various universities.

b. We have also placed ads in various Diversity publications over the years.

1. Active Recruiting

a. Administrators attend job fairs throughout the state of Pennsylvania.

b. During 11-12, Human Resources attended the Delaware Valley Minority

Student Achievement Consortium teacher fair, University of Delaware Career fair, the

Lincoln University Career Fair as well as a job fairs with the CCIU Consortium.

c. We pre-screen candidates prior to the hiring season to help locate highly

qualified teachers with experience.

d. We maintain an ongoing database of prospective educators within the

AppliTrack system by advertising positions, attending job fairs, and networking. We are

able to post openings on K12- jobspot, a national educator job board at no cost.

e. As soon as we are aware of a vacancy or opening we post electronically on

the District Web Site and PAREAP to allow as much time as possible to find highly qualified

candidates

1. Professional Development

a. DASD offers training and workshops to strengthen content knowledge and

instructional strategies.

b. DASD continues to work to align our system of recruitment, hiring,

induction, supervision and professional development to meet the needs of the District and

the requirements of PDE.

c. DASD membership to DVMSAC also provides seminars on student

achievement and diversity for administrators and staff.

1. Other

a. Based on the demographic data for each school year, if any of our higher

poverty, higher minority schools are disproportionately taught by non-HQ or inexperienced

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teachers compared to our lower minority and poverty schools at the same levels,

involuntary transfers of staff will be considered.

b. We promote DASD accomplishments and offer competitive salaries and

benefits to attract experienced candidates to consider Downingtown Area School District.

c. We provide Title I Aides to support students in the Title I buildings.

d. We offer a full day Kindergarten program for at risk students in the Title I

buildings.

e. We offer a summer reading program for Title I students.

f. The District also offers a free and reduced lunch program and coordinates a

breakfast program for students.

Assessments

Local Graduation Requirements

Course Completion SY 13-

14 SY 14-

15 SY 15-

16 SY 16-

17 SY 17-

18 SY 18-

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Total Courses 24.00

English 4.00

Mathematics 3.00

Social Studies 4.00

Science 3.00

Physical Education 3.00

Health 1.00

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

0.00

Electives 6.00

Minimum % Grade Required for Credit (Numerical Answer)

1.80

2014 Graduation Specifics

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

Reading

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Local Assessments aligned with State Standards

Writing


Mathematics


Local Assessments

Standards WA TD NAT DA PSW Other

Arts and Humanities X X X X

Career Education and Work X X X X X

Civics and Government X

Common Core Standards: English Language Arts

X X X X X


X

Common Core Standards: Mathematics

X

Economics X

Environment and Ecology X X X X

Family and Consumer Sciences X X

Geography X

Health, Safety and Physical Education

X X X X X X

History X X

Science and Technology and Engineering Education

X X X X X

World Language X X

2015 and beyond Graduation Requirement Specifics


English Language and Composition

No methods have been identified for this standard.

English Literature


Mathematics


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Science & Technology


Environment & Ecology


2017 and beyond Graduation Requirement Specifics


Biology or Chemistry


American History, Civics/Government, or World History


Methods and Measures

Summative Assessments

Summative Assessments EEP EEI ML HS

Mid term / Final Exams X X

Textbook Assessments X X X X

Unit / Chapter assessments (textbook/program) X X X X

Teacher Developed CBE X X X X

Written Work by Students X X X X

Locally Validated Standards Aligned Assessments X X X X

Keystone Exams X X

PSSA X X

PASA X X X

NAEP X X

rSkills Tests (Scholastic Read 180) (HS Reading Program)

X

Evaluation of Portfolios of Student Work (Writing) X

Evaluation of Portfolios of Student Work (Humanities)

X X X X

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

Scientific Experiments X X X X

WIDA Access Test for ESL students X X X X

Benchmark Assessments

Benchmark Assessments EEP EEI ML HS

Aimsweb X X X X

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Study Island X X X

Fountas & Pinnell Benchmark Assessment X X

GRADE (All grade 4, 5 and MS-HS Reading Programs) X X X

Scholastic Reading Inventory SRI (MS-HS Reading Programs)

X X

Level Set Assessment (Achieve 3000) (MS-HS Reading Programs)

X X

Formative Assessments

Formative Assessments EEP EEI ML HS

Diagnostic Assessment X X X X

Progress Monitoring X X X X

Quizzes X X X

Evaluation of Portfolios of Student Work (Writing) X

Evaluation of Portfolios of Student Work (Humanities)

X X X X

Level Set Assessment (Achieve 3000) (MS-HS Reading Programs)

X X

Teacher developed CBEs X X X X

Exit Tickets X X X X

Textbook Assessments X X X X

Demonstration, performances, products, and projects X X X X

Written Work by Students X X X X

Notebooks, Graphic Organizers, KWL charts, etec (independent practice)

X X X X

Fitness Assessments X X X

Scientific Experiments X X X X

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

Finish Line for ELLs X X X X

Diagnostic Assessments

Diagnostic Assessments EEP EEI ML HS

Wechsler Individual Achievement Test - Second Edition

X X X X

Woodcock Johnson Achievement Test - Third Edition X X X X

Test of Written Language X X X X

Qualitative Reading Inventory (QRI) X X X X

Behavior Rating Inventory of Executive Functioning (BRIEF)

X X X X

Wide Range of Assessment of Memory and Learning X X X X

Wechsler Individual Scale of Intelligence - Fourth Edition

X X X X

Behavior Assessment System for Children (BASC-2) X X X X

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Children's Depression Inventory X X X X

Revised Children's Manifest Anxiety Scale X X X X

Comprehensive Test of Phonological Processing (C-TOPP)

X X X X

Woodcock Johnson Diagnostic Reading Battery (WJDRB)

X X X X

Wechsler Individual Achievement Test - Third Edition (WIAT III)

X X X X

Ekwall Informal Reading Inventory (IRI) X X

San Diego Quick Assessment List X X

Basic Reading Screening Test X X

Kaufman Survey of Early Academic and Literacy Skills (K-SEALS)

X

Kaufman Test of Educational Achievement - Second Edition

X X X X

Diagnostic Ability Test II (DAS-II) X X X X

NEPSY II X X X X

Wechsler Preschool and Primary Scale of Intelligence Fourth Edition (WPPSI-IV)

X

Comprehensive Test of Nonverbal Intelligence - Second Edition (CTONI-2)

X X X X

Wechsler Nonverbal (WNV) X X X X

Universal Nonverbal Intelligence Test (UNIT) X X X X

Reynolds Adolescent Depression Scale 2 (RAD-2) X X X X

Achenbach System of Empiracally Based Assessment (ASEBA)

X X X X

Autism Diagnostic Observation Schedule 2 (ADOS-2) X X X X

Autism Diagnostic Interview Revised X X X X

Thematic Aperception Test (TAT) X X X

Key Math Test X

Burns and Roe Individual Reading Inventory (IRI) X X X X

Wechsler Adult Scale of Intelligence Fourth Edition X

Peirs-Harris Self Concept Scale X

Beck Youth Inventory X

Adaptive Behavior Assessment System, Second Edition

X

Connors X

GRADE X X X

CDT X X

Textbook Assessments X X

W-APT (Screening tests for ELLs) X X X X

TOWRE (Test of Word Reading Efficiency) X X X X

Validation of Implemented Assessments

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Validation Methods EEP EEI ML HS

External Review

Intermediate Unit Review

LEA Administration Review X X X X

Building Supervisor Review X X X X

Department Supervisor Review X X X X

Professional Learning Community Review X X X X

Instructional Coach Review

Teacher Peer Review X X X X

Provide brief explanation of your process for reviewing assessments.

Teachers and administrators review the assessment needs of the District via an analysis of student achievement data. This process is informal in that student need generates the review rather than the review occurring only on a scheduled timeline.

Development and Validation of Local Assessments

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

The District develops locally administered assessments as appropriate. For example, teachers

created a bank of writing prompts in grades 3, 4, and 5 so that all teachers might have a set of

common prompts to assess writing instruction. To validate the results, the District plans to

engage teachers in data conversations by using student work from these writing prompts as

the vehicle for these conversations.

Collection and Dissemination

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

The District disseminates data via the Director of Assessment and the Coordinator of Data

Analysis. The Coordinator of Data Analysis reviews all standardized testing data, e.g., PSSA,

before disseminating organized data displays to district and building level administrators.

Other local data, e.g., Study Island, Aimsweb, are collected and analyzed by school level data

teams.

Data Informed Instruction

Describe how information from the assessments is used to assist students who have not demonstrated achievement of the academic standards at a proficient level or higher.

School teams meet to disaggregate and analyze data throughout the school year in order to

be flexible and reactive to student needs as they move and change throughout the school

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year. Those data are used to determine areas of student strengths and needs, which helps

the team to identify students who require remedial or replacement instruction in specific

skill areas, as well as to determine when students have made progress and achieved

academic goals and targets.

Individual student data gathered through Benchmark Assessments and Standardized

testing is provided to all classroom teachers. Teachers are regularly in-serviced on

interpreting data and designing appropriate, research-based intervention measures.

Teachers are required to review the data for their students and develop individual plans to

address remediation and student needs as identified by the testing

HS:

Student.s who perform at below basic level on the 8th grade PSSAs are placed in co-taught

English and math classes at the high school level. Study Island Benchmark Tests and other

diagnostic assessments, such as IRIs, are used to place students in a direct instruction

English class. On each data day, teachers use the recently compiled testing data (CDT, Study

Island) to ascertain student weakness and create appropriate materials and instruction that

address those needs and improve student achievement.

MS:

Study Island and PSSA test scores are used during one-on-one data coaching with a teacher

to have students set reading and writing goals and to review accomplishments. These data

points are also used for creating both PSSA-prep groups and direct instruction reading

classes.

ES:

Aimsweb ORF & MAZE, Fountas & Pinnell BAS, Study Island, and GRADE data are used to

group students to inform guided reading groups (within one class) and leveled reading

groups (RtII).

Assessment Data Uses

Assessment Data Uses EEP EEI ML HS

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

X X X X

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

X X X X

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

X X X X

Instructional practices modified or adapted to increase student mastery.

X X X X

Provide brief explanation of the process for incorporating selected strategies.

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The District uses PA Standards, assessment anchors, and eligible content to build curriculum. Teachers bring the curriculum to life by infusing instructional strategies and practices that are likely to increase student mastery of the standards.

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


Distribution of Summative Assessment Results

Distribution Methods EEP EEI ML HS

Course Planning Guides X X

Directing Public to the PDE & AYP or other Test-related Websites

X X X X

Individual Meetings X X X X

Letters to Parents/Guardians X X X X

Local Media Reports X X X X

Website X X X X

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

Mass Phone Calls/Emails/Letters X X X X

Newsletters X X X X

Press Releases X X X X

School Calendar X X X X

Student Handbook X X X X

Provide brief explanation of the process for incorporating selected strategies.

DASD communicates dates of standardized summative assessments through a variety of venues so as to reach all parents. Teachers communicate with individual parents regarding local summative assessments.

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

Course planning guides are used at the secondary level. We have no plans to use these guides to distribute information about summative assessments at the elementary level.

Safe and Supportive Schools

Assisting Struggling Schools

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

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

Increased inclusion opportunities to receive instruction on grade-level standards

Examination and use of research-based instructional methods, programs and

materials

Increased professional development

Continued review of data through progress monitoring and benchmark assessments

Focus on bringing out-of-district students back to District buildings

Programs, Strategies and Actions

Programs, Strategies and Actions EEP EEI ML HS

Biennially Updated and Executed Memorandum of Understanding with Local Law Enforcement

X X X X

School-wide Positive Behavioral Programs X X X X

Conflict Resolution or Dispute Management X X X X

Peer Helper Programs X X X X

Safety and Violence Prevention Curricula X X X X

Student Codes of Conduct X X X X

Comprehensive School Safety and Violence Prevention Plans

X X X X

Purchase of Security-related Technology X X X X

Student, Staff and Visitor Identification Systems X X X X

Placement of School Resource Officers X X X X

Student Assistance Program Teams and Training X X X X

Counseling Services Available for all Students X X X X

Internet Web-based System for the Management of Student Discipline

X X X X

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


Identifying Gifted Students

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Describe your entity’s process for identifying gifted children.

During the spring, all first grade students are given the SAGES 2 assessment to

screen the district for needs in gifted education services.

A comprehensive gifted eligibility criteria is in place. The criteria encompasses

gifted rating scales (teacher, counselor and parent input), multiple criteria data (evidenced

by multiple data such as achievement, performance or expertise in one or more areas), and

individual assessment with the school psychologist

The eligibility criteria has well defined and specific points at each tier to determine

need for specially designed instruction. The academic areas are based on the common core

standards at each grade level as well as classroom observation and performance

In alignment with Chapter 16 guidelines, if a student does not obtain an IQ score of

130, multiple criteria is researched to determine a student’s need for specially designed

instruction.

