Southern Lehigh SD...3 their feedback about their experiences at their respective buildings. Regular...

SouthernLehighSD

DistrictLevelPlan

07/01/2019-06/30/2022

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DistrictProfile

Demographics5775MainStCenterValley,PA18034(610)282-3121Superintendent:KathleenEvisonDirectorofSpecialEducation:AndriaDeatlineBuchman

PlanningProcessDevelopmentoftheComprehensivePlan

TheSouthernLehighSchoolDistrictcomprehensiveplanningprocesswaspurposefullydevelopedtoengagerepresentativesfromallstakeholdergroupsincollaborativeandmeaningfulways.Students,families,communityrepresentatives,boardmembers,administrators,teachersandsupportstaffeithervolunteeredorwereselectedtoparticipateintheprocess.ThecomprehensiveplanningprocessforthedistrictbecameknownasSPARKSouthernLehigh,callingattentiontoourdesiretosparkdialogue,planning,innovationandidentificationofthedistrict'sdirectioninsupportingstudents.Asteeringcommitteewasestablishedthatincludedtheco-chairsofsevensub-committees,eachchargedwithinquiringaboutthecurrentandpreferredfocusofsignificantaspectsoftheorganization.Thesevensubcommitteesincluded:

• Vision/Mission/Values• SpecialEducation• ProfessionalEducation• Curriculum,Instruction,Assessment• SafeandSupportiveSchools• Equity• Operations

TwoSPARKSouthernLehighkick-offsessionswereheldinlateFebruaryof2018.BetweenMarch1andMay31,threecyclesofsubcommitteemeetingswereheldwithfollow-upsteeringcommitteemeetingsaftereachround.Inadditiontoface-to-facemeetings,participantswereassignedtoCanvaslearningmanagementsystem(LMS)coursesalignedtoeachcommittee.TheLMS,inadditiontoothercollaborativetechnologytools,allowedsynchronousandasynchronouscollaborationandcontributionsbycommitteemembers.Eachsteeringcommitteemeetingwasleveragedasanopportunitytoreviewdata,discussionsandrecommendationsofeachsubcommitteeandformulatetheagendaandactivitiesforthenextcommitteemeetings.Duringthisprocess,theadministrativeteamalsospenttimemeetingwiththeSuperintendent'sStudentAdvisoryCouncilstoreviewtheworkofthecommitteesinachild-friendlymannerandtosolicit

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theirfeedbackabouttheirexperiencesattheirrespectivebuildings.RegularupdatesweremadetotheSouthernLehighSchoolDistrictBoardofDirectorsduringmeetings.

Atthecompletionofthefinalroundofsub-committeemeetings,thestrengths,challenges,strategiesandfocusareasidentifiedbyeachsub-committeewerereviewedbythesteeringcommitteeandwasprocessedduringawhole-districtadministrativeteamworksessioninJuneof2018.Duringthattime,thevision,missionandvaluesofthedistrictweresolidifiedbaseduponthecommonthemesidentifiedasbeingimportantacrosseachofthesub-committees.Inaddition,fourfocusareaswererecognizedasimportanttothedevelopmentofgoalsandstrategiesforthedistrict:

1. Maintainandstrengthendistrictenvironmentswherestudents,staff,familiesandvisitorsfeelwelcome,safe,andsecure

2. Supporttheemotionalandsocialwell-beingofstudentsandfamilies

3. Engagedistrictstakeholderswithrespectandpositiveexperiences

4. Pursueacademicexcellencethroughchallengingexperiencesandexpandedopportunitiesforalllearners

TheresultingcomprehensiveplancreatesavisionandpathwaysforallstakeholdersintheSouthernLehighSchoolDistricttostrategicallyidentifyactionplanstoachievespecificgoalsineachofthefourfocusareas.Theultimateoverarchinggoaloftheprocessandresultingplanistocontinuallytransformtheorganizationtoprovidethehighestqualitylearningopportunitiesforourstudentsaswellasstriveforanenvironmentinwhichallstakeholdersareengaged.Criticaltotheplanningprocessisfacilitatingasharedpurposeoralignment,whichhascoalescedasresultofarenewedvisionandmissionforthedistrict.BothprovideareinvigoratedmeaningtotheworkoftheSouthernLehighSchoolDistrict,therebyenablingsuccessfulaccomplishmentofthegoalsoftheorganization.TheplanwillprovidedirectionforSouthernLehighasweworktoachievethevisionofthedistrictthroughthemissionandaccomplishmentofidentifiedactionplansandgoals.Thecomprehensiveplan,submittedtothePennsylvaniaDepartmentofEducationafterstakeholderfeedbackandboardapprovalhavebeensecured,willbeusedasaroadmaptoprovidebothdirectionandflexibilitybasedonfutureneedswhilebeingalivingdocumentthatguidesourwork.

ComprehensivePlanSteeringCommitteeMembers

• KathleenEvison,Superintendent• MichaelRoth,AssistantSuperintendent• JeremyMelber,DirectorofBusinessAdministration• MaryFarris,DirectorofHumanResources• AndriaBuchman,DirectorofStudentServices/SpecialEducation• KenJordan,DirectorofTechnology,DataandAssessment• ShaneCross,DirectorofCurriculumandInstruction• ToddBergey,DirectorofSupportServices• SueKnoll,CoordinatorofSupportServices

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• ThomasRuhf,HighSchoolAssistantPrincipal• JenniferBrinson,HighSchoolAssistantPrincipal• JackHankee,AssistantPrincipal• DianaMillman,CoordinatorofCommunityEngagement/BoardSecretary

ComprehensivePlanSub-CommitteesandMembers

Vision/MissionValues(EssentialQuestions:Whatshouldbethevision,mission,valuesthatrepresentthecorefunctionsoftheSouthernLehighSchoolDistrict?HowshouldthesetranslateintowhatwewanttheSouthernLehighSchoolDistricttolooklikein2022?)

• KathleenEvison,Superintendent(Co-Chair)• MichaelRoth,AssistantSuperintendent(Co-Chair)• EmilyGehman,SchoolBoardPresident• ColleenMatkowski,Parent• JenMeaney,Parent• AlvinGoren,CommunityMember• EricKnies,BusinessRepresentative• CherylMoreira,Parent• JosephZacher,Teacher

Curriculum/Instruction/Assessment(EssentialQuestions:Inwhatwayshaveourstudentsdemonstratedsuccess?Inwhatareashaveourstudentsstruggledtodemonstratesuccess?Whatshouldteacherandlearninglooklikein2022?Whattypesofmaterialsandresourceswillbestprovisionthisteachingandlearning?Whatdostudentexperienceslooklikeinacademics,athletics,artsandgiftededucation?)

• ShaneCross,DirectorofCurriculumandInstruction(Co-Chair)• JenniferBrinson,HSAssistantPrincipal(Co-Chair)• AnitaDesai,SchoolBoard• KellyPauling,Parent• AndreaLycette,Parent• JitenDihora,BusinessRepresentative• JanetMiltenberger,EducationSpecialist• JulieManzo,Parent• JohnBarone,Parent• EdwardDonahue,MSPrincipal• MichaelDuane,Parent• LisaGreenawalt,LCTIRepresentative• BethGuarriello,HSPrincipal• SamHafner,LBESPrincipal• KellyHowsare,Teacher• LoriLimparHWESPrincipal

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• LynetteMartins,Parent• SeanMcGinty,JPLISPrincipal• KarenRyan,Teacher

SafeandSupportiveSchools(EssentialQuestions:Inwhatwaysshouldwesupporttheemotionalandsocialgrowthofstudents?Whatdoculturallycompetentanddevelopmentallyappropriateenvironmentslooklikethatenhancelearning?Whattypesofservicesandresourcesshouldbeleveragedtosupportstudentsandfamilies?)

• MichaelRoth,AssistantSuperintendent(Co-Chair)• MaryFarris,DirectorofHumanResources(Co-Chair)• JenniferSmith,SchoolBoard• KristenBuck,Parent• ReneeD'Amico,Parent• ChrisitiDelp,Parent• ChristineGorigoitia,Parent• AngelaHagenbuch,Parent• BrookeRuch,EducationSpecialist• ChristieSamph,Parent• JulieShaible,Parent• AmberSmith,Parent• BethTomlinson,CommunityRepresentative• AngelaTraub,Parent• DeniseUnderkoffler,CommunityRepresentative

SpecialEducation(EssentialQuestions:Inwhatwaysshouldwesupportthegrowthofstrugglinglearners?HowdowetranslatemandatesconcerningSpecialEducationintopracticesthatcontinuallysupportourstudentsandfamilies?)

• AndriaBuchman,DirectorofStudentServicesandSpecialEducation(Co-Chair)• JackHankee,MSAssistantPrincipal(Co-Chair)• KathleenParsons,SchoolBoard• CarynBronfenbrenner,Teacher• SpencerCameron,Teacher• JackieButler,Teacher• KatieWechtler,Teacher• MariaRamunni,EducationSpecialist• CotieStrong,EducationSpecialist• BrynneRice,EducaitonSpecialist• ChristinaMazzella,Parent• JanineTyniec,Parent• TraciCyr,Parent

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ProfessionalEducation(EssentialQuestions:Whatshouldlearningopportunitiesforourstafflooklike?Whattypesofprofessionaldevelopmentwillbeneededtoensuresuccessofourstudents?)

• KenJordan,DirectorofTechnology,DataandAssessment(Co-Chair)• ShaneCross,DirectorofCurriculumandInstruction(Co-Chair)• SueKnoll,CoordinatorofSupportServices(Co-Chair)• MaryanneNord,SchoolBoard• KateCarannante,Parent• JenniferJohnson,Parent• ChuckLinden,CommunityRepresentative• JessicaMcNulty,Parent• CollenPizzo,Teacher• BrookSawyer,CommunityRepresentative

Operations(EssentialQuestions:Inwhatwaysshouldourfiscalandphysicalresourcesbeleveragedtosupportstudents,staffandthecommunity?Whatarethechallengesandsuccesseswehaveexperiencedintheareasoffinances,supportservices,andfacilities?Whattheopportunitiesandthreatstooursuccessintheseareas?)

• JeremyMelber,DirectorofBusinessAdministration(Co-Chair)• ToddBergey,DirectorofSupportServices(Co-Chair)• WilliamLycett,BoardMember• KyleGangewere,Parent• SamanthaFalcone,CommunityRepresentative

Equity(EssentialQuestions:Inwhatwaysdoweensurethattheexperiencesofourstudentsandfamiliesareequitable?Howdoweleverageoursystemsandresourcesinwaysthatsupportallstudentsandfamilies?)

• KathleenEvison,Superintendent(Co-Chair)• ThomasRuhf,HSAssistantPrincipal(Co-Chair)• CorineGunkle,SchoolBoardVice-President• MariaAult,Parent• JohnBarone,Parent• BenBecker,Teacher• KellyDougherty,Teacher• MichaelDuane,Parent• TammyEvans,Parent• KellyHowsare,Teacher• PeggyKong,Parent• PamMetzler,Parent• TammyPost,Teacher

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• MariaRamunni,EducationSpecialist• GregorySingleton,Parent• CotieStrong,EducationSpecialist

ImplementationoftheComprehensivePlan

TheSouthernLehighSchoolDistrictComprehensivePlanwillbepresentedtotheSchoolBoardofDirectorsandpostedforpubliccommentforthirty(30)days.Followingthecommentperiod,adjustmentswillbemadetotheplanpriortothefinaladoptionofthestrategicplanbyboardactionandsubmissiontothePennsylvaniaDepartmentofEducation.ThestrategiesandgoalsassociatedwiththeComprehensiveplanwillbeusedtoguideyearlyplanningbybuildinganddistrictleadership,andresultintheestablishmentofyearlyactionplansactionsinsupportofthevision,missionandfocusareasofthecomprehensiveplan.ProgressontheplanwillbemonitoredbytheSuperintendentandAssistantSuperintendentoftheSouthernLehighSchoolDistrict,withregularreportsprovidedtothecommunityandschoolboard.

MissionStatementLearning•Serving•LeadingOneInteractionataTime

VisionStatementTheSouthernLehighSchoolDistrictisaninclusive,innovative,andinspiringcommunityoflearnerswhererelationshipsmatterandstudentsareempoweredandmotivatedtofacethechallengesoftodayandtomorrow.

SharedValuesWevalueandbelieve:

• Everyoneshouldfeelsafe,valuedandrespectedinaninclusiveanddiverselearningenvironment

• Studentslearnwhenchallengedtothinkcritically,problemsolve,actwithintegrity,anddemonstrateresiliency

• Academicsuccessisachievedwhenstudentsdemonstrategrowthandmaximizetheirpotential

• Positivecollaborationandpartnershipsfostergrowthandunderstanding• Social,emotional,academic,athleticandartisticdevelopmentarefoundationaltolifelong

learning• Learning,serving,andleadingcreateandinfluencethefuture

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EducationalCommunityOurCommunityLocatedalongthesouthernborderofLehighCounty,theSouthernLehighSchoolDistrict's48squaremilegeographicboundariesarecomprisedofthemunicipalitiesoftheBoroughofCoopersburg,UpperSauconTownship,andLowerMilfordTownship.ThedistrictisapartoftheLehighValley,thethirdmostpopulousMetropolitanStatisticalAreainPennsylvaniaasdefinedbytheU.S.OfficeofManagementandBudget.AccordingtotheU.S.CensusBureau,total2016populationincombinedSouthernLehighSchoolDistrictmunicipalitieswas22,855.TheU.S.CensusBureauAmericanCommunitySurveyfive-yeardataprofilefor2012-2016identifiesLehighCounty'stotalpopulationas349,497.Topeconomicsectorsasrankedbytotalnumberofpaidemployeesforthecountyarehealthcare,retailandmanufacturing.TheSouthernLehighSchoolDistrictissituatedapproximatelyonehournorthofPhiladelphia,twohourswestofNewYorkCity,andjustsouthofthecitiesofAllentownandBethlehem.Itslocationprovidesthecommunitythebenefitsofamixofsuburbanandruralopportunities.Itsresidentshaveaccesstoawidearrayofrecreational,cultural,andoutdooraswellasdiversehighereducationopportunities.Severaloutstandingprivatecollegesanduniversities,partofalargerconsortiumincludingMuhlenberg,CedarCrest,Lafayette,Moravian,andLehighUniversity,arelocatedintheLehighValley.DeSalesUniversity(aprivatefour-yearliberalartscollege)andPennStateLehighValley(abranchofThePennsylvaniaStateUniversitysystem)arelocatedinthedistrict.Therearealsofourschoolsinthestateuniversitysystemwithin35milesofSouthernLehigh.Thecombinationofitslocation,historicattractions,high-techdevelopment,ruralsetting,suburbanbenefits,proximitytohighereducationinstitutions,andreputationforexcellenceineducationhasmadeTheSouthernLehighSchoolDistrictcommunitydesirablefromtheperspectiveofhomeowners,communityorganizations,developers,andlocal/regional/internationalcompanies.

OurDistrictTheSouthernLehighSchoolDistrictprovidesaneducationalprogramforstudentsinkindergartenthroughtwelfthgradeandhasbeenrecognizedforitsexcellenceandforward-lookingperspective,whichissensitivetothechangingneedsofstudents.Thecommunity,faculty,familiesandstudentshavejoinedtogetherinstrivingtomaintainandenhancethatexcellence.TheDistrict--madeupoftwoelementaryschools(K-3),oneintermediateschool(4-6),onemiddleschool(7-8),andonehighschool(9-12)--playsasignificantroleinthelifeandactivitiesofthecommunity.Theschoolsencourageparentsandresidentstoparticipateinmanydiversifiedways--fromclassroomvisitationsandopenhousestoworkingoncommunityprojects.Schoolsandthecommunitymakeaconcertedefforttoworkcloselytogethertoprovidechildrenwithmultifacetedopportunities.ThedistrictenjoysastrongrelationshipwithCarbonLehighIntermediateUnit21,LehighCareerandTechnicalInstitute,andLehighCarbonCommunityCollegeinsupportingthevaryinglearningneedsandoptionsforstudents.TheUpperSauconTownshipPoliceDepartment,CoopersburgPoliceDepartment,SouthernLehighCommunityLibrary,localfireandambulancecorps,andtheSouthernLehighChamberofCommercehaveallplayedintegralrolesinsupportingtheeffortsofthedistrictineducatingitsyouth.Thedistrictemploys425staffmembersthatserveatotalstudentenrollmentof3,206students(2017-2018schoolyear).

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Asthecommunityreflectsitsvaluesinitsstrongsupportofqualityeducationforitschildren,theschooldistrictinturnservesthecommunityinprovidingthevehicleforthiseducationalexcellence.SouthernLehighSchoolDistrictwilleducateallstudentstodeveloptheskillsandcompetenciesrequiredtobecomelife-longlearnersandproductivemembersofanever-changingworld.Thedistrictstrivestoprovidelearningopportunitiesforstudentsthatwillprovidethemastrongfoundationtocreateandinfluencetheirownfuture.

Ourschooldistrict'sstrengthsinclude:• Consistenthighperformanceonmultiplemeasuresofacademicachievement,athletic

competitionandartisticexpression• Engagedstudents,familiesandteachersinterestedinandmotivatedbyschoolexperiences• Avarietyofeducationalopportunitiesutilizedincludingdual-enrollment,on-linelanguage

instruction,on-linerecoverycourses,careerandtechnicaleducation,independentstudy,andcriticallanguageofferings

• Coursesandparticipationincounty-wideofferingstomeetCareerEducationandWorkstandards

• Partnershipswithcommunitygroups,highereducation,businessgroups,andlocallawenforcement

• Supportive,involved,andeducationally-mindedfamiliesandcommunitymembers• Extensivetechnologyresourcesavailable

Ourschooldistrict'sneedsinclude:• Continualstaffcollaborationtodevelopstandardsalignedcurriculumandlocallydesigned

assessments.• Continualimprovementinstudentacademicproficiencyasdemonstratedonstateandlocal

assessments.• Continualopportunitiesforpersonalizedlearningandcareercounselingtosupportcareer

goals(includingdual-enrollment,job-shadowingandinternships).• Continualprofessionaldevelopmentactivitiesdesignedaroundubiquitoustechnology

integrationforteachingandlearning,research-basedclassroomstrategies,differentiationofinstructionandstrategiestoincreasesstudentopportunitiesandsuccess

• Continualprofessionaldevelopmentactivitiesdesignedaroundsocial,emotional,andinclusivepracticesthatsupportallstudentsintheirgrowthandlearning

• Continualevaluationandleveragingofresources(financial,human,facilities)toensuresafe,nurturing,supportingandchallengingopportunitiesforallstudentsandfamilies

• Continualevaluationanddevelopmentofplanstosupportprojectedenrollmentincreasesandprogrammaticneeds

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PlanningCommitteeName Role

ToddBergey Administrator:ProfessionalEducationSchoolwidePlan

ShaneCross Administrator:ProfessionalEducationSchoolwidePlan

KathleenEvison Administrator:ProfessionalEducationSpecialEducationSchoolwidePlan

SueKnoll Administrator:ProfessionalEducationSchoolwidePlan

JeremyMelber Administrator:ProfessionalEducationSchoolwidePlan

MichaelRoth Administrator:ProfessionalEducationSpecialEducationSchoolwidePlan

AnitaDeSai BoardMember:ProfessionalEducationSchoolwidePlan

EmilyGehman BoardMember:ProfessionalEducationSchoolwidePlan

CorineGunkle BoardMember:ProfessionalEducationSchoolwidePlan

BillLycett BoardMember:ProfessionalEducationSchoolwidePlan

MaryanneNord BoardMember:ProfessionalEducationSchoolwidePlan

KathieParsons BoardMember:SpecialEducationJenniferSmith BoardMember:ProfessionalEducation

SchoolwidePlanJenBrinson BuildingPrincipal:ProfessionalEducation

SchoolwidePlanJackHankee BuildingPrincipal:SpecialEducationThomasRuhf BuildingPrincipal:ProfessionalEducation

SchoolwidePlanJitenDihora BusinessRepresentative:ProfessionalEducation

SchoolwidePlanEricKnies BusinessRepresentative:ProfessionalEducation

SchoolwidePlanChuckLinden BusinessRepresentative:ProfessionalEducation

SchoolwidePlanSamanthaFalcone CommunityRepresentative:Professional

EducationSchoolwidePlanKyleGangwere CommunityRepresentative:Professional

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EducationSchoolwidePlanAlvinGoren CommunityRepresentative:Professional

EducationSchoolwidePlanLisaGreenawalt CommunityRepresentative:Professional

EducationSchoolwidePlanDianaMillman CommunityRepresentative:Professional

EducationBrookSawyer CommunityRepresentative:Professional

EducationSchoolwidePlanBethTomlinson CommunityRepresentative:Professional

EducationSchoolwidePlanKenJordan EdSpecialist-InstructionalTechnology:

