William Penn SD · 2016-12-02 · From March through October, 2016, the principals, instructional...

William Penn SD

District Level Plan

07/01/2017 - 06/30/2020

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District Profile

Demographics 100 Green Avenue Annex Lansdowne, PA 19050 (610)284-8000 Superintendent: Jane Harbert Director of Special Education: Catherine Greenstein

Planning Process During the 2015-16 school year curriculum teams were organized at the elementary levels to align the standards with our materials and resources. With the new testing format, the district implemented a new writing program to teach mechanics, e-Writes. Pacing calendars for all subjects were developed, grades K-6. The middle school, grades 7-8, have adopted a new reading, science, and writing curriculum. The middle school day was extended in order to give each content and/or special areas sixty (60) minutes of instructional time. This school year the district has instituted a 9th grade campus with a one-to-one initiative. Chromebooks were purchased for each 9th grade student. Teachers worked over the summer to plan how to incorporate technology into their content areas. At the high school level each department has aligned their curriculum, mapped out their lessons, and created quarterly assessments. Each high school teacher has a notebook with their corresponding frameworks and the administrators’ expectations are that they are being utilized by all teachers. District wide the CDTs will be administered in Reading for grades (9-11) and math (3-11).

In the Spring of 2016, the mission, vision, and belief statements were rewritten to be inclusive all levels of the educational process (K-12). Community members, board members, building and central office administrators met monthly to bring the statements to a polished resolution. The statements were distributed to all buildings and posted.

From March through October, 2016, the principals, instructional coaches, central office staff, and community members met to work on the following components of the Comprehensive Plan.

1. March 1—Participants were divided into teams and assigned Guiding Questions

2. March 9—Met with secretarial staff to explain process of Comprehensive Planning and purpose of the plan

3. March 17—Education Committee Meeting—First meeting with community to explain process of Comprehensive Planning and purpose of the plan.

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4. March 31—Community Relations Meeting-- Second meeting with community to explain process of Comprehensive Planning and purpose of the plan

5. April 4-- Meeting with Building and Central Office Administrators to prioritize Systematic Challenges and selecting three concerns for goal setting and action planning

6. May 12—District wide meeting with Home and School Leadership from each building to provide opportunity on Systematic Challenges/District Concerns/Goal Setting

7. May 13—Meeting with principals required to submit School Improvement Plans (Priority/Focus Schools)

8. May 25—Education Committee Meeting to review Systematic Challenges/District Concerns/Goal Setting with School Board Directors and Community Members

9. June 22 —Building Leadership regarding Instructional Practices

10. August 22-24—Review of Core Foundations and Needs Assessment Sections

11. August 29-31—Review with all staff of Systematic Challenges/District Concerns/Goal Setting/Action Plan

12. September 29—Education Committee Meeting

13. October 12—Review of Spring 2016 PSSA, Keystones, School Performance Data, and PVAAS with administrators Discussing Common Strengths and Concerns among the Buildings

Parents and community members were invited to four community meetings to assist in the planning process (Dates listed above). On September 29th, the process was explained to the community with input. The final draft was reviewed by administration, parents, and community members on October 26, 2016.

Mission Statement William Penn School District

Six Boroughs/Ten Schools/One District Working Together

Our Vision

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The William Penn School District will nurture and empower all students to become career and/or college ready.

Our Mission

The William Penn School District will:

• Support all staff in providing rigorous, data-driven, student centered, differentiated instruction aligned with the academic standards of the Commonwealth of Pennsylvania.

• Ensure all staff, in partnership with their communities, will create a positive, nurturing, and supportive school climate that encourages all students to discover and pursue their passion for learning.

• Secure and retain dedicated professionals committed to academic success of all students.

Our Goals

• The William Penn School District will ensure the consistent implementation of effective instructional practices across all classrooms in each school.

• The William Penn School District will ensure barriers to student learning are addressed in order to increase student achievement and graduation rates.

• The William Penn School District will ensure that each member of the district community promotes, enhances, and sustains a shared vision of positive school climate and ensures family and community support of student participation in the learning process.

Vision Statement

The William Penn School District will nurture and empower all students to become career and/or college ready.

Shared Values

We believe:

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• That every individual has worth

• That every individual can learn

• That education is a right as well as a privilege

• That students, parents, and community, working in partnership promote lifelong learning

• That every individual in the learning community is entitled to a safe and healthy environment

• That every individual is entitled access to opportunities that develop one’s potential

• That our community’s diversity is a strength

• That knowledge is the result of active and purposeful learning

• That students have a responsibility for their own learning

• That teachers have a responsibility for their students’ learning

• That the community has a responsibility for educating its youth

Educational Community The William Penn School District is a large suburban, public school district located in Delaware County, Pennsylvania. It comprises eight elementary schools, one middle school, one alternative school, and one high school, based on two campuses. The district serves the boroughs of Aldan, Colwyn, Darby, East Lansdowne, Lansdowne, and Yeadon. The district is adjacent to the City of Philadelphia. The total enrollment is about 5217. The district encompasses approximately 5 square miles. According to 2010 local census data, it serves a resident population of 42,457. According to District officials, in school year 2012-13 the WPSD provided basic educational services to 5,217 pupils through the employment of 350 teachers, 150 full-time and part-time support personnel, and 21 administrators. The district administration offices are located at 100 Green Avenue – Annex Lansdowne, PA 19050.

The district was created in 1972 from the consolidation of smaller, local districts by state mandate that they merge their schools. The makeup of our six boroughs represent the community of students we service. The William Penn School District student population is represented by 92.5% African American, 4.2% White, 1.5% Hispanic, 1.5% Multi-Racial, and .3% other. Other student groups recognized in the district are Economically Disadvantage (81.8%), Second Language (5%), and Special Education (22-25%). The District Administration reported that the number and percentage of identified gifted students has declined form 2012 when 159 or 3% of its students were gifted but in 2016 we are down to 135 students (2%).

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Academic achievement

The William Penn School District has been identified by the Pennsylvania Department of Education as one of the lowest-performing school districts in the state. The student achievement has remained in the bottom 5% in the commonwealth for many years.

In 2013, a new way of rating schools was released--the School Performance Profile. The SPP will be used for federal accountability for Title I schools under the state's approved federal No Child Left Behind waiver, the new teacher and principal evaluation system that was signed into law in 2012 and to provide the public with information on how public schools across Pennsylvania are academically performing. Scores are based on a 100-point value.

Academic Performance Scores by School:

School 2013-14 SPP Scores for 2015-16 Designation Aldan 66.3 50.4 Priority Ardmore 53.2 54.8 Bell 59.2 47.1 Focus Colwyn 71 61.5 Focus East Lansdowne 66.3 59.4 Focus Evans 73 64.4 Park Lane 72 54.0 Focus Walnut 63.6 41.8 Focus PWMS 58.1 41.0 PWHS 67.3 65.6 Scores for our elementary and middle schools were lower than the ones in 2014 as noted in the included chart. The William Penn School District is informing our communities, parents, and staff to not look at the scores as “we have dropped”. We are asking stakeholders not to compare the K-8 scores with the scores that they received in 2014 because they are based on two different tests. Looking back to School Performance Profiles scores two years ago is irrelevant because we are looking at something new this year. In the third column you will find the designation for identified schools. These designations were assigned over 5 years ago with no change from the state.

The William Penn School Board has determined that students must earn 22 credits to graduate, including: 4 credits of English, 3 credits of Social Studies, 3 credits of Mathematics, 3 credits of Science, 0.5 credits of Physical Education, 0.5 credit Health, and 7 credits in electives. The district offers Advanced Placement courses and dual enrollment for our high school students.

The School Board Directors and the Central Office administration are working to have the community and school district working together to create a positive educational environment for our students. The increase in parental involvement, community involvement, and business involvement is demonstrated through the participation in booster’s clubs, school and/or district based meetings, and home and school meetings.