Developmental Services

Developmental Services EEP EEI ML HS

Academic Counseling X X X X

Attendance Monitoring X X X X

Behavior Management Programs X X X X

Bullying Prevention X X X X

Career Awareness X X X

Career Development/Planning X X

Coaching/Mentoring X X X X

Compliance with Health Requirements –i.e., Immunization

X X X X

Emergency and Disaster Preparedness X X X X

Guidance Curriculum X X X X

Health and Wellness Curriculum X X X X

Health Screenings X X X X

Individual Student Planning X X X X

Nutrition X X X X

Orientation/Transition X X X X

RtII X X X X

Wellness/Health Appraisal X X X X

Explanation of developmental services:


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Diagnostic, Intervention and Referral Services

Diagnostic, Intervention and Referral Services EEP EEI ML HS

Accommodations and Modifications X X X X

Administration of Medication X X X X

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

Assessment/Progress Monitoring X X X X

Casework X X X X

Crisis Response/Management/Intervention X X X X

Individual Counseling X X X X

Intervention for Actual or Potential Health Problems X X X X

Placement into Appropriate Programs X X X X

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

Small Group Counseling-Educational planning X X X X

Small Group Counseling-Personal and Social Development

X X X X

Special Education Evaluation X X X X

Student Assistance Program X X

Explanation of diagnostic, intervention and referral services:

The Student Assistance Program is integrated at the middle and high school levels. The middle school Prevention Specialists work directly withthe guidance counselors at the elementary school level with at risk students to support the student and family. The Prevention Specialists assist with small group counseling through the SAP teams at the middle and high school levels.

Consultation and Coordination Services

Consultation and Coordination Services EEP EEI ML HS

Alternative Education X X X X

Case and Care Management X X X X

Community Liaison X X X X

Community Services Coordination (Internal or External)

X X X X

Coordinate Plans X X X X

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

Home/Family Communication X X X X

Managing Chronic Health Problems X X X X

Managing IEP and 504 Plans X X X X

Referral to Community Agencies X X X X

Staff Development X X X X

Strengthening Relationships Between School Personnel, Parents and Communities

X X X X

System Support X X X X

Truancy Coordination X X X X

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Explanation of consultation and coordination services:


Communication of Educational Opportunities

Communication of Educational Opportunities EEP EEI ML HS

Course Planning Guides X X

Directing Public to the PDE & AYP Websites X X X X



Local Media Reports X X X X

Website X X X X

Meetings with Community, Families and Board of Directors

X X X X

Mass Phone Calls/Emails/Letters X X X X

Newsletters X X X X

Press Releases X X X X



Home and School Association X X X X

Educational Foundation X X X X

Course Selection Nights X

Middle School Open House and Visits X X

Communication of Student Health Needs

Communication of Student Health Needs EEP EEI ML HS


Individual Screening Results X X X X


Website X X X X

Meetings with Community, Families and Board of Directors

X X X X

Newsletters X X X X



Phone Conferences Regarding Individual Student Health Needs

X X X X

Frequency of Communication

Elementary Education - Primary Level

28

Yearly

Elementary Education - Intermediate Level

Yearly

Middle Level

Yearly

High School Level

Yearly

Collaboration for Interventions

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

At the elementary level, special and regular education teachers consult on individual

student programming. They participate in weekly data team meetings where progress

monitoring data is reviewed and analyzed and instructional decisions are made. Formal IEP

teams convene a minimum of one time annually to formally review the students’ program.

The middle school teachers meet once per six-day cycle to collaborate with regular

education teachers and assist in providing necessary support in regular education classes to

ensure disabled students are instructed on grade-level standards. All teachers participate in

data team meetings and provide data coaching to students.

At the high-school level, data teams meet on a monthly basis to review student progress and

needs based on in-class performance and formative assessments. In addition, Special

Education and Regular Education content area teachers meet no less than 2-3 times per

week to review student progress in academic interventions, and to identify changing

student needs. In most cases, special education staff who are providing academic

interventions are also co-teaching core content classes in those specific subjects, or are

supported by instructional aides who participate in both settings for assistance and data

collection.

Community Coordination

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

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

29

Child care and after school programs via coordination with local agencies and YMCA; youth

workforce development programs via district sponsored work-study, internship and

externship programs; and, tutoring programs run by middle school personnel for at-risk

students

Preschool Agency Coordination

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

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

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

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

Early Intervention through Intermediate Unit; pre-kindergarten via move-up Days,

kindergarten screening, IEP meetings, kindergarten parent / student visits

Materials and Resources

Description of Materials and Resources


Material and Resources Characteristics Status

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

Developing

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

Developing

Accessibility for students and teachers is effective and efficient Accomplished

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

Developing

Provide explanation for processes used to ensure Accomplishment.

A thorough and well-developed curriculum, aligned to PA Common Core State Standards is in place for all grade levels and courses. Every teacher has access to the curriculum documents and they are made available to students via district websites. Instructional materials and resources are carefully chosen and directly relate to curriculum content. Except for low incidence students, the curriculum is provided to all students without exception and there is differentiation in place to address a variety of student needs/issues. Differentiated Instruction is a focus of on-going professional development. Some content resources are not as easily

30

accessible due to lack of technology. For example, lack of projector or smartboard precludes use of video resources or makes their use less efficient. In the World Language classrooms, for example there are sufficient Smartboards at two high schools but not at the third.

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





Developing


Developing

Accessibility for students and teachers is effective and efficient Accomplished


Developing


A thorough and well-developed curriculum, aligned to PA Common Core State Standards is in place for all grade levels and courses. Every teacher has access to the curriculum documents and they are made available to students via District websites. Instructional materials and resources are carefully chosen and directly relate to curriculum content. Except for low incidence students, the curriculum is provided to all students without exception and there is differentiation in place to address a variety of student needs/issues. Differentiated Instruction is a focus of on-going professional development.



Middle Level



Developing


Developing

Accessibility for students and teachers is effective and efficient Developing


Developing


31

A thorough and well-developed curriculum, aligned to PA Common Core State Standards is in place for all grade levels and courses. Every teacher has access to the curriculum documents and they are made available to students via District websites. Instructional materials and resources are carefully chosen and directly relate to curriculum content. Except for low incidence students, the curriculum is provided to all students without exception and there is differentiation in place to address a variety of student needs/issues. Differentiated Instruction is a focus of on-going professional development. Some content resources are not as easily accessible due to lack of technology. For example, lack of projector or smartboard precludes use of video resources or makes their use less efficient. In the World Language classrooms, for example Smartboards at East and at STEM than at West.



High School Level



Developing


Developing

Accessibility for students and teachers is effective and efficient Developing


Developing


A thorough and well-developed curriculum, aligned to PA Common Core State Standards is in place for all grade levels and courses. Every teacher has access to the curriculum documents and they are made available to students via District websites. Instructional materials and resources are carefully chosen and directly relate to curriculum content. Except for low incidence students, the curriculum is provided to all students without exception and there is differentiation in place to address a variety of student needs/issues. Differentiated Instruction is a focus of on-going professional development. Some content resources are not as easily accessible due to lack of technology. For example, lack of projector or smartboard precludes use of video resources or makes their use less efficient. In the World Language classrooms, for example Smartboards at East and at STEM than at West.



SAS Incorporation


32

Standards Status

Arts and Humanities


district classrooms

Career Education and Work Not Applicable

Civics and Government


district classrooms


Implemented in less than 50% of

district classrooms



district classrooms



district classrooms

Economics


district classrooms

Environment and Ecology


district classrooms

Family and Consumer Sciences Not Applicable

Geography


district classrooms



district classrooms

History


district classrooms



district classrooms

Alternate Academic Content Standards for Math Implemented in 50% or more of

district

33

classrooms

Alternate Academic Content Standards for Reading


district classrooms

American School Counselor Association for Students


district classrooms

Early Childhood Education: Infant-Toddler→Second Grade


district classrooms

English Language Proficiency


district classrooms

Interpersonal Skills


district classrooms

School Climate


district classrooms

Further explanation for columns selected "

Currently, the district has a five-year plan for infusing Common Core Standards into all curricula, including the utilization of materials that address student preparedness for college and career readiness. Teachers are not currently using materials that reflect appropriate text complexity. The resources on the SAS portal have been slow to develop in content areas and thus teachers have found other means to meet the instructional needs of their students. Neither Family & Consumer Sciences nor Career Education and Work standards are taught at the elementary level.


Standards Status

Arts and Humanities


district classrooms

Career Education and Work Not Applicable



district classrooms

Common Core Standards: English Language Arts Implemented in

34

less than 50% of district

classrooms



district classrooms



district classrooms

Economics


district classrooms



district classrooms

Family and Consumer Sciences Not Applicable

Geography


district classrooms



district classrooms

History


district classrooms



district classrooms

Alternate Academic Content Standards for Math


district classrooms



district classrooms



district classrooms

English Language Proficiency Implemented in 50% or more of

district

35

classrooms



district classrooms

School Climate


district classrooms


Currently, the district has a five-year plan for infusing Common Core Standards into all curricula, including the utilization of materials that address student preparedness for college and career readiness. Teachers are not currently using materials that reflect appropriate text complexity. The resources on the SAS portal have been slow to develop in content areas and thus teachers have found other means to meet the instructional needs of their students. Neither Family & Consumer Sciences nor Career Education and Work standards are taught at the elementary level.

Middle Level

Standards Status

Arts and Humanities Not answered

Career Education and Work


district classrooms



district classrooms



district classrooms



district classrooms



district classrooms

Economics


district classrooms

Environment and Ecology Implemented in

36

less than 50% of district

classrooms

Family and Consumer Sciences


district classrooms

Geography


district classrooms



district classrooms

History Full

Implementation



district classrooms



district classrooms



district classrooms



district classrooms



district classrooms



district classrooms

School Climate


district classrooms

World Language Level of

Implementation is Unknown


37

Currently, the district has a five-year plan for infusing Common Core Standards into all curricula, including the utilization of materials that address student preparedness for college and career readiness. Teachers are not currently using materials that reflect appropriate text complexity. The resources on the SAS portal have been slow to develop in content areas and thus teachers have found other means to meet the instructional needs of their students. World Language resources are unavailable on SAS.

High School Level

Standards Status

Arts and Humanities


district classrooms

Career Education and Work


district classrooms



district classrooms



district classrooms



district classrooms



district classrooms

Economics


district classrooms



district classrooms

Family and Consumer Sciences Full

Implementation

Geography


district classrooms

Health, Safety and Physical Education Implemented in

38

50% or more of district

classrooms

History


district classrooms



district classrooms



district classrooms



district classrooms



district classrooms



district classrooms



district classrooms

School Climate


district classrooms

World Language


district classrooms


Currently, the district has a five-year plan for infusing Common Core Standards into all curricula, including the utilization of materials that address student preparedness for college and career readiness. Teachers are not currently using materials that reflect appropriate text complexity. The resources on the SAS portal have been slow to develop in content areas and thus teachers have found other means to meet the instructional needs of their students. World Language resources are unavailable on SAS.

39

Current Technology Services

Required for LEA applying for eRate Priority 2 Funding

Describe your current telecommunications services, hardware, software and other services used to implement education. What strengths and weaknesses, related to technology, have been identified by staff, students or parents?

Currently, the District operates a fiber optic Wide Area Network (WAN) that provides at

least 1 GBPS speed and capacity to each site.

Services offered via the WAN include:

1. Software application access via computer, thin client or tablet

2. File storage for student and teacher work product

3. CATV services to all buildings

4. Telephone service including offices and classrooms

5. Voice Mail services

6. Web sites - both internal and external accessible to students, parents, teachers and other

staff

7. Wireless network mangement services

8. Device management services

9. Internet access

The combination of these services provides classroom-level access to critical technology

assets. In addition, the Technology Department offers data management services that

include a Student Information System, Finance/HR System and others that provide access to

and dissemenation of data throughout the organization. We also provide integration

services to ease application use (for example - uploading/syncronizing student information

with local or web-hosted curriculum software to eliminate the need for handling individual

student accounts by staff) and increase reporting capabilities for decision makers.

Future Technology Services

Required for LEA applying for eRate Priority 2 Funding

Describe what specific telecommunications services, hardware, software and other services will be needed to improve education? (Address how you plan to take advantage of emerging technologies to improve education. Be sure to include the acquisition or implementation of such services/equipment within your Action Plans.)

One of the District's future directions is providing an increased number of network services

through the use of the Bring Your Own Device (BYOD) concept. With budgets shrinking and

technology changing at an even more rapid rate, the Technology Department is looking at

the design of networks and services and aligning them with the need for access by any

device either district or student-owned. This new way of delivering services to students and

staff requires investments in additional wireless network access, a redesign of current

40

network security protocols and practices as well as "middleware" (a software solution that

unifies the interfaces of diverse devices, easing the transition for classroom use of

personally-owned equipment).

Another future service that will be needed and is being addressed through project

planning is the ability to access all network services through a single network. This concept,

called "convergence" will allow for the improved service delivery at a lower cost. The

project of installing a Voice over IP (VoIP) telephone system to replace an aging existing

PBX is an example of this. Another would be the conversion of all video services to an IP-

based design. This allows for resources of any kind to be more easily accessed in the

classroom (through the projection system in the case of IP-based CATV delivery), or at

home hrough external delivery methods.