ProfessionalEducationJanetMiltenberger EdSpecialist-Other:ProfessionalEducation

SchoolwidePlanBrookeRuch EdSpecialist-Other:ProfessionalEducation

SchoolwidePlanMariaRamunni EdSpecialist-SchoolCounselor:Special

EducationBrynneRice EdSpecialist-SchoolPsychologist:Special

EducationCotieStrong EdSpecialist-SchoolPsychologist:Special

EducationBenBecker ElementarySchoolTeacher-RegularEducation:

ProfessionalEducationSchoolwidePlanKellyDougherty ElementarySchoolTeacher-RegularEducation:

ProfessionalEducationSchoolwidePlanColleenPizzo ElementarySchoolTeacher-RegularEducation:

ProfessionalEducationSchoolwidePlanTammyPost ElementarySchoolTeacher-RegularEducation:

ProfessionalEducationSchoolwidePlanKarenRyan ElementarySchoolTeacher-RegularEducation:

ProfessionalEducationSchoolwidePlanKatieWechtler ElementarySchoolTeacher-SpecialEducation:

SpecialEducationKellyHowsare HighSchoolTeacher-RegularEducation:

ProfessionalEducationSchoolwidePlanJosephZacher HighSchoolTeacher-RegularEducation:

ProfessionalEducationSchoolwidePlanCarynBronfenbrenner HighSchoolTeacher-SpecialEducation:Special

EducationSpencerCameron MiddleSchoolTeacher-RegularEducation:

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SpecialEducationJackieButler MiddleSchoolTeacher-SpecialEducation:

SpecialEducationMariaAult Parent:ProfessionalEducationSchoolwidePlanJohnBarone Parent:ProfessionalEducationSchoolwidePlanKristenBruck Parent:ProfessionalEducationSchoolwidePlanKateCarannante Parent:ProfessionalEducationSchoolwidePlanTraciCyr Parent:SpecialEducationReneeD'Amico Parent:ProfessionalEducationSchoolwidePlanChristiDelp Parent:ProfessionalEducationSchoolwidePlanMichaelDuane Parent:ProfessionalEducationSchoolwidePlanTammyEvans Parent:ProfessionalEducationSchoolwidePlanChristineGorigoitia Parent:ProfessionalEducationSchoolwidePlanAngelaHagenbuch Parent:ProfessionalEducationSchoolwidePlanJenniferJohnson Parent:ProfessionalEducationSchoolwidePlanPeggyKong Parent:ProfessionalEducationSchoolwidePlanAndreaLycette Parent:ProfessionalEducationSchoolwidePlanJulieManzo Parent:ProfessionalEducationSchoolwidePlanLynetteMartins Parent:ProfessionalEducationSchoolwidePlanColleenMatkowski Parent:ProfessionalEducationSchoolwidePlanChristinaMazzella Parent:SpecialEducationJessicaMcNulty Parent:ProfessionalEducationSchoolwidePlanJenMeaney Parent:ProfessionalEducationSchoolwidePlanPamMetzler Parent:ProfessionalEducationSchoolwidePlanCherylMoreira Parent:ProfessionalEducationSchoolwidePlanKellyPauling Parent:ProfessionalEducationSchoolwidePlanChristieSamph Parent:ProfessionalEducationSchoolwidePlanJulieSchaible Parent:ProfessionalEducationSchoolwidePlanAmberSmith Parent:ProfessionalEducationSchoolwidePlanAngelaTraub Parent:ProfessionalEducationSchoolwidePlanJanineTyniec Parent:SpecialEducationDeniseUnderkoffler Parent:ProfessionalEducationSchoolwidePlanJohnZuk Parent:ProfessionalEducationSchoolwidePlanAndriaBuchman SpecialEducationDirector/Specialist:Special

Education

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CoreFoundations

Standards

MappingandAlignment

ElementaryEducation-PrimaryLevel

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

PACoreStandards:Mathematics Accomplished AccomplishedEconomics Accomplished DevelopingEnvironmentandEcology Accomplished DevelopingFamilyandConsumerSciences Accomplished DevelopingGeography Accomplished DevelopingHealth,SafetyandPhysicalEducation Accomplished AccomplishedHistory Accomplished DevelopingScienceandTechnologyandEngineeringEducation Developing Developing

AlternateAcademicContentStandardsforMath Developing DevelopingAlternateAcademicContentStandardsforReading Developing Developing

AmericanSchoolCounselorAssociationforStudents Developing Developing

EarlyChildhoodEducation:Infant-Toddler�SecondGrade

Developing Developing

EnglishLanguageProficiency Developing AccomplishedInterpersonalSkills Developing DevelopingSchoolClimate Developing Developing

ElementaryEducation-IntermediateLevel

Standards Mapping Alignment

ArtsandHumanities Accomplished AccomplishedCareerEducationandWork Accomplished DevelopingCivicsandGovernment Accomplished DevelopingPACoreStandards:EnglishLanguageArts Developing Accomplished

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PACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects Developing Developing

PACoreStandards:Mathematics Accomplished AccomplishedEconomics Accomplished DevelopingEnvironmentandEcology Accomplished DevelopingFamilyandConsumerSciences Accomplished DevelopingGeography Accomplished DevelopingHealth,SafetyandPhysicalEducation Accomplished AccomplishedHistory Accomplished DevelopingScienceandTechnologyandEngineeringEducation Developing Developing



EnglishLanguageProficiency Developing AccomplishedInterpersonalSkills Developing DevelopingSchoolClimate Developing Developing

MiddleLevel

Standards Mapping AlignmentArtsandHumanities Accomplished AccomplishedCareerEducationandWork Developing DevelopingCivicsandGovernment Accomplished DevelopingPACoreStandards:EnglishLanguageArts Accomplished DevelopingPACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects Developing Developing

PACoreStandards:Mathematics Developing DevelopingEconomics Accomplished DevelopingEnvironmentandEcology Developing DevelopingFamilyandConsumerSciences Accomplished DevelopingGeography Accomplished DevelopingHealth,SafetyandPhysicalEducation Accomplished AccomplishedHistory Accomplished DevelopingScienceandTechnologyandEngineeringEducation Developing Developing



EnglishLanguageProficiency Developing DevelopingInterpersonalSkills Developing Developing

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SchoolClimate Developing DevelopingWorldLanguage Accomplished Developing

HighSchoolLevel

Standards Mapping AlignmentArtsandHumanities Accomplished AccomplishedCareerEducationandWork Developing DevelopingCivicsandGovernment Accomplished DevelopingPACoreStandards:EnglishLanguageArts Accomplished DevelopingPACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects Developing Developing

PACoreStandards:Mathematics Developing DevelopingEconomics Accomplished DevelopingEnvironmentandEcology Developing DevelopingFamilyandConsumerSciences Accomplished DevelopingGeography Accomplished DevelopingHealth,SafetyandPhysicalEducation Accomplished DevelopingHistory Accomplished DevelopingScienceandTechnologyandEngineeringEducation Accomplished Developing



EnglishLanguageProficiency Developing DevelopingInterpersonalSkills Developing DevelopingSchoolClimate Developing DevelopingWorldLanguage Accomplished Developing

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Curriculum

PlannedInstruction


CurriculumCharacteristics StatusObjectivesofplannedcourses,instructionalunitsorinterdisciplinarystudiestobeachievedbyallstudentsareidentifiedforeachsubjectarea.

Accomplished

Content,includingmaterialsandactivitiesandestimatedinstructionaltimetobedevotedtoachievingtheacademicstandardsareidentified.

Accomplished

Therelationshipbetweentheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesandacademicstandardsareidentified.

Accomplished

Proceduresformeasurementofmasteryoftheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesareidentified.

Accomplished



Accomplished


Accomplished


Accomplished


Accomplished

MiddleLevel

CurriculumCharacteristics Status

Objectivesofplannedcourses,instructionalunitsorinterdisciplinarystudiestobeachievedbyallstudentsareidentifiedforeachsubjectarea.

Accomplished


Accomplished

Therelationshipbetweentheobjectivesofaplannedcourse, Accomplished

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instructionalunitorinterdisciplinarystudiesandacademicstandardsareidentified.Proceduresformeasurementofmasteryoftheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesareidentified.

Accomplished

HighSchoolLevel


Accomplished


Accomplished


Accomplished


Accomplished

Instruction

InstructionalStrategies

CheckedAnswers• Formalclassroomobservationsfocusedoninstruction• Walkthroughstargetedoninstruction• AnnualInstructionalevaluations• Peerevaluation/coaching• InstructionalCoaching

RegularLessonPlanReview

CheckedAnswers• BuildingSupervisors• DepartmentSupervisors

UncheckedAnswers• Administrators• InstructionalCoaches• NotReviewed

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ProvidebriefexplanationofLEA'sprocessforincorporatingselectedstrategies.

TheSouthernLehighSchoolDistricthasdevelopedandcontinuestorefine/adjustcommongrade/subject/district-levelassessmentstoensurestandards-alignedinstructionandconsistencybetweenclassrooms,gradelevels,andcurricularareas.Thedistrict'sdifferentiatedsupervisionplanprovidesopportunitiesforInstructionalandPeerCoachingwithincyclesofclinicalsupervision.

ProvidebriefexplanationforstrategiesnotselectedandhowtheLEAplanstoaddresstheirincorporation.

Buildingleveladministratorsmaintainprimaryresponsibilityformonitoringteacherlessonplansandevaluatingteachers.Aspartofthedistrict'snewCurricularCycleforExcellence(CCE),lessonplanreviewisbecomingapartoftheworkofdepartmentdirectorsanddistrict-leveladministratorsaswell.AsthedistrictusestheCCEtoalignmaterials/resources/instructiontostandardsanddesiredstudentdemonstrationoflearning,wehavediscussedthepotentialneedsofshiftingthefocusofsomeadditionalspecialistswithinthecontextofservingasinstructionalcoaches.

ResponsivenesstoStudentNeeds


InstructionalPractices Status

Structuredgroupingpracticesareusedtomeetstudentneeds. FullImplementation

Flexibleinstructionaltimeorotherschedule-relatedpracticesareusedtomeetstudentneeds.

FullImplementation

Differentiatedinstructionisusedtomeetstudentneeds. FullImplementation

Avarietyofpracticesthatmayincludestructuredgrouping,flexibleschedulinganddifferentiatedinstructionareusedtomeettheneedsofgiftedstudents.

FullImplementation





FullImplementation

Differentiatedinstructionisusedtomeetstudentneeds. FullImplementation


FullImplementation

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MiddleLevel




Implementedin50%ormoreof

districtclassrooms

Differentiatedinstructionisusedtomeetstudentneeds.Implementedin50%ormoreof

districtclassrooms



districtclassrooms

HighSchoolLevel





districtclassrooms

Differentiatedinstructionisusedtomeetstudentneeds.Implementedin50%ormoreof

districtclassrooms



districtclassrooms

RecruitmentDescribetheprocessyouimplementtorecruitandassignthemosteffectiveandhighlyqualifiedteachersinordertomeetthelearningneedsofstudentswhoarebelowproficiencyorareatriskofnotgraduating.TheSouthernLehighSchoolDistrictadvertisesallavailableeducationalpositionsthroughavarietyofoutlets.Thedistrictwebsite,avarietyofelectroniconlinejobpostingprograms,localnewspapersandemailtoallcurrentstaffareused.ApplicationsarecollectedinTalentEd-anelectronicrecruitmenttool.Applicantsarescreenedusingrubricstoensurethemosthighlyqualifiedcandidates.Allcandidatesmustholdpropercertificationtobeconsideredforemployment.Ateamofinterviewersincludingteacherleaders,building,andcentralofficeadministratorsinterviewscandidates.Abankofinterviewquestionsisusedto

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standardizetheinterviewprocess.Attimes,teachersareaskedtorespondtorealworldscenarios,askedtocompletetasks,orareaskedtoplanandpresentaclassroomlesson.Iftheinterviewersarenotsatisfiedwiththecaliberofcandidates,theprocesswillbeginagainandrepeatuntilaconsensusonasuccessfulcandidateismet.Finalistsforpositionswillgenerallycompletetwoorthreelevelsofinterviewswithmultipleindividuals.TheSouthernLehighSchoolDistrictmonitorstheassignmentofteachingstafftoitsbuildingsandclassroomsusingmethodologyestablishedthroughanEquityPlanforfederalprogrampurposes.Theassignmentofstaff,particularlythosewithlessthanthreeyearsofeducationalexperience,ismonitoredinrelationshiptotheracial,socio-economicandtraditionallyunderservedpopulationsofstudentstoensurethatequityintermsofhighlyqualifiedandexperiencedteachersismaintained.

Assessments

LocalGraduationRequirementsCourseCompletion SY19/20 SY20/21 SY21/22

TotalCourses 22.00 22.00 22.00English 4.00 4.00 4.00Mathematics 4.00 4.00 4.00SocialStudies 4.00 4.00 4.00Science 4.00 4.00 4.00PhysicalEducation 4.00 4.00 4.00Health 2.00 2.00 2.00Music,Art,Family&ConsumerSciences,CareerandTechnicalEducation

2.00 2.00 2.00

Electives Minimum%GradeRequiredforCredit(NumericalAnswer)

60.00 60.00 60.00

GraduationRequirementSpecifics

WeaffirmthatourentityrequiresdemonstrationofproficiencyoraboveineachofthefollowingStateacademicstandards:EnglishLanguageArtsandMathematics,ScienceandTechnologyandEnvironmentandEcology,asdeterminedthroughanyoneoracombinationofthefollowing:

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

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LocalAssessmentsStandards WA TD NAT DA PSW Other

ArtsandHumanities X X X XCareerEducationandWork X X XCivicsandGovernment X XPACoreStandards:EnglishLanguageArts X X

PACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects

X X

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

History X XScienceandTechnologyandEngineeringEducation X X

WorldLanguage X X

MethodsandMeasures

SummativeAssessments

SummativeAssessments EEP EEI ML HSMidtermExams X FinalExams X XChapter/UnitTests X X X XProjects/Performances/Presentations X X

BenchmarkAssessments

BenchmarkAssessments EEP EEI ML HS

StudyIsland X X

FormativeAssessments

FormativeAssessments EEP EEI ML HSPerformanceAssessments X XQuizzes/Unit/ChapterTests X X X X

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DiagnosticAssessments

DiagnosticAssessments EEP EEI ML HS

STAR X X X RI X XWritingPrompts X X X X

ValidationofImplementedAssessmentsValidationMethods EEP EEI ML HS

ExternalReview IntermediateUnitReview LEAAdministrationReview X XBuildingSupervisorReview X XDepartmentSupervisorReview ProfessionalLearningCommunityReview InstructionalCoachReview TeacherPeerReview X XProvidebriefexplanationofyourprocessforreviewingassessments.

Assessmentsaredevelopedcollaborativelywithteachers,buildingadministrators,andcurriculumdirectors.

DevelopmentandValidationofLocalAssessmentsIfapplicable,explainyourproceduresfordevelopinglocallyadministeredassessmentsandhowtheyareindependentlyandobjectivelyvalidatedeverysixyears.Throughtheimplementationphaseofacurriculumreview/renewalcycle,assessmentsarereviewed,developedandevaluatedforvalidity.

CollectionandDisseminationDescribeyoursystemtocollect,analyzeanddisseminateassessmentdataefficientlyandeffectivelyforusebyLEAleadersandinstructionalteams.ThedistrictusesourStudentInformationSystem(Sapphire)toactasadatawarehouseforlocalandstateassessmentdata,alongwithdemographicandothermeasuresofdatathatinfluencestudentperformance.Additionally,eMetric,PVAAS,anddisaggregatedspreadsheetdatafromourstateassessmentsisusedbyleadersandinstructionalteams.STAR360reportsarereviewedtomeasuregrowththroughouttheschoolyear.

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DataInformedInstructionDescribehowinformationfromtheassessmentsisusedtoassiststudentswhohavenotdemonstratedachievementoftheacademicstandardsataproficientlevelorhigher.Teachersandadministratorsutilizeassessmentdatatodevelopstrategiestosupportstudentwhoarenotproficient.Insomecases,remediationorsupportclassroomopportunitiesaffordstudentsextrahelpandanalysisofprogress.SomesupportsincludeMTSS,tutoring,targeteddirectedinstruction,computeraideddiagnosticsorbenchmarksandinstructiontoassiststrugglingstudents.

AssessmentDataUsesAssessmentDataUses EEP EEI ML HS

AssessmentresultsarereportedoutbyPAassessmentanchororstandards-alignedlearningobjective.

X X X X

InstructionalpracticesareidentifiedthatarelinkedtostudentsuccessinmasteringspecificPAassessmentanchors,eligiblecontentorstandards-alignedlearningobjectives.

X X X X

SpecificPAassessmentanchors,eligiblecontentorstandards-alignedlearningobjectivesareidentifiedforthosestudentswhodidnotdemonstratesufficientmasterysothatteacherscancollaborativelycreateand/oridentifyinstructionalstrategieslikelytoincreasemastery.

X X X X

Instructionalpracticesmodifiedoradaptedtoincreasestudentmastery. X X X X

Providebriefexplanationoftheprocessforincorporatingselectedstrategies.

Atthelevel,theadministrativeteamanalyzesstandardizedassessmentdatatoidentifytrendsorpatternsthatinformprogramandgradelevelneeds.School-basedteamsreviewdatatodeterminestudentneedsthatcanbemetbyprogramandservicessupports.Inreviewingdataatboththeschoolanddistrictlevel,variousgoalsaredevelopedandimplementedtosupportidentifiedinstructionalneeds.

DistributionofSummativeAssessmentResultsDistributionMethods EEP EEI ML HS

CoursePlanningGuides X XDirectingPublictothePDE&otherTest-relatedWebsites X X X X

IndividualMeetings X X X XLetterstoParents/Guardians X X X XLocalMediaReports X X X X

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Website X X X XMeetingswithCommunity,FamiliesandSchoolBoard X X X X

MassPhoneCalls/Emails/Letters X XNewsletters X X X XPressReleases SchoolCalendar X X X XStudentHandbook X X X XMLandHSuseon-linecoursesyllabitocommunicaterequirementsandassessmentgrading.

X X

Providebriefexplanationoftheprocessforincorporatingselectedstrategies.

Summativeassessmentresultsarecommunicatedthroughvariousmethods,includingmasse-mail,phonecalling,electronicreportcards/SISandthedistrictwebsite.Thecommunicationofresultsisdesignedtoeffectivelyreachfamiliesabouttheirchild'sprogressanddemonstratetheprogressofprogramstothecommunity.

ProvidebriefexplanationforstrategiesnotselectedandhowtheLEAplanstoaddresstheirincorporation.

Wegenerallywouldonlyuseapressreleasewhenthereisinformationtobesharedregardingstateandfederalregulationsastheypertaintoassessmentsandchangesinassessments.

SafeandSupportiveSchools

AssistingStrugglingSchoolsDescribeyourentity’sprocessforassistingschoolsthateitherdonotmeettheannualstudentachievementtargetsorexperienceotherchallenges,whichdeterstudentattainmentofacademicstandardsataproficientlevelorhigher.Ifyourentityhasnostrugglingschools,explainhowyouwilldemonstratecontinuedgrowthinstudentachievement.TheSouthernLehighSchoolDistrictdoesnothaveanyschoolsthatareratedas"strugglingschools".Weutilizeavarietyofdiagnosticassessmentstodeterminetheappropriateinterventionandreferralservicestoprovidetostudents.ThissystemallowsustoensurethatstudentsaremakingadequategrowthtowardsachievingthePACoreStandardsandareabletoperformatproficientlevelsonthestateassessments.Thissystemisdelineatedbelow:

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Diagnostic,Intervention,Referral,andSupportServicesTheSouthernLehighSchoolDistrictiscurrentlyusingtheMulti-TieredSystemofSupport(MTSS),acomprehensive,multi-tieredinterventionapproachtodetermineindividualstudentacademicneedsbysystematicallyintensifyingtheinterventionifastudentdoesnotdemonstrategrowthwiththeinterventionbeingprovided.TheMTSSmodelalsoprovidesdataforteamstodiscussapossibleneedforaspecialeducationevaluation.OurMTSSmodelprovideswell-designed,proactiveinterventionsforstudentswithneedsinreadingandmaththroughdatabasedmodelsandsystematic,researchbasedinstructionalopportunities.Thismodeldiffersfromthetraditionaldisparitymodelinseveralways,butmostimportantlyhasthepotentialtobenefitstudentsatearlierstagesofneedsandoftencanremediateskilldifficultiessuccessfullywithoutunnecessaryspecialeducationidentificationordevelopmentofmoresignificantlearningproblems.Withinourdistrict,MTSSiscurrentlyinplaceingradesKthrough8.Thedistrictemploysthreefull-timeMTSSteacherstosupportat-riskstudentsattheK-8levels.AlongwiththeMTSSinterventionteachers,instructionalassistantsprovidesupporttotheseteachersandstudentstoreinforcelearnedstrategiesorconceptsduringtheirinterventionblock.