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Planning Committee Name Role

Dujuana Ambrose Administrator : Professional Education Penny Blaine Administrator Patrica Blanding-Stewart Administrator : Professional Education Janet Braker Administrator : Professional Education Amy Brown Administrator : Special Education Joseph Conley Administrator : Special Education Phyllis Cubit Administrator : Professional Education Jeff Cuff Administrator : Professional Education Jane Harbert Administrator : Professional Education Special

Education Brian Keiser Administrator : Professional Education Katherine Lawson Administrator Judy Lee Administrator Tim McKay Administrator : Professional Education Tamara Nash Administrator : Professional Education Dawnee Watson-Bouie Administrator : Professional Education Special

Education Joseph Williams Administrator Ursula Willis Administrator Robert Wright Board Member : Special Education Danielle Blanco Business Representative : Professional Education Rafi Cave Business Representative : Professional Education Jennifer Hoff Business Representative : Professional Education

Special Education Frank Rich Business Representative : Professional Education Doris Rajagopal Community Representative : Professional

Education Sandra Wright Community Representative : Professional

Education Lindsey Tift Ed Specialist - Instructional Technology :

Professional Education Tamika Hill Ed Specialist - School Counselor : Professional

Education Special Education Marnie Miles-Jackson Ed Specialist - School Counselor : Professional

Education Special Education Gwen Hayes Elementary School Teacher - Regular Education :

Professional Education

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Kathleen Agren Elementary School Teacher - Special Education : Professional Education Special Education

Geana Morris Elementary School Teacher - Special Education : Professional Education Special Education

Bonnie Gallagher High School Teacher - Regular Education : Professional Education

Becky Vandenberg High School Teacher - Special Education : Professional Education Special Education

Sunni Jennings Instructional Technology Director/Specialist Gilda Peretti Middle School Teacher - Regular Education :

Professional Education Heidi Quarracino Middle School Teacher - Regular Education :

Professional Education Clair Davis Parent : Professional Education Jamella Miller Parent : Professional Education Bryant Miller Parent Theresa Overton Parent : Special Education Mary Washington Parent : Professional Education Catherine Greenstein Special Education Director/Specialist : Special

Education Frank Bruno Student Services Director/Specialist : Professional

Education Special Education

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Core Foundations

Standards

Mapping and Alignment

Elementary Education-Primary Level

Standards Mapping Alignment Arts and Humanities Accomplished Accomplished Career Education and Work Developing Developing Civics and Government Developing Developing PA Core Standards: English Language Arts Developing Developing PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects Developing Developing

PA Core Standards: Mathematics Accomplished Accomplished Economics Developing Developing Environment and Ecology Developing Developing Family and Consumer Sciences Developing Developing Geography Developing Developing Health, Safety and Physical Education Accomplished Accomplished History Developing Developing Science and Technology and Engineering Education Developing Developing Alternate Academic Content Standards for Math Developing Developing Alternate Academic Content Standards for Reading Developing Developing American School Counselor Association for Students Developing Developing Early Childhood Education: Infant-Toddler⟶Second Grade Developing Developing

English Language Proficiency Developing Developing Interpersonal Skills Developing Developing School Climate Developing Developing Explanation for standard areas checked "Needs Improvement" or "Non Existent":

This narrative is empty.

Elementary Education-Intermediate Level

Standards Mapping Alignment Arts and Humanities Accomplished Accomplished Career Education and Work Developing Developing Civics and Government Developing Developing PA Core Standards: English Language Arts Developing Developing PA Core Standards: Literacy in History/Social Studies, Developing Developing

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Science and Technical Subjects PA Core Standards: Mathematics Accomplished Accomplished Economics Developing Developing Environment and Ecology Developing Developing Family and Consumer Sciences Developing Developing Geography Developing Developing Health, Safety and Physical Education Accomplished Accomplished History Developing Developing Science and Technology and Engineering Education Developing Developing Alternate Academic Content Standards for Math Developing Developing Alternate Academic Content Standards for Reading Developing Developing American School Counselor Association for Students Developing Developing English Language Proficiency Developing Developing Interpersonal Skills Developing Developing School Climate Developing Developing Explanation for standard areas checked "Needs Improvement" or "Non Existent":


Middle Level

Standards Mapping Alignment Arts and Humanities Developing Developing Career Education and Work Developing Developing Civics and Government Developing Developing PA Core Standards: English Language Arts Developing Developing PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects Developing Developing

PA Core Standards: Mathematics Developing Developing Economics Developing Developing Environment and Ecology Developing Developing Family and Consumer Sciences Developing Developing Geography Developing Developing Health, Safety and Physical Education Developing Developing History Developing Developing Science and Technology and Engineering Education Developing Developing Alternate Academic Content Standards for Math Developing Developing Alternate Academic Content Standards for Reading Developing Developing American School Counselor Association for Students Developing Developing English Language Proficiency Developing Developing Interpersonal Skills Developing Developing School Climate Developing Developing World Language Developing Developing

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


High School Level

Standards Mapping Alignment Arts and Humanities Accomplished Accomplished Career Education and Work Accomplished Accomplished Civics and Government Accomplished Accomplished PA Core Standards: English Language Arts Accomplished Accomplished PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects Accomplished Accomplished

PA Core Standards: Mathematics Accomplished Accomplished Economics Accomplished Accomplished Environment and Ecology Accomplished Accomplished Family and Consumer Sciences Accomplished Accomplished Geography Accomplished Accomplished Health, Safety and Physical Education Accomplished Accomplished History Accomplished Accomplished Science and Technology and Engineering Education Accomplished Accomplished Alternate Academic Content Standards for Math Accomplished Accomplished Alternate Academic Content Standards for Reading Accomplished Accomplished American School Counselor Association for Students Accomplished Accomplished English Language Proficiency Accomplished Accomplished Interpersonal Skills Developing Developing School Climate Developing Developing World Language Accomplished Accomplished Explanation for standard areas checked "Needs Improvement" or "Non Existent":


Adaptations


Checked answers None.

Unchecked answers None.



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Middle Level



High School Level



Explanation for any standards checked:


Curriculum

Planned Instruction


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

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

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

Developing

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

Processes used to ensure Accomplishment:

Curriculum teams are working on making sure the standards are aligned to the resources utilized in all content areas. Upon completion, each teacher will have a framework that will have objectives identified for each lesson in each subject area. All resources and activities will be identified, teachers will understand the relationship between the objectives and the standards, and procedures for determining mastery will be outlined and utilized by all teachers in all elementary schools. This process should be completed by August 2017. Professional Development will focus on bringing all teachers to understanding of planned

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instructional processes. Administrators will be trained and expectations for implementing will be monitored.

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






Developing

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


Curriculum teams are working on making sure the standards are aligned to the resources utilized in all content areas. Upon completion, each teacher will have a framework that will have objectives identified for each lesson in each subject area. All resources and activities will be identified, teachers will understand the relationship between the objectives and the standards, and procedures for determining mastery will be outlined and utilized by all teachers in all elementary schools. This process should be completed by August 2017. Professional Development will focus on bringing all teachers to understanding of planned instructional processes. Administrators will be trained and expectations for implementing will be monitored.



Middle Level

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

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


Developing

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

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course, instructional unit or interdisciplinary studies are identified. Processes used to ensure Accomplishment:

Curriculum work has been ongoing at the middle level for the past several years. Teacher teamshave are working to create curriculum frameworks aligned to the Standards Algned System starting with ELA.



High School Level




Accomplished

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


Curriculum work has been ongoing at the high school level for the past several years. Teacher teams have worked over the summers to create curriculum frameworks aligned to the Standards Algned System. Curriculum frameworks are available for all disciplines.



Modification and Accommodations

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

Least Restrictive Environment begins when a child is still in regular education. The District uses a 3-tiered model of support similar to RTII and frequently identifies at-risk students to enroll them in the Comprehensive Support Process. Interventions are implemented within the regular education classroom and data is collected before a child is referred for special

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education services. The District regularly trains teachers and parents on Least Restrictive Environment and considers supplementary aids and services at each IEP team meeting to allow a student to remain in regular education. Data-based decisions are made about placement, with "pull-out" instruction and/or out-of-district placement being recommended only when the team agrees that a more restrictive placement has clear benefits for the child and that supplementary aids and services will not adequately support the child in regular education. Efforts are made to move children to less restrictive placements through on-going data collection and IEP team meetings where supplementary aids and services are considered to support students in less restrictive environments. In addition, the District has worked with "Include Me From the Start", an initiative to place and support students with significant disabilities in the Least Restrictive Environment. The District has implemented Success For All, an evidence-based, research -proven school reform model and reading program that supports students at their instructional level within the regular education setting for reading. This has resulted in improved LRE and improved results in reading for students with IEPs. For those students who do not make progress in the general education reading program, the District is using Corrective Reading and has purchasing, at the suggestion of PaTTAN, Language for Learning for students with Autism and ID. During the 2016-17 school year, the District has purchased Read 180 as an intervention for our learning support, second language, and struglling 4-9 grade students reading below grade level. Students who need social skills instruction in order to participate meaningfully with their peers are provided with it, and social skills are incorporated into the Success For All curriculum, as well. Curriculum Frameworks for each subject/course will include a list of suggested accommodations and/or modifications in support of students' needs. Additionally, all teachers participate in ongoing professional development that includes strategies/activities/etc.to assist teachers in differentiating their instruction.