Virtualization is another major design element in building technology services for the

future. We are currenrtly moving as many services as possible to be delivered virtually -

from file and application servcies to virtual desktops - to decrease design/build time from

the IT perspective, increase speed of delivering new services to users and reduce costs.

Professional Education

Characteristics

District’s Professional Education Characteristics EEP EEI ML HS

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

X X X X

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

X X X X

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

X X X X

Empowers educators to work effectively with parents and community partners.

District’s Professional Education Characteristics EEP EEI ML HS

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

X X X X

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

X X X X

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

X X X X

Instructs the leader in managing resources for effective results.

41

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

Content Knowledge : Continued Common Core State Standards professional development (PD), incorporating PD with adoption of new curricula, K12 Department PD Effective Practice & Struggling Students: RtI progress monitoring and intervention training, data-based district focus instructional strategies through data meetings Class assessment and data analysis skills: Continued district and building level data days, training in universal screening measures Leader Training for strategic planning: District Data Analysis PD, contract with outside Leadership PD source


Work with Parents and Community : This is already a part of induction and Title I school faculty meetings, but not for all staff. Will start to use SharePoint, Performance Tracker, and monthly communication to share parent and community partnership ideas, advice, and training. Leader Management of Resources: Many of these decisions are centralized, but we will begin to include resource management training in annual leadership retreat topics.

Strategies Ensuring Fidelity

Using disaggregated student data to determine educators’ learning priorities.

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

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

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

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

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


Needs Assessment and Student Results: continued use of district survey of professional staff regarding learning needs, continued analysis of student data when determining priorities for PD Disaggregated data: Continued District Data Days to determine areas of need for subgroups to be addressed at building levels. Needs Assessment and Curricular Areas : Continued District Data Days to determine district trends and possible connections to curriculum alignment

42

Clear Expectations of Teacher Practice: Continued district-wide PD in curriculum, content, and the “what” of teaching. Systemic Process for Validation of Providers : continued training for PD facilitators, will establish formal evaluation tool for checking vendor appropriateness. Results of tool will be shared. Building Administrators: Continued assignment of administrators to district PD sessions, scheduling to allow for administrator attendance at building PD sessions Professional Education is Evaluated : continued use of end-of-year survey, principal observations, and informal feedback. Will add Professional Learning Walks that can identify PD successes and priorities linked to teacher practice and student learning.


PD activities that Support the District Plan: After district plan is established, Professional Development Committee Sub-Group will action plan accordingly. Implementation Evaluation based on Teacher Practices : Include this requirement in all PD facilitation requests, communications with vendors, and selection processes. Every PD Includes Ongoing Support : will formalize calendar of ongoing support to be published each school year. Ongoing Monitoring System : Professional Learning Walks will be introduced in 2013-2014 school year.

Induction Program

Inductees will know, understand and implement instructional practices validated by

the LEA as known to improve student achievement.

Inductees will assign challenging work to diverse student populations.

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

initiatives, practices, policies and procedures.

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

practices and procedures.

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

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

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

Inductees will effectively navigate the Standards Aligned System website.

Inductees will know and apply LEA endorsed classroom management strategies.

43

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

students in crisis.

Inductees will take advantage of opportunities to engage personally with other

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


Continue induction program that includes professional learning in the areas of instructional

practices, diverse student populations, district initiatives, policies, procedures, expectations,

curricula, SAS, classroom management, student assistance, and personal engagement.

Continue structured mentor program that requires discussion of these specific topics as

follow up to initial training.

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

incorporation.


Needs of Inductees

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

identify needs.

Frequent observations of inductee instructional practice by supervisor to identify

needs.

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

identify needs.

Student PSSA data.

Standardized student assessment data other than the PSSA.

Classroom assessment data (Formative & Summative).

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

Review of inductee lesson plans.

Review of written reports summarizing instructional activity.

Knowledge of successful research-based instructional models.

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

and second-year teacher interviews).

44

Allow options for expereinced teachers enrolled in first year of induction program.


District requires new teachers, mentors, and supervisors to adhere to timeline requiring

reciprocal observations, formal observations, reflection worksheets, data review, and

instructional models. Formal observation process requires principals to review inductee

lesson plans and reports of instructional activity. Yearly program evaluations inform

changes to annual induction plan.

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

incorporation.

Portfolio:

Currently not an option. Professional Development Committee can explore option and

develop an appropriate rubric.

Scheduling:

Meetings can be spread throughout school year, rather than end in December.

Published Plan:

Induction plan will be posted as discrete document on district share site.

Options:

Currently offer an option to first year inductees. Professional Development Committee will

investigate offering option to second year inductees as well.

Mentor Characteristics

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.


Pool: Mentors continue to be vetted through principals. Similar Certifications: Only similarly certified professionals are eligible as mentors.

45

Model Continuous Learning: Mentors continue to be vetted through principals. Knowledge of District/School Policies: Mentors continue to be vetted through principals. Ability to Work with Students and Adults: Mentors continue to be vetted through principals. Willing to Accept Responsibility : Continued compensation for mentor time Training or Related Experience: Mentors will attend orientation or view mentor video with accompanying guiding questions. Compatible Schedules: Continue to match by grade level, specific schedule wherever possible.

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


Induction Program Timeline

Topics Aug-Sep

Oct-Nov

Dec-Jan

Feb-Mar

Apr-May

Jun-Jul

Code of Professional Practice and Conduct for Educators

X

Assessments X

Best Instructional Practices X

Safe and Supportive Schools X

Standards X X X

Curriculum X

Instruction X X X

Accommodations and Adaptations for diverse learners

X

Data informed decision making X X X

Materials and Resources for Instruction X

If necessary, provide further explanation.


Monitoring Evaluating and Induction Program

Identify the procedures for monitoring and evaluating the Induction program.

Program evaluation surveys completed by Inductees and Mentors annually. Bi-annual review of Induction plan by Professional Development Committee. Needs assessment as required by the state department of education.

46

Recording Process

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

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

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

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

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

program.

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

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

Certification.

Special Education

Special Education Students

Total students identified: 2027

Identification Method

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

The Severe Discrepancy Model for Identifying Specific Learning Disabilities

The Downingtown Area School District continues to use the discrepancy model as the final

determination as to whether a student qualifies as a student with a specific learning

disability. However, all ten elementary buildings, K-5, both middle schools and all three high

schools are implementing Response to Instruction and Intervention (RtII) models. It would

be remiss on our part not to mention that the data collected from the various interventions

implemented plays a heavy part in our referral and identification process.

When concerns have been raised about a student by that student’s teacher, counselor or

family, the student's historical and current academic and behavioral data is analyzed.

Through this process, information is gathered and regular education interventions are

attempted to address the identified problem(s). The data team discusses the student's

progress and makes a determination if the student should receive RtII. Response to these

interventions (RtII) is regularly assessed and analyzed to determine whether the problem

resulting in the referral has been resolved, whether further or additional interventions are

warranted, or whether testing and assessment through the multi-disciplinary team is

47

necessary. When MDT evaluation is recommended, a packet of information is collected that

indicates the areas of concern, the results of the interventions attempted and the specific

areas in which further assessment is indicated. Often, a request to rule out the possibility of

a Specific Learning Disability is a part of this request. When a formal request for an

evaluation is made by the parent, the District examines the existing data and responds in

writing to the parents request by issuing the Permission to Evaluate.

The “Severe Discrepancy Model” has traditionally been used to assess the possibility of a

Specific Learning Disability. This model is used to calculate whether there is a severe

discrepancy between a student’s expected and actual academic achievement. This

assessment is completed by calculating a student’s predicted academic achievement based

on the results of a standardized intelligence test. That expected academic achievement level

is then compared to the actual results a student achieves in standardized academic testing

that focuses on the student’s performance in Reading, Writing and Mathematics. A

statistical formula based on the “normal curve” is used to determine if the discrepancy

between predicted achievement and actual achievement in each major subject area is a

significant one. If this is found to be the case, and if the significant discrepancy has caused

an inability to meet grade-level performance and academic standards, the student is

identified as having a Specific Learning Disability in that subject area. If, as a result of that

disability, the student requires specially-designed instruction, the student is identified as

eligible for special education.

Enrollment

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

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

No disproportionality exists between the District and State enrollment data.

Non-Resident Students Oversight

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

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

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

a. The Devereux Brandywine School is a 1306 facility in our district boundaries. The

District contracts with the Chester County Intermediate Unit to identify and support the out

of district students attending the residential facility. Through collaboration with the CCIU,

the District ensures that these students are educated in the appropriate educational setting

as based on their needs.

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

48

b. DASD has had some 1306 students attend our public schools. In collaboration with

Devereux and the CCIU, the District teams look at each student and their level of needs to

ensure that they receive FAPE in the least restrictive environment. DASD administrators

have toured Devereux school facilities and attended IEP meetings in an effort to develop a

relationship and develop a practice for identifying students who need a less restrictive

option.

c. Some barriers exist which limit DASD’s ability in meeting our obligations to these

residential students. They include, but are not limited to the following:

o Student severe mental health needs

o Lack of parental involvement and transiency of parents.

o Lack of collaboration with home districts.

o Lack of appropriate historical educational documentation.

o Lack of notification for when students arrive at the 1306 facility.

o Lack of follow up with MA paperwork and documentation

DASD continues to work with the staff at Devereaux and the CCIU to fulfill or responsibility

to each student.

Incarcerated Students Oversight

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

There are no facilities that house incarcerated students located within the boundaries of the

Downingtown Area School District. Under Sections 1306, 1306.1, and 1306.2 of the

Pennsylvania Public School Code of 1949, the school districts in which juvenile and adult

detention facilities are located ("host districts") are responsible for finding, identifying, and

providing special education services to children with disabilities who are committed

thereto. The Downingtown Area School District facilitates this process by ensuring that all

education records and other information necessary to enable the various host districts to

conduct evaluations or reevaluations and develop and implement special education

programs for adjudicated residents of the District who are or are thought to be disabled are

transferred in a timely manner. The host district contracts with the Chester County

Intermediate Unit (CCIU) to provide educational services to our adjudicated students. On-

going communication with the CCIU staff continues while the students are incarcerated to

ensure the Downingtown Area School District is knowledgeable of the current status of each

adjudicated youth and maintains parent contact while their child is incarcerated. When

students who are identified as disabled are scheduled to be released from detention, the

49

District makes every effort to schedule meetings at or near the time of discharge to ensure

that these students re-enter public school programs with minimal disruption to their

special education services.

Least Restrictive Environment

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

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

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

Regulatory Compliance:

The Individuals with Disabilities Education Act, 2004 (also known as the Individuals with

Disabilities Education Improvement Act), requires …(1) That to the maximum extent

appropriate, children with disabilities, including children in public or private institutions or

other care facilities, are educated with children who are non-disabled; and (2) That special

classes, separate schooling or other removal of children with disabilities from the regular

educational environment occurs only if the nature or severity of the disability is such that

education in regular classes with the use of supplementary aids and services cannot be

achieved satisfactorily. [20 USC 1412 Section 612 (a) (5), and its implementing regulation

found at 34 C.F.R. §300.114(a)].

1. The Downingtown Area School District recognizes the legal requirements of Least

Restrictive Environment (LRE), but, more importantly, embraces the philosophy and the

reasons for always looking first at the least restrictive program. The district utilizes a team

approach when considering placements for students with disabilities, beginning with the

neighborhood school. Inclusion in the home school setting is always the first option, and

includes a discussion among program staff, building level administration, and parents to

determine whether or not building level supports are sufficient to meet the student’s needs.

If the building is not able to provide sufficient supports and services, the team looks to other

elementary or secondary buildings in the district in order to determine whether or not

specialized in-district programs can meet the student’s needs. Considered with these

options are supplemental supports and related services that can be provided within the

50

buildings in order to maximize inclusion, including IU supports through the Training and

Consultation department for student-specific training in areas like behavioral interventions,

autism, assistive technology or vision/hearing. If the team determines that the student’s

needs are such that inclusion in the neighborhood school building would be inappropriate,

the team may then review programs outside of the district’s buildings, which may include

IU programs in specialized centers, cross-district classrooms, or in some cases, APS

placements. In all of these extreme situations, district Special Education Supervisors are

closely involved with the process in order to ensure that every effort is made to include the

student in the neighborhood school where appropriate.

2. In the past two years, the district has opened or planned to open a number of new

programs in an effort to expand the continuum of services offered within the district

buildings:

New Programs for 2011-12

Elementary MDS

Beginning in the 2011-12 School year, the district opened a primary Multiple Disability

Support classroom at the East Ward Elementary Center. There are currently four students

enrolled in the program, with another student expected to transition shortly. Students were

enrolled through both Early Intervention Services, as well as through transition from IU

programs and Out of District Placements. During the first year of the program's existence it

was staffed by an IU employee. The District currently staffs the program.

Elementary Autistic Support

Due to increasing caseloads, it was determined that an additional Elementary Autistic

Support Classroom was necessary, and the result was an additional program at the

Brandywine Wallace Elementary Center. Currently, 8 students are enrolled in the program,

which is staffed by a DASD teacher.