InadditiontoMTSS,ourdistrictalsohasaStudentAssistanceProgram(SAP)inGrades7-12.StudentAssistanceProgramsaremandatedbythePennsylvaniaDepartmentofEducation.Thepurposeoftheseprogramsistoidentifystudentswhomaybeexperiencingbarrierstolearning.Onceidentified,theStudentAssistanceProgramisdesignedtohelpthesestudentsovercomethosebarriersthatmaybekeepingthemfrombeingsuccessfulstudents.TheStudentAssistanceProgram(SAP)Teammeetsonaregularbasisduringtheschoolyear.TheSAPmodelwillbeexpandedtogradesK-6duringthe2018-2019schoolyear.

AlongwithMTSSandSAP,thedistrictalsohasachildstudyteam(CST)model.CSTisateamofschoolpersonneldedicatedtosupportingtheacademic,social,andemotionalneedsofallofourstudents.CSTallowsfordatatobereviewedandconversationamongprofessionalstooccurtodetermineapathwayofsupportforstudentsmostinneedofadditionalsupportsandservices.Thepathwaysthatmaybeconsideredforastudentinclude:aparentandstudentmeetingbytheclassroomteacher,Tier2reading/math/behaviorintervention,movementfromTier2toTier3intervention,a504permissiontoevaluate,aspecialeducationpermissiontoevaluate,anIEPmeeting,astudentassistanceprogram(SAP)referral,aparentandstudentmeetingtodiscussattendance,atruancy/attendancemeeting,abehaviorplanoraFBAconsult.CSTmembersincludethebuildingprincipal,assistantprincipals,schoolcounselors,schoolpsychologist,readingandmathinterventionspecialists(K-6)andDirectorofSpecialEducation&SupportServices.Theschoolnurse,ELsupport,and/orSAPcoordinatormayalsobeinvolvedinsomestudentmeetings.BoththeMTSSandCSTframeworksfocustheconversationaroundstudentdataandstudentneeds.Dependingonthebuildinglevel,studentsarediscussedonabi-weeklyor

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monthlybasistodeterminenextstepsofsupport.TheCSTmodelcomplimentstheMTSSmodelbycontinuallyfocusingonthedata,butnotsolelyonacademicsand/orbehavior,butrathertheneedsofthewholechild.CSTalsoprovidesopportunitiestoreviewtheinterventionsthatarecurrentlyinplaceanddetermineotherpossiblepathwaysofsupporttobeconsidered.Withregardstosupport,eachbuildinghasvaryinglevelsofprogramsandsupportsavailable.Ourdistrictiscontinuallyevaluatingtheneedsofourstudents,basedondata,todetermineotherprograms,supports,andservicesthatneedtobedesigned,purchased,orimplementedtosupporttheneedsofthestudentsinourschoolcommunity.Currently,ourdistricthasthefollowinginplace:

• AttheSouthernLehighHighSchool,therearethreecounselorsandaschoolpsychologistwhosupporttheneedsofthestudentsatthehighschool.Theschoolcounselorsareassignedstudentsalphabeticallybythefirstletterofthestudent’slastname.Thus,theschoolcounselorworkswithaparticularstudenttheentirefouryearsatthehighschool.Thisarrangementhelpsthecounselor,student,andthestudent’sfamilycreatesacollaborativeworkingrelationshipforthestudentsduringthehighschoolyears.Ourschoolcounselorssupportstudentsbyhelpingthemchoosetheirappropriatecareerpathtoensurethateachstudenthaschosenappropriatecoursesinordertohelpthemachievetheirgoal.Additionally,eachmonththecounselorsworkwithstudentsinGrades9through12todiscussorientation,schoolinvolvementinactivities,courseselection,schedulechanges,andgraduationcreditmonitoring.Inaddition,theyofferassistancewithPSAT,SAT,dualenrollmentopportunities,posthighschoolplans,thecollegeapplicationprocess,financialaid,andGovernorSchoolopportunities.Thecounselorsoffereveningpresentationsforparentsregardingcollegeplanningandfinancialaid.Theschoolcounselorsandschoolpsychologistarealsoinstrumentalincollaboratingwithoutsideagenciesthatassistourstudentsduringdifficultsituations.Additionally,ourschoolcounselorsandschoolpsychologistprovideindividualcounselingsessionstostudentsexperiencingdifficultiesintheirlives.Thesecounselingsessionsareshort-termsessionstoassistthestudentandfamilytosecuremorelong-termservicesifthoseservicesareneeded.ASAPreferralmayalsobecompletedforstudentsexperiencingthisneedsothatlocalcommunityresourcescanbeidentified.

• AttheSouthernLehighMiddleSchoolandJosephP.LiberatiIntermediateSchool,theschoolcounselorandtheschoolpsychologistineachofthosebuildingsprovidemanysupportservicestothestudentsincludingweeklysmallgroupcounselingsessions,individualcounseling,consultationswithfamilies,teachers,andadministrationaswellasdeliveringlessonsintheclassroomonconflictresolution,bullyingprevention,etc.Inaddition,theyworkwithoutsideagenciestomeettheneedsofthestudentwhennecessary.TheseprofessionalsarealsomembersoftheStudentAssistanceProgram(SAP)team.

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• WithinourK-3buildings,HopewellElementaryandLibertyBellElementary,ourschoolcounselorandschoolpsychologistsplittheirtimebetweenthetwobuildings.Similartotheotherbuildings,theschoolcounselorandschoolpsychologistprovidecounselingsupportsandservicesforthestudentsatthatlevel.Theschoolcounselorprovidestheindividualcounselingsessionsandgroupcounselingforbothbuildings.Additionally,twoyearsagoourdistrictdesignedaninterventionkindergartenprogram.Thisinterventionkindergartenprogramisdesignedforstudentswhoarescreenedanddeterminedtobeinneedforthatlevelofsupportandservice.Interventionkindergartenisafull-daykindergartenexperiencetoassistthosestudentstoreachgradelevelbenchmarksbytheendoftheirkindergartenyear.

Programs,StrategiesandActionsPrograms,StrategiesandActions EEP EEI ML HS

BienniallyUpdatedandExecutedMemorandumofUnderstandingwithLocalLawEnforcement X X X X

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

PurchaseofSecurity-relatedTechnology X X X XStudent,StaffandVisitorIdentificationSystems X X X XPlacementofSchoolResourceOfficers XStudentAssistanceProgramTeamsandTraining X XCounselingServicesAvailableforallStudents X X X XInternetWeb-basedSystemfortheManagementofStudentDiscipline X X X X

ExplanationofstrategiesnotselectedandhowtheLEAplanstoaddresstheirincorporation:

Currently,wedonothaveaschool-widepositivebehaviorinterventionandsupportsprogramattheSouthernLehighHighSchool.Duringthe2018-2019schoolyear,thismodelwasexpandedtotheSouthernLehighMiddleSchool.Ourhopeistohaveaschool-widePBSmodelinplaceatthehighschoolinthenextthreeyears.

Withregardstotheschoolresourceofficer,ourSROislocatedattheSouthernLehighHighSchool.Ifthereareneedsinotherbuildingshewillassist,butprimarilyhisdutiesareatthehighschool.ThroughthecomprehensiveplanningprocesswithourcommunityandschoolboardwearepartneringwithUpperSauconTownshipforanotherschoolresourceofficewithinthenextschoolyear.

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Lastly,andassharedabove,ourStudentAssistanceProgram(SAP)willbeimplementedintheK-6buildingsduringthe2018-2019schoolyear.StaffhasalreadybeentrainedandwehavedatesscheduledwiththeCenterforHumanisticChangetosupportourimplementationeffortsinthesebuildings.

Screening,EvaluatingandProgrammingforGiftedStudents

Describeyourentity’sawarenessactivitiesconductedannuallytoinformthepublicofthegiftededucationservicesandprogramsoffered(newspaper,studenthandbooks,schoolwebsite,etc.)Informationaboutourgiftedprogramisavailableonourdistrictwebsiteandinthestudenthandbooksforeachbuilding.

Describeyourentity’sprocessforlocatingstudentswhoarethoughttobegiftedandmaybeinneedofspeciallydesignedinstruction(screening).TheGiftedProgramisaspecialpartoftheoveralleducationalprogramforchildrenidentifiedbyaCertifiedSchoolPsychologistasmentallygifted.Identificationisbasedonamulti-criteriaevaluationthatincludesbuildinglevelevaluationsofacademicperformanceandteacherobservations,alongwithanorm-referencedachievementandreasoningquotientsassessmentadministeredbyschoolpersonnel.Ifachildmeetstheminimumrequirementsatthebuildinglevelgiftedscreening,individualachievementandintelligencetestingisperformedbyaschoolpsychologist.Studentsmaybereferredforscreeningbyateacherand/orthisscreeningmayberequestedinwrittenformbyaparent.Onceastudentisidentified,ateamofparentsandschoolpersonnelcalleda“G.I.E.P.Team”meetsandagreesuponindividualgoalsandspeciallydesignedinstructionforthatstudent.

Describeyourentity’sproceduresfordeterminingeligibility(throughmultiplecriteria)andneed(basedonacademicstrength)forpotentiallymentallygiftedstudents(evaluation).TheprocessthattheSouthernLehighSchoolDistrictutilizestoidentifygiftedstudentsincludesbothareferralandscreeningprocessingthatisfollowedbyfurthertestingtodetermineeligibility.Whenateacherbelievesthatastudentisgiftedtheycontactschoolpsychologistintheirbuilding.Theschoolpsychologistwillthenmeetwiththeschool'sMTSSteamandgradelevelteacherstodiscussthereferral.Theschoolpsychologistwillthencontacttheparenttogetdiscussthescreeningprocessandgetpermissiontoscreen.Ifpermissionisgranted,theteacherwillgivetheGATESandreturnittotheschoolpsychologist.TheschoolpsychologistwillthenadministertheSAGEStothestudents.ResultsoftheGATESandSAGES,aswellasanyadditionalstandardizedtestscoresarereviewed.Ifscoresareatthe75%ileorhigherondistrictscreeningcriteriatheschoolpsychologistwillcontacttheparentforfurthertesting.Ifpermissionissecuredtheschoolpsychologistwillgivetheteacheranadditionaldocumentaskingformorecurriculumandperformanceinformation.TheWechslerIntelligenceTestwillbeadministeredbytheschoolpsychologistandthoseresultscombinedwiththeotherinformationwillbecompiledintotheGiftedWrittenReport.Whenaparentrequestsgiftedweimmediatelystartthescreeningandevaluationprocessnamedabove.Informationforourgiftedprogrammingisavailableonthedistrictwebsite.

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TheSouthernLehighSchoolDistrictfollowsChapter16guidelinesfordeterminingeligibilityforgiftedservices.

Describethegiftedprograms*beingofferedthatprovideopportunitiesforacceleration,enrichmentorboth.*Theword"programs"referstothecontinuumofservices,notoneparticularoption.AtSouthernLehighthegiftedprogramprovides:

• Activitiestoincreasehigherlevelthinking,evaluation,andmemoryskill• Additionaltechnologycomponents• Independentinterestdrivenresearchprojects• Deeperunderstandingofgiftedness

Elementary(K-3)InourK-3elementaryschoolsstudentsparticipateinsmallgroup,collaborativepulloutclassoncepercycleusingcreativeanddivergentproblemsolvingderivedfromcurrenteventsand/orSTEM-typescenarios.TheGiftedteacheralsocreatesdifferentiatedunitsforuseintheregulareducationclassroominordertomeettheneedsofourgiftedstudentscurricularstrengths,asdeterminedbypre-andpost-tests.

Intermediate(4-6)AttheIntermediateSchoolour4thand5thgradestudentsparticipateinapulloutprogramthatisprojectbasedanddifferentiatedforacademicstrengths.Our6thgradestudentscometogetherfortheircommunicationblockandreceiveinstructionbasedonacademicstrengths.Intheareaofmathematicsthisgradebeginsourregulareducationdifferentiationbyabilitysothatallstudentsareinstructedinthemathematicsattheirassessedlevel.

Middle(7-8)AttheMiddleSchool,ingrade7thegiftedstudentsaregroupedtogetherforareading/languageartblock,whichistaughtbythegiftedsupportteacher.ThegiftedacademicliteracycourseprovidescurriculumenrichmentandaccelerationfortheidentifiedstudentbaseduponthegiftedIEPgoals.Studentsparticipateinactivitiesthatincreasehigher-levelcomprehension,memory,evaluationskills,studyskills,andconvergentanddivergentthinkingabilities.Studentsareofferedopportunitiestoparticipateinindependent,interestdrivenresearchprojects.Inthegiftedlanguageartsportionoftheblock,giftedstudentsaretaughtthesamecurriculumasstudentstakingthehonorslevellanguageartsclass,however,thegiftedclassmovesatarigorous,fastpace.Thecoursereachesbeyondbasicskillsandfocusesonhigher-leveltasksinwriting,grammar,vocabulary,andoralcommunication.Theteacherofthegiftedalsopushesintothescienceclassestoenrichthecurriculumwhennecessary.

HighSchool(9-12)AttheHighSchoolourprogramchangesonceagain.Ourregulareducationprogramoffers

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Honors,APandDualEnrollmentopportunitiesthatmeettheneedsofourgiftedstudents.InadditiontotheseclasseswealsoofferGiftedSeminars.

TheGiftedSeminars,donothavetobetakeninorder.Studentsmaytakeeachsectiononetimethroughouttheirhighschoolcareer.GiftedSeminarisahalf-yearelectiveopentostudentidentifiedasgiftedlearnerswhohavehadaGIEPatsomepointintheirSLSDcareer.Inthiscourse,emphasisisplacedonactivitiestoexplorecreativityandoriginality,independentprojectdevelopmentandcompletionbasedonstudentinterest,anddiscussionandproblemsolvinggearedtowardthedevelopmentofhigherlevelthinkingskills.

DevelopmentalServicesDevelopmentalServices EEP EEI ML HS

AcademicCounseling X X X XAttendanceMonitoring X X X XBehaviorManagementPrograms X X X XBullyingPrevention X X X XCareerAwareness X X X XCareerDevelopment/Planning X X X XCoaching/Mentoring X X X XCompliancewithHealthRequirements–i.e.,Immunization X X X X

EmergencyandDisasterPreparedness X X X XGuidanceCurriculum X X X XHealthandWellnessCurriculum X X X XHealthScreenings X X X XIndividualStudentPlanning X X X XNutrition X X X XOrientation/Transition X X X XRTII/MTSS X X X Wellness/HealthAppraisal X X X XServicesasdescribedaboveareprovidedasnecessaryanddevelopmentallyappropriateateachbuilding.TheMTSSmodeliscurrentlybeingimplementedattheK-8levelandconversationswillbeoccurringwiththehighschooltodeterminetheneedforthisinterventionprogramatthatlevel.

Diagnostic,InterventionandReferralServicesDiagnostic,InterventionandReferralServices EEP EEI ML HS

AccommodationsandModifications X X X XAdministrationofMedication X X X XAssessmentofAcademicSkills/AptitudeforLearning X X X X

Assessment/ProgressMonitoring X X X X

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Casework X X X XCrisisResponse/Management/Intervention X X X XIndividualCounseling X X X XInterventionforActualorPotentialHealthProblems X X X X

PlacementintoAppropriatePrograms X X X XSmallGroupCounseling-Copingwithlifesituations X X X X

SmallGroupCounseling-Educationalplanning X XSmallGroupCounseling-PersonalandSocialDevelopment X X X X

SpecialEducationEvaluation X X X XStudentAssistanceProgram X X X XServicesasdescribedaboveareprovidedasnecessaryanddevelopmentallyappropriateateachbuilding.Withregardstoeducationalplanning,studentsattheK-6levelhavelimitedflexibilitywithcourseselection,courseselectiondoesnotbeginuntiltheirmiddleschoolyears.

ConsultationandCoordinationServicesConsultationandCoordinationServices EEP EEI ML HS

AlternativeEducation X X X XCaseandCareManagement X X X XCommunityLiaison X X X XCommunityServicesCoordination(InternalorExternal) X X X X

CoordinatePlans X X X XCoordinationwithFamilies(LearningorBehavioral) X X X X

Home/FamilyCommunication X X X XManagingChronicHealthProblems X X X XManagingIEPand504Plans X X X XReferraltoCommunityAgencies X X X XStaffDevelopment X X X XStrengtheningRelationshipsBetweenSchoolPersonnel,ParentsandCommunities X X X X

SystemSupport X X X XTruancyCoordination X X X XServicesasdescribedaboveareprovidedasnecessaryanddevelopmentallyappropriateateachbuilding.

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CommunicationofEducationalOpportunitiesCommunicationofEducationalOpportunities EEP EEI ML HS

CoursePlanningGuides X X X XDirectingPublictothePDE&Test-relatedWebsites X X X X

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

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

CommunicationofStudentHealthNeedsCommunicationofStudentHealthNeeds EEP EEI ML HS

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

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

FrequencyofCommunicationElementaryEducation-PrimaryLevel

• Quarterly


• Quarterly

MiddleLevel

• Quarterly

HighSchoolLevel

• Quarterly

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CollaborationforInterventionsDescribethecollaborationbetweenclassroomteachersandindividualsprovidinginterventionsregardingdifferingstudentneedsandacademicprogress.TheSouthernLehighSchoolDistricthasadoptedtheReevesDataTeammodel.Thismodelhasgradelevels/departmentsmeetingindatateamstodiscussstudentachievementonamonthlybasis.Thesemeetingsincludedataanalysisthatallowsforteacherstomodifytheirinstructionalpracticestomeettheneedsofallstudents.Thesedatateamsincludeclassroomteachers,interventionteachers,specialeducationteachers,buildingleveladministratorsandotherschoolpersonnelasappropriatetothediscussion.

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

1. Childcare2. Afterschoolprograms3. Youthworkforcedevelopmentprograms4. Tutoring

TheSouthernLehighSchoolDistrictworksinconjunctionwithareachildcareproviderstoensurethattheyareconnectedtoschooldistrictcommunications.Throughourelectronicalertsystemtheycansignuptoreceiveallannouncementsfromallschools.Ourtransportationdepartmentcommunicatesregularlywithlocalchildcarefacilitiestoensuresafetransportofstudents.Weprovideinformationonlocalbefore/afterschoolchildcareprogramsonourwebsitesandourschoolsassistparentswithlocatinginformation.Localchildcareprovidersanddistrictadministratorsmeetoccasionallytodiscusssmoothtransitionsandservices.Providersareinvitedtoparticipateondistrictcommittees.YouthWorkforceDevelopmentprogramsworkwithourguidancecounselorstoensureaccess.Thedistricthasapolicythatgovernstutoringservicesprovidedbydistrictstaff.

PreschoolAgencyCoordinationExplainhowtheLEAcoordinateswithagenciesthatservepreschoolagechildrenwithdisabilities.

1. Addresscoordinationactivitiesdesignedtoidentifyandservechildrenwithdisabilitiesandthesupportsandaccommodationsavailabletoensurebothphysicalandprogrammaticaccess.

2. Addresspre-kindergartenprogramsoperateddirectlybytheLEAandthoseoperatedbycommunityagenciesundercontractfromtheLEA.

3. DescribehowtheLEAprovidesforasmoothtransitionfromthehomesettingandanyearlychildhoodcareoreducationalsettingthestudentsattend,totheschoolsetting.

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TheSouthernLehighSchoolDistrictutilizesCLIU#21servicesthroughProjectConnecttoprovidesupporttostudentswithdisabilitiesinpre-schoolprograms.WecoordinatewithCLIU#21fortransitionpurposes.Attimes,parentsandguardianswillreachouttotheSpecialEducationandStudentServicesDepartmenttoinquireaboutprogramming,supports,andservicesavailabletopreschoolchildren.Toassistthemwiththeirinquiry,weprovidethemwiththecontactinformationforCLIU#21.Withregardstokindergartenregistration,webroadlyannouncethedatesforourkindergartenregistrationtimesinthedistrictviaourdistrictwebsiteandtoourlocalpreschools.Parentsandstudentsthenspendsometimewithbuildingrepresentativestoregistertheirchildandansweranyquestionsthattheymayhave.Informationissharedwiththemtohelpthemtotransitiontothedistrict'skindergartenprogramthefollowingfall.Forstudentswithdisabilities,CLIU#21coordinatestheearlyinterventiontransitionmeetings.ThesemeetingsareheldintheSouthernLehighSchoolDistrict.AdistrictPowerPointhandoutisreviewedwiththeparentsthathighlightsimportantinformationtoassistthemwiththetransitionprocess.Theschoolpsychologiststaysinregularcontactwiththefamilythroughouttheprocess.Oncethere-evaluationiscompletedatransitionIEPmeetingisheldwherethenewschoolagedre-evaluationisreviewedandanewschoolageIEPisdeveloped.Studentsandtheirparentscanalsocometothebuildingforatoursothattheparentsandguardiansandthestudentfeelcomfortablewiththeirnewschool.