Instruction

Instructional Strategies

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

Regular Lesson Plan Review

Checked Answers • Administrators • Building Supervisors • Department Supervisors

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Unchecked Answers • Instructional Coaches • Not Reviewed

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

The William Penn School District has fully implement the PDE Teacher Effectiveness Project.. All teachers have a formal observation as a part of their evaluation. Tenured teachers have one formal observation a year with the exception of identified struggling teachers--they must receive two or more depending on their progress/improvement. New teachers have two formal observations per year and several walkthroughs. Domains 2 and 3 remain priorities for all teachers suring the evaluation process. Principals, in both their formal observations and walkthroughs, will give specific feedback on classroom environment, instructional strategies and student engagement. The rating tool from PDE is utilized for all teachers at all levels. This year the final rating form will include a rating of 0-3 in observation, teacher specific and elective data. At the elementary and middle school instructional coaches are provided and trained with various coaching techniques such as GREATER Coaching.

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

Building level administrators are responsible for collecting and reviewing lesson plans. Due to the current contractual agreement only supervisors can review lesson plans eliminating coaches from the ability and/or responsibility of reviewing plans as they are part of the bargaining unit. A teacher may agree to allow the coach to review his/her lesson plans for feedback.

Responsiveness to Student Needs


Instructional Practices Status

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

district classrooms

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

Implemented in 50% or more of

district classrooms

Differentiated instruction is used to meet student needs. Implemented in less than 50% of

district classrooms

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


district classrooms

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

The practice of Differentiated Instruction has not been fully implemented at any level in the William Penn School District. Instruction, in many classrooms and content areas, is still whole group with only one acceptable product and/or assessment and limited variations in the learning environment. In the next two years Professional Development will need to be focused on assisting teachers in understanding what differentiated instruction is and the process of “ensuring that what a student learns, how he or she learns it, and how the student demonstrates what he or she has learned is a match for that student’s readiness level, interests, and preferred mode of learning.”




district classrooms



district classrooms


district classrooms



district classrooms



Middle Level


Structured grouping practices are used to meet student needs. Implemented in less than 50% of

district classrooms


Implemented in less than 50% of

district

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classrooms


district classrooms



district classrooms



High School Level



district classrooms



district classrooms

Differentiated instruction is used to meet student needs. Implemented in 50% or more of

district classrooms


Full Implementation


At the high school level, instructional practices and structures are still traditional. Students are grouped according to their ability and/or post graduate plans. Students are grouped by academic, college prep, and honors classes. Once schedules are set for students they frequently remain the same even when a student is excelling or failing. The culture of how students learn will need to be addressed through professional development and the administration will need to begin to structure the environment to meet the needs of students.

Recruitment

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

At the elementary levels all teachers are highly qualified. Title I requires that the most effective teachers are placed with the most at-risk students. Ineffective teachers are evaluated out of the system. In the past four years, ten teachers have been rated unsatisfactory. All were placed on an improvement plan resulting in the following: two not receiving tenure, two recommended for termination, and six improving their teaching skills. At the middle and high school levels, past hiring practices resulted in selecting teacher candidates which were not highly qualified in Special Education working on Emergency Certification or limited certificates. Currently we are proactive in recruiting potential candidates through an electronic recruiting system "Recruiter". This system offers a wider pool of candidates to select from. The interview process has increased in rigor by including more people on the interview board, more arduous questions, and higher expectations in the quality of characteristics we are looking for in teachers. Due to contractual agreements, the district is not allowed to transfer teachers from one building to another limiting our ability to place the most effective teachers with the learning needs of our most at risk students. However, principals can change teacher assignments within the building. Principals are encouraged to assess the skill sets of their teachers and place them appropriately.

Assessments

Local Graduation Requirements

Course Completion SY 17/18 SY 18/19 SY 19/20 Total Courses 22.00 22.00 22.00 English 4.00 4.00 4.00 Mathematics 3.00 3.00 3.00 Social Studies 3.00 3.00 3.00 Science 3.00 3.00 3.00 Physical Education 0.50 0.50 0.50 Health 0.50 0.50 0.50 Music, Art, Family & Consumer Sciences, Career and Technical Education

2.00 2.00 2.00

Electives 6.00 6.00 6.00 Minimum % Grade Required for Credit (Numerical Answer)

65.00 65.00 60.00

Graduation Requirement Specifics

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We affirm that our entity requires demonstration of proficiency or above in each of the following State academic standards: English Language Arts and Mathematics, Science and Technology and Environment and Ecology, as determined through any one or a combination of the following:Checked answers

• Completion of secondary level coursework in English Language Arts (Literature), Algebra I and Biology in which a student demonstrates proficiency on the associated Keystone Exam or related project-based assessment if § 4.4(d)(4) (relating to general policies) applies.

• Completion of an Advanced Placement exam or International Baccalaureate exam that includes academic content comparable to the appropriate Keystone Exam at a score established by the Secretary to be comparable to the proficient level on the appropriate Keystone Exam.

Unchecked answers • Locally approved and administered assessments, which shall be independently and

objectively validated once every 6 years. Local assessments may be designed to include a variety of assessment strategies listed in ? 4.52(c) and may include the use of one or more Keystone Exams. Except for replacement of individual test items that have a similar level of difficulty, a new validation is required for any material changes to the assessment. Validated local assessments must meet the following standards:

I. Alignment with the following State academic standards: English Language Arts (Literature and Composition); Mathematics (Algebra I) and Environment and Ecology (Biology).

II. Performance level expectations and descriptors that describe the level of performance required to achieve proficiency comparable to that used for the Keystone Exams.

III. Administration of the local assessment to all students, as a requirement for graduation, except for those exempted by their individualized education program under subsection (g), regarding special education students, or gifted individualized education plan as provided in ? 16.32 (relating to GIEP).

IV. Subject to appropriations provided by law, the cost to validate local assessments shall be evenly divided between the school district, AVTS or charter school, including a cyber-charter school, and the Department. If the Department does not provide sufficient funding to meet its share, local assessments submitted for validation shall be deemed valid until a new validation is due to the Department.

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V. The Department will establish a list of entities approved to perform independent validations of local assessments in consultation with the Local Assessment Validation Advisory Committee as provided in ? 4.52(f).

VI. School boards shall only approve assessments that have been determined to meet the requirements of this subsection by an approved entity performing the independent validation. If a school district, AVTS or charter school, including a cyber-charter school, uses a local assessment that has not been independently validated, the Secretary will direct the school entity to discontinue its use until the local assessment is approved through independent validation by an approved entity.

• Not Applicable. Our LEA does not offer High School courses.

Local Assessments

Standards WA TD NAT DA PSW Other Arts and Humanities X X X Career Education and Work X X X Civics and Government X X X PA Core Standards: English Language Arts X X X X X

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

X X X

PA Core Standards: Mathematics X X X X Economics X X Environment and Ecology X X Family and Consumer Sciences X X X Geography X X Health, Safety and Physical Education X X X

History X X Science and Technology and Engineering Education X X X X

World Language X X X X

Methods and Measures

Summative Assessments

Summative Assessments EEP EEI ML HS Scholastic Reading Inventory X X Curriculum Based Measures (SFA, MIF, FOSS, etc.) X X Study Island X

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Curriculum Based Assessments X X PSSA X X Keystones X X AIMsweb X

Benchmark Assessments

Benchmark Assessments EEP EEI ML HS Scholastic Reading Inventory X X AIMsweb X Oscar Quarterlies X X Study Island X CDT X X Roots (First Grade) X

Formative Assessments

Formative Assessments EEP EEI ML HS Scholastic Reading Inventory X X Oscar Quarterlies X X Study Island X CDT X X Roots (First Grade) X Fluency (Word Count Per Minute) X

Diagnostic Assessments

Diagnostic Assessments EEP EEI ML HS AIMsweb Probes X CDT X X

Validation of Implemented Assessments

Validation Methods EEP EEI ML HS External Review X X X X Intermediate Unit Review LEA Administration Review X X X X Building Supervisor Review Department Supervisor Review X X Professional Learning Community Review X X Instructional Coach Review X X X Teacher Peer Review X

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Provide brief explanation of your process for reviewing assessments.