Itinerant Autistic Support

Additionally, the district hired an Itinerant Autistic Support Teacher to work with students

at all ten elementary buildings who are higher functioning and can remain in their home

schools with support. This was a position previously contracted through the Intermediate

Unit for its first year of operation with the District taking control the second year. This

itinerant teacher rotates between all ten elementary schools and provides needed social

skill instruction and consultation to students and staff.

Secondary Autistic Support

At the high school level, it was determined that the number of students with a primary

Autistic designation was rising to the point that we needed an Autistic Support teacher to

manage the growing caseload. Previously, the students’ needs were serviced through

courses in social skills offered by the learning support department. One of the existing

learning support positions was transitioned to an Autistic Support position in order to

accommodate this growing caseload, which includes 12 students at the present time.

New Programs for 2012-13

Secondary Supplemental Emotional Support

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Currently, the Secondary Special Education program includes one Itinerant level Emotional

Support program at each of the high school buildings, and one combined Supplemental

Level Emotional Support classroom that is staffed by two teachers in order to allow for

direct instruction of all academic areas in a self contained classroom based on student

needs. Students with severe behavioral needs that include smaller class size and a

structured learning environment attend this classroom as written in their individual IEPs.

Elementary Autistic Support

Due to increasing caseloads, it was determined that an additional Elementary Autistic

Support Classroom was necessary, and the result was an additional program at the

Brandywine Wallace Elementary Center. Currently, 8 students are enrolled in the program,

which is staffed by a DASD teacher.

New Programs for Future Consideration

Secondary Life Skills (Transition)

Another trend that we are experiencing with the reduction in out of district placements has

been the number of students continuing in our life skills programs past age 18. Referred to

as “Post Graduates,” these students require a more intentional level of transition planning,

which includes a combination of community based programming, functional academics, and

vocational skill training. As our numbers continue to increase, it will become necessary to

extend our Life Skills Staff to include another professional in order to work specifically with

this population.

Itinerant Elemenatary Emotional Support

The District has proposed another itinerant position to service all ten elementary buildings.

The focus of this teacher will be to oversee the completion of FBA and BSPs for students

exhibiting behaviors that impede his/her learning or that of others. The vision is that with

well written behavior plans and consultation from a teacher specialized in successfully

remediating behaviors, students will be able to remain in their home buildings before

looking to be moved to one of our Emotional Support classrooms in another school.

3. Out of District Placements

The attached table lists all Out of District Placements by grade level, Placement location and

home building. Excluded are placements in short term treatment facilities, which typically

last from 3-7 days, as well as private placements chosen unilaterally by parents, including

Charter Programs.

An analysis of the district’s three year trend in percentage of students receiving services

outside the school district indicates a steady decline over the past three school years, with

the exception of a data anomaly in the 2010-11 school year, when a group of 1306 students

placed residentially within the district boundaries was counted in the DASD Child Count,

skewing the data. Without those students included, the Percentage of Students Receiving

Special Ed in Other Settings moved from 7% in the 2008-09 school year, to 5.2% in the

2011-12 school year, as of the December 1, 2011 count.

School Year

SE in Other Settings (%)

Change (%)

52

2008-09 7%

2009-10 7% 0%

2010-11 5.8%* -1.2%

2011-12 5.2% -.6%

*Adjusted to remove 1306 Students in RTF within district boundaries

Analysis:

Grade Level

Upon close inspection, the number of students placed out of district demonstrates a sharp

decline from the 12th grade level to Kindergarten. The current senior class includes 54

total students, juniors number only 19 placed students, and grades K – 2 combined number

only 6 students. It is evident that students in the lower grades are not being placed at the

same rate that the district experienced previously. In addition, as students graduate, and

fewer younger students are placed, the number of out of district placements will show a

natural decline through attrition. It should also be noted that the students in 12th grade

also include any students who have remained in programs past 12th grade, for transition

purposes. The district has also added classrooms for low incidence disabilities at the

elementary levels in the last few years, allowing for more students to stay in the public

schools, if not in their neighborhood schools. This number has fluctuated since the

December report due in part to students moving in and out of the district, as well as changes

in transition planning (early exit from services – prior to end of school year), and two

students who are now deceased.

Also included in the high school level numbers are 15 juniors and seniors who are

participating in the Career and Technology Education Center (CTE) full time. These

students were allowed to continue their full time programs after the district made the

decision to only allow students to attend on a part time basis beginning with the 2010-11

school year. Students with IEPs are considered to be placed out of district because the CAT

program acts as case manager for these students.

December, 2011

Grade Level

Out of District

Placements

Grade Level

Out of District

Placements

12 – 12+

54

5

7

11

19

4

8

10

15

3

8

9

11

2

5

8

14

1

0

7 11 K 1

53

6

7

May, 2012

Grade Level

Out of District

Placements

Grade Level

Out of District

Placements

12 – 12+

40

5

3

11

15

4

9

10

13

3

8

9

8

2

4

8

8

1

1

7

11

K

0

6

7

Sending Building

At the secondary level, including the high school buildings and middle school buildings, the

concentration of out of district placements seems to favor Downingtown High School East

Campus, with 57 placements, which represents 35% more students than Downingtown

High School West Campus. It should be noted that the overall student population at DHSE is

higher than that of DHSW by about 13%. Between the Middle School Buildings, however,

there is virtually no difference – Lionville Middle School has placed 16 students, while

Downingtown Middle School has placed 15. It’s important to note that in both cases, many

of those students were likely placed out of district during their elementary years.

The elementary schools have a somewhat more varied pattern of placement (see chart

below). Current in-district low incidence programs exist at Beaver Creek (AS), West

Bradford (LSS, AS), East Ward (MDS), and Brandywine Wallace (AS).

Elementary

School

Out of District

Placements

Elementary

School

Out of District

Placements

PV

1

BH

1

SC

2

BW

3

LE

3

WB

5

54

UH

5

BC

5

EW

2

SM

3

Settlement vs. District offered FAPE

Of the 163 total students placed out of district, 10 students are currently enrolled in court

appointed placements including Chester County Youth Center or Abraxis, or are

participating in Residential Treatment programs for Mental Health or Drugs and Alcohol

long term. One student is incarcerated in the Chester County Prison. These placements are

out of the district’s control, and the educational services are provided by either the

Intermediate Unit, or the host School District for that particular program.

In addition, nine of the students placed on this list are the result of Settlement Agreements

reached in an effort to avoid Due Process, or as a result of a Hearing Officer Decision. These

placements can include Approved Private Schools, but also include Non-Approved Private

Placements at the discretion of the parents. Unilateral and Parochial placements are not

included in the attached chart.

Type of Program

Of the 162 total students placed, 97 are currently participating in programs run by the

Chester County Intermediate Unit, which are considered programs in a Separate Public

Facility. Approved Private School Placements take up 36 slots, with the majority of those

students receiving reimbursement through a 4010 designation.

Behavior Support Services

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

Summarized School District Policy:

Board Policy No. 113.2 incorporates all of the requirements and limitations of Section

14.133 of the regulations of the State Board of Education, 22 Pa. Code Sec. 14.133, as the

policy of the District and ensures that the Superintendent or his or her designee "shall

provide for the regular training and re-training, as needed, of personnel in the use of

specific procedures, methods, and techniques that those personnel will be expected to

employ in the implementation of behavior supports or interventions in accordance with the

IEP[s] of ... child[ren] with disabilities." The District requires that all IEPs developed for

children with learning-interfering behaviors include goals for the development of

appropriate replacement behaviors and behavior interventions and strategies that

emphasize the use of positive behavior teaching and shaping techniques. Use of physical

restraining methods is permitted only when necessary to control acute or episodic

behaviors that present a danger to the child or others and only when less restrictive

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measures have proven to be or are ineffective. Such restraints are never used for the

convenience of staff, as a substitute for an educational program, or as punishment.

Behavior interventions and strategies are based on functional behavioral assessments when

appropriate and after July 1, 2008 will be required in all cases concerning children with

learning-interfering behaviors. Use of mechanical restraints is strictly prohibited except

when necessary to control involuntary movement or to stabilize the lack of muscle control,

when such conditions are the result of organic conditions and are prescribed by a medical

professional. All staff members are educated in the contents of the Board policy. Any staff

member who may have to restrain a student must be certified in Non-Violent Crisis

Intervention (NCI).

Currently, all students with disabilities who have behaviors that impede his/her learning or

that of others have carefully designed goals addressing those behaviors. A team of

professionals and the parent conducts a Functional Behavior Assessment (FBA) to

determine the target behaviors of concern. Once the behaviors are identified, the team

analyzes the antecedent behaviors that occurred prior to the behavior being exhibited.

Consequences to the students' behaviors are also documented. The team then analyzes all

the shared information. Upon completion of the FBA, the team creates a positive Behavior

Support Plan (BSP). This plan systematically addresses the behaviors of concern and

reinforces newly learned, appropriate replacement skills using positive reinforcers. The BSP

is shared with all staff working with the student to ensure consistent implementation of the

plan across all environments. The District contracts with a behavior specialist who is a

Board Certified Behavior Analyst (BCBA) to support our students who present with more

intense behavior needs. Our consultant models behavioral techniques for our staff and

observes the implementation of behavioral strategies to ensure proper delivery and in-class

coaching.

Regulatory Compliance:

Pennsylvania Chaper 14, §14.133 Positive Behavior Support

Rationale - Philosophical/Moral Belief:

The Downingtown Area School District (DASD) believes that all children, regardless of their

disability, should be educated in the least restrictive environment to the maximum extent

possible with nondisabled peers. The District fully embraces the responsibility to meet the

individual behavioral needs of students to ensure they make meaningful progress. Schools

are implementing school-wide positive behavior support programs as well as creating

individual positive behavior support plans to reinforce appropriate behavior and teach

positive replacement skills that will be generalized throughout the learning environment.

School Wide Positive Interventions and Support (SWPBIS) is a proactive approach to

discipline that promotes appropriate student behavior and increased learning.

Traditionally, models of school discipline tend to be reactive (i.e., student misbehavior

results in punitive consequences). The word “approach” is key in that SWPBIS provides

direction, not a canned program, for developing a comprehensive system of behavior

support tailored to individual school needs. Schools are incorporating this approach in their

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building plans.

This three-tiered approach does not require less effort than current, non-SWPBIS practices,

but it channels and focuses school-based efforts, making them more efficient and effective.

Characteristics of SWPBIS:

Interventions are planned and positive rather than reactive and punitive

Conditions (antecedents) contributing to inappropriate behavior are carefully

managed or eliminated

Multiple opportunities for positive, corrective feedback are created while negative

critical feedback is limited or eliminated

Prosocial behaviors are taught directly, practiced frequently, and routinized so that

they become automatic

The District recognizes that research supports that a positive, direct instructional approach

is more effective than traditional punishment-based alternatives in improving student

academic success and improving overall school climate

Intensive Interagency/Ensuring FAPE/Hard to Place Students

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

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

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

1. When looking at educational placements for our students we look at all available data

and involve all relevant participants to the IEP meetings. District teams have the

opportunity to collaborate with all child-serving agencies in order to help students succeed

in school. Staff from educational, clinical, protective, and corrections services work to

enhance and coordinate services for students.For those challenging students who receive

support from multiple providers this collaboration is critical to their academic and

behavioral success. As an IEP team we analyze any skill gaps and work cooperatively to

provide the necessary instruction and support. Frequently, the outside agencies have

knowledge of additional educational options to add to the discussion so informed team

decisions can be made.

2. Successful placements and services-The District utilized a variety of outside services and

program to meet the unique needs of our learners. The District does not operate its own

57

partial hospitalization programs and therefore, some DASD students with severe mental

health needs attend Chester County Intermediate Programs (CCIU) such as: CARE, REACH.

The CARE

program is a school-based, partial hospitalization program that provides a clinical and

alternative education environment for children, ages six through ten years old, who have

been diagnosed with a significant mental health disorder, such as a oppositional defiant

disorder, a conduct disorder, a mood disorder, an anxiety disorder and/or an attention

deficit/hyperactivity disorder.

The Reach

program is an adolescent, school-based, partial hospitalization program that provides a

clinical and alternative education environment for students who have been diagnosed with

significant mental health disorders such as oppositional defiant disorders, conduct

disorders, mood disorders and anxiety disorders.

The District also used other CCIU programs when IEP teams have found the individual

needs of students are better met in a different learning environment. Some DASD students

attend the following programs:

The TEACH

program is a school-based, therapeutic program that provides a clinical and alternative

education environment for children,ages 6 through 13 years old, who have been diagnosed

with a significant mental health disorder, such as a oppositional defiant disorder, a conduct

disorder, a mood disorder, an anxiety disorder and/or an attention deficit/hyperactivity

disorder.

The Changes

program is an alternative high school program that addresses the academic, social,

emotional, and behavioral needs of students who are not succeeding in a traditional high

school setting due to substance abuse. The Changes program provides an opportunity for

students to receive an integrated program of treatment for substance abuse with

individualized, rigorous academics in a small, caring, personalized setting. The primary goal

of the program is to provide students with the skills to maintain sobriety, achieve academic

success, transition into the community, and return to the regular school setting.