MaterialsandResources

DescriptionofMaterialsandResources


MaterialandResourcesCharacteristics StatusAlignedandsupportiveofacademicstandards,progressesleveltolevelanddemonstratesrelationshipsamongfundamentalconceptsandskills

Accomplished

Arobustsupplyofhighqualityalignedinstructionalmaterialsandresourcesavailable Accomplished

Accessibilityforstudentsandteachersiseffectiveandefficient AccomplishedDifferentiatedandequitablyallocatedtoaccommodatediverselevelsofstudentmotivation,performanceandeducationalneeds Accomplished

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MaterialandResourcesCharacteristics Status

Alignedandsupportiveofacademicstandards,progressesleveltolevelanddemonstratesrelationshipsamongfundamentalconceptsandskills

Accomplished



MiddleLevel

MaterialandResourcesCharacteristics StatusAlignedandsupportiveofacademicstandards,progressesleveltolevelanddemonstratesrelationshipsamongfundamentalconceptsandskills

Accomplished



ProvideexplanationforprocessesusedtoensureAccomplishment.

Teamscomprisedofcurriculum/specialeddirectors,technology,buildingadministratorsanddepartmentchairsworktogethertoidentifyandimplementprogramsofstudythatprovidematerialsthatmeettheneedsofalllearners.

HighSchoolLevel

MaterialandResourcesCharacteristics Status

Alignedandsupportiveofacademicstandards,progressesleveltolevelanddemonstratesrelationshipsamongfundamentalconceptsandskills

Accomplished



ProvideexplanationforprocessesusedtoensureAccomplishment.

Teamscomprisedofcurriculum/specialeddirectors,technology,buildingadministratorsanddepartmentchairsworktogethertoidentifyandimplementprogramsofstudythatprovidematerialsthatmeettheneedsofalllearners.

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SASIncorporation


Standards Status

ArtsandHumanitiesImplementedin50%ormoreof

districtclassrooms

CareerEducationandWorkImplementedin50%ormoreof

districtclassrooms

CivicsandGovernmentImplementedin50%ormoreof

districtclassrooms

PACoreStandards:EnglishLanguageArtsImplementedin50%ormoreof

districtclassrooms



districtclassrooms

PACoreStandards:MathematicsImplementedin50%ormoreof

districtclassrooms

EconomicsImplementedin50%ormoreof

districtclassrooms

EnvironmentandEcologyImplementedin50%ormoreof

districtclassrooms

FamilyandConsumerSciencesImplementedin50%ormoreof

districtclassrooms

GeographyImplementedin50%ormoreof

districtclassrooms

Health,SafetyandPhysicalEducationImplementedin50%ormoreof

districtclassrooms

History Implementedin50%ormoreof

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districtclassrooms

ScienceandTechnologyandEngineeringEducationImplementedin50%ormoreof

districtclassrooms

AlternateAcademicContentStandardsforMath NotApplicableAlternateAcademicContentStandardsforReading NotApplicableAmericanSchoolCounselorAssociationforStudents NotApplicable

EarlyChildhoodEducation:Infant-Toddler&SecondGradeImplementedin50%ormoreof

districtclassrooms

EnglishLanguageProficiencyImplementedin50%ormoreof

districtclassrooms

InterpersonalSkillsImplementedin50%ormoreof

districtclassrooms

SchoolClimateImplementedin50%ormoreof

districtclassrooms


Standards Status


districtclassrooms


districtclassrooms


districtclassrooms


districtclassrooms



districtclassrooms

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districtclassrooms


districtclassrooms


districtclassrooms


districtclassrooms


districtclassrooms


districtclassrooms

HistoryImplementedin50%ormoreof

districtclassrooms


districtclassrooms



districtclassrooms


districtclassrooms


districtclassrooms

MiddleLevel

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Standards Status


districtclassrooms


districtclassrooms


districtclassrooms


districtclassrooms



districtclassrooms


districtclassrooms


districtclassrooms


districtclassrooms


districtclassrooms


districtclassrooms


districtclassrooms


districtclassrooms

ScienceandTechnologyandEngineeringEducation Implementedin

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50%ormoreofdistrict

classroomsAlternateAcademicContentStandardsforMath NotApplicableAlternateAcademicContentStandardsforReading NotApplicableAmericanSchoolCounselorAssociationforStudents NotApplicable


districtclassrooms


districtclassrooms


districtclassrooms

WorldLanguageImplementedin50%ormoreof

districtclassrooms

HighSchoolLevel

Standards Status


districtclassrooms


districtclassrooms


districtclassrooms


districtclassrooms



districtclassrooms


districtclassrooms

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districtclassrooms


districtclassrooms


districtclassrooms


districtclassrooms


districtclassrooms


districtclassrooms


districtclassrooms



districtclassrooms


districtclassrooms


districtclassrooms

WorldLanguageImplementedin50%ormoreof

districtclassrooms

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ProfessionalEducation

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

Increasestheeducator’steachingskillsbasedoneffectivepracticeresearch,withattentiongiventointerventionsforstrugglingstudents.

X X X X

Increasestheeducator'steachingskillsbasedoneffectivepracticeresearch,withattentiongiventointerventionsforgiftedstudents.

X X X X

Provideseducatorswithavarietyofclassroom-basedassessmentskillsandtheskillsneededtoanalyzeandusedataininstructionaldecision-making.

X X X X

Empowerseducatorstoworkeffectivelywithparentsandcommunitypartners. X X X X

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

X X X X

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

X X X X

Providesleaderswiththeabilitytoaccessanduseappropriatedatatoinformdecision-making. X X X X

Empowersleaderstocreateacultureofteachingandlearning,withanemphasisonlearning. X X X X

Instructstheleaderinmanagingresourcesforeffectiveresults. X X X X

Providebriefexplanationofyourprocessforensuringtheseselectedcharacteristics.

TheSouthernLehighSchoolDistrictprovidesavarietyofprofessionaldevelopmentactivities.Someaddressdistrict-wideinitiativesinwhichallteachers,staff,andadministratorsparticipate.Topicsincludedwithinprofessionaldevelopmentactivitiesincludestatemandates(suchaschildabusetrainingoreducatoreffectivenesstraining);learner-centeredprogramming;safe,secureandsupportiveschools;socialandemotional

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development;anddiversity/equityandinclusion.Specificlearningopportunitieswithineachareaareself-selectedorsupervisorassigned,basedupondifferentiatedneedsofindividuals.Allapprovedprofessionaldevelopmentforteachersisreviewedforrigorandapplicationtocontent;classroomstrategies,instruction,assessmentanddataanalysis;differentiationofinstructiontomeetindividualstudentneedsregardlessofability(includinggiftedandlearningsupports);andparent/communitypartnerships.Often,administratorsparticipateinprofessionaldevelopmentalongsidetheirteachingstaff.Inaddition,approvedadministrativeactivitiesarereviewedforalignmentandapplicationoftheitemsthatimpactteachersintheclassroom,withanemphasisonleadingtheorganizationtowardexcellenceinallwedo.TheBoardofDirectors,workingwiththesuperintendent,setsdirectionandspecificannualgoalsfortheDistrictbaseduponthecomprehensiveplan.Inturn,eachbuildinganddistrictdepartmentcreatesanannualplanthatoutlinesGoalsforGrowth,Improvement,andEnhancementbasedontheannualgoals.Professionaldevelopmentisintendedtofurtherthelearningneededbyallmembersofthedistricttosuccessfulachievethesegoals.

TheAct48CommitteesurveysallprofessionalstaffannuallyinordertogaugeinterestandneedinspecifictopicsrelatedtoDistrictgoals.Baseduponthatneedsassessment,bothinternalandexternalexpertsareidentifiedtodeliverprofessionaldevelopment.TheTeachingandLearningTeam,workingwithteachersubjectarealeaders,plansin-serviceprofessionaldevelopmentdays.Hands-onapplicationoflearningthroughjob-imbeddedactivitieshasbecomemoreroutinethaninthepast.Teachersworkingingrade-levelorcontent-areacollaborativeteamstoapplynewlearning,strategies,ortechniquesarecommon.Inadditiontothescheduledin-servicetime,eachteacherisrequiredtocomplete18additionalhoursannually.Thistimeallowsteacherstoselectadditionalprofessionaldevelopmentactivitiesmostapplicabletotheirindividualneeds.Supervisorsworkwithprofessionalstafftoidentifytheseneedsaspartofthesupervision/evaluationmodelandtoapproveactivitiesselected.

EducatorDisciplineAct126,71Provideseducatorswithmandatedreportertraining,totaling3hours,every5yearsasoutlinedinAct126.

QuestionsTheLEAhasconductedtherequiredtrainingon:8/23/2016MandatedReporterTrainingiscompletedthroughSafeSchoolsatthetimeofhire.TheHumanResourcesDepartmenttracksallemployeestoensurethattherequirementiscompletedevery5years.8/22/2017MandatedReporterTrainingiscompletedthroughSafeSchoolsatthetimeofhire.TheHumanResourcesDepartmenttracksallemployeestoensurethattherequirementiscompletedevery5years.8/21/2018MandatedReporterTrainingiscompletedthroughSafeSchoolsatthetimeofhire.TheHumanResourcesDepartmenttracksallemployeestoensurethattherequirementiscompletedevery5years.TheLEAplanstoconducttherequiredtrainingonapproximately:8/20/2019MandatedReporterTrainingiscompletedthroughSafeSchoolsatthetimeofhire.TheHumanResourcesDepartmenttracksallemployeestoensurethattherequirementiscompletedevery5years.

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8/25/2020MandatedReporterTrainingiscompletedthroughSafeSchoolsatthetimeofhire.TheHumanResourcesDepartmenttracksallemployeestoensurethattherequirementiscompletedevery5years.8/23/2022MandatedReporterTrainingiscompletedthroughSafeSchoolsatthetimeofhire.TheHumanResourcesDepartmenttracksallemployeestoensurethattherequirementiscompletedevery5years.Provideseducatorswithfour(4)hoursofprofessionaldevelopmentinyouthsuicideawarenessandpreventioneveryfive(5)yearsforprofessionaleducatorsingradessixthroughtwelveasoutlinedinAct71.

QuestionsTheLEAhasconductedthetrainingon:3/24/20173/23/2018TheLEAplanstoconductthetrainingonapproximately:1/21/20191/20/2020Provideseducatorswithfour(4)hoursofprofessionaldevelopmenteveryfive(5)yearsforprofessionaleducatorsthatareteachingthecurriculuminwhichtheChildExploitationAwarenessEducationprogramisincorporatedasoutlinedinAct71.

QuestionsNotApplicableforourschoolentity

StrategiesEnsuringFidelity

Checkedanswers• ProfessionalDevelopmentactivitiesarebasedupondetailedneedsassessmentsthat

utilizestudentassessmentresultstotargetinstructionalareasthatneedstrengthening.

• Usingdisaggregatedstudentdatatodetermineeducators’learningpriorities.• ProfessionalDevelopmentactivitiesarebasedupondetailedneedsassessmentsthat

utilizestudentassessmentresultstotargetcurricularareasthatneedfurtheralignment.

• ProfessionalDevelopmentactivitiesaredevelopedthatsupportimplementationofstrategiesidentifiedinyouractionplan.

• Clearexpectationsintermsofteacherpracticeareidentifiedforstaffimplementation.

• Animplementationevaluationiscreated,baseduponspecificexpectationsrelatedtochangesinteacherpractice,whichisusedtovalidatetheoveralleffectivenessoftheprofessionaldevelopmentinitiative.

• TheLEAhasasystemicprocessthatisusedtovalidatewhetherornotprovidershavethecapacitytopresentqualityprofessionaldevelopment.

• Administratorsparticipatefullyinallprofessionaldevelopmentsessionstargetedfortheirfaculties.

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• EveryProfessionaldevelopmentinitiativeincludescomponentsthatprovideongoingsupporttoteachersregardingimplementation.

• TheLEAhasanongoingmonitoringsysteminplace(i.e.walkthroughs,classroomobservations).

• ProfessionalEducationisevaluatedtoshowitsimpactonteachingpracticesandstudentlearning.


Allbuildingswithinthedistricthavedatateamsandteachersworkingradelevelandcontentteamstoshareresultsandbestpractices.Teachersareinvolvedinsettingtheirowngrowthgoalsandinidentifyingareasforadditionalprofessionaldevelopmentaspartoftheirannualgoalsandtheevaluationprocess.Principalsobserveteachersinavarietyofwaysincludingcomprehensiveclassroomobservationsandwalkthroughs.Theyreviewstudentassessmentdatawithteachersandcollaborateonprofessionaldevelopmentneeds.Allprofessionaldevelopmentactivitiesareplannedtoalignwithdistrictgoals,identifyhowteacherswillimplementandbeheldaccountableforimplementationofcontentorskillslearned,andhowactivitieswillbeevaluated.Differentiatedindividualprofessionaldevelopmentactivitiesareapprovedbyandcoordinatedwithsupervisorssothatongoingsupportcanbeprovided.Supervisorsevaluatechangesinprofessionalpracticeandreviewstudentassessmentsthatarelinkedtocompletedprofessionaldevelopmentactivities.Eachparticipantevaluatesactivitiesthroughanelectronicquestionnairetoprovidefeedback.Thepresenter,administrators,andAct48committeemembersreviewfeedbackforthepurposesofcontinuousimprovement.District-wideprofessionaldevelopmentisplannedcollaborativelywithteachersubjectarealeadersandadministrators.Administratorsparticipateintheseactivitiesduringin-servicedays.Anyoutsidevendorsorconsultantsusedareresearchedwithreferencesfromotherschoolsreviewed.Duetobudgetaryconstraints,vendorandconsultantsusedforprofessionaldevelopmentarelimited.Educatorsalsoparticipateinstateornationallevelconferencesorworkshopsprovidingtargetedprofessionaldevelopment.OtheractivitiesareprovidedbyourIntermediateUnitorthroughthePDESASsite.Administratorsandteachersoftenattendthesetypesofactivitiestogether.

InductionProgram

Checkedanswers• Inducteeswillknow,understandandimplementinstructionalpracticesvalidatedby

theLEAasknowntoimprovestudentachievement.• Inducteeswillassignchallengingworktodiversestudentpopulations.• InducteeswillknowthebasicdetailsandexpectationsrelatedtoLEA-wide

initiatives,practices,policiesandprocedures.• Inducteeswillknowthebasicdetailsandexpectationsrelatedtoschoolinitiatives,

practicesandprocedures.• Inducteeswillbeabletoaccessstatecurriculumframeworksandfocuslesson

designonleadingstudentstomasteryofallstateacademicstandards,assessmentanchorsandeligiblecontent(whereappropriate)identifiedintheLEA'scurricula.

• InducteeswilleffectivelynavigatetheStandardsAlignedSystemwebsite.• InducteeswillknowandapplyLEAendorsedclassroommanagementstrategies.

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• Inducteeswillknowandutilizeschool/LEAresourcesthatareavailabletoassiststudentsincrisis.

• Inducteeswilltakeadvantageofopportunitiestoengagepersonallywithothermembersofthefacultyinordertodevelopasenseofcollegialityandcamaraderie.


TheoverarchinggoaloftheInductionPrograminSouthernLehighSchoolDistrictistoprovideourfirst-yearandnewteacherswithrelevantsupporttoinsuretheirsmoothtransitionintotheprofessionanddistrictorganizationsothattheymaypositivelyimpactonstudentlearning.Usingamentor-inducteeapproach,newteachersareassistedintheireducationandexposuretoprimeareasofteachingandworkplaceprotocolsbyexperiencedcollegialpartners.

OrganizationoftheInductionProgramprovidesfor:

• aguidedandstructuredinitialprofessionalexperience• systematicsupportfortheinducteebyexperiencedfacultyandadministrators• professionaleducationseminarstargetedatincreasinginducteeknowledgeand

skills• foundationallearningthatencouragescontinuedprofessionalgrowth• differentiatedlearningoptionsforthosewithsignificantprofessionalpractice

experience

OrientationintheInductionProgramprovidesemployeesnewtoSouthernLehighSchoolDistrictwithintroductionto:

• TheDistrictStrategicPlanincludingthemission,vision,valuesandgoals• Districtschools• Districtandbuildingpolicies,procedures,andresources• Thecommunity

ProfessionalSeminarSeries:Newemployeeswillparticipateinayearlongseriesofseminarsthatfocuson:

• PAAcademicStandardsandAssessmentAnchors• PASASwebsite• Districtcurriculum• Instructional“bestpractices”• Understandingthediverseneedsofstudentsandusingeffectiveinstructional

deliverymethodsthatincorporatedifferentiatedlearningopportunities(includingSpecialEducationandEnglishasaSecondLanguage)

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• Studentassessment• Buildingprofessionallearningcommunities—sharingandreflection• Cultivatingcollegialrelationships• Developingunderstandingofthedistrict/buildingcultureandclimates• Usingandanalyzingdatatoinforminstruction• Managingtheclassroomandbuildingpositiverelationships• Technologyresourcesforprofessionaluse,instructionalintegration,and

operationalefficiencies• SupervisionofinstructionanduseoftheCharlotteDanielsonmodel,AFramework

forTeaching,forprofessionalgrowthpurposes• TheRigor-RelevanceFramework• Annualmandatedtrainingsasappropriate

CodeofProfessionalPractice:TheCodeofProfessionalPracticeandConductforEducatorssetsforthrulesofconducttowhichprofessionaleducatorsarelegallybound.Newemployeeswillbeinformedofthecodeandprovidedwithacopyofthecode.TheSouthernLehighInductionprogramlastsforatleastonefullyear.

NeedsofInductees• Frequentobservationsofinducteeinstructionalpracticebyacoachormentorto

identifyneeds.• Frequentobservationsofinducteeinstructionalpracticebysupervisortoidentify

needs.• Regularmeetingswithmentorsorcoachestoreflectuponinstructionalpracticeto

identifyneeds.• StudentPSSAdata.• StandardizedstudentassessmentdataotherthanthePSSA.• Classroomassessmentdata(Formative&Summative).• Inducteesurvey(local,intermediateunitsandnationallevel).• Reviewofinducteelessonplans.• Reviewofwrittenreportssummarizinginstructionalactivity.• Submissionofinducteeportfolio.• Knowledgeofsuccessfulresearch-basedinstructionalmodels.• Informationcollectedfrompreviousinductionprograms(e.g.,programevaluations

andsecond-yearteacherinterviews).


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AssessmentProcessesforInductionCentralOfficeAdministrators,workingwiththebuildingPrincipals,maintainoversightresponsibilitytoaffirmthatallcomponentsoftheInductionPlanaremet.AllteacherswhoarenewtotheteachingprofessionandteacherswhoarenewtoSouthernLehighwillparticipateintheInductionprocessandwillcompleteneedsassessmentsurveys—theInductionNeedsAssessmentandtheAct48Surveyinadditiontoprovidingareflectiontoolattheendofinduction.—asameanstocollectdatafromnewemployeesandhelpguideappropriateinductionactivitiesandprogramming.Apost-inductionevaluationtoolwillbeusedtogainfeedbackfromnewemployeesonthehelpfulnessoftheInductionProgram.

TheInductionCoordinatorswillalsodevelopayearlycalendartoaccomplishalltheitemslistedintheInductionProgramandtoinsurethegoalsoftheInductionPlanaremet.TheInductionCoordinatorswillmeetannuallywiththeAct48CommitteetoassesstheeffectivenessoftheInductionPlan,monitorthedatacollectedfromnewemployees,andmakeadjustmentstotheInductionPlanasnecessary.

On-goingassessmentwilloccurthroughthefollowing:

• InductionNeedsAssessmentSurvey• AnnualDistrictAct48AssessmentSurvey• InductionLogoftopicsfornewemployeesthatissubmittedtothebuilding

administratorandCentralOfficeAdministratorinchargeofInduction• InformationfromemploymentinterviewbythebuildingPrincipalorSupervisor• AreasofneedidentifiedthroughclassroomobservationbythebuildingPrincipal• PostInductionReflectionTool

Duringtheschoolyear,thenewemployee,thementor,andthebuildingPrincipalorSupervisorwillmonitorinformationcollectedthroughthelogandneedsassessments.Thementorandbuildingleveladministratorisresponsibleforreviewingtheinductees’lessonplans,observelessonplans,reviewthedataplanprocessandtraintheminourdataanalysisprocedures.Opportunitiesforreflectivediscussionwillbeusedtosupportthegrowthofnewemployees.AttheconclusionoftheInductionprogram,thegrowthofthenewemployeewillbeanalyzedwiththementor,buildingprincipaland/orsupervisortodetermineifthereisaneedforadditionaltrainingormentoring.Itshouldbenotedthatconsiderationwouldalsobegiventocontinuingtherelationshipbetweenamentorandnewemployeebeyondthescopeofoneyeartobuildindividualprofessionalcapacityand/ortobuildgradelevel/departmentcapacity.