At the elementary level curriculum based assessments from SFA, FOSS, Math in Focus, and Harcourt Social Studies are currently utilized. We rely on the writers of these programs to review the assessments to make sure they are aligned with the curriculum and the state standards. Consultants from each of the above mentioned programs work with the elementary schools on a regular basis to review the data and to make sure we are assessing and scoring with inter-rater reliability. We also look at the results to see if the assessments are giving as reliable information on student achievement and if they are good predictors of success on a standardized assessment. The instructional coaches, from the elementary and middle school, meet with individual teachers, components, grade levels, and departments to review assessment criteria. At the secondary schools (middle and high) assessments are reviewed during inservice days to ensure quality of questions and alignment of assessments to PA Standards.

Development and Validation of Local Assessments

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

No independent validation has been done on the locally generated and administered quarterly assessments.

Collection and Dissemination

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

In all of our elementary schools and the middle school a data management system, Member Center, is utilized. This system gives teachers information on how students are performing weekly and quarterly (grades K-8). The students are regrouped, using multiple data sources, every nine weeks according to the students’ instructional levels, strategy deficiencies, and instructional challenges. At the high school level, department heads meet with their respective departments to review Keystones, PVAAS, OSCAR (quarterly), and Curriculum Based Assessments.

Data Informed Instruction

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

Assessments are utilized in various ways. The information gained from multiple measures are used to place children in interventions such as tutoring, after school programs, and summer programs. Progress monitoring on each child tracks the students’ progress or lack thereof. Benchmarks and classroom assessments inform teachers in their decision making on placing students in the correct instructional groups. At the secondary levels, quarterly assessments and curriculum based assessments are utilized by teachers

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to know what group of students mastered the concepts. Students close to proficiency can receive support from the classroom teacher and those students identified as needing extra support beyond the classroom receive tutoring. The William Penn School District is very data driven in that teachers are required to maintain classroom assessment summary forms at the elementary and middle levels and spreadsheets by period at the high school. Students referred to the Comprehensive Support Process must have data documenting the teacher's concerns.

Assessment Data Uses

Assessment Data Uses EEP EEI ML HS Assessment results are reported out by PA assessment anchor or standards-aligned learning objective.

X X X

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

X X X X

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

X X X

Instructional practices modified or adapted to increase student mastery. X X X X

Provide brief explanation of the process for incorporating selected strategies.

All of the above mentioned strategies are the ritual and routines of data use in all buildings at all levels of instruction. The OSCAR Quarterlies at the high school level are reported out to the anchors and standards with which they are aligned. Teachers receive the information and can see how their students are performing as a class and as individuals. This information then guides the department heads and individual teachers to adjust the instructional format via delivery and/or time to help identified students make progress. Professional development at all levels has been focused on effective instructional practices. Monitoring teacher implementation of identified instructional practices and connecting student achievement has resulted in strengthening the implementation of the practices.

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


Distribution of Summative Assessment Results

Distribution Methods EEP EEI ML HS Course Planning Guides X X Directing Public to the PDE & other Test-related Websites X X X X

Individual Meetings X X X X

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Letters to Parents/Guardians X X X X Local Media Reports X X X X Website X X X X Meetings with Community, Families and School Board X X X X Mass Phone Calls/Emails/Letters X X X X Newsletters X X X X Press Releases X X X X School Calendar X X X X Student Handbook X X X X Provide brief explanation of the process for incorporating selected strategies.

The William Penn School District believes it is very important to communicate results for all assessments to parents, students, business leaders, and our community. The Central Office is responsible for maintaining and/or providing the information on the website, notifying the local media and preparing press releases. Also, from the District Level the information is disseminated through District Title I meetings (quarterly), Education Committee Meetings (quarterly), and Board of Directors' meetings (monthly). At the school level, teachers share assessment information during Parent Teacher Conferences, Back to School Nights, Home and School Meetings and parent letters. The information is communicated at the secondary levels via the Parent Portal on the WPSD website and the school newsletter, The Patriot. Assessment results are not reported through the School Calendar or Student Handbook. Information about the assessments, such as dates, kind of test, purpose of assessment, etc. are placed into these documents.

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


Safe and Supportive Schools

Assisting Struggling Schools

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

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

Schools identified by the state as struggling schools are required to plan, write, disseminate, and implement school improvement plans. The schools are also monitored and visited by the Central Administration. Meetings with the Leadership team are frequent and data is reviewed. The Central Office Administration conducts classroom walkthroughs and reviews

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all teacher evaluations with principal. Professional development is focused on student needs as indicated by test results. Teachers are trained on the implementation of curriculum with fidelity, effective instructional strategies/practices, and the use of data to inform their instructional decisions.

Programs, Strategies and Actions

Programs, Strategies and Actions EEP EEI ML HS Biennially Updated and Executed Memorandum of Understanding with Local Law Enforcement X X X X

School-wide Positive Behavioral Programs X X X X Conflict Resolution or Dispute Management X X X X Peer Helper Programs Safety and Violence Prevention Curricula Student Codes of Conduct X X X X Comprehensive School Safety and Violence Prevention Plans X X X X

Purchase of Security-related Technology X X X X Student, Staff and Visitor Identification Systems X X X X Placement of School Resource Officers X X X X Student Assistance Program Teams and Training X X X X Counseling Services Available for all Students X X X X Internet Web-based System for the Management of Student Discipline X X X X

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

The William Penn School District purchased a Safety and Violence Prevention Curricula about 11 years ago. Implementation was inconsistent and due to budget constraints the time allocated for teaching the program was eliminated. The middle and high school utilize a from of Peer Helpers but there is no formalization of the process.

Screening, Evaluating and Programming for Gifted Students

Describe your entity’s awareness activities conducted annually to inform the public of the gifted education services and programs offered (newspaper, student handbooks, school website, etc.) The District uses school-wide data systems to analyze data and identify students who may be in need of Gifted Support Services, in addition to those who may need special education. After a parent or teacher makes a Gifted referral, a letter is sent to the parents asking for permission to screen their child. With written permission, we administer a brief intelligence test. If the child gets an adequate score suggesting giftedness (120 full scale or 125 on either subtest), and with parental consent, a full evaluation is completed and a Gifted Written Report is generated, followed by a GIEP if the student is eligible. Students who score high, but not as high as the state criteria of 130 are considered for identification as a

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Gifted student on an individual basis using a rubric designed to account for socio-economic and other disadvantages that may have negatively affected their scores.

Describe your entity’s process for locating students who are thought to be gifted and may be in need of specially designed instruction (screening). The District has a gifted evaluation protocol that is shared with all general and special education teachers to help identify students who may be gifted. When a teacher or parent identifies a student thought to be eligible for gifted education a letter offfering to screen the student is sent home to the parent/guardian to obtain permission for the initial screening. The initial screening is a brief intelligence test. If the student passes the screening at or near the gifted level a permission to evaluate for gifted education is issued. The evaluation and Gifted Written Report (GWR) is completed.

Describe your entity’s procedures for determining eligibility (through multiple criteria) and need (based on academic strength) for potentially mentally gifted students (evaluation). The District utilizes multiple criteria including teacher and parent inpu regarding strengths and needst, grades, performance on classroom based assessments, standardized testing, and measures of intellectual and academic achievement. Once testing is completed the district uses a rubric to account for any deficits that may be a result of the student's socie-economic, cultural, language barriers that may negatively impacted evaluation results.

Describe the gifted programs* being offered that provide opportunities for acceleration, enrichment or both. *The word "programs" refers to the continuum of services, not one particular option. Students programming can include pull-out enrichment programming, inclusionary gifted support in general education classrooms, access to acclerated and enrichment courses, Honors and AP courses, extra language courses such as Chinese/Russian/etc., dual enrollment courses at local colleges and universities, and special seminars.