The Chester County Steps

program provides assistance to students who experience mental health issues, but are

reluctant to participate in mental health services. The program provides services to middle

and high school students (grades 6-12) who are unable to cope in a regular school

environment. Students are provided with the tools to work cooperatively with their peers

as they learn the skills to deal with everyday issues at their ability level. The program

provides academic and behavior components to meet the needs of the students.

DASD also collaborates with the Child Guidance Resource Center and Chester County

Children and Youth Agency as part of the Interagency process.

We partner with the CCIU Training and Consultation (TAC) team for on-going professional

development and support.

3. The District recognizes the increasing mental health needs of its students and have begun

58

very preliminary discussion on exploring the possibilities of obtaining a license to become a

mental health provider and open an elementary partial hospitalization program.

Strengths and Highlights

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

The Downingtown Area School District provides a continuum of programs within its fifteen

elementary, middle and high schools to ensure each student is placed in the Least

Restrictive Environment. The District has focused on LRE and always considers the

neighborhood school first when determining educational placement which include:

Elementary Level:

Learning Support:

DASD offers a continuum of supports and services to meet the needs of students with an

identified disability or disabilities under Pennsylvania Chapter 14 regulations. Learning

Support Services primarily address academic needs in areas such as literacy and math but

also support students with behavioral, organizational, and/or social-emotional needs. Data

informed decisions support the development of Individualized Education Programs that

specifically address identified areas of need. Direct, explicit instruction is provided to

remediate skill deficits and promote independence. Technology is integrated throughout

our classrooms and helps engage young learners.

Eligible students participate in an itinerant, supplemental, or full-time program and are

included with age & grade level peers to the maximum extent possible as determined by the

IEP team to be appropriate. Currently we have 25. 5 Learning Support Classrooms for

eligible K-5 students in each of our 10 elementary schools.

Emotional Support:

DASD offers a continuum of supports and services to meet the needs of students with

significant behaviors that interfere with their ability to learn. When student behaviors are

so significant that they cannot make meaningful progress within their school program,

students are often placed in the BRIDGES Emotional Support Program. Through direct

explicit instruction in self-awareness, self-regulation, coping strategies and daily use of

system hierarchies, positive reinforcement strategies, and token economy systems, students

are able to learn and apply skills necessary to develop independence across all settings,

progress academically, overcome negative perceptions, and acquire meaningful friendships.

Ultimately the goal is for the students to return to their home school and successfully rejoin

their peers within the regular education setting.

Currently we have one Primary Emotional Support Class (Grades K-3) and one Intermediate

Emotional Support Class (Grades 4-5). These two classes service students within our 10

elementary schools. Students in these classrooms are offered different levels of support

including: Itinerant, Supplemental and Full Time.

In 2013-14, we will include another teaching position Itinerant Emotional Support. The

59

function of the new position includes but is not limited to: assisting teachers with

Functional Behavioral Assessments (FBA) for students with identified learning interfering

behaviors; assisting teachers in the Creation of individualized behavior plans reflective of

FBA data; working with team review of behavioral data and progress monitoring of student

response to interventions; providing parent and staff development to address behavioral

strategies for specific student needs; providing on-site student observations, work directly

with students and provide recommendations to IEP teams regarding interventions and

strategies; providing on-site direct instruction with students, modeling and coaching to

teachers on the implementation of research-based strategies and methodologies to address

specific student behaviors; assisting IEP teams and work directly with students to facilitate

seamless transitions when students transition within District programs; assisting IEP teams

and work directly with students when transitioning students from outside placements back

to the District.

Autistic Support:


Autism. Teachers in our specialized Autistic Support Classrooms are trained in techniques

of Applied Behavior Analysis. These techniques include the use of the principles of

reinforcement, shaping, generalization (across materials, individuals and skill domains),

etc. These techniques are then utilized to maximize learning opportunities for the students

serviced. Techniques of applied behavior analysis are utilized to teach language, academic,

social skills and learning readiness skills. They are also trained in Skinner’s Analysis of

Verbal Behavior. The Analysis of Verbal behavior involves breaking language down not only

into receptive and expressive language but into its functional uses and targets the

development of language from a developmental and functional sequence. The Analysis of

Verbal Behavior breaks language down into mands/requests, tacting/ labeling skills of

different complexity, ability to follow directions of different complexity, being able to echo

or vocally imitate language of different complexity, being able to answer questions, discuss

a topic or have a conversation. It also examines a student’s textual behavior (ability to read

text) and transcription behaviors (being able to write). Teachers have training in the

implementation and use of the VBMAPP assessment: The VBMAPP (Verbal Behavior

Milestones Assessment and Placement Program). This assessment is a criterion-referenced

assessment that is based on the analysis of verbal behavior. The assessment measures a

student’s use of language and compares to developmental milestones that occur at different

stages in typical language development. The use of the assessment studies how a student is

using the language that they have and also identifies areas of language development in need

of intervention to develop language in a natural and functional sequence that generalizes to

different environments and uses of that language. Teachers are provided training in

Positive Behavior Support and the Use of Functional Behavioral Assessments. This involves

collection of data on the antecedents and a consequence of student’s challenging behaviors

to identify the function of that problem behavior (the purpose that the behavior serves for

the student). Once the function is determined through supporting data that information is

utilized to develop a positive behavior support plan that will contains environmental

modifications, teaching replacement behaviors to the problem behavior and arranging

60

consequences to support the replacement behavior and decrease the effectiveness of the

problem behavior.

Currently we have seven Autistic Support classrooms within our District elementary

buildings. These classes service students within the 10 elementary schools school district.

Students in these classrooms are offered different levels of support including: Itinerant,

Supplemental and Full Time.

In 2010, we also included another position of Itinerant Autistic Support Teacher. Through

utilization of the Assessment of Basic Social Skills (ABSS), the teacher provides parents and

professionals with criterion-referenced information regarding an individual’s current social

skill levels that can serve as a basis for the selection of educational objectives within student

IEPs. This teacher services students in all 10 elementary buildings providing explicit

instruction in pragmatic language and social skills, consultation of the generalization of

social skills in classroom activities, and observation of the generalization of social skills in

the classroom activities.

Life Skills Support:


intellectual disabilities. Students receive a highly individualized program as determined by

their identified areas of need in self-care, language development, motor development and

functional academics. Through direct explicit instruction in activities of daily living,

language, literacy, and mathematics students are able to learn and apply skills necessary to

develop independence, progress academically, and acquire meaningful friendships. Eligible

students participate in an itinerant, supplemental, or full-time program and are included

with age and grade level peers as determined by the IEP team to be appropriate.

Currently we have one Life Skills Support Class (Grades K-5). This class services students

within the 10 elementary schools in our district. Students in this classroom are offered

different levels of support including: Itinerant, Supplemental and Full Time.

Multiple Disabilities Support:

DASD offers a continuum of supports and services to meet the needs of students with two or

more disabling conditions that affect learning or other important life functions. Currently

we have one Multiple Disabilities Class (Grades K-5). This class services students within the

10 elementary schools in our district. Students in this classroom are offered different levels

of support including: Itinerant, Supplemental and Full Time.

School-Based Occupational Therapy

The District contracts with Pediatric Therapeutic Services (PTS) Occupational Therapists

(OTs) and Certified Occupational Therapy Assistants (COTAs) work with students to the

reduce barriers that limit their ability to learn and participate in the school environment.

Our school-based OTs address the wide range of functional disabilities which result from

underlying motor, sensory, and visual-perceptual impairments. OT services address the

following general areas:

Child has difficulty with manipulative tools such as scissors, and it is judged that this

difficulty will improve with occupational therapy services.

61

Child has difficulty with drawing and writing legibly.

Child has a diminished ability to attend to tasks and organize work due to sensory

processing problems.

Child has difficulty performing self-care skills that are necessary in the school

setting.

Many of the issues listed above are addressed during implementation of the unique PTS

process: The Therapy Achievement Approach™. Viewing the school environment

holistically empowers our therapists to consider a continuum of often-underutilized

intervention options. Our model engages a broad perspective rooted in function; providing

students and teachers with a more seamless experience of related services.

Unlike a traditional staffing model, PTS views OTs as a resource for the entire building, as

they contribute to the overall quality of instruction. PTS is committed to training both your

teachers and our therapy team, so you can be sure that our OTs are current on the latest

clinical developments and compliance issues.

School-Based Speech/Language Pathology

PTS Speech/Language Pathologists (SLPs) play an integral role on the Special Education

team. Acting as either a primary service coordinator or a related service provider, the role

of the speech pathologist facilitates the development of a key skill…communication.

Over the last decade, the role and responsibilities of the Speech/Language Pathologist have

increased along with the expanding scope of practice, as the lines between language and

literacy have become blurred. Inclusive practices and opportunities for the education of

students with significant needs in their neighborhood schools have resulted in

unprecedented diversity in caseloads. Standards-based educational reform, with a greater

emphasis on accountability, has required that Speech/Language Pathologists understand

the legal basis for service decision-making.

As schools have changed, the workloads and responsibilities of the profession have

changed. In order to provide relevant supports that make a difference, PTS clinicians focus

attention on linking interventions to the curriculum. Building partnerships with parents and

collaborating with teachers are important components in designing instructional

interventions. Our Speech/Language Pathologists are required to integrate their knowledge

of communication disorders with the knowledge of the scope and developmental sequence

of the curriculum.

School-Based Physical Therapy

PTS physical therapists (PTs) provide an education-based model of service delivery, in

contrast to the medical model implemented by many ‘rehab services’ companies. Our

physical therapists focus on how gross motor function is impacting a child’s ability to access

62

the general school environment. This includes getting on and off the school bus, as well as

accessing outdoor playground equipment, stairs, curves, and ramps.

In addition, school-based physical therapy looks at how motor impairment is impacting a

student’s ability to learn and to participate in physical education. For example, a child who

has very low muscle tone may need adaptive seating or require options for position changes

due to fatigue. Our PT’s regularly consult with physical education teachers to discuss ways

to improve a child’s motor skills and adapt activities to build confidence and ensure safety.

In many cases, students require only consultative services from a physical therapist,

enabling teachers and other professionals to strategize on how best to overcome any

learning obstacles that have resulted from a motor impairment. What differentiates PTS

physical therapy services is our exclusive focus on school performance. Our teacher

resources and free inservices facilitate carryover of therapeutic strategies and help

empower teachers with skills and a deeper understanding of the connection between

movement and learning.

To help keep our therapy team at the top of their game, PTS offers regular inservice

trainings and professional networking opportunities, so that our PTs can learn new skills

and share knowledge and expertise.

Secondary Programs:

The Downingtown Area School District provides a multitude of supports and services

within its five secondary school buildings. These include:

Autistic Support:

Specific supports provided for students across a variety of function levels on the Autism

Spectrum. At the secondary level, specific instruction is provided in social skills related to

peer relationships, work place readiness, situational appropriateness, and executive

function skills in preparation for Post Secondary Education or Employment.

Emotional Support:

The district offers a wide range of types and levels of support for students with

Emotional/Behavioral difficulties. Students are provided with behavioral monitoring, as

well as instruction and reinforcement of emotional regulation skills, social skills, and

problem solving strategies, in settings that span from an itinerant level to self containment

in a full time classroom if necessary. The team works closely with mental health providers

and counselors to assist students with accessing the supports and services that they require

in order to be successful. The district pushes to hire professional employees who hold their

BCBA (BOARD Certified Behavior Analyst) certification to support our students with

emotional support needs.

Learning Support:

The learning support program offers specific instruction in basic academic skills through

research based instructional strategies and programs in Reading, Math, Written Expression,

and Organizational Skills. In addition, the department provides specific lab courses

63

designed to supplement core content instruction in math and written expression, as well as

a resource/support class for general assistance with assignment completion and progress

monitoring. In addition, the LS department provides a Freshman Seminar course designed

to orient all incoming Freshmen to the building, the high school schedule, basic study and

organizational skills, self determination and self advocacy skills, and transition planning in

preparation for post secondary programming or employment. At the middle level 6th grade

students all take the CAS (Critical Academic Strategies) course which and helps to prepare

students for the academic challenges they will face as middle level students.

Life Skills Support:

The life skills program has continued to increase its participation in opportunities for

community based instruction on a regular basis. As students progress through the program,

they are provided with classroom instruction in functional academic skills, which is then

reinforced and practiced through community based experiences in order to maximize

generalization. In addition, students are provided with vocational opportunities through

volunteer and internship positions at community business locations.

Occupational Therapy:

OT services are provided when recommended by the IEP team to address a variety of

student needs in the classroom and community/vocational settings. Therapists collaborate

with professional and paraprofessional staff to provide instruction and support for sensory

needs, fine motor skills, organization and executive function skills across settings.

Physical Therapy:

PT services are provided where prescribed or requested by the IEP team to address gross

motor deficits for students in the high school setting. Activities are designed to be

implemented throughout the school day in order to provide students with increased access

to the school and community settings.

Speech and Language Services:

Speech and Language Services are provided in consultation with the special education

teaching staff, in a way that promotes generalization of skills across settings, with functional

skills being specifically targeted.