AdditionalResourcesandSupportSouthernLehighSchoolDistrictiscommittedtosupportthetraining,orientation,andprofessionaldevelopmentofnewemployeeswithallappropriatepersonnelandfiscalresources.Inadditiontoanassignedmentor,leadershipandguidancemaycomebywayoftheprincipalandvarioussupportpersonnel.Thesemayinclude:

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• CurriculumandTechnologyleaders• SubjectAreaLeaders• Peerteachers• InstructionalTechnologyCoachesandFacilitators• Guidanceserviceandschoolpsychologistpersonnel• Librarians• Healthservicespersonnel• Readingspecialistandinstructionalsupportteachers• Specialsubjectteachers• Specialeducationteachers• Clericalpersonnel

MentorCharacteristics• Poolofpossiblementorsiscomprisedofteacherswithoutstandingwork

performance.• Potentialmentorshavesimilarcertificationsandassignments.• Potentialmentorsmustmodelcontinuouslearningandreflection.• PotentialmentorsmusthaveknowledgeofLEApolicies,proceduresandresources.• Potentialmentorsmusthavedemonstratedabilitytoworkeffectivelywithstudents

andotheradults.• Potentialmentorsmustbewillingtoacceptadditionalresponsibility.• Mentorsmustcompletementortrainingorhavepreviousrelatedexperience(e.g.,

purposeofinductionprogramandroleofmentor,communicationandlisteningskills,coachingandconferencingskills,problem-solvingskillsandknowledgeofadultlearninganddevelopment).


MentorSelectionTheSouthernLehighSchoolDistrictbelievesthatamentorcanprovidesubstantialsupportforanewemployeeintheareasofskilldevelopment,jobcoaching,resourcelocation/selection/requisition,communication,proceduralexplanations,andgeneralinformation.

Allnewemployeeswillhaveamentorwhoisconsideredtobecompetentandknowledgeableintheirdepartmentorbuilding.MentorswillbeselectedbythebuildingPrincipalorSupervisorforeachnewemployeeandreceivetrainingpriortotheirfirstmentoringposition.

Mentorswillbeselectedbasedonthefollowingcriteria:

1. Demonstratequalitiesthatareconsistentwithqualityteachingand/orqualityjobperformance

2. Subjectmatter,gradelevel,orjobfunctioncompatibilityandknowledgeofstateinitiativesanddistrictpolicies

3. Experiencelevel

4. Certificationcompatibility

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5. Abilitytomeetwiththeinducteeonaregularbasis

Ifamentorresignsanewmentorwillbeprovided.Shouldanewemployee'sjobresponsibilitiesrequiretheneedformultiplementors,buildingPrincipalsandSupervisorswilltakethisintoconsiderationforassignmentofmentors.

MentorswillbepaidperDistrictpolicy,willberequiredtocompletementortraining,andwillbeexpectedtoprovidesupporttobenefitandaidethenewemployeethroughthecompletionofallactivitiesandtopicsasoutlinedintheInductionLog.

InductionProgramTimeline

Topics Aug-Sep

Oct-Nov

Dec-Jan

Feb-Mar

Apr-May

Jun-Jul

CodeofProfessionalPracticeandConductforEducators X X X X

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

Datainformeddecisionmaking X X X X X MaterialsandResourcesforInstruction X X X X X NEWTEACHERINDUCTIONPLAN-TIMELINESEPTEMBERNewTeacherOrientationincluding:

• OrientationtotheInductionProcess• District-wideBuildingOrientations• SupportServices• SpecialEducation• InstructionalProcess• InstructionalTechnology/Media• CurrentResearch• BusinessOffice/HumanResourcesMatters

o RighttoKnowo What’sinYourPaycheck?o Compensationo Policies:Harassment,EEO,403B,CounselingSupportandotherso AnnualOpenEnrollmentforHealthCareandSection125Planning

• IntroductiontoCurriculumandInstructionProcess• UnderstandingofProfessionalCodeofEthic

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• Theequivalentoftwostaffdevelopmentdayswithprogramsincluding:• Goalsandmissionoftheschoolanddistrict• Currenttrends,practices,policychanges• FamiliaritywithDistrictcurriculum• MeetingswithPrincipal,subjectarealeaders,andmentors• Meetingswithguidance,specialservicespersonnelasneeded• Humanresourcesbackgroundknowledge• Prepareinitialplansforinstruction• Meetingswithmentors• SignupforIntermediateUnit/District-wideAcademystaffdevelopmentcoursesas

appropriate• Registerforcollegecoursesasappropriateandsubmitgraduatestudyrequest

formsOCTOBER

• TrainingcontinuesthroughfacultymeetingsandmeetingswithPrincipal,mentors,orvolunteerteachersasappropriate

• Considerandsubmitrequestsforindividualprofessionaldevelopmentconferences

• AttendtwodaysofstaffdevelopmentaspartoftheDistrictProfessionalDevelopmentPlan

• Classroomobservationbyadministration/conferencetoassessinductionprogress

o Meetingswithmentors,teamleaderorsubjectarealeaderspriortoendoffirstgradingperiod

o Inductionfollow-upmeeting(2hours+1hourofapplicationofnewlearning)--Curriculum/PACommonCoretopics

NOVEMBER• TrainingcontinuesthroughfacultymeetingsandmeetingswithPrincipal,mentors,

orvolunteerteachersasappropriate• Assessneedsanddevelopateacherbudgetforinstruction• Preparefirstreportcardgradesand/orconferencereports• FirstAidtraining(forthosewhoarenotcurrentlycertifiedinFirstAidandCPR)

DECEMBER• TrainingcontinuesthroughfacultymeetingsandmeetingswithPrincipal,mentors,

orvolunteerteachersasappropriate• Continuethebudgetprocess,discusswithPrincipal,subjectarealeaders,and

establishpriorities

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o Inductionfollow-upmeeting(2hours+1hourapplicationofnewlearning)Dealingwithdifficultparents/understandingculturaldifferences

JANUARY


• Inductionfollow-upmeeting(2hours+1hourofapplicationofnewlearning)-DiverseLearners;SpecialandGiftedEducation

• RegistrationforCarbonLehighIntermediateUnitcontinuingeducationcourses• Registrationforcollegelevelcoursesasappropriate

FEBRUARY


MARCH• TrainingcontinuesthroughfacultymeetingsandmeetingswithPrincipal,mentors,

orvolunteerteachersasappropriate• Facultyand/ordepartmentalmeetingscontinue• Springconferenceattendancewhereappropriate• Classroomobservationbyadministrator.Conferencetoassessinductionprogress• Onedayin-serviceonstaffdevelopment/curriculumactivities

APRIL


• Facultyand/ordepartmentalmeetingscontinue• Springconferenceattendancewhereappropriate

MAY


• Facultyand/ordepartmentalmeetingscontinue• Endofyearclosingactivitiesinformationreviewed

JUNE

• Endofyearactivitiesreviewed• SummercourseselectionplansforAcademyparticipationandIUin-service

developed

Inadditiontotheseactivitiesthereareafter-hoursprofessionaldevelopmenttopicsgiventoinducteesintheequivalenceof3days.Whiletheseactivitiesvarybasedontheareaofcertificationtheyincludesuchtopicsas:web-sitedevelopment,lessonplanning,district

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writinginitiatives,PACorestandardsalignment,assessmentstrategies,problem/inquirybasedlearning,utilizingtechnologyasateachingandlearningtool.

MonitoringandEvaluatingtheInductionProgram

IdentifytheproceduresformonitoringandevaluatingtheInductionprogram.

EvaluationandMonitoringThefollowingdocumentation,evaluation,andmonitoringeventswilloccurtoinsurethenewemployeeismeetingwithsuccess.

NewEmployees• InductionNeedsAssessment• AnnualProfessionalGoalSetting• InductionLog• MidYearReflectionActivityReport• EndYearReflectionActivityReport• PDE82-1• Buildingprincipalorsupervisorreview• PostInductionEvaluation

TheBuildingPrincipal,Supervisor,andDistrictInductionCoordinatorswillberesponsibleforreviewingthisdocumentationinordertogaugetheeffectivenessoftheInductionProgramandmakechangesasnecessaryforfuturenewemployees.

RecordingProcess

Identifytherecordingprocessforinducteeparticipationandprogramcompletion.(Checkallthatapply):

• Mentordocumentshis/herinductee'sinvolvementintheprogram.• Adesignatedadministratorreceives,evaluatesandarchivesallmentorrecords.• School/LEAmaintainsaccuraterecordsofprogramcompletionandprovidea

certificateorstatementofcompletiontoeachinducteewhohascompletedtheprogram.

• LEAadministratorreceives,tallies,andarchivesallLEAmentorrecords.• CompletionisverifiedbytheLEAChiefExecutiveOfficerontheApplicationfor

Level2Certification.

SpecialEducation

SpecialEducationStudentsTotalstudentsidentified:356

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IdentificationMethod

IdentifytheDistrict'smethodforidentifyingstudentswithspecificlearningdisabilities.

TheSouthernLehighSchoolDistrictroutinelyconductsscreeningactivitiesatvaryinggradelevelstoidentifytheeducationalneedsofitsstudents.AllK-12buildingsutilizethediscrepancymodeltoidentifystudentsforaspecificlearningdisability.Thereareseveralindicatorsthatmaysignaltheneedforastudenttobescreened.Studentswhoarethoughttobeexceptionalarereferredforamultidisciplinaryevaluation(MDE).StudentsmaybereferredbytheChildStudyTeam(CST),bytheInstructionalSupportTeams(IST),throughtheMTSSprocess,orbywrittenparentalrequest.Theinitialevaluationmayinclude,butisnotlimitedto,thefollowingassessmentsasdeterminedbytheschoolpsychologist:academicassessments,ratesofacquisitionandretention,classroomobservations,adaptivebehaviorchecklists,behaviorratingscales,standardizedtestscores,medicalexaminations,neurologicalevaluations,speechandlanguageassessments,etc.Thedistrictprimarilyutilizesthediscrepancymodelinidentifyingstudentswithspecificlearningdisabilities.WhilethedistricthasinplaceaMulti-TieredSystemsofSupport(MTSS)itisutilizedtoscreenandsupportstudentswhoareinneedofadditionalinstructionand/orintervention.Ifastudentcontinuestoneedremediation/interventionandmovesupthetiersoftheMTSSmodel,theparentsarecontactedtodiscusstheneedforanevaluation;aparentmeetingisheldtoreviewthedataandaPermissiontoEvaluate(PTE),parentinputform,andProceduralSafeguardsNoticearethenprovidedtotheparentforconsideration.Uponapprovalbytheparent,testingisconductedusingthediscrepancymodel,andadraftevaluationreportisgenerated.IfthePTEisnotreceivedwithintwoweeks,theschoolpsychologistwillsendasecondnotice.Athirdnotice,ifnecessary,willbesentbyregisteredmail.Lastly,weusethediscrepancymodelforthoseparentswhoareresidentsofourdistrictbutwhosechildrenattendprivateschools.Ifaparentofastudentwhoattendsaprivateschoolrequestsanevaluationtodetermineiftheirchildhasaspecificlearningdisability,wewillutilizethediscrepancymodelforidentificationpurposes.

EnrollmentReviewtheEnrollmentDifferenceStatus.Ifnecessary,describehowyourdistrictplanstoaddressanysignificantdisproportionalities.

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

SouthernLehighSDEnrollment(SchoolAge)Source:StateSpecialEducationDataReportDecember1,2017ChildCount

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LEA(12/1/17data)

State(12/1/16data)

TotalEnrollment

3,150 1,718,530

TotalSpecialEducationEnrollment

356 283,145

PercentSpecialEducation

11.3% 16.5%

PercentofSpecialEducationEnrollmentbyDisability

IntellectualDisabilities 3.1% 6.5%Autism 9.8% 10.7%Deaf-Blindness --- 0.0%EmotionalDisturbance 6.2% 8.5%HearingImpairmentincludingDeafness 0.3% 1.0%MultipleDisabilities 2.2% 1.1%OrthopedicImpairment --- 0.2%OtherHealthImpairment 21.9% 14.9%SpecificLearningDisability 34.3% 41.8%SpeechorLanguageImpairment 21.3% 14.7%TraumaticBrainInjury 0.3% 0.2%VisualImpairmentincludingBlindness 0.6% 0.4%

Descriptionofthedistrict'splanstoaddressthefollowingareasofsignificantdisproportionalitiesinclude:Basedontheabovedata,theSouthernLehighSchoolDistricthastwoareasofdisproportionalityinthecategoriesofOtherHealthImpairment(OHI)andSpeechorLanguageImpairment.ItmustbenotedthattheStaterecognizessignificantdisproportionalityasanycategoryover10%.Basedonthatdetermination,theOHIcategoryis21.9%(Stateat14.9%)andSpeechorLanguageImpairmentis21.3%(Stateat14.7%).Inreviewofthedatasincethecreationofthelastspecialeducationcomprehensiveplanandwithaplaninplace(seebelow)toaddresstheareaofsignificantdisproportionalityinspeechandlanguage,wehaveseenareductioninthepercentofstudentsqualifyingforthisservice.Thedataisasfollows:(26.1%in2013-14),(24.6%in2014-15),(24.5%in2015-16),(23.4%in2016-17),andnow(21.3%in2017-18).WithregardstostudentsreceivingservicesundertheOtherHealthImpairment(OHI)disabilitycategory,wehavealsoobservedapositivetrendwiththiscategoryaswell.Whileinthe2001-2002schoolyear,13studentswerereceivingspecialeducationservicesunderOHI,today,78studentsarereceivingsuchservices.Inthelastsixteenyears,wehaveseenasignificantincreaseofstudentsqualifyingunderthiscategory.Somepossibleexplanationsforthisincreaseisduetothefollowingfactors:1)anincreaseinstudentswithADDand

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ADHD,2)anincreaseinstudentswithmedicalconditions(e.g.,braintumors,POTS,PANDAS)intheneedforeducationalservicesandsupport,3)anincreaseinstudentshavingaPDD/NOSdiagnosisbutnotidentifiedasautistic,and4)parentswantingspecialeducationservices,butnotundertheautismlabelastheyfeeltheautisticlabelisstigmatizingandprefertohaveanOHIlabelinstead.Withregardstothelastpoint,anddespiteallofourbestefforts,wewantthestudentstoreceivetheeducationalsupportsandservicesthathe/sheneeds,so,ifaparent'sdecisionforsuchservicesishingedonthe"label",thentheOHIlabelmaybeidentifiedastheprimarydisabilityarea.District'sPlantoAddresstheSpeechandLanguageDiscrepancy:Inworkingwiththedistrict'sspeechandlanguageteachers,thefollowingplaninbeingputintoplace:1.Thespeechandlanguageteacherswillcontinuetoreviewtheircurrentcaseloadtodeterminestudentsthatareidentifiedasneeding"monitoringonly"andeithercontinuetoprovidespeechandlanguageonaconsultativebasisordismissthestudentfromspeechandlanguageservices,and/or2.Speechandlanguageteacherswillparticipateinadditionaltrainingopportunitiesinidentifyingstudentswithspeechandlanguagedisorders.

Non-ResidentStudentsOversight

1. HowdoestheDistrictmeetitsobligationunderSection1306ofthePublicSchoolCodeasthehostDistrictateachlocation?

2. HowdoestheDistrictensurethatstudentsarereceivingafreeappropriatepubliceducation(FAPE)intheleastrestrictiveenvironment(LRE)?

3. WhatproblemsorbarriersexistwhichlimittheDistrict'sabilitytomeetitsobligationsunderSection1306ofthePublicSchoolCode?

FacilityName:MountTrexlerManorProviderofEducationalServices:SouthernLehighSchoolDistrictNumberofStudentsReceivingServicesasofDecember1st:0TheSouthernLehighSchoolDistrictisinconstantcommunicationwithMountTrexlerManor's(MTM)educationalservicespointofcontact.WhenastudentofschoolageisplacedatMTM,thefacilityenrollsthestudentinourschoolstoreceiveeducationalservices.AnIEPteammeetingisheldwiththeparentparticipatingoverthephoneorinperson.TheexistingIEPisreviewedandarevisedIEPisimplemented.Thedistrict,alongwiththeparent,student,andMTMeducationalstaffreviewtheeducationalsupportsandservicesinthecurrentIEPandtrytomatchthosesupportsinourbuildingstoensurethatthestudentisreceivingafreeappropriatepubliceducation(FAPE)intheleastrestrictiveenvironment(LRE).OftenthestudentsarereceivingtheireducationalsupportsinthegeneraleducationsettingmoreoftenthanwhattheirpreviousIEPindicated.TheIEPteamwillreviewthe

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informationthatisprovidedandwillimplementanIEPbasedontherecordsreceivedandthesubsequentteamconversation.ThisrevisedIEPwillbeinplacefor45calendardaystogettoknowthestudentand/orcompleteadditionaltesting,ifnecessary.Ifdeterminedthatadditionaltestingisneeded,aPermissiontoRe-Evaluate,parentinput,andProceduralSafeguardsNoticeareprovidedtotheparent.Oncetestingiscompleted,adraftreevaluationreportisgeneratedandreviewedwiththeentireIEPteam,withinthe60-calendardaytimeline.AnewIEPisdevelopedeitheratthereevaluationreviewmeeting,withparentpermission,orwithin30calendardaysofthereevaluationreport.AswehaveastrongworkingrelationshipwithMTM,thedistricthasnotencounteredanyproblemsorbarrierswhichhaslimitedourabilitytomeetourobligationsunderSection1306ofthePublicSchoolCode.

IncarceratedStudentsOversight

DescribethesystemofoversighttheDistrictwouldimplementtoensurethatallincarceratedstudentswhomaybeeligibleforspecialeducationarelocated,identified,evaluatedandwhendeemedeligible,areofferedafreeappropriatepubliceducation(FAPE).

SouthernLehighSchoolDistrictdoesnothaveafacilityforincarceratedstudentswithinourboundaries.Withthatbeingsaid,theSouthernLehighSchoolDistrictworkscollaborativelywiththeUpperSauconPoliceDepartmentaswellastheJuvenileProbationDepartment.Sincethe2007-2008schoolyear,aSchoolResourceOfficer(SRO)wasplacedintoourhighschoolincollaborationbetweentheschooldistrictandtheUpperSauconPoliceDepartment.Thishasbeenaverypositivemoveforourschoolcommunity.Theofficerisviewedbythestudentsandstaffasapositivepersoninourhighschool.Hispresencehasbeeninstrumentalincreatingamorepositiveclimateinthehighschool.Ifastudentisplacedinajuvenilecorrectionalresidentialfacility,thedistrictdoesworkwiththatfacilitytomakesurethatitreceivesallofthestudent'scurrentIEPpaperwork.ThedistrictthencontinuestoworkwiththefacilitytocreateasmoothtransitionbacktoSouthernLehighwhenthestudentisreadytobereleasedbackhomeandtothedistrict.ThedistrictisalsoincontactwithAllentownSchoolDistrict,theproviderofeducationalservicesattheLehighCountyPrisoninAllentown,PA.Ifastudentisincarcerated,thedistrictworkswiththeAllentownSchoolDistricttodetermineifthestudentqualifiesforspecialeducationservices.ThismaybeassimpleassharingrecordswiththeAllentownSchoolDistrictifthestudentisalreadyanidentifiedspecialeducationstudent.Ifitisdeterminedthatanevaluationorreevaluationisnecessary,theappropriatepaperworkiscompletedandtheevaluationoccurs.Ifastudentisfoundtobeeligibleforspecialeducationservices,afreeappropriatepubliceducation(FAPE)isofferedtothatstudent.AllentownSchoolDistrictprovidestheservicestotheincarceratedyouth.Weshareinformationanddiscusswhattheeducationalprogramwouldbeforthatstudent.Ifthestudentdoescompleteahighschoolprogram,eitherbasedoncreditsorIEPgoals,adiplomaisthenissuedfromourdistrict.

LeastRestrictiveEnvironment

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1. DescribetheDistrictprocedures,whichensurethat,tothemaximumextentappropriate,childrenwithdisabilities,includingthoseinprivateinstitutions,areeducatedwithnon-disabledchildren,andthatremovalfromtheregulareducationenvironmentonlyoccurswheneducationinthatsettingwithsupplementaryaidsandservices,cannotbeachievedsatisfactorily.