Developmental Services

Developmental Services EEP EEI ML HS Academic Counseling X X Attendance Monitoring X X X X Behavior Management Programs X X X X Bullying Prevention X X X X Career Awareness X X X X Career Development/Planning X X X X Coaching/Mentoring X X X X Compliance with Health Requirements –i.e., Immunization X X X X

Emergency and Disaster Preparedness X X X X Guidance Curriculum X X X X Health and Wellness Curriculum X X X X Health Screenings X X X X Individual Student Planning X X X X

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Nutrition X X X X Orientation/Transition X X X X RTII/MTSS Wellness/Health Appraisal X X X X Explanation of developmental services:


Diagnostic, Intervention and Referral Services

Diagnostic, Intervention and Referral Services EEP EEI ML HS Accommodations and Modifications X X X X Administration of Medication X X X X Assessment of Academic Skills/Aptitude for Learning X X X X Assessment/Progress Monitoring X X X X Casework X X X X Crisis Response/Management/Intervention X X X X Individual Counseling X X X X Intervention for Actual or Potential Health Problems X X X X Placement into Appropriate Programs X X X X Small Group Counseling-Coping with life situations X X X X Small Group Counseling-Educational planning X Small Group Counseling-Personal and Social Development X X X X

Special Education Evaluation X X X X Student Assistance Program X X X X Comprehensive Support Prodess X X X X Explanation of diagnostic, intervention and referral services:


Consultation and Coordination Services

Consultation and Coordination Services EEP EEI ML HS Alternative Education X X X Case and Care Management X X X X Community Liaison Community Services Coordination (Internal or External) X X X X

Coordinate Plans Coordination with Families (Learning or Behavioral) X X X X Home/Family Communication X X X X Managing Chronic Health Problems X X X X

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Managing IEP and 504 Plans X X X X Referral to Community Agencies X X X X Staff Development X X X X Strengthening Relationships Between School Personnel, Parents and Communities X X X X

System Support X X X Truancy Coordination X X X X Explanation of consultation and coordination services:


Communication of Educational Opportunities

Communication of Educational Opportunities EEP EEI ML HS Course Planning Guides X X Directing Public to the PDE & Test-related Websites X X X X Individual Meetings X X X X Letters to Parents/Guardians X X X X Local Media Reports X X X X Website X X X X Meetings with Community, Families and Board of Directors X X X X

Mass Phone Calls/Emails/Letters X X X X Newsletters X Press Releases X X X X School Calendar X X X X Student Handbook X X X X

Communication of Student Health Needs

Communication of Student Health Needs EEP EEI ML HS Individual Meetings X X X X Individual Screening Results X X X X Letters to Parents/Guardians X X X X Website X X X X Meetings with Community, Families and Board of Directors X X X X

Newsletters X School Calendar X X X X Student Handbook X X X X

Frequency of Communication

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Elementary Education - Primary Level

• More than once a month

Elementary Education - Intermediate Level

• More than once a month

Middle Level

• Monthly

High School Level

• Monthly

Collaboration for Interventions

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

Classroom teachers are included in the Comprehensive Support Process and Intervention Team meetings. In the collaborative meetings, whether the school is following CSP or IT, a prescribed process is employed to identify the breadth of the problem (scope) and the place to begin intervention (focus). The scope of a problem could be schoolwide, a particular subgroup, or an individual child. Once the scope of a problem has been determined, interventions that focus at the appropriate level are designed. By assessing the scope of the program and focusing intervention at the right level, tough problems become solvable. Both internal and external interventions are explored. Once an appropriate intervention at the right level is identified, the case manager will determine the responsibilities of all stakeholders, schedule follow ups, and keep everyone informed of the plan’s progress to insure the students' needs and academic progress are moving forward.

Community Coordination

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

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

1. Child Care--The William Penn School District collaborates with several Day Cares which provide before and after care programs for elementary students. Community based care centers work with the district to provide transportation to these centers from the

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elementary schools. In addition, William Penn has a policy to allow for transportation to these centers within identified boundaries. The William Penn School District supports a "pre-school initiative" with our community preschool programs. A plan will be developed to coordinate regular meetings between the kindergarten teachers and the preschool teachers and sharing of curriculum and expectations. The William Penn School District coordinates with the Delaware County Intermediate Unit Headstart program to assist in the transition of students from Early Intervention programs to school based services in the district. 2. After School Programs--The William Penn School District has a strong commitment to the development of our own extra-curricular and co-curricular programs. In addition to these programs, a variety of community organizations use our school facilities to offer programs for students. These include after school care from the YMCA, Knowledge Points Tutoring, Science Explorers, and Youth Basketball. 3. Tutors--WPSD offers afterschool tutoring to many of its students in the district. The tutors are classroom teachers that provide assistance to identified students after the school day is complete. 4. The William Penn School District does not have a pre-kindergarten program. This service is offered through private agencies and many of our children do not have the resources to attend such programs.

Preschool Agency Coordination

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

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

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

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

The Delaware County Intermediate Unit provides preschool intervention services for children with disabilities. Trained specialists assess the student's strengths and needs and when deemed eligible for special education services, they receive an individualized program designed to address the student's unique needs. When the student becomes kindergarten eligible by age, the Intermediate Unit and our district coordinates the transition to school-age program and services. The coordination includes visitation by District personnel to the early intervention site. Parents are an integral part of the process and encouraged to actively participate in the transition planning. The school receiving the student is properly briefed of the incoming student needs, and the student's progress is closely monitored. The IU team meets prior to the beginning of the school based program to revise and update the IEP with parents.

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Materials and Resources

Description of Materials and Resources


Material and Resources Characteristics Status Aligned and supportive of academic standards, progresses level to level and demonstrates relationships among fundamental concepts and skills Developing

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

Accessibility for students and teachers is effective and efficient Developing Differentiated and equitably allocated to accommodate diverse levels of student motivation, performance and educational needs Developing

Provide explanation for processes used to ensure Accomplishment.

At the elementary level the curriculum teams review only materials that are aligned to the PA Common Core Standards. Due to budget constraints we have placed the materials and resources needed on a priority list based on data. Our scores indicate that we need to look at different resources in math, additional resources for science and writing. Of the three content areas aforementioned, the district does not have a robust supply of materials but we have adequate materials for students at each level. A five million dollar grant from the Success For All Foundation has given us the opportunity to provide a robust supply of reading materials at all elementary schools across all grade levels. We have made a concentrated effort to order materials that meet the needs of Special Education and Second Language populations.

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







At the elementary level the curriculum teams review only materials that are aligned to the PA Common Core Standards. Due to budget constraints we have placed the materials and resources needed on a priority list based on data. Our scores indicate that we need to look

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at different resources in math, additional resources for science and writing. Of the three content areas aforementioned, the district does not have a robust supply of materials but we have adequate materials for students at each level. A five million dollar grant from the Success For All Foundation has given us the opportunity to provide a robust supply of reading materials at all elementary schools across all grade levels. We have made a concentrated effort to order materials that meet the needs of Special Education and Second Language populations.



Middle Level





Curriculum teams at both the middle and high school have reviewed current materials to align them with the PA Common Core. There is no rotating schedule for material updates or replacements at this time due to budget constraints. At the middle school it was determined the old math curriculum "Mathematics" was not aligned to the Common Core and was not preparing our students for academic success. The district placed the replacement of this curriculum as a high priority. The next content area needing to be reviewed for update is Science as our scores were low.



High School Level



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Curriculum teams at both the middle and high school have reviewed current materials to align them with the PA Common Core. There is no rotating schedule for material updates or replacements at this time due to budget constraints. A review of the Algebra I curriculum materials may be indicated, as scores for the high school in Algebra I were low. Algebra I may the next area for purchasing and providing professional development for teachers.