Partnership with outside counseling services to provide space for intensive

outpatient therapy

Partnership with CCIU to provide many services and supports including; hearing,

vision, assistive technology, behavior, and orientation/mobility

Over the past two years, the special education department has worked with the

transportation department to purchase district vehicles designated for use by the Special

Education – community based instructional programs throughout the day. In total, the

programs own four vans that are used consistently throughout the week to transport

students to their community experiences.

64

The staff was supplemented this year by the addition of a Transition Coordinator

position at each building, with the goal of increasing the transition services available to

students at the high school level, and to assist with the coordination of those services and

the implementation of programming across school and community settings. The high

school team participated in a workshop on Leading Secondary Transition Programming,

and continues to develop community partnerships to provide additional experiences for our

students.

Special Education Supervisors have vastly increased attendance at IEP meetings for

out of district-placed students, in order to ensure that effective and appropriate programs

are being provided, and to identify students who may be able to be educated in a less

restrictive setting. Reports to PDE regarding Least Restrictive Environment numbers have

indicated a decrease in out-of-district-placed students over the past three years as a result.

At the high school level, learning support teachers have been participating in a co-

teaching partnership with their regular education colleagues, specifically in math. Teacher

partners plan and instruct together, and are better able to provide specific supports in the

regular classroom setting, as well as to provide more individualized attention for included

students. In both settings, the results of PSSA/AYP scores indicate that the co-teaching

initiative has had a positive impact on the IEP Subgroup.

Other initiatives:

Specific and Relevant Ongoing Professional Development- Researched based

reading programs i.e. System 44/ Read 180, FBA/ PBSP trainings, VB Mapping, Non-Crisis

Intervention training, CPR training, building blocks of literacy training, IRI training, legal

trainings, IEP+ trainings, Autism, etc.

District-contracted consultants- Through the CCIU we have consulted with highly

trained and specialized consultants in the areas of Autism, behavior, reading and writing,

BCBA's, Scholastic staff, etc.

Increased Community-based instruction & Purchase of additional vans- this allows

for our students to generalize the direct instruction that they have learned in the classroom.

Grant applications- Grants have been applied for and obtained by some of our low

incidence classroom teachers for new technology and other supports.

Secondary Transition Programs- A team from the district participated in the

Leading Secondary Transition Programs initiative through PaTTAN during the 2012-13

school year, which involved two days of off-site training, in addition to frequent

participation in webinar sessions with state presenters with the goal of developing an

action plan to improve Transition services offered to DASD students. The team was

comprised of special education teachers, guidance counselors, administrators, and

representatives from the CCIU and CTE programs, and culminated with a final

65

project/action plan that will be reviewed and presented in a poster session at the annual

PaTTAN Transition Conference in July. The action plan includes specific steps for increasing

student participation and engagement in the IEP process, as well as creating a continuum of

assessment tools and activities for students to access during the transition process at the

secondary level.

Inclusion training for general education faculty and staff- multi-year PD on

differentiated instruction by various professionals at different levels.

Reorganization of Special Education Supervisor Model~ additional supervisors to

provide ongoing, on-site support to building principals and school teams

Purchase and Implementation of researched-based programs for Reading and

Mathematics: Systems 44, Fast Forward, Math Intervention

Increased Collaboration with Curriculum Department including Professional

Development for professionals and paraprofessionals

Non-violent Crisis Intervention Training for essential staff

Participation in PaTTAN Autism Initiative

Collaboration and support with Chester County Intermediate Unit Training and

Consulting Team

Increased Collaboration with Transportation Department

Active involvement by Special Education Supervisors with out of district students

Co-teaching~ collaborative lesson planning and instruction by both the regular

education and special education teacher to provide increased opportunities for exposure to

on grade level curriculum.

Providing opportunities for parent trainings within the District- district facilitated

parent trainings focused on legal issues, related services (Speech, OT and PT)

Collaboration and facilitation of Early Intervention transitions for all families

Providing Opportunities for Parent Trainings

One of the District's Vision Planks is Communication. The District embraces the power of

communication and in that effort the Special Education Department has offered Parent

Meetings. Individual families received invitations to each event. In the fall the District

hosted the first Parent Meeting on Tuesday, November 13 at 6:00pm at 540 Trestle Place in

Downingtown. Every parent of a child with disabilities was invited to come and learn the

latest news in the field of related services. The co-managers of Pediatric Therapeutic

Services (PTS), Diana Fongheiser and Pam Hackett, presented an OT, PT, and speech

therapy services offered as part of their child's IEP. Parents learned information on how

66

students qualify on the basis of educational need and they left the workshop with activities

they could work on at home. Parents had the opportunity to ask general programming

questions.

On April 18, parents were again, individually invited to attend a Legal Session presented by

Andrew E. Faust, Esquire. Parent learned the latest changes to the regulations and were

offered time for questions and answers.

Other Parent Trainings were offered throughout the past years: Verbal Behavior presented

by Sharon Keppley, Board Certified Behavior Analyist who is contracted by the District, and

numerous Gifted Education meetings conducted by Kim Rank, Supervisor of Gifted Services.

Our plan is to continue offering opportunities to share information with our parents and

build on-going relationships.

Paraprofessional Information for the Special Education Plan

Currently there are 173 highly qualified paraprofessionals within the Downingtown Area

School District. We have 92 program aides, 78 personal care aides (1:1), and 2 job coaches.

We have developed four paraprofessional job descriptions, which are specific to their daily

job duties. The following are essential functions for each position:

Attain and maintain current CPR/First Aid certification

Complete staff development on an annual basis as required by the district or state

mandates

Provide individual and/or small group support to implement specific academic,

behavioral, and/or physical accommodations as outlined by the Individualized Education

Plan.

Provide assistance in the development and preparation of instructional materials

and adaptive strategies.

Support inclusion, socialization, and independence within the school setting/and or

in the community.

Provide transportation for small groups of students in district vehicles to

community sites as directed.

Maintain confidentiality of student records and information.

Collect and maintain data as required by the student plan for medical assistance

logs, daily communication logs, and anecdotal records

The four positions are E1, E2, E3 and Job Coach. The E1 job summary states that the aide

will work with teachers and other educational professionals in supporting student

achievement and facilitating independence. The E2 job summary adds the requirement of

providing direct student assistance with monitoring of medical condition, physical needs,

67

personal care, feeding, and/or toileting. They may be exposed to bodily fluids and provide

intensive program level support to students in specialized classes. The E3 job summary

contains all from above as well as providing intensive behavioral support to students in the

ACCESS Program. The Job Coach summary also includes facilitating independence in both

the classroom and Community/Vocational setting and providing communication between

vocational sites and the classroom teacher regarding student experiences and progress.

In accordance with Chapter 14 regulations all of our paraprofessionals have completed at

least 2 years of postsecondary study OR possess an associate degree or higher OR have met

a rigorous standard of quality as demonstrated through the Pennsylvania’s

Paraprofessional Credential of Competency; 10 Standards. Each of our paraprofessionals is

given a staff development guidebook annually which contains all mandatory requirements

for employment as well as a professional development calendar for the current school year.

Downingtown Area School District provides evidence of 20 hours annually of staff

development activities related to the paraprofessional’s assignment. Below are the

professional development training opportunities that have been completed within the 2012

– 2013 school year.

Paraprofessional Role and Responsibilities (3 hours) – Overview of paraprofessional

standards and competencies as they relate to their positions

ASHI Approved CPR/First Aid Certification (3 hours and valid for 2 years) – This

year we offered 7 training sessions to ensure all our paraprofessionals are current with

CPR/First Aid

The Special Education Process and Confidentiality (3 hours) – What a

paraprofessional needs to knows regarding FERPA and special education laws

Nonviolent Crisis Intervention Training; NCI – How to safely manage disruptive and

assaultive behavior. We offered 4 initial training sessions (6 hours) and 3 refresher sessions

(3 hours). A refresher is due annually to remain current with the NCI Certification

Verbal Behavior Analysis Training; VBA (6 hours) – This training is intensive

strategies to support students in the autistic support classroom

Occupational Therapy (3 hours) – Strategies to enhance fine motor and sensory

needs presented by Pediatric Therapeutic Services; PTS

Autism Awareness (3 hours) – General overview of Autism and understanding the

disability presented by Dr Leggette

Data Collection (6 hours) – Basics of ABA, collecting ABC data for FBS’s, shadowing

and supporting students with autism in inclusive settings presented by Sharon Keppley

Behavior Strategies (3 hours) – Best practices for preventing and responding to

problem behavior

Cultural Competence (3 hours) – Understanding diversity in the inclusive setting

68

Across the Autism Spectrum, Across the Day: A Day in the Life of a Paraprofessional

(3 hours) – Guidance and assistance to paraprofessionals to ensure understanding of autism

and effective strategies for support and data collection

10 Things Every Student with Autism Wants You to Know (3 hours) – Facilitated by

the Intermediate Unit based upon Temple Grandin’s work. The session including student

interviews and video modeling

Become a Better Communicator (3 hours) – Focus on the essential skills needed to

become an active listener and strong communicator in any setting

Move to Learn (3 hour) – Occupational strategies for helping students with fine

motor tasks

Building Comprehension Strategies (3 hours) – Learning through background

knowledge and vocabulary

69

Assurances

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

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

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

Free Education and Attendance (in compliance with § 12.1)

School Rules (in compliance with § 12.3)

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

§ 12.32)

Discrimination (in compliance with § 12.4)

Corporal Punishment (in compliance with § 12.5)

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

Freedom of Expression (in compliance with § 12.9)

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

Hair and Dress (in compliance with § 12.11)

Confidential Communications (in compliance with § 12.12)

Searches (in compliance with § 12.14)

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

P.S. § 780-101—780-144)

Parents or guardians are informed regarding individual survey student assessments and

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

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

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

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

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

Law 108-265, Section 204)

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

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















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


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

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



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

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


70

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

school system

Acceptable Use Policy for Technology Resources

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

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

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

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

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

the school district.

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

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

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

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

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

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

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

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

appropriate in accordance with an Individualized Education Program.

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

revision notice process.

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

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

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

not appropriate.

Assurance of funds received through participation in the medical assistance reimbursement

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

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

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

71

Least Restrictive Environment Facilities

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

Child and Career Development Center

Special Education Centers

ES, LS, AS, LSS, MDS 42

Camphill Special School Approved Private Schools

LSS. AS amd MDS 12

Milagre School Special Education Centers

AS 1

Timothy School Approved Private Schools

AS 2

Melmark School Approved Private Schools

MDS 1

Devereux Schools Approved Private Schools

AS, ES, LSS 6

Elwyn Davidson School Approved Private Schools

AS 1

Vanguard School Approved Private Schools

AS 7

PA School for the Deaf Approved Private Schools

Deaf services 1

Starkweather Elementary School

Neighboring School Districts

Hearing Impaired 1

CCIU CHAAMP Program Special Education Centers

AS 5

Impact/Insight Program Special Education Centers

Partial Hospitalization

5

Instruction in the Home Instruction in the Home

LS, ES 6

Special Education Program Profile Program Position #1

Operator: School District

PROGRAM SEGMENTS

Location/Building Grade Building Type

Support Service Type

Age Range

Caseload FTE

Downingtown Middle School

A Middle School Building

A building in which General Education programs are operated

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

Learning Support

12 to 15

16 0.8

Downingtown A Middle A building in Itinerant Learning 12 to 10 0.2

72

Middle School School Building

which General Education programs are operated

Support 15

Program Position #2

Operator: School District PROGRAM SEGMENTS



Age Range

Caseload FTE





Learning Support

12 to 15

16 0.8




Itinerant Learning Support

12 to 15

10 0.2

Program Position #3




Age Range

Caseload FTE





11 to 13

10 0.2





Learning Support

11 to 13

16 0.8

Program Position #4




Age Range

Caseload FTE





11 to 13

10 0.2





Learning Support

11 to 13

16 0.8

Program Position #5


73

PROGRAM SEGMENTS



Age Range

Caseload FTE





11 to 13

10 0.2





Learning Support

11 to 13

16 0.8

Program Position #6




Age Range

Caseload FTE





Learning Support

13 to 15

16 0.8





13 to 15

10 0.2

Program Position #7




Age Range

Caseload FTE





Learning Support

13 to 15

16 0.8





13 to 16

10 0.2

Program Position #8


Location/Building Grade Building Type Support Service Type

Age Range

Caseload FTE



A building in which General Education programs are


Life Skills Support

11 to 14

20 1

74

operated

Program Position #9




Age Range

Caseload FTE





Emotional Support

11 to 14

20 1

Program Position #10




Age Range

Caseload FTE





Learning Support

12 to 14

5 0.5





Learning Support

13 to 15

10 0.5




Age Range

Caseload FTE

Lionville Middle School




11 to 14

30 1





Age Range

Caseload FTE





Learning Support

11 to 14

16 0.8





11 to 14

10 0.2

75

operated





Age Range

Caseload FTE





Learning Support

14 to 16

16 0.8





11 to 14

10 0.2




Age Range

Caseload FTE





12 to 15

30 1





Age Range

Caseload FTE





Learning Support

12 to 15

16 0.8





12 to 15

10 0.2





Age Range

Caseload FTE





Learning Support

12 to 15

16 0.8

76





12 to 15

10 0.2





Age Range

Caseload FTE





Learning Support

12 to 15

16 0.8





12 to 15

10 0.2





Age Range

Caseload FTE





Learning Support

12 to 15

16 0.8





12 to 15

10 0.2




Age Range

Caseload FTE





12 to 15

30 1





Age Range

Caseload FTE

Lionville Middle A Middle A building in Supplemental Emotional 11 to 20 1

77

School School Building


(Less Than 80% but More Than 20%)