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

3. RefertoanddiscusstheSPPtargetsandthedistrict'spercentagesintheIndicator5section-EducationalEnvironments.AlsodiscussthenumberofstudentsplacedoutofthedistrictandhowthoseplacementsweredeterminedtoassurethatLRErequirementsaremet.

SouthernLehighSchoolDistrictiscommittedtoprovidingeducationalsupportsandprogramsforstudentswithdisabilitiesinthemostappropriateinclusivesettingthatfacilitatesmeaningfulparticipationinthegeneraleducationclassroomsetting.Almost60percentofourstudentswithdisabilitiesreceivetheireducationwithnon-disabledpeers.Theremovalofastudentfromthegeneraleducationenvironmentoccursonlywhentheeducationinthatsetting,withsupplementaryaidsandservices,cannotbesatisfactorilyachieved.Whenastudent’sinstructionallevelisfarbelowgradelevel,specificreading,writingandmathematicsinterventionsareselectedbasedonthespecificneedsofthestudentandhis/hercurrentinstructionallevel.TheIEPteamdetermineswherethatinstructionwilltakeplace.ItisimportanttonotethatallIEPteamshavebeentrainedtoconsiderthegeneraleducationsetting,withsupportsandservices,asthefirstconsideration.Thisisfurtherarticulatedinthespecialeducationproceduresmanual.PlacementforastudentwithdisabilitiesisonlydeterminedattheendofanIEPmeeting.Regardlessofastudent'scurrentplacement,whendesigninganewannualIEP,theIEPteamreviewsthestudent'sdataandspeciallydesignedinstructioncarefullyanddiscussesadditionalinclusionaryopportunitiesforthestudent.Thedistrictisutilizingevidence-basedmodelsandreplicatingsuccessfulprogramsinitsowndistrictoperatedprogramsanditscontinuumofservicesavailabletodistrictstudents.Ratherthanbringingbackentireprograms,thedistrictisreviewingeachstudent'sIEPanddiscussingopportunitiestoreturntotheirhomedistrict.Additionally,thedistrictencouragesstafftobetrainedonbestreading,writing,andmathteachingandinterventionpractices.StaffhaveattendedseveraloffsitetrainingsprovidedbyUnitedWay,PaTTAN,PESI,ASHA,etc.onseveralofthesetopics:traumainformedpractices,autism,speechandlanguagetopics,selectivemutism,yogaandmindfulness,vocabularyinstruction,Read180,andOrton-Gillinghamapproaches.Inaddition,manygeneraleducationandspecialeducationteachersandprofessionalstaffhavebeentrainedinCPI(de-escalationandrestrainttraining)sothatstudentswithbehavioralneedscancontinuetoreceivetheireducationprogramming,supports,andservicesinthegeneraleducationsettingratherthanbeingremovedtomorerestrictiveplacementsettings.Furthermore,thedistrictutilizestheTrainingandConsultantstafffromtheCLIUespeciallyforIndicator13andMTSS,PaTTANtrainings,conferencesonspecifictopics,andvideoconferencestoeducatestaffinavarietyofspecializedtopicstoenhancethecontinuumofservices.Thisyeardistrictstaffhasattendedmanydifferenttrainingsandconferences,whichhavebeenalignedtoourpreviousspecialeducationplan.

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Thedistrictoperatesprogramsforstudentswhoneedbothlearningsupportandemotionalsupport.Eventhoughthenameoftheprogrammaybealearningsupportprogram,thestudentssupportedwithinthatprogramrangefromstudentswhohavebeenidentifiedwithspecificlearningdisabilitiestostudentswhohavebeenidentifiedwithAutism(Asperger'sSyndrome,PDD),intellectualdisability(ID),etc.Everyspecialeducationclassiscomposedofstudentsrequiringvaryinglevelsofsupportandindividualizedamountsoftimeinthespecialeducationclassroom.Asthestudentmovesfromgradetogradeandacademicdemandsmayincreaseordecrease,theIEPteamdetermineswhethertheactualtimeinaspecialeducationclassroomneedstochangebasedonthesupplementaryaidsandservicesthatmaybeprovided,orconsidered,andtheneedsofthestudent.InordertomeetourLeastRestrictiveEnvironment(LRE)goals,manyofourstudentsareeducatedinco-taughtclasses.Thisallowsmanyofourstudentswithdisabilitiestobenefitfromthestrengthsofboththegeneralandspecialeducationteacher.Thegeneraleducationteacheristheexpertinknowingthecontentofthecurriculum;thespecialeducationteacheristheexpertinmodificationsandadaptationstothecurriculum.Allstudents,whetheridentifiedornotidentified,benefitfromtheco-taughtsetting.TheIEPteamsdeterminethedifferenttypesofsupplementaryaidsandservicesthatareneededinordertosupportstudentswithdisabilitiesinthegeneraleducationsetting.Thedistrictusessuchservicesas1:1instructionalaides,1:1nursingservices,busmonitors,assistivetechnologyintheformofKurzweil,Inspiration,DragonNaturallySpeaking,variouscommunicationdevices,andI-Pads.TheDistrictalsotrainsteamsofteachersandstafftoworkwithlowincidencestudentssothatthosestudentscanbesuccessfulinthegeneraleducationsetting.ThedistrictmayworkwithCLIUstaff,attendPaTTANtrainings,workwithoutsideconsultants,orattendconferencesinordertoeducatethemonthelatesttechniques.Trainingsintheareasofautismspectrumdisorders,co-teaching,MoebeusSyndrome,useofassistivetechnology(specificallyKurzweil,I-pads,laptops,andClicker5)haveallbeenusedinordertogiveourstafftheskillstheyneedinordertoworkwithallofourstudents.Alloftheabovepracticeshavebeenreflectiveinourdata.Currently,only3.9%ofSouthernLehighstudentswithdisabilitiesareincludedlessthan40percentoftheschoolday(Stateat9.0%).ForstudentswithdisabilitiesinothersettingsoutsidetheSLSD,3.6%ofstudentsarereceivingsupportsandservicesatothersites(Stateat4.9%)thatarenotinpublicschoolsettings.WhentheIEPteamdeterminesthatitcannolongersupportastudentwithdisabilitiesintheleastrestrictivesettingsuccessfully,evenwithadditionalsupplementaryaidessupportsandservices,thentheIEPteammakesarecommendationformorerestrictiveprogramming.ParentsareanintegralpartoftheIEPteamandareincludedinthedecisionmakingprocess.Ifneeded,onceastudentisplacedinamorerestrictivesetting,thegoalisalwaystoreturntohis/herhomeschool.Therearesomestudents,forwhateverreason,whodochoosetoremaininthemorerestrictivesettingevenwhentheIEPteamrecommendsthattheyreturntotheirhomeschool.Only3.9%ofSouthernLehighstudentswithdisabilitiesareinsettingsthatarenotpublicschoolsettings.

BehaviorSupportServices

1. ProvideasummaryoftheDistrictpolicyonbehavioralsupportservicesincluding,butnotlimitedto,theschoolwidepositivebehaviorsupports(PBS).

2. Describetrainingprovidedtostaffintheuseofpositivebehaviorsupports,de-escalationtechniquesandresponsestobehaviorthatmayrequireimmediateintervention.

3. IfthedistrictalsohasSchool-BasedBehavioralHealthServices,pleasediscussit.

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TheSouthernLehighSchoolDistrictbelievesintheimportanceofsupportingstudentswithdisabilitiesusingPositiveBehaviorSupport(PBS)techniquesforthedevelopment,change,andmaintenanceofbehaviorsthataredesignedtobetheleastintrusivetothestudent.TheSouthernLehighSchoolDistrictwillusePositiveBehaviorSupport(PBS)techniquesinaccordancewith22Pa.CodeChapter14,SpecialEducationServicesandPrograms,includingthetrainingofpersonnelfortheuseofspecificprocedures,methods,andtechniques.Additionally,thispolicyisdesignedtoenablestudentswithIndividualizedEducationPrograms(IEP’s)whoneedaPositiveBehaviorSupport(PBS)PlantoobtainaFreeAppropriatePublicEducation(FAPE)withintheLeastRestrictiveEnvironment(LRE)inaccordancewiththeIndividualswithDisabilitiesEducationAct(IDEA)andtheaccompanyingPennsylvaniaRegulations(Chapter14).TheSuperintendentand/orhis/herdesigneesareauthorizedtocarryouttherequirementsofthispolicyandareresponsibleforensuringthatthispolicyisimplementedincompliancewiththeIDEAanditsimplementingregulations.TheSuperintendentand/orhis/herdesigneesshalldevelopadministrativeguidelinestoimplementthispolicyandappropriatebehaviorssupportactivitiesincludingthetrainingofpersonnelfortheuseofspecificprocedures,methods,andtechniques.Thefollowingterms,whenusedinthissection,havethefollowingmeaningsunlessthecontextclearlyindicatesotherwise:

1. Aversivetechniques-deliberateactivitiesdesignedtoestablishanegativeassociationwithaspecificbehavior.

2. Behaviorsupport-thedevelopment,change,andmaintenanceofselectedbehaviorsthroughthesystematicapplicationofpositivebehaviorchangetechniques.

3. Positivebehaviorsupportplan-aplanforstudentswithdisabilitiesandeligibleyoungchildrenwhorequirespecificinterventiontoaddressbehaviorthatinterfereswithlearning.ApositivebehaviorsupportplanshallbedevelopedbytheIEPteam,bebasedonafunctionalbehaviorassessment,andbecomepartoftheindividualeligibleyoungchild’sorstudent’sIEP.Theseplansmustincludemethodsthatutilizepositivereinforcementandotherpositivetechniquestoshapeastudent’soreligibleyoungchild’sbehavior,rangingfromtheuseofpositiveverbalstatementsasarewardforgoodbehaviortospecifictangiblerewards.

4. Positivetechniques-methodsutilizingpositivereinforcementtoshapeastudent’sbehavior,rangingfromtheuseofpositiveverbalstatements,asarewardforgoodbehaviorstospecifictangiblerewards.

5. Restraints-devicesandtechniquesdesignedandusedtocontrolacuteorepisodicaggressivebehaviorsortocontrolinvoluntarymovementsorlackofmuscularcontrolduetoorganiccausesorconditions.Thetermincludesphysicalandmechanicalrestraints.

a. Restraintstocontrolacuteorepisodicaggressivebehaviorsorself-injuriousbehaviormaybeusedonlywhenthestudentsisactinginamannerastobe

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aclearandpresentdangertohimself/herself,tootherstudents,ortoemployees,andonlywhenlessrestrictivemeasuresandtechniqueshaveproventobeorarelesseffective.

i. TheuseofrestraintstocontroltheaggressivebehaviorofanindividualstudentshallcauseameetingfortheIEPteamtoreviewthecurrentIEPforappropriatenessandeffectiveness.

ii. TheuseofrestraintsmaynotbeincludedintheIEPfortheconvenienceofstaff,asasubstituteforaneducationalprogram,oremployedaspunishment.

iii. SLSDstaffshallmaintainandreportdataontheuseofrestraintsasrequiredbytheSecretaryofthePennsylvaniaDepartmentofEducationorotherproperauthority.

b. Mechanicalrestraints,whichareusedtocontrolinvoluntarymovementorlackofmuscularcontrolofstudentswhenduetoorganiccausesorconditions,maybeemployedonlywithspecifiedbyanIEPandasdeterminedbyamedicalprofessionalqualifiedtomakethedetermination,andasagreedtobythestudent’sparents/guardians.Mechanicalrestraintsshallpreventastudentfrominjuringhimself/herselforothersorpromotenormativebodypositioningandphysicalfunctioning.

c. Thefollowingdoesnotconstituterestraint:

i. Thetermdoesnotincludebrieflyholding,withoutforce,astudentoreligibleyoungchildtocalmorcomforthim,guidingastudentoreligibleyoungchildtoanappropriateactivity,orholdingastudent’soreligibleyoungchild’shandtosafelyescortherfromoneareatoanother.

ii. Thetermdoesnotincludehand-over-handassistancewithfeedingortaskcompletionandtechniquesprescribedbyaqualifiedmedicalprofessionalforreasonsofsafetyorfortherapeuticormedicaltreatment,asagreedtobythestudent’soreligibleyoungchild’sparentsandspecifiedintheIEP.Devicesusedforphysicaloroccupationaltherapy,seatbeltsinwheelchairsorontoiletsusedforbalanceandsafety,safetyharnessesinbuses,andfunctionalpositioningdevicesareexamplesofmechanicalrestraintswhichareexcludedfromthisdefinition,andgovernedbysubsection(d).

Thefollowingaversivetechniquesofhandlingbehaviorareconsideredinappropriateandmaynotbeusedbyagenciesineducationalprograms:

1. Corporalpunishment

2. Punishmentforamanifestationofastudent’sdisabilities

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3. Lockedrooms,lockedboxes,orotherlockedstructuresorspacesfromwhichthestudentcannotreadilyexit

4. Noxioussubstances

5. Deprivationofbasicrights,suchaswithholdingmeals,water,orfreshair

6. Suspensionconstitutingapatternunder22Pa.Code14.143(a)

7. Treatmentofademeaningnature

8. Electricshock

9. Useofpronerestraintasdefinedin22Pa.Code14.133(c)(3)

Theuseofrestraintscanbeusedonlyinastudent’sIEPwhen:

1. Thatparentalconsentisobtainedpriortotheuseofrestraintsorintrusiveprocedureswhenincludedinastudent’sIEPasreflectedin22Pa.CodeChapter14.133(f).

2. Thetypeofrestraint,frequency,anddurationoftherestraintisclearlywritteninastudent’sIEP.

3. Thestaffisproperlytrainedontheuseandimplementationoftherestrainttechnique.

4. Theparent/guardian/surrogateisnotifiedimmediately,bytelephonenolaterthantheendofthatschoolday,aswellasviawrittennotificationthroughthe“InvitationtoParticipateinanIEPTeamMeetingDuetoaRestraint”statingthatameetingistobeconvenedwithinten(10)schooldaysunlessawrittenwaiverisprovidedbytheparents/guardian/surrogate.

5. ThestudentwithanIEPhasapositivebehaviorsupportplanthatalsoincludespositiveapproachestoaddressingthebehaviorsofconcern(e.g.,de-escalationtechniques).

6. Thestudent’sIEPspecificallypermitstheuseofrestraints.

7. TheIEPstateshowtherestraintswillbeused(withpositivebehaviorsupportsandtheteachingofsociallyacceptablebehaviors)aswellasaplanforeliminatingtheuseofrestraints.

PositiveBehaviorSupport(PBS)plansshouldinclude:

1. ArecordoftheIEPteam’sattemptstoincludeparents/guardians/surrogates,viawrittennotificationtoparticipateintheteammeeting,inthedevelopmentofthestudent’spositivebehaviorsupport(PBS)plan.

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2. AmeetingwithmembersoftheIEPteamtodesignapositivebehaviorsupport(PBS)plan.

3. Positivetechniques,ratherthannegativetechniques,forthedevelopment,change,andmaintenanceofbehaviorsshallbetheleastintrusivenecessaryandaddressthebehaviorsofconcern.

4. Afunctionalbehaviorassessment(FBA)thataddressedtheantecedents,behaviorsofconcern,consequencesmaintainingthebehavior,andfunctionofthebehavior.

5. Researchbasedpracticesandtechniquesusedtodevelopthedesiredbehaviors.

6. Replacementskills,alternativeteachingstrategiesandconsequencestrategiesindecreasingthebehaviorsofconcernaswellasincreasingthedesiredbehaviorsshouldbeincluded.

7. Interventionsselectedshouldbetheleastintrusivenecessary.

8. Parentalconsentshallbeobtainedpriortotheuseofrestraintorintrusiveprocedures.

9. Subsequenttoareferraltolawenforcement,forstudentswithdisabilitieswhohavepositivebehaviorsupportplans,anupdatedfunctionalbehaviorassessmentandpositivebehaviorsupportplanshallberequired.

Currently,ourelementaryschools,K-6,useschool-widepositivebehaviorsupports(SWPBS)toteach,encourage,andpromotepositivebehaviorinthecommonareasoftheschoolandoutsidetheclassroom.Forexample,studentsusethe"HighFive"modelastheyworktogetherandplaytogether:Beresponsible,Berespectful,Bekind,Beready,Beyourbest!Childrenlearnwhatthesecharacteristicslooklikeinthehall,cafeteria,andacrossthebuilding.Manyteachershavedevelopedandimplementedtheirownpositiveclassroombehaviorsystemsaswell.AfocusofthebuildingRTI/MTSSteamshasbeentoexamineandrevamptheirschool-widepositivebehaviorsupportprogramsattheelementarylevelbasedonthecorecomponentsoftheRTI/MTSSmodel.Onthesecondarylevel,thereareschool-wideincentiveprogramsthatfocusonsuchtopicsasGettingAlongwithOthers,SocialGrowth,Communication,ConflictResolution,andRelationshipswithOthers.OurMTSScontinuummodelisexpandingtoGrades7-8forthe2018-2019schoolyear.Thisyearthemiddleschoolhasbeeninvolvedinprofessionaldevelopmentactivities,throughtheCLIU#21andPaTTANtoprepareforitsimplementationnextschoolyear.ThedistricthiredabehaviorspecialistforitsemotionalsupportclassroomatthehighschoolwhenittookovertheemotionalsupportclassroomfromtheCLIUforthe2006-2007schoolyear.Thebehaviorspecialisthashadapositiveinfluencenotonlyintheemotionalsupportclassroom,butalsowiththestudentsinthelearningsupportclassroomaswell.Sheisseenasasupportbymanyoftheidentifiedstudentswhoarenotintheemotionalsupportclassroom.Ifitisdetermined,afternumerousinterventions,thatastudentrequiresanalternativeprogramorschool--whetherthestudentisidentifiedornon-identified,thestudent'sparent/guardiansare

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involvedinthatdecision.Ifitisdeterminedthatastudentneedsanalternativeprogram/school,thegoalisalwaystobringthatstudentbacktohis/herhomeschool.Whenthatstudentisreadytocomebacktohis/herhomeschool,atransitionplaniscreatedinordertoensurethatthestudenthasasuccessfultransitionback.Currently,thereis1identifiedstudentoutof356identifiedstudentsinthedistrict,placedbythedistrict,whoareinalternativeprogramsoutsideofthesupportprogramsofferedthroughCLIU#21.Thisislessthan1%ofouridentifiedstudentpopulationthatisplacedinanalternativeprogram.Thedistrictstrivestokeepstudentsinschoolandisverycreativewhenitcomestoitsdisciplinepoliciesandidentifiedstudents.Whenanidentifiedstudentisinvolvedinanactionthatcallsforasuspensionoutofschool,theadministratorsworkwiththeDirectorofSpecialEducationinordertodeterminehowmanydaysoutofschoolthestudentshouldbesuspended.Duetoworkingcollaborativelyonoutofschoolsuspensionsofidentifiedstudents,ouroutofschoolsuspensionrateisverylow.Additionally,severalstaffhaveparticipatedinschool-widepositivebehaviorsupporttrainingsandde-escalationandrestrainttrainings(CPImethod)throughaCLIUtrainer.Startinginthe2018-2019schoolyear,thedistrictwillbeshiftingthismodel,fromCPItoSafetyCare.ThesetrainingswillbeoccurringonarotatingbasisoverthenextseveralyearsespeciallytomaintainSafetyCarecertification.Lastly,ourdistrict,inpartnershipwithCLIU#21,providesaschool-basedpartialprogramatourSouthernLehighHighSchool.Thislevelofservice,astep-downmodelfromtheCLIU#21center-basedschool-basedpartialprogram,providesschoolswithinourconsortiumschoolbasedmentalheathprogrammingandsupportsinapublichighschoolsetting.Thisprogrammodelprovidesopportunitiesforadditionalinclusiveopportunities,whilestillreceivingnecessaryrelatedsupports,services,andprogramming.

IntensiveInteragency/EnsuringFAPE/HardtoPlaceStudents

1. IftheLEAishavingdifficultyensuringFAPEforanindividualstudentoraparticulardisabilitycategory,describetheproceduresandanalysismethodsusedtodeterminegapsinthecontinuumofspecialeducationsupports,servicesandeducationplacementoptionsavailableforstudentswithdisabilities.