SAS Incorporation


Standards Status

Arts and Humanities Implemented in less than 50% of

district classrooms

Career Education and Work Implemented in less than 50% of

district classrooms

Civics and Government Implemented in less than 50% of

district classrooms

PA Core Standards: English Language Arts Implemented in 50% or more of

district classrooms



district classrooms

PA Core Standards: Mathematics Implemented in 50% or more of

district classrooms

Economics Implemented in less than 50% of

district

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classrooms

Environment and Ecology Implemented in less than 50% of

district classrooms

Family and Consumer Sciences Implemented in less than 50% of

district classrooms

Geography Implemented in less than 50% of

district classrooms

Health, Safety and Physical Education Implemented in less than 50% of

district classrooms

History Implemented in less than 50% of

district classrooms

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

district classrooms

Alternate Academic Content Standards for Math Implemented in less than 50% of

district classrooms

Alternate Academic Content Standards for Reading Implemented in less than 50% of

district classrooms

American School Counselor Association for Students Implemented in less than 50% of

district classrooms

Early Childhood Education: Infant-Toddler→Second Grade Implemented in less than 50% of

district classrooms

English Language Proficiency Implemented in less than 50% of

district classrooms

Interpersonal Skills Implemented in less than 50% of

district classrooms

School Climate Implemented in less than 50% of

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district classrooms

Further explanation for columns selected "

Elementary teachers have not received adequate training on utilizing the Standards Aligned System. It was introduced to them in the beginning stages of the Standards Aligned System. All teachers were required to sign up for the system but not required to reflect its (SAS) use in their lesson planning. The curriculum teams are currently working on creating a document that will guide the teachers to the system and how it can be incorporated into their daily instructional plans. The District has tried to provide the materials and resources needed to teach the four content areas that are aligned to the standards eliminating the process of teachers finding or developing lessons on their own. This process was to create some sense of consistency of instruction across schools, grade levels, and teachers.


Standards Status

Arts and Humanities Implemented in less than 50% of

district classrooms

Career Education and Work Implemented in less than 50% of

district classrooms

Civics and Government Implemented in less than 50% of

district classrooms


district classrooms



district classrooms


district classrooms

Economics Implemented in less than 50% of

district classrooms

Environment and Ecology Implemented in less than 50% of

district classrooms

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Family and Consumer Sciences Implemented in less than 50% of

district classrooms

Geography Implemented in less than 50% of

district classrooms

Health, Safety and Physical Education Implemented in less than 50% of

district classrooms

History Implemented in less than 50% of

district classrooms

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

district classrooms

Alternate Academic Content Standards for Math Implemented in less than 50% of

district classrooms

Alternate Academic Content Standards for Reading Implemented in less than 50% of

district classrooms

American School Counselor Association for Students Implemented in less than 50% of

district classrooms

English Language Proficiency Implemented in less than 50% of

district classrooms

Interpersonal Skills Implemented in less than 50% of

district classrooms

School Climate Implemented in less than 50% of

district classrooms


Elementary teachers have not received adequate training on utilizing the Standards Aligned System. It was introduced to them in the beginning stages of the Standards Aligned System. All teachers were required to sign up for the system but not required to reflect its (SAS) use in their lesson planning. The curriculum teams are currently working on creating a

38

document that will guide the teachers to the system and how it can be incorporated into their daily instructional plans. The District has tried to provide the materials and resources needed to teach the four content areas that are aligned to the standards eliminating the process of teachers finding or developing lessons on their own. This process was to create some sense of consistency of instruction across schools, grade levels, and teachers.

Middle Level

Standards Status

Arts and Humanities Implemented in 50% or more of

district classrooms

Career Education and Work Implemented in 50% or more of

district classrooms

Civics and Government Implemented in 50% or more of

district classrooms


district classrooms



district classrooms


district classrooms

Economics Implemented in 50% or more of

district classrooms

Environment and Ecology Not Applicable

Family and Consumer Sciences Implemented in 50% or more of

district classrooms

Geography Implemented in 50% or more of

district classrooms

Health, Safety and Physical Education Implemented in 50% or more of

district classrooms

History Implemented in

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50% or more of district

classrooms

Science and Technology and Engineering Education Implemented in 50% or more of

district classrooms

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

district classrooms

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

district classrooms

American School Counselor Association for Students Implemented in 50% or more of

district classrooms

English Language Proficiency Implemented in 50% or more of

district classrooms

Interpersonal Skills Implemented in 50% or more of

district classrooms

School Climate Implemented in 50% or more of

district classrooms

World Language Implemented in 50% or more of

district classrooms



High School Level

Standards Status

Arts and Humanities Implemented in 50% or more of

district classrooms

Career Education and Work Implemented in 50% or more of

district classrooms

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Civics and Government Implemented in 50% or more of

district classrooms


district classrooms



district classrooms


district classrooms

Economics Implemented in 50% or more of

district classrooms

Environment and Ecology Implemented in 50% or more of

district classrooms

Family and Consumer Sciences Implemented in 50% or more of

district classrooms

Geography Implemented in 50% or more of

district classrooms

Health, Safety and Physical Education Implemented in 50% or more of

district classrooms

History Implemented in 50% or more of

district classrooms

Science and Technology and Engineering Education Implemented in 50% or more of

district classrooms

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

district classrooms

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

district

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classrooms

American School Counselor Association for Students Implemented in 50% or more of

district classrooms

English Language Proficiency Implemented in 50% or more of

district classrooms

Interpersonal Skills Implemented in 50% or more of

district classrooms

School Climate Implemented in 50% or more of

district classrooms

World Language Implemented in 50% or more of

district classrooms



Professional Education

Characteristics

District’s Professional Education Characteristics EEP EEI ML HS Enhances the educator’s content knowledge in the area of the educator’s certification or assignment. X X X X

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

X X X X

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

X X X X

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

X X X X

Empowers educators to work effectively with parents and community partners. X X X X

District’s Professional Education Characteristics EEP EEI ML HS

Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, X X X X

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

X X X X

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

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

Instructs the leader in managing resources for effective results. X X X X

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

From 2011 to present the William Penn School District's Professional Development has focused on improving teacher's content knowledge and instructional practices. At the elementary levels the focus was on the science of teaching reading and content knowledge in math. We have employed outside consultants, Success For All, Harcourt, FOSS, and Everyday Math, to provide the knowledge and research proven instructional strategies. At the middle and high school we have worked with Pearson to provide the staff with instructional strategies and align the curriculum to the common core. The teacher effectiveness supervision and evaluation plan helps the District to ensure fidelity to the above characteristics. The Education committee meets to review and reflect on the effectiveness of our professional development programming.



Educator Discipline Act 126, 71 Provides educators with mandated reporter training, totaling 3 hours, every 5 years as outlined in Act 126.

Questions The LEA has conducted the required training on: 5/20/2014 List of Participants Available Provides educators with four (4) hours of professional development in youth suicide awareness and prevention every five (5) years for professional educators in grades six through twelve as outlined in Act 71.

Questions

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The LEA has conducted the training on: 10/12/2016 Two hours provided The LEA plans to conduct the training on approximately: 11/7/2017 Two additional hours are planned Provides educators with four (4) hours of professional development every five (5) years for professional educators that are teaching the curriculum in which the Child Exploitation Awareness Education program is incorporated as outlined in Act 71.

Questions The LEA has conducted the training on: 10/26/2016 Walnut Elementary 10/27/2016 Ardmore Elementary The LEA plans to conduct the training on approximately: 12/19/2016 Colwyn Elementary 12/20/2016 Aldan Elementary

Strategies Ensuring Fidelity

Checked answers • Professional Development activities are based upon detailed needs assessments that

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

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

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

• Clear expectations in terms of teacher practice are identified for staff implementation. • An implementation evaluation is created, based upon specific expectations related to

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

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

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

• Every Professional development initiative includes components that provide ongoing support to teachers regarding implementation.

• The LEA has an ongoing monitoring system in place (i.e. walkthroughs, classroom observations).

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


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The William Penn School District's professional development is designed to meet the needs of students through data analysis and corresponding identification of needs in curriculum and instruction to improve student achievement. This is accomplished through a comprehensive professional development program that is site specific and/or program specific. At all levels, the providers are nationally known and accepted--Success For All, Harcourt, Everyday Math, Big Ideas Math, FOSS, and Pearson. The administration and their leadership teams have been involved in deepening their knowledge of data analysis and using this information to adjust instruction. The administration team has also been deeply involved in learning and applying the Danielson Framework in supervising and evaluating teachers. We have also been studying Charlotte Danielson's work--Talk About Teaching! Leading Professional Conversations. Through this study, the district has continued to refine its practice for contributing to teacher learning--focused and structured conversation focused on encouraging teachers to think deeply about their work, reflect on their approaches and student responses.



Induction Program

Checked answers • Inductees will know, understand and implement instructional practices validated by

the LEA as known to improve student achievement.

• Inductees will assign challenging work to diverse student populations.