Support 14




Age Range

Caseload FTE





12 to 15

8 1





Age Range

Caseload FTE

Downingtown West High School

A Senior High School Building



Learning Support

14 to 16

12 0.6





14 to 16

20 0.4





Age Range

Caseload FTE





Learning Support

15 to 17

16 0.8





15 to 17

10 0.2




Age Range

Caseload FTE


A Senior High School

A building in which General


15 to 18

12 1

78

Building Education programs are operated




Age Range

Caseload FTE





15 to 17

30 1




Age Range

Caseload FTE





15 to 17

30 1




Age Range

Caseload FTE





15 to 17

22 1




Age Range

Caseload FTE





15 to 17

30 1



Location/Building Grade Building Type Support Service Age Caseload FTE

79

Type Range





15 to 17

30 1




Age Range

Caseload FTE





15 to 17

30 1





Age Range

Caseload FTE





Life Skills Support

18 to 20

20 1




Age Range

Caseload FTE




Itinerant Emotional Support

14 to 18

50 1





Age Range

Caseload FTE





Emotional Support

14 to 18

20 1


80




Age Range

Caseload FTE





Emotional Support

14 to 18

20 1





Age Range

Caseload FTE

Downingtown East High School




15 to 17

10 0.2





Learning Support

15 to 17

16 0.8





Age Range

Caseload FTE





15 to 17

10 0.2





Learning Support

15 to 17

16 0.8





Age Range

Caseload FTE





15 to 17

10 0.2


A Senior High


Supplemental (Less Than 80%

Learning Support

15 to 17

16 0.8

81

School Building

Education programs are operated

but More Than 20%)




Age Range

Caseload FTE





15 to 17

10 0.2





15 to 17

16 0.8




Age Range

Caseload FTE





15 to 17

40 1




Age Range

Caseload FTE





15 to 17

40 1




Age Range

Caseload FTE





15 to 17

40 1


82



Age Range

Caseload FTE





15 to 17

40 1




Age Range

Caseload FTE





14 to 18

50 1




Age Range

Caseload FTE





14 to 18

12 1





Age Range

Caseload FTE

Beaver Creek Elementary School

An Elementary School Building



Autistic Support

5 to 8 8 1





Age Range

Caseload FTE





Autistic Support

8 to 11 8 1

83

operated





Age Range

Caseload FTE





Learning Support

9 to 11

15 0.75





9 to 11

12 0.25





Age Range

Caseload FTE





Learning Support

5 to 8 15 0.75





5 to 8 12 0.25





Age Range

Caseload FTE





Learning Support

8 to 11

15 0.75





8 to 11

12 0.25

84





Age Range

Caseload FTE

Bradford Heights Elementary School




Learning Support

5 to 8 15 0.75





5 to 8 12 0.25





Age Range

Caseload FTE





Learning Support

10 to 12

15 0.75





10 to 12

12 0.25





Age Range

Caseload FTE





Autistic Support

5 to 8 8 1





Age Range

Caseload FTE

Brandywine Wallace Elementary School

An Elementary

A building in which

Supplemental (Less Than

Learning Support

6 to 9 15 0.75

85

School Building

General Education programs are operated

80% but More Than 20%)





6 to 9 12 0.25





Age Range

Caseload FTE





Learning Support

10 to 12

15 0.75





10 to 12

12 0.25





Age Range

Caseload FTE

East Ward Elementary School




Learning Support

9 to 11 15 0.75

East Ward An Elementary School Building



9 to 11 12 0.25





Age Range

Caseload FTE



A building in which General Education programs


Learning Support

6 to 9 15 0.75

86

are operated





6 to 9 12 0.25





Age Range

Caseload FTE

East Ward An Elementary School Building



Learning Support

10 to 12

15 0.75





10 to 12

12 0.25





Age Range

Caseload FTE

Lionville Elementary School




Learning Support

5 to 8 15 0.75





5 to 8 12 0.25





Age Range

Caseload FTE





Learning Support

8 to 11 15 0.75

Lionville An A building in Itinerant Learning 8 to 11 12 0.25

87

Elementary School Elementary School Building


Support





Age Range

Caseload FTE





Learning Support

9 to 12 15 0.75





7 to 9 12 0.25





Age Range

Caseload FTE

Pickering Valley Elementary School




Learning Support

6 to 9 15 0.75





5 to 8 12 0.25





Age Range

Caseload FTE





Learning Support

9 to 11

15 0.75


An Elementary School

A building in which General Education


9 to 11

12 0.25

88

Building programs are operated





Age Range

Caseload FTE





Learning Support

9 to 12

15 0.75





9 to 12

12 0.25





Age Range

Caseload FTE

Shamona Creek Elementary School




Learning Support

5 to 8 15 0.75





5 to 8 12 0.25





Age Range

Caseload FTE





Learning Support

7 to 9 15 0.75





7 to 9 12 0.25

89





Age Range

Caseload FTE





Emotional Support

6 to 9 12 1





Age Range

Caseload FTE





Emotional Support

10 to 12

10 0.5





10 to 12

10 0.5





Age Range

Caseload FTE

Springton Manor Elementary School




Learning Support

6 to 9 15 0.75





6 to 9 12 0.25



90



Age Range

Caseload FTE





Learning Support

9 to 12

15 0.75





9 to 12

12 0.25





Age Range

Caseload FTE

Uwchlan Hills Elementary School




Learning Support

6 to 9 15 0.75





6 to 9 12 0.25





Age Range

Caseload FTE





Learning Support

8 to 10

15 0.75





8 to 10

12 0.25





Age Range

Caseload FTE

91





Learning Support

9 to 12

15 0.75





9 to 12

12 0.25





Age Range

Caseload FTE

West Bradford Elementary School




Learning Support

5 to 8 15 0.75





5 to 8 12 0.25





Age Range

Caseload FTE





Learning Support

8 to 11

15 0.75





8 to 11

12 0.25





Age Range

Caseload FTE


An Elementary

A building in which

Supplemental (Less Than

Multiple Disabilities

5 to 8 8 1

92

School Building

General Education programs are operated

80% but More Than 20%)

Support





Age Range

Caseload FTE





Autistic Support

5 to 8 8 1




Age Range

Caseload FTE




Full-Time Special Education Class

Autistic Support

5 to 8 8 1




Age Range

Caseload FTE





Autistic Support

11 to 14

8 1





Age Range

Caseload FTE





Emotional Support

14 to 18

20 1



93

PROGRAM SEGMENTS



Age Range

Caseload FTE





Learning Support

5 to 8 10 0.5





Age Range

Caseload FTE





Autistic Support

8 to 11 8 1





Age Range

Caseload FTE





Autistic Support

5 to 8 8 1




Age Range

Caseload FTE

STEM A Senior High School Building



14 to 18

50 1





Age Range

Caseload FTE



A building in which General Education


10 to 12

13 0.25

94

programs are operated





Learning Support

10 to 12

15 0.75




Age Range

Caseload FTE





14 to 21

25 0.5

Justification: Students are instructed in age-appropriate instructional groups that do not exceed 3 years at the elementary level and 4 years at the secondary level." However, in accordance with Chapter 14, exceptions are made to the age range limits through documentation that such is appropriate in a student's IEP.




Age Range

Caseload FTE




Itinerant Speech and Language Support

5 to 11 30 0.5

Justification: Students are not serviced together when the age difference is greater than 3.




Age Range

Caseload FTE





5 to 11 30 0.5





Age Range

Caseload FTE

Springton Manor An Elementary


Itinerant Speech and Language

5 to 11 40 0.65

95

Elementary School School Building


Support





Age Range

Caseload FTE





5 to 11 65 1





Age Range

Caseload FTE





5 to 11 65 1





Age Range

Caseload FTE





5 to 11 65 1





Age Range

Caseload FTE





5 to 11 65 1


96




Age Range

Caseload FTE





5 to 11 52 0.8





Age Range

Caseload FTE





5 to 11 52 0.8





Age Range

Caseload FTE





5 to 11 65 1





Age Range

Caseload FTE





5 to 11 65 1




Location/Building Grade Building Type Support Service Age Caseload FTE

97

Type Range





5 to 11 65 1





Age Range

Caseload FTE





14 to 21

30 0.5





Age Range

Caseload FTE





14 to 18

30 0.5




Age Range

Caseload FTE





14 to 21

25 0.5






Age Range

Caseload FTE


A Senior High School


Supplemental (Less Than 80% but More Than

Life Skills Support

15 to 21

20 1

98

Building Education programs are operated

20%)





Age Range

Caseload FTE





10 to 12

25 0.5





Age Range

Caseload FTE





Life Skills Support

5 to 12 12 1





Age Range

Caseload FTE

All Schools An Elementary School Building


Itinerant Deaf and Hearing Impaired Support

5 to 18 7 0.25





Age Range

Caseload FTE

All Schools An Elementary


Itinerant Blind or Visually

5 to 18 5 0.25

99

School Building


Impaired Support


Special Education Support Services

Support Service Location Teacher FTE

Director of Pupil Services Central Office 1

Special Education Supervisors Central Office 5

Psychologists District buildings 10

Paraprofessionals District buildings 147

Social Workers District buildings 4

Special Education Contracted Services

Special Education Contracted Services Operator Amt of Time per Week

Pediatric Therapeutic Services - Occupational Therapy, Physical Therapy and Speech services

Outside Contractor

200 Days

Sharon Keppley Outside Contractor

560 Hours

Loretta Kelly-Butakis Outside Contractor

80 Days

100

Needs Assessment

Record School Patterns

Question:

After reviewing school level accomplishments and systemic challenges, what patterns can you

identify among your schools?

What other information do you still need to assess?

Answer:

After reviewing school level accomplishments and systemic challenges, the following patterns have

been identified:

School Level Accomplishments:

1. Made AYP

2. Growth for all students, including sub-groups

3. Increase in number of students scoring proficient and/or advanced

4. Local standardized benchmark assessments give evidence of students scoring proficient or

advanced in first or second benchmark window.

Systemic Challenges:

1. Establish, promote, sustain a system wide vision of a positive school climate

2. Support for students who are academically at-risk

3. Professional development for staff in meeting the social, emotional and behavioral issues of

students that put them at-risk of academic failure

District Accomplishments

Accomplishment #1:

All schools made Adequate Yearly Progress in 2013.

Accomplishment #2:

All schools met or exceeded the reading target.

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Accomplishment #3:

All schools met or exceeded the math target.

Accomplishment #4:

All schools met or exceeded the attendance/participation rate for PSSA and Keystone Exams.

District Concerns

Concern #1:

Not all students made at least 1 year of growth in reading.

Concern #2:

Not all students made at least 1 year of growth in math.

Concern #3:

We seek to ensure that Standards-aligned, district curricula are being used to instruct.

Concern #4:

We want to ensure that local assessments measure the Standards assessed on State assessments.

Concern #5:

We want to ensure that Standards-aligned formative assessment informs instruction.

Concern #6:

We have a concern that the social, emotional and behavioral needs of students are putting them at

academic risk.

Prioritized Systemic Challenges

Systemic Challenge #1 (System #3) Establish a district system that fully ensures staff members in

every school use standards aligned assessments to monitor student achievement and adjust

instructional practices.

Aligned Concerns:

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Not all students made at least 1 year of growth in reading.

Not all students made at least 1 year of growth in math.

We seek to ensure that Standards-aligned, district curricula are being used to instruct.

We want to ensure that local assessments measure the Standards assessed on State

assessments.

We want to ensure that Standards-aligned formative assessment informs instruction.

Systemic Challenge #2 (System #9) Establish a district system that fully ensures each member of

the district community promotes, enhances and sustains a shared vision of positive school climate

and ensures family and community support of student participation in the learning process.

Aligned Concerns:

We have a concern that the social, emotional and behavioral needs of students are putting

them at academic risk.

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District Level Plan

Action Plans

Goal #1: We will ensure a system is in place within the district that promotes, enhances,

and sustains a shared vision of high expectations for all students via the creation and

implementation of common formative and summative assessments and standards aligned

units of study.

Related Challenges:

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

Indicators of Effectiveness:

Type: Formative

Data Source: Study Island, Aimsweb, and Fountas & Pinnell Benchmark Assessments, PSSA and/or Keystone State Standardized tests.

Specific Targets: Reduction in the number of identified basic / below basic students based on academic performance by at least 10% over the next three years as measured by annual analysis of PSSA and Keystonoe Exams as well as an examination at least two (2) time per year of benchmark assessment data from Study Island (grades 3-11), Aimsweb (grades K-11), and Fountas & Pinnell (grades K-5) Benchmark Assessments.