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

3. Discussanyexpansionofthecontinuumofservicesplannedduringthelifeofthisplan.

Forthelastseveralyears,thedistricthasbeenabletofindeducationalplacementsforallofitsstudentswithdisabilities.Thedistrictworksveryhardtobecreativeinitsprogramminginordertomeettheneedsofallofitsstudents.Therehavebeenstudentswhohaveenteredthedistrictfromearlyinterventionprogramsoverthepastfewyearswhohavehadsignificantneedsineithertheareasofbehavior,cognitiveabilities,orhealthissues.Theschoolteamshaveworkedextremelyhardtoprovideappropriatesupportsinordertokeepthesestudentsingeneraleducationintheirhomeschools.TheteamsworkincollaborationwithCLIUtoprovidebothservicesandtrainingopportunitiesthataideinthesupportofthesemorechallengingstudents.

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Thedistrictworkswithdifferentagenciesinordertosupportstudentswithmanydifferentneeds.ThoseagenciesincludeMH/MR,Children&Youth,JuvenileProbation,theIntermediateUnitanddifferentprovideragenciesbothwithinLehighCounty(e.g.,KidsPeace)andoutsideofLehighCounty.Thedistrictworkswithhospitalsintheareaaswellasoutsideofthearea.Thedistrict,incollaborationwiththeagencies,hasbeensuccessfulovertheyearsinfindingappropriateplacementsforitsstudents.Ifthereisastudentthatthedistrictishavingdifficultyinfindingaplacement,thedistrictwillcontacttheappropriateagency(s)andaskforaninteragencyorCASSPmeeting.Theappropriateeducationalpersonnel,parents/guardians,andagencyrepresentativescometogethertobrainstormideasandinterventionsthatcouldworkinorderforthestudenttobesuccessfulintheleastrestrictiveenvironment.SometimesitdoestakemorethanoneinteragencyorCASSPmeetinginordertofindanappropriateplacementdependingontheneedofthestudent.Ifanappropriateplacementcannotbefound,thestudentisreportedasaCorderoAtRiskstudentsothatadditionalresourcescanbeutilized.Duringthelifeofthisplan,thedistrictcontinuallyreviewsadditionalprogrammingoptionstosupportstudentswithdisabilitiesinourdistrict.Onelimitationinourdistrictistheofferingofafullcontinuumofdisabilitysupports,acrossvariousdisabilitygroups,duetothelimitednumberofstudentsneedingthesametypeandlevelofsupportwithinaspecificagespan.Therefore,wehavecontinuedtopartnerwithCLIU#21toassistusinprogrammingforstudentswhoneedadditionalprogram,supports,andservicesthatarenotoperatedwithinourdistrict.Asmentioned,though,thisremainsanannualreviewareabasedonthecurrentneedsofthestudents.Oneotherareathatwearecontinuallymonitoringistheneedforadditionalschool-basedmentalhealthprograms,supports,andservicestoaddresstheon-goingchangingneedsofsomestudentswithdisabilitiesinourdistrict.

StrengthsandHighlightsDescribethestrengthsandhighlightsofyourcurrentspecialeducationservicesandprograms.Includeinthissectiondirectionsonhowthedistrictprovidestrainingsforstaff,facultyandparents.SouthernLehighSchoolDistrictiscommittedtomeetingtheneedsofallofourstudents.Thisincludesstudentswhoareidentifiedasneedingspecialeducationservicesandthosestudentswhodonotneedspecialeducationservicesandsupports.Theschooldistrictiscomprisedofagroupofprofessionalswhohaveawidevarietyofexperiencesandtalents.Theseprofessionalsgoaboveandbeyondinordertomeetthemanydifferentneedsofourstudents.Thewillingnessonthepartoftheprofessionalstafftogiveuptheirtimeearlyinthemorningandattheendofthedayinordertoworkwithstudentsindividuallyandinsmallgroupsistrulycommendable.Ourdistrictisalsoverydata-drivenwithinthegeneraleducationandspecialeducationclassroomsettings.Weutilizeprogress-monitoringtools,suchasDibels/Aimsweb/PVAAS/STAR,toassistusinmakinginstructionaldecisionstosupportthestudentsintheclassroomsettingsandtoensurethatstudentsareshowingprogressonIEPgoals.Staffarecontinuallytrainedinthisareatostrengthentheirskillsinevaluatingstudentprogress.Oneofthemajorstrengths,throughoutthedistrict,isthelevelofinclusionarysupport/co-teachingpracticesthatoccur.Thedistrictsupportsmanystudentswhohaveeithersignificantcognitiveorhealthneedsinthestudent'shomeschool.Thedistricthasimplementedco-teachingattheintermediate(grades4-6),middle(grades7-8)andhighschool(grades9-12)levelsinmanydifferentsubjects.Thedistrictcontinuestoprovideprofessionaldevelopmentforallofitsstaff

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(teachers,instructionalassistants,administrators)inordertosupportallstudents.Thismaybeintheformofprovidingin-servicetrainingthroughthedistrict'sacademysystem,sendingstafftodifferenttrainingsthatdealwithspecificdisabilitycategories,orbringinginconsultantsinordertoprovidesupportforasinglestudentorsmallgroupsofstudents.Attheelementaryschools,thereisalsoinclusionarysupportfromkindergartenthroughthirdgrade.Thismaybeintheformofparaprofessionalorspecialeducationteachersupportinclassesatdifferenttimesoftheday.Inadditiontotheco-teachingthatoccursinthemiddleschoolandhighschool,thedistrictsupportsmanystudentswhohavesignificantcognitiveorhealthneedsintheirhomeschools.Withtheuseofassistivetechnology,adaptiveprograms,smallgroupinstruction,anddifferentiatedinstruction,thedistrictstaffworkhardtosupportthesestudents.Thereismuchcollaborationbetweentheschoolteams,parents/guardians,agencies,andIUtherapistsinordertosupportthesestudentsintheirhomeschools.Itisatributetothededicationandcreativityoftheschoolstaffthatenablesthesestudentstobesuccessful.Anotherareathathasbeenafocusoverthepastfewyearsisthetransitioningofourstudentsinspecialeducationfromoneleveltoanotherlevel,i.e.,elementarytotheintermediateschool,theintermediateschooltothemiddleschool,andmiddleschooltohighschool.Meetingsoccurbetweenteachersatdifferentlevelsinordertodiscussstudent’sindividualneeds.Additionally,studentsandparentsgototheirnewbuildingsinMay(andagainpriortoschoolopeningifneeded)totourthebuilding.Thisallowsthestudentstoseetheirnewbuildingandseethefacesoftheirnewteachers.ThereareadditionalorientationdaysinlateAugustwhereallincomingandnewstudentsmeettheteachers,tourthebuildings,andinsomecases,gettheirschedulesfortheyear.Thisprocesshasbeensuccessfulineasingthestressofthestudentsandtheirparentswhentheytransitiontoanewbuilding.Thisprocessisalsohelpfulfortheteachersasitallowstheteacherstomeetincomingstudentssothattheyhavesomeknowledgeofthestudent’sstrengthsandareasofneed.Atourmiddleschoolandhighschool,thestaffthereareveryproudoftheiraccomplishmentsissupportingstudentswithdisabilitiesintheareasofself-advocacyandindependence.Asourmiddleschoolisonlyforstudentsingrades7and8,themiddleschoolteachershaveachallengingjobtransitioningthestudentsfromtheintermediatelevelassixthgradesandspendingtwoyearswiththempreparingthemtomeetthedemandsatthehighschoollevel.Inordertobeassuccessfulasweare,ittakestheorchestratedeffortsofourmiddleschoolandhighschoolstafftoteam,collaborate,andsupporteachothertomakethetransitionsuccessfulforourstudents.Additionally,theteachers,guidancecounselors,andschoolpsychologistsattheselevelscreatelessonsandsupportgroupstoteachstudentsindependenceandself-advocacyskills.Webelievethatthisisoneofthereasonswhyourstudentstransitionsowelltothehighschoollevel.Inexaminingstudentneedsoverthepastfewyears,thedistrictrealizedthatitneededtotakeovertheEmotionalSupportclassroomoperatedbyCLIUinthehighschool.ThedistricttookovertheEmotionalSupportclassroomforthe2006-2007schoolyearandcontinuestooperatethatclassnow.ThiswasverysuccessfulbothforthestudentsintheEmotionalSupportclassroom,butalsoforstudentswhowerenotintheclassroom.ThehighschoolusedthebehaviorspecialistwhowasassignedtotheEmotionalSupportclassroomforitsSAPteamandwithotherstudents.ThestudentsintheEmotionalSupportclassroomhavebenefitedfromamorerigorouscurriculumthatisbeingusedinthatclassroom.TheatmosphereoftheEmotionalSupportclassroomhascreatedanexcellentsupportsystemforourstudentswithemotionalneeds.

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AnotheroneofourstrengthsisourongoingpositiverelationshipwithCLIU#21andoutsideproviderssuchasTheCenterforHumanisticChange,TheCaronFoundation,andTheLehighValleyCenterforIndependentLivinginprovidingsupportsandservicestoourstudentswithdisabilitiesthatarenotavailablewithinourdistrict.OneexampleofourpartnershipwithCLIU#21istherootedinthenumberofstudentswithdisabilitiesthatengageinWork-BasedLearningopportunitiesinourcommunity.Thenumberofstudentsinourdistrictthatusethisprogramhasincreaseddramaticallyoverthepastthreeyears.Thisincludesstudentsinlearningsupport,emotionalsupport,andlifeskillssupportclasses.InadditiontothetraditionalWorkBasedLearningprogram,thereisnowaNonTraditionalWorkBasedLearningprogram.Thisisspecificallydesignedforthosestudentswhohavesignificantcognitive,physical,orbehavioralneeds.Theprogramisdesignedforstudentsintheirlastyearofschoolwherethestudentistakentoanadultagencysiteoneortwodaysperweekfornineweeksatatime.Thestudentusuallyisabletovisit4differentadultsites.Boththestudentandtheadultagencygetanopportunitytoseeifthiswillbeapossiblesiteforthestudentwhenheenterstheadultsystemfromtheeducationalsystem.Parents/guardiansarealsoencouragedtovisitthesitesotheyhavesomeknowledgeoftheservicestheadultagencycanprovidefortheirchild.Theadditionofthisprogramhasbeenextremelybeneficialforourstudentswithcomplexneedsandtheirparents/guardians.TheWorkBasedLearningprogramsthatareprovidedtoourstudentshavehelpedourstudents’transitiontotheworldofworkwithmuchmoreeasethanbefore.WecontinuetoimplementtheSpecialEducationProceduralManualandreviseitasneeded.Atthetimeitwascreatedacopywasgiventoallspecialeducationteachersandadministrators.WhennewspecialeducationteachersandadministratorsbeginworkingatSouthernLehighSchoolDistrict,acopyisgiventothem.Themanualhasfederal,state,anddistrictproceduresinauser-friendlyformat.Itsusehashelpedtocreatemoreconsistencyacrossthedistrictwhenitcomestoissuesinspecialeducation.SouthernLehighSchoolDistrictcontinuestobecreativeinprogrammingforallofitsstudents.Asthedistrictexperiencesgrowth,theneedsofourstudents-identifiedandnon-identifiedbecomemoreandmorechallenging.Asadistrict,wecontinuetostrivetomakeallofourstudentssuccessful.

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Assurances

SafeandSupportiveSchoolsAssurancesTheLEAhasverifiedthefollowingAssurances:

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

• FreeEducationandAttendance(incompliancewith§12.1)

• SchoolRules(incompliancewith§12.3)

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

• Discrimination(incompliancewith§12.4)

• CorporalPunishment(incompliancewith§12.5)

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

• FreedomofExpression(incompliancewith§12.9)

• FlagSaluteandPledgeofAllegiance(incompliancewith§12.10)

• HairandDress(incompliancewith§12.11)

• ConfidentialCommunications(incompliancewith§12.12)

• Searches(incompliancewith§12.14)

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

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

• Personsdeliveringstudentservicesshallbespecificallylicensedorcertifiedasrequiredbystatuteorregulation(incompliancewith§12.41(e))

• DevelopmentandImplementationofLocalWellnessProgram(incompliancewithPublicLaw108-265,Section204)

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

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• EstablishmentandImplementationofStudentAssistanceProgramsatalloflevelsoftheschoolsystem(incompliancewith24PS§15-1547)

• AcceptableUsePolicyforTechnologyResources

• Providingcareerinformationandassessmentssothatstudentsandparentsorguardiansmightbecomeawareoftheworldofworkandcareeroptionsavailable.

SpecialEducationAssurancesTheLocalEducationAgency(District)hasverifiedthefollowingAssurances:

• Implementationofafullrangeofservices,programsandalternativeplacementsavailabletotheschooldistrictforplacementandimplementationofthespecialeducationprogramsintheschooldistrict.

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

• Assurancesofstudentswithdisabilitiesareincludedingeneraleducationprogramsandextracurricularandnon-academicprogramsandactivitiestothemaximumextentappropriateinaccordancewithanIndividualizedEducationProgram.

• CompliancewiththePADepartmentofEducation,BureauofSpecialEducation'sreportrevisionnoticeprocess.

• Followingthestateandfederalguidelinesforparticipationofstudentswithdisabilitiesinstateanddistrict-wideassessmentsincludingthedeterminationofparticipation,theneedforaccommodations,andthemethodsofassessingstudentsforwhomregularassessmentisnotappropriate.

• Assuranceoffundsreceivedthroughparticipationinthemedicalassistancereimbursementprogram,ACCESS,willbeusedtoenhanceorexpandthecurrentlevelofservicesandprogramsprovidedtostudentswithdisabilitiesinthislocaleducationagency.

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

MountTrexlerManor Nonresident SouthernLehighSchoolDistrict 0

LeastRestrictiveEnvironmentFacilitiesFacilityName TypeofFacility TypeofService Numberof

StudentsPlaced

AllentownCenter-LearningandAchievementSchool

SpecialEducationCenters

EmotionalSupport 5

LehighLearningAcademy SpecialEducationCenters

LearningSupportandEmotionalSupport

1

IULifeSkillsSupport-MacungieElementary

NeighboringSchoolDistricts

LifeSkillsSupport 2

IULifeSkillsSupport-EmmausHighSchool


LifeSkillsSupport 2

IUMultipleDisabilitiesSupport-CatasauquaMiddleSchool


MultipleDisabilitiesSupport

2

IU-EnhancedAutismProgram SpecialEducationCenters

AutisticSupport 1

IUMultipleDisabilitiesSupport-ParklandHighSchool



1

IUMultipleDisabilitiesSupport-KratzerElementarySchool



1

LehighLearningandAchievementSchool

SpecialEducationCenters

EmotionalSupport 3

IUEmotionalSupport-TrumanElementary


EmotionalSupport 3

IULifeSkillsSupport-LowerMacungie


LifeSkillsSupport 1

IUAutisticSupport-ShecklerElementary


AutisticSupport 1

IUMultipleDisabilitiesSupport-NorthwesternMiddleSchool



1

IUMultipleDisabilitiesSupport-WeisenbergElementary



1

IUAutisticSupport-SauconValleyHighSchool


AutisticSupport 1

IUMultipleDisabilitiesSupport-KernsvilleElementary



2

IUMultipleDisabilitiesSupport-WesternSalisburyElementary



1

IUMultipleDisabilitiesSupport-ShecklerElementary



1

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MercySpecialLearningCenter SpecialEducationCenters

SpecialEducation 1

IUMultipleDisabilitiesSupport-OrefieldMiddleSchool



1

IUMultipleDisabilitiesSupport-CatasauquaHighSchool



1

CentennialSchool ApprovedPrivateSchools

SpecialEducation 1

SpecialEducationProgramProfileProgramPosition#1-ProposedProgram

Operator:SchoolDistrictPROPOSEDPROGRAMINFORMATION

Type:ClassImplementationDate:August29,2016

PROGRAMSEGMENTSTypeofSupport LevelofSupport AgeRange Caseload FTE

Supplemental(LessThan80%butMoreThan20%)

LearningSupport 8to9 5 1

Locations: HopewellElementary AnElementary

SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated

ProgramPosition#2

Operator:SchoolDistrictPROGRAMSEGMENTS

TypeofSupport LevelofSupport AgeRange Caseload FTE



Locations: LibertyBellElementary AnElementary


ProgramPosition#3-ProposedProgram


Type:ClassandPositionImplementationDate:August29,2016




Locations:

72

LowerMilfordElementary AnElementarySchoolBuilding

AbuildinginwhichGeneralEducationprogramsareoperated

ProgramPosition#4




LearningSupport 11to12 7 0.5

Justification:learningsupportteacheronly-nolongerlifeskillsinadditiontolearningsupport-ineffectforthe17-18SYLocations: JosephP.LiberatiIntermediateSchool

AnElementarySchoolBuilding




LifeSkillsSupport 11to12 6 0.5

Justification:learningsupportteacheronly-nolongerlifeskillsinadditiontolearningsupport-ineffectforthe17-18SYLocations: JosephP.Liberati AnElementary


ProgramPosition#5





Locations: JosephP.LiberatiIntermediateSchool



ProgramPosition#6








ProgramPosition#7

Operator:SchoolDistrict

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ProgramPosition#8








ProgramPosition#9


TypeofSupport LevelofSupport

AgeRange Caseload FTE


LearningSupport

13to15 13 1

Locations: SouthernLehighMiddleSchool AMiddleSchool

BuildingAbuildinginwhichGeneralEducationprogramsareoperated

ProgramPosition#10



Itinerant LearningSupport 12to13 8 1Locations: SouthernLehighMiddleSchool

AMiddleSchoolBuilding


ProgramPosition#11





LearningSupport

11to14 4 0.5



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TypeofSupport Levelof

SupportAgeRange Caseload FTE


LifeSkillsSupport

11to14 1 0.5



ProgramPosition#12





EmotionalSupport

12to14 14 1







Itinerant LearningSupport 13to14 11 1Locations: SouthernLehighMiddleSchool



ProgramPosition#14





LearningSupport

13to15 13 1



ProgramPosition#15





Locations:

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SouthernLehighHighSchool ASeniorHighSchoolBuilding


ProgramPosition#16



Itinerant LearningSupport 15to20 11 1Justification:Justification:Asstudentscanstayinthehighschooluntil21toreceiveadditionaltransitionprogrammingsupports,thisteachercasemanagesthestudentsIEP's,butitisimportanttonotethatthestudentsarenoteducatedtogetherinaself-containedclassroomsetting.Locations: SouthernLehighHighSchool

ASeniorHighSchoolBuilding


ProgramPosition#17



Itinerant LearningSupport 14to18 14 1Locations: SouthernLehighHighSchool



ProgramPosition#18



Itinerant LearningSupport 14to18 22 1Justification:Justification:Asstudentscanstayinthehighschooluntil21toreceiveadditionaltransitionprogrammingsupports,thisteachercasemanagesthestudentsIEP's,butitisimportanttonote,thatthestudentsarenoteducatedtogetherinaself-containedclassroomsetting.Locations: SouthernLehighHighSchool



ProgramPosition#19






ProgramPosition#20



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Locations: SouthernLehighHighSchool ASeniorHigh


ProgramPosition#21






ProgramPosition#22



Itinerant EmotionalSupport 14to18 17 1Locations: SouthernLehighHighSchool





Type:ClassImplementationDate:July1,2014



LearningSupport 16to21 9 0.75

Justification:Thisspecialeducationprogramsupportsstudentswithcomplexneedsinthegeneraleducationclassroomsetting.Asstudentscanstayinthehighschooluntil21,thisteachercasemanagesthestudentsIEP's,butitisimportanttonote,thatthestudentsarenoteducatedtogetherinaself-containedclassroomsetting.Locations: SouthernLehighHighSchool ASeniorHigh




LifeSkillsSupport 14to18 1 0.25




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Itinerant SpeechandLanguageSupport

6to9 28 0.8

Locations: HopewellElementarySchool





10to12 6 0.2




ProgramPosition#25




5to9 26 0.5

Locations: LibertyBellElementary





10to11 4 0.45






14to18 1 0.05

Locations: SouthernLehighHighSchool





Type:PositionImplementationDate:August29,2016

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Justification:Complianceforproximitytohome,classroomdesign(forinstruction),classroomexternalnoise,classroomaccessibility,classroomlocation,andclassroomsizewasmarkedasinappropriate.