• Inductees will know the basic details and expectations related to LEA-wide initiatives, practices, policies and procedures.

• Inductees will know the basic details and expectations related to school initiatives, practices and procedures.

• Inductees will be able to access state curriculum frameworks and focus lesson design on leading students to mastery of all state academic standards, assessment anchors and eligible content (where appropriate) identified in the LEA's curricula.

• Inductees will effectively navigate the Standards Aligned System website.

• Inductees will know and apply LEA endorsed classroom management strategies.

• Inductees will know and utilize school/LEA resources that are available to assist students in crisis.

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• Inductees will take advantage of opportunities to engage personally with other members of the faculty in order to develop a sense of collegiality and camaraderie.



The William Penn School District's induction process includes workshops and instruction from our professional developers and members of our administration team who offer workshops in a variety of topics such as special education, pupil services, instructional practices, and curriculum. All new teachers to the district prior to the beginning of the school will receive a full day at the district level concerning introductions to the William Penn systems (Power School/Union/Human Resources/Technology/District Goals & Initiatives, etc.), and another two days on the curriculum they will be delivering (SFA, Harcourt, EDM, FOSS, etc.). Curriculum frameworks are provided at the secondary level. Department heads meet with new teachers on a regular basis to provide guidance in implementing the curriculum frameworks. Inductees attend monthly workshops addressing the various topics including the SAS website, classroom management, and assessments. At the elementary and middle school levels, instructional coaches work with the new teachers providing details and expectations on the delivery of instructional programs, instructional practices, and procedures. Mentors are required to attend two of the induction workshops with their mentees. At the first meeting a calendar is shared with various topics they should be addressing with their mentee by month and the written requirements to be provided to the Professional Development office at the conclusion of their time as mentors.



Needs of Inductees

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

identify needs.

• Frequent observations of inductee instructional practice by supervisor to identify needs.

• Regular meetings with mentors or coaches to reflect upon instructional practice to identify needs.

• Student PSSA data.

• Standardized student assessment data other than the PSSA.

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• Classroom assessment data (Formative & Summative).

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

• Review of inductee lesson plans.

• Review of written reports summarizing instructional activity.

• Submission of inductee portfolio.

• Knowledge of successful research-based instructional models.

• Information collected from previous induction programs (e.g., program evaluations and second-year teacher interviews).



The William Penn School District ensures that inductees are supported through their first three years of working with the district. They are supported by their mentors, coaches, and administrators in the following ways:

• reviewing data with the protocol--ranging from informal to formal,

• Formal observations twice a year with follow up feedback by administrators using the Danielson Framework and rubrics

• Portfolios for the first three years with clear expectations and scoring rubric

• coaches and mentors observe and give feedback on instructional practices (informally)

• mentors meet with inductees twice a month and write reflective reports summarizing instructional performance

Provide a brief explanation for strategies not selected and your plan to address their incorporation.


Mentor Characteristics

Checked answers

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

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

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

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



A clear articulation of criteria for appropriate mentors is given to the building level administrators. In consultation with district administration, the building administrator selects professional mentors each year to match the needs of inductees with the professional strengths of building mentors.

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


Induction Program Timeline

Topics Aug-Sep

Oct-Nov

Dec-Jan

Feb-Mar

Apr-May

Jun-Jul

Code of Professional Practice and Conduct for Educators X

Assessments X X Best Instructional Practices X Safe and Supportive Schools X Standards X Curriculum X Instruction X Accommodations and Adaptations for diverse learners X X

Data informed decision making X X X Materials and Resources for Instruction X X If necessary, provide further explanation.

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Monitoring and Evaluating the Induction Program

Identify the procedures for monitoring and evaluating the Induction program.

An evaluation rating tool is given at the end of each session asking the inductees to rate the value of the topics, the presenter's knowledge, and were the participants’' needs addressed. The district also reviews inductee’s portfolio collections and work products from the workshops. The building level administration is required to give feedback on the interactions between inductees and mentors. The district reviews reflection journals and has direct contact with the mentors.

Recording Process

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

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

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

• School/LEA maintains accurate records of program completion and provide a certificate or statement of completion to each inductee who has completed the program.

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

Unchecked answers • LEA administrator receives, tallies, and archives all LEA mentor records.

Special Education

Special Education Students Total students identified: 1027

Identification Method

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

The District continues to use the Discrepancy model for identification of students with specific learning disabilities. In conjuction with the Comprehensive Support Process (CSP) Team, a tiered support model, and interventions, and/or the Success For All Solutions and Intervention Committees, the District is able to use data from the interventions along

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with psychoeducational assessment data and parent and teacher input to determine if a child meets the eligibility criteria for a Specific Learning Disability.

Enrollment

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

The data is publicly available via the PennData website. You can view your most recent report. The link is: https://penndata.hbg.psu.edu/PublicReporting/DataataGlance/tabid/2523/Default.aspx

The 2013-2014 Special Education Data Report indicates that the State's Percent of Total Special Education Enrollment is 15.4% and the LEA's Special Education Enrollment is 17.7%, which is a discrepancy of 2.3%. This slight discrepancy is likely due to the local demographics, and the large number of local parents who enroll their general education students in the private and parochial schools. The 2014-2015 Special Education Data Report indicates that the State's Percent of Total Special Education Enrollment rose slightly to 15.6% while the LEA's Special education Enrollment remained at 17.7%, a discrepancy of 2.1%. The category of Emotional Disturbance was 5.4% higher than the State average, while OHI was 2.7% lower and SLD was 2.9% lower than the State average. The differentials in these categories average out to a minimal disproportionality when considering these categories as a group that frequently has some overlap. The District appears to have a slightly higher (1.1%) rate of Autism and (2.2%) rate of Intellectual Disabilities, while it has a slightly lower (2.0%) rate of identified Speech and Language Impairment.

Non-Resident Students Oversight

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

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

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

There are no 1306 facilities or institutions within the borders of the District. Were there to be such facilities, the District would follow applicable regulations.

Incarcerated Students Oversight

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

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

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There are no facilities for incarcerated youth located within the District's boundaries. If such a facility were to be located within the boundaries of the District, the LEA would use the District's current Child Find procedures to locate potential students with disabilities, and evaluate and identify them according to current regulations. For youth incarcerated in facilities within the boundaries of other LEAs, the District cooperates closely with the operating entities to provide records and attend IEP meetings.

Least Restrictive Environment

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

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

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

1. Least Restrictive Environment begins with regular education. The District uses a 3-tiered model of support similar to RTII and frequently identifies at-risk students to enroll them in the Comprehensive Support Process. Interventions are implemented within the regular education classroom and data is collected before a child is referred for special education services. The District continues to train principals, teachers, and parents on Least Restrictive Environment and considers supplementary aids and services at each IEP team meeting to allow a student to remain in regular education to the greatest extent that is appropriate for each individual student. Data-based decisions are made about placement, with "pull-out" instruction and/or out-of-district placement being recommended only when the team agrees that a more restrictive placement has clear benefits for the child and that supplementary aids and services will not adequately support the child in regular education. Efforts are made to move children to less restrictive placements through on-going data collection and IEP team meetings where supplementary aids and services are considered to support students in less restrictive environments. In addition, the District has worked with "Include Me From the Start" for three years in a row, and has enlisted the Delaware County IU's experts on the SAS Toolkit, Universal Design for Learning, and Assistive Technology to increase IEP students' access to general education. Similarly, efforts are made to return students who have been in Approved Private Schools back to the District. For the 2013-2014, at least five out-of-district students have been