Type: Formative

Data Source: PVAAS

Specific Targets: Increase at least 10% over the next three (3) years of students at proficient and advanced levels demonstrating at least one year of growth as measured by annual analysis of PVAAS data.

Type: Formative

Data Source: Survey data, Walk-throughs, Checklists, Observations

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Specific Targets: Increase of at least 10% per year over the next three years of teachers using district-wide common formative and summative assessments as measured by walk-throughs and/or an obersation checklist.

Strategies:

Common formative and summative assessments

Description:

Rationale: (2.2) Not all classroom teachers design standards-aligned lessons and assessments that reflect challenging expectations for all students.

SAS Alignment: None selected

Data Learning Management System

Description:

Rationale: (3.2) There is not currently a system that collects all data types for efficient and effective use by teachers and administrators.


Job embedded professional development

Description:

Rationale: (10.2) Professional development needs to be more strategically planned so that staff members at any level are not impacted by any more than 6 professional development initiatives (district + school) during any given year.


Action Steps:

Design professional development on formative and summative

assessment.

Description:

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A district-level team will design a professinal development plan for teachers and instructional leaders on formative and summative assessment.

Indicator of Implementation - Professional development Plan and Timeline.

Start Date: 5/1/2013 End Date: 8/30/2013

Program Area(s): Professional Education

Supported Strategies:


Create common protocol.

Description:

District level team will create protocol that teachers wil use to evaluate common assessments for rigor and alignment to Standards.

Indicator of Implementation - Protocol





Plan Professional development for using common protocol

Description:

District level team will devise professional development plan for using common protocol to examine student work.

Indicator of Implementation - Professional development plan and timeline.


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Communicate professional development plan

Description:

The district level team will determine an effective communication protocol and timeline to communicate to DASD community the professional development plan for formative and summative assessments.

Indicator of Implementation - Communication Protocol and Timeline






Provide professional development on formative and summative assessments

Description:

District will provide professional development for teaching staff on formative and summative assessment and using district-developmented protocol to examine student work.

Indicator of Implementatioon - Professional Development Sessions




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Create common formative and summative assessments

Description:

Teachers will collaborate in grade levels and in K-12 content area groups to create common formative and summative assessments.

Indicator of Implementation - Bank of a minimum of 3 common formative and summative assessments in each curricular area.






Use district-wide protocol to examine student work

Description:

Teachers will use district-wide protocol in grade level groups K-12 content area groups to evaluate student results on common assessments.

Indicators of Implementation - Student anchors or representative samples of student work at each level of proficiency: Advanced, Proficient, Basic Below Basic.






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Identify areas of student strengths and areas of need

Description:

Teachers will collaborate in grade levels and in K-12 content area groups to determine students' strengths and areas of need as identified by data from common asessments.

Indicator of Implementation - Student anchors or representative samples of student work at each level of proficiency: Advanced, Proficient, Basic Below Basic.







Revise common assessments

Description:

Working in grade levels and in K-12 content area goups, teachers will revise common assessments based on data from student work.

Indicator of Implementation - Revised common assessments.





Data Learning Management System Job embedded professional development

Create "Look-for Protocol" / Observation Checklist

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Description:

The district-level team will identify a protocol that identifies "look-fors" demonstrating the implementation of common formative and summative assessments.

Indicator of Implementation - Set of instructional "look-fors".






Provide professional development on instructional "look-fors" for formative and summative assessments

Description:

District will provide professional development on instructional "look-fors" for common formative and summative assessments.

Indicator of Implementation - Professional Development Sessions.






Monitor implementation of common formative and summative assessments

Description:

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Administrators will use common protocol to monitor classroom implementation of common formative and summative assessments.

Indicator of Implementation - Protocol data noted in observational and walk-through data.


Program Area(s):





Plan professional development for creating units of study

Description:

District level team will devise professional development plan that teachers will use to create units of study back-mapped from bank of common assessments.






Communicate professional development plan

Description:

The district-level team will determine an effective communication protocol and timeline to communicate professional development plan to DASD community for creating units of study back-mapped from common summative assessments.

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Indicator of Implementation - Communication Protocol and Timeline





Provide professional development on creating units of study

Description:

District will provide professional development on creating units of study back-mapped from common summative assessments and "look-fors" to be used to evaluate implementation.

Indicator of Implementation - Professional Development Sessions.






Create common units of study

Description:

Teachers will collaborate in grade levels and in K-12 content area groups to create common units of study back-mapped from common summative assessments.

Indicator of Implementation - Common unit plans that meet the needs of all learners and align with common formative / summative assessment in each curricular area.


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Monitor implementation of common units of study

Description:

Administrators will use common protocol to monitor classroom implementation of common units of study.

Indicator of Implementation - Protocol data noted in observational and walk-through data.





Create team to explore purchase of learning management system

Description:

Create team to explore learning management software to assist with data access, management, and analysis.

Indicator of Implementation - District-wide team identified.






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Design protocol to assist in the review and evaluation of learning management system

Description:

District team design protocol to evaluate options.

Indicator of Implementation - Software evaluation protocol.






Review and evaluate learning management systems

Description:

District team will review and evaluate various tools.

Indicator of Implementation - Schedule of software presentation by vendors. Evaluation protocol completed on each tool.





Select appropriate learning management system

Description:

District team will select a learning management system.

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Indicator of Implementation - Selection of data learning management system.





Secure funding to purchase learning management system

Description:

District will negotiate contract with selected vendor and present recommendation to Board of School Directors.

Indicator of Implementation - Signed Contract.





Devise professional developmentg plan for learning managment system

Description:

District will work with vendor on plan to provide professional development that will train staff on learning management system.




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Train staff on learning management software

Description:

District will work with vendor to provide professional development for staff.







Implement learning management system

Description:

Teachers and administrators will have full access to the new software.







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Monitor Implementation of data warehouse software

Description:

Monitor roll out of data warehouse software via a staff survey.

Indicator of Implementation - Survey results.





Goal #2: We will implement a comprehensive district-wide-system that will create a positive school climate by ensuring students who are academically and/or socially/emotionally/behaviorally at risk are identified early and are supported by a process that provides interventions based upon student needs and includes procedures for monitoring effectiveness.

Related Challenges:

Establish a district system that fully ensures each member of the district community promotes, enhances and sustains a shared vision of positive school climate and ensures family and community support of student participation in the learning process.

Indicators of Effectiveness:

Type: Summative

Data Source: Benchmark, Standardized Test, and Summative Assessment Data for the 2013-14, 2014-15, and 2015-16 school years.

Specific Targets: Reduction in the number of identified at-risk students based on academic performance by at least 10% over the next three years.

Type: Summative

Data Source: Attendance; Behavior Rating Scales; Discipline Records.

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Specific Targets: Reduction in the number of socially/emotionally/behaviorally at-risk students by at least 10% over the next three years.

Type: Summative

Data Source: Four-year graduation cohort rates reported in the June Child Counts for 2014, 2015, and 2016.

Specific Targets: Increase in graduation rate for identified subgroups by 3% each year for the 2014, 2015, and 2016 school years.

Type: Summative

Data Source: Child Count and Table 8 data for school years 2015, 2016, and 2017.

Specific Targets: Reduction in referral and identification of students for special education services by 10% over three years.

Strategies:

Data Analysis

Description:

Rationale: There needs to be a management system that houses district wide assessments and intervention data that can be accessed by staff to improve the learning of all students.


Social and Emotional Wellness Programs

Description:

Rationale (5.2): There needs to be a process in place to support schools faced with challenges that deter student attainment of academic standards at a proficient level or higher.


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Professional Development

Description:

Rationale (10.2): Professional development needs to be more strategically planned so that staff members at any level are not impacted by any more than 6 professional development initiatives (district + school) during any given year.


Action Steps:

Identify district team

Description:

Identify a district team to develop a standard definition of "at-risk," as well as a protocol for the identification of negative behaviors that impact academic performance and/or graduation.

Indicator of Implementation - District team members.




Data Analysis


Develop standard definition of "at-risk"

Description:

Develop a district-wide standard definition of "at-risk" for the identification of students at risk academically, socially, emotionally and/or behaviorally.

Indicator of Implementation - Standard definition of "at-risk".


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Data Analysis



District team plans and implements professional development

Description:

A district team will create and implement a professional development plan for staff and administrators on the definition of at-risk behaviors and the standard protocol that will be used to identify at-risk students.

Indicator of Implementation - Professional Development Plan for Staff.






District team creates communication plan

Description:

A district team will develop a plan to communicate with the school community the definition of at-risk behaviors and the standard protocol that will be used to identify at-risk students.

Indicator of Implementation - Communication Plan.




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Systemically monitor implementation of protocol to identify students at risk

Description:

The district will monitor the implementation of use of standard protocol to identify at-risk students.

Indicator of Implementation - Staff Survey.




Data Analysis



Create district team to explore school-wide positive behavioral support programs

Description:

A district team will be gathered to explore evidence-based positive behavior plans and/or programs at each level (elementary, middle, and high school).

Indicator of Implementation - The recommendation of plan/program at each level (Elementary, Middle, High School) to Board Curriculum Council no later than June 2014.




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District team selects positive behavioral support program(s)

Description:

A district team will make a determination of a common plan or program to be implemented at each level (elementary, middle high school).





Data Analysis

Social and Emotional Wellness Programs Professional Development

District team plans professional development for staff and administrators on positive behavioral support program(s)

Description:

A district team will create a professional development plan on the new positive behavior support program to be implemented at each level (elementary, middle, high school).





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Implement professional development for staff and administrators on positive behavioral support program(s)

Description:

A district team will create a professional development plan on the new positive behavior support program to be implemented at each level (elementary, middle, high school).

Indicator of Implementation - The recommendation of plan/program at each level (Elementary, Middle, High School) to Board Curriculum Coucil no late than June 2014






Monitor implementation of school-wide positive behavioral support program

Description:

The district will monitor the consistent implementation of a school-wide positive behavioral support plan or program at each level (elementary, middle high school).

Indicator of Implementation - Reduction in disciplinary infractions, increased graduation and attendance rates.




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Data Analysis


Identify negative behaviors and the evidence based interventions

Description:

The district team will identify negative behaviors and the evidence based interventions that successfully address the respective behaviors. Both behaviors and interventions will be loaded into new learning management system to improve the efficient analysis of and accessiblity to instructional and behavioral data for all relevant professional staff.

Indicator of Implementation - List of negative behaviors and interventions.




Data Analysis


District team will develop professional development plan

Description:

The district will develop a professional development plan for staff and administrators on the appropriate evidence-based interventions for identified negative behaviors.

Indicator of Implementation - Professional Development.





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District team will provide professional development for staff and administrators

Description:

The district will provide professional development for staff and administrators on the appropriate interventions for identified negative behaviors.







District team will design a professional development plan to train staff and administrators on the data learning management system

Description:

The district will design a plan to train teachers on the new data learning management system that will improve the efficient analysis of and accessibility to instructional and behavioral data for all relevant professional staff.





Data Analysis



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Train staff on data learning management system

Description:

District will work with vendor to provide professional development for staff on data learning management system that will improve the efficient analysis of and accessibility to instructional and behavioral data for all relevant professinal staff.

Indicator of Implementation - Roll-out of a data warehouse tool.




Data Analysis



Staff and administration will use data learning management system

Description:

Teachers and administrators will use new learning management system to improve the efficient analysis of and accessibility to instructional and behavioral data for all relevant professioanl staff.

Indicator of Implementation - Full roll-out of learning management system.




Data Analysis

Monitor Implementation of data learning management system

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Description:

Monitor implementation of software via a staff survey.

Indicator of Implementation - Survey results.




Data Analysis

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Appendix: Professional Development Action Step Details

No Professional Development Action Steps have been identified for Downingtown Area SD.

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District Level Affirmations

We affirm that this District Level Plan was developed in accordance, and will comply with the

applicable provisions of 22 Pa. Code, Chapters 4, 12, 16, and 49. We also affirm that the contents are

true and correct and that the plan was placed for public inspection in the school district/AVTS

offices and in the nearest public library until the next regularly scheduled meeting of the board or

for a minimum or 28 days whichever comes first.

We affirm that the responses in the Professional Education Core Foundations and the Professional

Development Action Steps focus on the learning needs of each staff member to enable all staff

members meet or exceed the Pennsylvania academic standards in each of the core subject areas.

No signature has been provided

Board President

No signature has been provided

Chief School Administrator

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Special Education Affirmations

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

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

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

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

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

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

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

school district.

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

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

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

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

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

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

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

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

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

Individualized Education Program.

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

Education's revision notice process.

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

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

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

whom regular assessment is not appropriate.

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

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

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

with disabilities in this local education agency.

Affirmed by Jane Bertone on 5/30/2013

Board President

Affirmed by Lawrence Mussoline on 5/23/2013

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Chief School Administrator

Downingtown Area SD · 2013-11-18 · 4 The Downingtown Area School District is pleased to be...

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