9to10 11 0.75






12to13 2 0.25

Locations: SouthernLehighMiddleSchool



ProgramPosition#27

Operator:IntermediateUnitPROGRAMSEGMENTS



EmotionalSupport 14to18 18 1



SpecialEducationSupportServicesSupportService Location TeacherFTE

DirectorofSpecialEducation SouthernLehighSchoolDistrict 1SchoolPsychologist LibertyBellElementary 0.5SchoolPsychologist HopewellElementary 0.5SchoolPsychologist JosephP.LiberatiIntermediateSchool 1SchoolPsychologist SouthernLehighMiddleSchool 1SchoolPsychologist SouthernLehighHighSchool 1SchoolCounselors JosephP.LiberatiIntermediateSchool 1SchoolCounselors SouthernLehighMiddleSchool 1SchoolCounselors SouthernLehighHighSchool 3BehaviorSpecialist SouthernLehighMiddleSchool 1BehaviorSpecialist SouthernLehighHighSchool 1InstructionalAssistants DistrictWide-acrossvariousbuildings 38InstructionalAssistants1:1 DistrictWide-acrossvariousbuildings 8SchoolCounselor HopewellElementary 0.5

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SchoolCounselor LibertyBellElementary 0.5

SpecialEducationContractedServicesSpecialEducationContractedServices Operator AmtofTimeperWeek

BehaviorSupport/BCBAServices OutsideContractor 2DaysNursingServices OutsideContractor 5DaysNursingServices OutsideContractor 5DaysSpecializedTransportation IntermediateUnit 5DaysSpecializedTransportation OutsideContractor 5DaysWorkBasedLearning IntermediateUnit 5DaysPhysicalTherapy IntermediateUnit 2HoursOccupationalTherapy-COTA IntermediateUnit 35HoursOrientationandMobilityServices IntermediateUnit 3HoursVisionServices IntermediateUnit 1HoursLifeSkillsSupport IntermediateUnit 5DaysOccupationalTherapy-OccupationalTherapist IntermediateUnit 7HoursDeaf/HardofHearingServices IntermediateUnit 2Hours

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NeedsAssessment

RecordSchoolPatterns

Question:Afterreviewingschoollevelaccomplishmentsandsystemicchallenges,whatpatternscanyouidentifyamongyourschools?

Whatotherinformationdoyoustillneedtoassess?

Answer:SouthernLehighSchoolDistricthasnoschoolsinSchoolImprovement,CorrectiveAction,orMakingProgressstatus.

DistrictAccomplishments

Accomplishment#1:FouroutoffiveofSouthernLehighSchoolDistrict'sschoolsscoredwithinthegreenorlightbluelevelforSchoolPerformanceProfileSchoolsfor2017,demonstratingconsistentperformanceonstandardizedmeasuresofstudentperformance.

Accomplishment#2:TheSouthernLehighSchoolDistricthascommittedresourcestosupportingtheacademic,athletic,andartisticdevelopmentofstudents,providingvariedopportunitiesforstudentstogrowandsucceed.

Accomplishment#3:TheSouthernLehighSchoolDistricthasbeenrecognizedforuniqueandinnovativeprogramsthatservestudents,including(butnotlimitedto)aSpanishImmersionProgram,aChineseLanguageProgram,andaK-12one-to-oneinitiativethatsupportsaccesstotechnologybystudentsandstaff.

DistrictConcerns

Concern#1:StakeholdersintheSouthernLehighSchoolDistrictindicateadesire/needformoreeffectiveuseoftechnologyresourcesasateachingandlearningtool.

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Concern#2:StakeholdersintheSouthernLehighSchoolDistrictindicateadesire/needforadditionalfocuson/resourcesforsocialandemotionallearningopportunitiesforstudents.

Concern#3:Schoolanddistrict-leveldata,alongwithstakeholderfeedback,indicatestheneedtoimplementstrategiestoensuretheengagementandsuccessofallstudentsinschoolprogramsanddistrictcurriculum.

Concern#4:StakeholdersintheSouthernLehighSchoolDistricthaveexpressedthedesire/needtoengageallstaffmembersinthemissionandvisionofthedistrict.

Concern#5:StakeholdersintheSouthernLehighSchoolDistricthaveexpressedthedesire/needtoupdatefacilitiestomeetchangesinprogrammaticandcommunityrequirements.

PrioritizedSystemicChallenges

SystemicChallenge#1(GuidingQuestion#9)Establishadistrictsystemthatfullyensureseachmemberofthedistrictcommunitypromotes,enhancesandsustainsasharedvisionofpositiveschoolclimateandensuresfamilyandcommunitysupportofstudentparticipationinthelearningprocess.

AlignedConcerns:

StakeholdersintheSouthernLehighSchoolDistrictindicateadesire/needforadditionalfocuson/resourcesforsocialandemotionallearningopportunitiesforstudents.

Schoolanddistrict-leveldata,alongwithstakeholderfeedback,indicatestheneedtoimplementstrategiestoensuretheengagementandsuccessofallstudentsinschoolprogramsanddistrictcurriculum.

StakeholdersintheSouthernLehighSchoolDistricthaveexpressedthedesire/needtoengageallstaffmembersinthemissionandvisionofthedistrict.

StakeholdersintheSouthernLehighSchoolDistricthaveexpressedthedesire/needtoupdatefacilitiestomeetchangesinprogrammaticandcommunityrequirements.

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SystemicChallenge#2(GuidingQuestion#2)Establishadistrictsystemthatfullyensurestheconsistentimplementationofeffectiveinstructionalpracticesacrossallclassroomsineachschool.

AlignedConcerns:

StakeholdersintheSouthernLehighSchoolDistrictindicateadesire/needformoreeffectiveuseoftechnologyresourcesasateachingandlearningtool.



SystemicChallenge#3(GuidingQuestion#10)Establishadistrictsystemthatfullyensuresprofessionaldevelopmentisfocused,comprehensiveandimplementedwithfidelity.

AlignedConcerns:




StakeholdersintheSouthernLehighSchoolDistricthaveexpressedthedesire/needtoengageallstaffmembersinthemissionandvisionofthedistrict.

SystemicChallenge#4(GuidingQuestion#4)Establishadistrictsystemthatfullyensureshighqualitycurricularassets(e.g.modelcurricula,learningprogressions,units,lessonplans,

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andcontentresources)alignedwithstatestandardsandfullyaccessibletoteachersandstudents.

AlignedConcerns:




SystemicChallenge#5(GuidingQuestion#1)Establishadistrictsystemthatfullyensuresconsistentimplementationofstandardsalignedcurriculaacrossallschoolsforallstudents.

AlignedConcerns:




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DistrictLevelPlan

ActionPlans

Goal#1:Establishadistrictsystemthatfullyensureshighqualitycurricularassets(e.g.modelcurricula,learningprogressions,units,lessonplans,andcontentresources)alignedwithstatestandardsandfullyaccessibletoteachersandstudents.

RelatedChallenges:• Establishadistrictsystemthatfullyensurestheconsistentimplementationofeffectiveinstructionalpracticesacrossallclassroomsineachschool.

• Establishadistrictsystemthatfullyensuresprofessionaldevelopmentisfocused,comprehensiveandimplementedwithfidelity.

IndicatorsofEffectiveness:Type:AnnualDataSource:Publishedcurriculum,syllabi,pacingguides,andcurriculummaps.Teacherlessonplans.SpecificTargets:Completionofcurriculumwritingprocessthatalignscurricularmaterialsandresourcestostatestandardsinallcontentareasandatalllevels.Completeddocumentsareavailableforstakeholderaccessviathedistrictwebsite.

Strategies:

CurricularCycleforExcellenceDescription:TheSouthernLehighSchoolDistrictwillfullyimplementaCycleforCurricularExcellence(CCE)toensurecontinuousreviewandadvancementofstandards-basedcurriculumthroughasystematicprocess.Itisdefinedbyfourphases:(1)NeedsAssessment,(2)DevelopmentandPlanning,(3)Implementation,and(4)Monitoring.AcademiccontentareasprogressthroughtheCCEbycompletingworkoutlinedbyeachphase.SASAlignment:Standards,Assessment,CurriculumFramework,Instruction,Materials&Resources

ImplementationSteps:

EffectiveInstructionalPracticesacrossAllClassroomsDescription:AspartoftheCurricularCycleofExcellence,instructionalstrategiespertinenttothecurricularareaindevelopmentwillbeevaluated.Instructionalstrategiesthatensurestudentlearninganddemonstrationofsuccesswillbeidentifiedandincorporatedintoclassroompractices.Inaddition,thedistrictwillengageinsystematicevaluationofprograms(i.e.,SpanishImmersion,Technology1:1)toreinforceexcellenceandrecommendimprovement.

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StartDate:7/1/2019EndDate:6/30/2021ProgramArea(s):ProfessionalEducation,EducationalTechnologySupportedStrategies:

• CurricularCycleforExcellence

Goal#2:Establishadistrictsystemthatfullyensuresconsistentimplementationofstandardsalignedcurriculaacrossallschoolsforallstudents.

IndicatorsofEffectiveness:Type:AnnualDataSource:CurriculumdocumentsSpecificTargets:CompletecurriculumrevisionstofullyensureconsistentimplementationofPAcorestandardsalignedcurriculaacrossallschoolsforallstudents.Createcurriculumthatisdifferentiatedtomeetindividualstudentneedsinordertoincreasestudentachievementandgraduationratesandthatisalignedacrossgradelevelstoensurecontinuallearning.Ensurethatcurriculumdocumentsareaccessibletostakeholdersfromthedistrictwebsite.

Strategies:

CurricularCycleforExcellenceDescription:TheSouthernLehighSchoolDistrictwillfullyimplementaCycleforCurricularExcellence(CCE)toensurecontinuousreviewandadvancementofstandards-basedcurriculumthroughasystematicprocess.Itisdefinedbyfourphases:(1)NeedsAssessment,(2)DevelopmentandPlanning,(3)Implementation,and(4)Monitoring.AcademiccontentareasprogressthroughtheCCEbycompletingworkoutlinedbyeachphase.SASAlignment:Standards,Assessment,CurriculumFramework,Instruction,Materials&ResourcesImplementationSteps:EffectiveInstructionalPracticesacrossAllClassroomsDescription:AspartoftheCurricularCycleofExcellence,instructionalstrategiespertinenttothecurricularareaindevelopmentwillbeevaluated.Instructionalstrategiesthatensurestudentlearninganddemonstrationofsuccesswillbeidentifiedandincorporatedintoclassroompractices.Inaddition,thedistrictwillengageinsystematicevaluationofprograms(i.e.,SpanishImmersion,Technology1:1)toreinforceexcellenceandrecommendimprovement.StartDate:7/1/2019EndDate:6/30/2021ProgramArea(s):ProfessionalEducation,EducationalTechnologySupportedStrategies:

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• CurricularCycleforExcellence

Goal#3:Establishadistrictsystemthatfullyensurestheconsistentimplementationofeffectiveinstructionalpracticesacrossallclassroomsineachschool.

RelatedChallenges:

• Establishadistrictsystemthatfullyensuresprofessionaldevelopmentisfocused,comprehensiveandimplementedwithfidelity.

• Establishadistrictsystemthatfullyensureseachmemberofthedistrictcommunitypromotes,enhancesandsustainsasharedvisionofpositiveschoolclimateandensuresfamilyandcommunitysupportofstudentparticipationinthelearningprocess.

IndicatorsofEffectiveness:Type:AnnualDataSource:EducatorEffectivenessProgram,PSSA,andKeystoneSpecificTargets:ProficientandDistinguishedEducatorRatings,SPPscoresof90orabove,increasedpercentagesofstudentsscoringproficientoradvancedonPSSAandKeystone.Strategies:CurricularCycleforExcellenceDescription:TheSouthernLehighSchoolDistrictwillfullyimplementaCycleforCurricularExcellence(CCE)toensurecontinuousreviewandadvancementofstandards-basedcurriculumthroughasystematicprocess.Itisdefinedbyfourphases:(1)NeedsAssessment,(2)DevelopmentandPlanning,(3)Implementation,and(4)Monitoring.AcademiccontentareasprogressthroughtheCCEbycompletingworkoutlinedbyeachphase.SASAlignment:Standards,Assessment,CurriculumFramework,Instruction,Materials&ResourcesProfessionalDevelopmentDescription:TheSouthernLehighSchooldistrictwillre-envsionaprofessionaldevelopmentsystemthatensuresalldistrictemployeeshaveaccesstohighqualityprofessionallearningopportunitiesthataredifferentiated,promoteresearch-basedstrategies,encouragecollaboration,andprovideopportunitiesforjobembeddedskillenhancement.Professionaldevelopmentplanningwillfocusonthefourareasoflearner-centeredprogramming;safe,secureandsupportiveschools;social/emotionaldevelopment;anddiversity/equity/inclusion.

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SASAlignment:Standards,Assessment,CurriculumFramework,Instruction,Materials&Resources,SafeandSupportiveSchoolsPathwaysofSupportforStudentsDescription:TheSouthernLehighSchoolDistrictwilldevelopaK-12continuumofsocialandemotionallearningbaseduponarticulatedandcoordinatedprograms,supports,andservices.SASAlignment:Materials&Resources,SafeandSupportiveSchoolsImplementationSteps:EffectiveInstructionalPracticesacrossAllClassroomsDescription:AspartoftheCurricularCycleofExcellence,instructionalstrategiespertinenttothecurricularareaindevelopmentwillbeevaluated.Instructionalstrategiesthatensurestudentlearninganddemonstrationofsuccesswillbeidentifiedandincorporatedintoclassroompractices.Inaddition,thedistrictwillengageinsystematicevaluationofprograms(i.e.,SpanishImmersion,Technology1:1)toreinforceexcellenceandrecommendimprovement.StartDate:7/1/2019EndDate:6/30/2021ProgramArea(s):ProfessionalEducation,EducationalTechnologySupportedStrategies:

• CurricularCycleforExcellence• ProfessionalDevelopment

SocialEmotionalLearningPrograms,Supports,andServicesDescription:DevelopanarticulatedK-12systemofsocialemotionallearningprograms,supportsandservicesthatdevelopmentallymeettheneedsofstudentsfromatieredperspective.StartDate:7/1/2019EndDate:6/30/2021ProgramArea(s):StudentServicesSupportedStrategies:

• ProfessionalDevelopment• PathwaysofSupportforStudents

Goal#4:Establishadistrictsystemthatfullyensuresprofessionaldevelopmentisfocused,comprehensiveandimplementedwithfidelity.

RelatedChallenges:

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• Establishadistrictsystemthatfullyensureseachmemberofthedistrictcommunitypromotes,enhancesandsustainsasharedvisionofpositiveschoolclimateandensuresfamilyandcommunitysupportofstudentparticipationinthelearningprocess.

IndicatorsofEffectiveness:Type:AnnualDataSource:CPETrackerrecords,HighlyQualifiedStaff,PerceptiondataandteacherfeedbackSpecificTargets:AlleducatorsratedhighlyqualifiedandwhoachieverequiredAct48hours,Improvedperceptiondataandfeedbackfromteachersurveysonqualityofprofessionaldevelopmentactivities.

Strategies:ProfessionalDevelopmentDescription:TheSouthernLehighSchooldistrictwillre-envsionaprofessionaldevelopmentsystemthatensuresalldistrictemployeeshaveaccesstohighqualityprofessionallearningopportunitiesthataredifferentiated,promoteresearch-basedstrategies,encouragecollaboration,andprovideopportunitiesforjobembeddedskillenhancement.Professionaldevelopmentplanningwillfocusonthefourareasoflearner-centeredprogramming;safe,secureandsupportiveschools;social/emotionaldevelopment;anddiversity/equity/inclusion.SASAlignment:Standards,Assessment,CurriculumFramework,Instruction,Materials&Resources,SafeandSupportiveSchoolsPathwaysofSupportforStudentsDescription:TheSouthernLehighSchoolDistrictwilldevelopaK-12continuumofsocialandemotionallearningbaseduponarticulatedandcoordinatedprograms,supports,andservices.SASAlignment:Materials&Resources,SafeandSupportiveSchoolsImplementationSteps:ProfessionalDevelopmentOfferingsDescription:Thedistrictwillre-designprofessionaldevelopmentofferingsandstructurestoensurethatallstaffareengagedinlearningopportunitiesthatalignwithinthefocusareasoflearner-centeredprogramming;safe,secureandsupportiveschools;social/emotionaldevelopment;diversity/equity/inclusion.StartDate:7/1/2019EndDate:6/30/2021ProgramArea(s):ProfessionalEducation,TeacherInduction

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SupportedStrategies:• ProfessionalDevelopment

SocialEmotionalLearningPrograms,Supports,andServicesDescription:DevelopanarticulatedK-12systemofsocialemotionallearningprograms,supportsandservicesthatdevelopmentallymeettheneedsofstudentsfromatieredperspective.StartDate:7/1/2019EndDate:6/30/2021ProgramArea(s):StudentServicesSupportedStrategies:

• PathwaysofSupportforStudents

Goal#5:Establishadistrictsystemthatfullyensureseachmemberofthedistrictcommunitypromotes,enhancesandsustainsasharedvisionofpositiveschoolclimateandensuresfamilyandcommunitysupportofstudentparticipationinthelearningprocess.

IndicatorsofEffectiveness:Type:AnnualDataSource:Perceptiondata,districtnewsletter,andwebsitedataSpecificTargets:Increasenumberofrecognition,improvedperceptiondataandfeedbackStrategies:PathwaysofSupportforStudentsDescription:TheSouthernLehighSchoolDistrictwilldevelopaK-12continuumofsocialandemotionallearningbaseduponarticulatedandcoordinatedprograms,supports,andservices.SASAlignment:Materials&Resources,SafeandSupportiveSchoolsCommunicationandCommunityEngagementDescription:TheSouthernLehighSchoolDistrictwillestablishacommunicationandcommunityengagementsystemthatensuresconsistent,accurate,andrelevantinformationflowsbetweeninternalandexternaldistrictstakeholders.SASAlignment:SafeandSupportiveSchools

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ImplementationSteps:SocialEmotionalLearningPrograms,Supports,andServicesDescription:DevelopanarticulatedK-12systemofsocialemotionallearningprograms,supportsandservicesthatdevelopmentallymeettheneedsofstudentsfromatieredperspective.StartDate:7/1/2019EndDate:6/30/2021ProgramArea(s):StudentServicesSupportedStrategies:


ProfessionalDevelopmentOfferingsDescription:Thedistrictwillre-designprofessionaldevelopmentofferingsandstructurestoensurethatallstaffareengagedinlearningopportunitiesthatalignwithinthefocusareasoflearner-centeredprogramming;safe,secureandsupportiveschools;social/emotionaldevelopment;diversity/equity/inclusion.StartDate:7/1/2019EndDate:6/30/2021ProgramArea(s):ProfessionalEducation,TeacherInductionSupportedStrategies:


EngagingtheSouthernLehighCommunityDescription:TheSouthernLehighSchoolDistrictwillengagestudents,staff,families,communityorganizations,businesses,andserviceprovidersindistrictactivitiesandcommunicationstofacilitatetheirparticipationinourmissionandvision.StartDate:7/1/2019EndDate:6/30/2021ProgramArea(s):SupportedStrategies:

• CommunicationandCommunityEngagement

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Appendix:ProfessionalDevelopmentImplementationStepDetailsNoProfessionalDevelopmentImplementationStepshavebeenidentifiedforSouthernLehighSD.

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DistrictLevelAffirmations

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

WeaffirmthattheresponsesintheProfessionalEducationCoreFoundationsandtheProfessionalDevelopmentImplementationStepsfocusonthelearningneedsofeachstaffmembertoenableallstaffmembersmeetorexceedthePennsylvaniaacademicstandardsineachofthecoresubjectareas.

Nosignaturehasbeenprovided

BoardPresident

Nosignaturehasbeenprovided

Superintendent/ChiefExecutiveOfficer

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SpecialEducationAffirmations

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

1. Thereareafullrangeofservices,programsandalternativeplacementsavailabletotheschooldistrictforplacementandimplementationofthespecialeducationprogramsintheschooldistrict.

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

3. Theschooldistricthasadoptedpoliciesandproceduresthatassurethatstudentswithdisabilitiesareincludedingeneraleducationprogramsandextracurricularandnon-academicprogramsandactivitiestothemaximumextentappropriateinaccordancewithanIndividualizedEducationProgram.

4. TheschooldistrictwillcomplywiththePADepartmentofEducation,BureauofSpecialEducation'srevisionnoticeprocess.

5. Theschooldistrictfollowsthestateandfederalguidelinesforparticipationofstudentswithdisabilitiesinstateanddistrict-wideassessmentsincludingthedeterminationofparticipation,theneedforaccommodations,andthemethodsofassessingstudentsforwhomregularassessmentisnotappropriate.

6. TheschooldistrictaffirmsthePennsylvaniaDepartmentofEducationthatfundsreceivedthroughparticipationinthemedicalassistancereimbursementprogram,ACCESS,willbeusedtoenhanceorexpandthecurrentlevelofservicesandprogramsprovidedtostudentswithdisabilitiesinthislocaleducationagency.

Weaffirmthattheschooldistricthascompleteda28-daypublicinspectionandcommentperiodasrequiredunder22PACode§4.13(d)priortotheschoolentity'sgoverningboardapprovalandsubmissiontotheDepartmentofEducation(BureauofSpecialEducation).

AffirmedbyEmilyGehmanon4/26/2018

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BoardPresident

AffirmedbyKathleenEvisonon4/25/2018

Superintendent/ChiefExecutiveOfficer

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