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identified as returning to the District to a less restrictive environment. The District has opened several new in-district special education classrooms over the past three years to allow students with significant disabilities to receive the supplemental level of support in their home district rather than having to go out to a Full Time placement in an APS, and the District has contracted with Green Tree partnerships to expand the in-district options for students with severe Emotional Disturbance. 2. The District has made significant efforts to improve LRE over the past four years, expanding the continuum of services, replicating successful programs, and implementing evidence-based models. School-wide PBIS has been implemented fully in the elementary schools and middle school. The high school PBIS team was formed in the summer of 2014 and kicked off their program in January 2016. The District has expanded the number of in-district Emotional Support classrooms and partnered with Green Tree for four and a half years to improve the Emotional Support program. This has resulted in stemming the tide of full-time Emotional Support out-of-district placements, allowing many more students to remain in their community schools at the Supplementary level of Emotional Support. A number of students have been so successful that they are returning to regular education for more of the instructional time. The middle school Emotional Support Program was redesigned in February of 2015 to align with the Green Tree program and other evidence-based models. Students receive social skills training, individual therapy, social work services, mental health supports, and behavioral supports at school. The District participated in Include Me From the Start for three years, but in the second and third year, no parents of Early Intervention students agreed to be part of the program. As a result, we partnered with Include Me From the Start to bring more inclusive practices to students in grades 1 through 6. We have also trained a middle school team in the SAS Toolkit Process to include a severely disabled student to participate in the Least Restrictive Environment of regular education for English, Math, Science, and Social Studies. The District continues to participate in the PaTTAN Autism Initiative, starting in 2011, receiving technical assistance in all 10 of its current Autistic Support classrooms. All Autistic Support staff received or will receive intensive training through PaTTAN at the "ABA Bootcamp." The teachers all use ABA-based strategies for instruction, including errorless teaching and discrete trial instruction. Despite major budget cuts brought on by the unfair funding formula that Pennsylvania continues to use, the District has expanded the number of elementary District-based classrooms for children with Autism from two in 2009-10 to five classrooms by 2012-13, and ten classrooms in 2015-2016, allowing children with Autism to be educated with typical peers to the maximum extent appropriate for each child rather than being placed out of district in facilities that do not have regular education peers or classes. The District has also consulted with the Delaware County IU to improve instruction and outcomes for students with Autism and students with significant cognitive disabilities. Instructional Assistants are in every building and currently number 56. Each year, they receive at least 20 hours of training provided by the District each year to help them improve or maintain their skills and remain highly qualified. Their presence allows many children to attend regular education classes with supplementary aids and services.

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For children requiring Life Skills Supports, the child's IEP team considers each child's placement individually, with inclusion in regular education and learning support classrooms when the IEP team decides a less restrictive placement is appropriate for the child. The District has implemented Success For All, an evidence-based, research -proven school reform model and reading program that supports students at their instructional level within the regular education setting for reading in the elementary classrooms since 2011. This has resulted in improved LRE and improved results in reading for students with IEPs. For those students who do not make progress in the general education reading program, the District uses Corrective Reading as an intervention and has purchased, at the suggestion of PaTTAN, Reading Mastery, Language for Learning, Language for Thinking, and Language for Writing for students with Autism and ID. Social skills instruction, Personal Care Assistants, and Instructional Assistant supports are provided to students according to their needs, and social skills are incorporated into the Success For All curriculum, as well. An "Inclusion" Video Club was formed by the Autistic Support Teacher at the high school in 2009, and this club continues to provide opportunities for social engagement between teenagers on the spectrum and teenagers without disabilities. 3. With regard to Indicator 5, the District continues to struggle with LRE, despite Corrective Action and multiple attempts to make improvements. In addition to those attempts documented in the Improvement Plans, the District sent a Lead Teacher to be trained to become an SAS Toolkit Facilitator to improve our LRE. The most current data available from the 2014-2015 Special Education Data Report indicates that the LEA was at 45.3% SE Inside Regular Class 80% or more compared with the State at 62%. The LEA has 22.3% Inside Regular Class less than 40% compared with the State average of 9.5%. Although teams discuss LRE and supplementary aids and services to support students in regular education classes, parents often push teams to consider more restrictive settings. For SE in Other Settings, the LEA is at 9.8% compared with the State average of 4.8%. These placements are made to Out-of-District settings only when all other In-District options have been exhausted unsuccessfully, when an Act 26 Violation requires expulsion, or when an attorney insists that the District place a student in an Out-of-District placement. Any technical assistance that can be provided to improve the LRE numbers would be appreciated by the LEA.

Behavior Support Services

1. Provide a summary of the District policy on behavioral support services including, but not limited to, the school wide positive behavior supports (PBS).

2. Describe training provided to staff in the use of positive behavior supports, de-escalation techniques and responses to behavior that may require immediate intervention.

3. If the district also has School-Based Behavioral Health Services, please discuss it.

District policies are committed to providing a safe, structured environment conducive to learning. District policies require positive behavior supports. For students with IEPs and

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at-risk behaviorally challenged students, Positive Behavior Support Plans are written and implemented. For the K to 8 students in Emotional Support, a point-based positive behavior system is used that includes a rubric and behavior sheet that tracks the number of points a student earns and, depending on the individual student's IEP, the student can earn multiple immediate rewards throughout the day, a reward at the end of the day, and/or earn points toward purchasing a high interest item from the school store. Consistent expectations and verbal and visual prompting are used to help students maintain positive and prosocial behaviors. At the elementary and middle school levels, each school building has been implementing school wide PBIS for the last several years. Students earn tokens of various kinds and each building determines its own rewards and consequences. Each family receives a copy of the Student Code of Conduct and the school's behavioral expectations are discussed at Back to School Night each year. Principals have been professionally developed to consider alternatives to suspension and to provide meaningful consequences in lieu of suspension whenever possible. Students earn field trips, awards, extra privileges, homework passes, and other incentives for doing the right thing. The high school joined the District's efforts to implement schoolwide PBIS more recently. Last year was a planning year, and the kickoff occurred this year. At all grade levels, School Psychologists regularly consult with parents, students, teachers, principals, and other staff to provide behavior support strategies, school climate support, interventions for at-risk students, and leadership in school-wide PBS efforts. At the middle school, the emotional support program has a social worker/counselor, two behavior specialist and a supervisor provided by Green Tree Services. The middle school point sheet provides a place for students to self-rate their behavior, which promotes the ability to take ownership for their own behaviors. Behavior managers and counselors provide additional support to individual students to help them process the behavior, as well as the antecedents and consequences. Annual training in de-escalation is provided, and training for School Safety Officers was provided this year to help them understand different disabilities and to reinforce previously taught de-escalation techniques. Personal Care Assistants are provided when data indicates that they are needed for the safety of the students and staff. Teaming is used to further understand individual students' behavior and to provide interventions and strategies to improve students' behaviors. The Anchor program, which is a Green Tree Partnership, provides behavioral supports at Walnut Street Elementary and Penn Wood Middle School. The staffing includes a program manager, behavior managers who process student behaviors with each student after they have been de-escalated and are receptive to processing the events that led to the behavior, and social workers who provide mental health counseling and social work services. Data is kept and analyzed on a frequent basis. The District has recently begun to implement an electronic daily behavior report card that can be accessed by all teachers and the parents of a particular student. The Special Education Department has formed a parent support group called WINGS. WINGS meetings and trainings are held regularly to provide support, training, information, and resources to assist parents with many issues, including the challenging behaviors they

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sometimes see in their children at home and at school. The District continues to partner with Child Guidance to provide two clinics, and a third clinic is under discussion; of the existing clinics, one is housed at the Penn Wood Middle School and the other is at the Walnut Street Elementary School. In 2015-2016, the District added a Mental Health Clinician at the high school to further support students who require counseling and other behavioral supports. There is an interest in developing a District-based mental health support program, perhaps in partnership with Chester-Crozier and/or Magellan and if technical assistance is available, the District is interested.

Intensive Interagency/Ensuring FAPE/Hard to Place Students

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

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

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

The District has significantly increased its capacity to service students with Autism and students with Emotional disturbance within the District's continuum of special education supports in the last seven years. The District added a Life Skills classroom, an Intensive Learning Support program and classrooms, significantly increased the number of Autistic Support classrooms and programming, and contracted with two agencies to bring in additional Emotional Support classrooms and supports. The number of special ed teachers supporting students with these disabilities has increased significantly, also, despite funding cuts that required the District to cut programs and positions in other areas. The District has worked closely with PaTTAN for training in ABA and best practices in Autism. Specialized curricula materials have also been purchased to improve outcomes for students who need supplemental or replacement materials for the general education curriculum. The District provides itinerant and supplemental learning support and itinerant speech and language support in every building, itinerant emotional and autistic support in each building, and supplemental emotional, autistic, and life skills support programs within the district across multiple regular ed buildings. Although many students are appropriately accommodated within the District's continuum of special education supports, when deemed necessary by the IEP team (or a parent attorney), we place students out of district in a wide variety of settings to meet certain low incidence types of support that are not currently available in the District. As can be seen by reviewing the list of school placements outside of the District, when appropriate, we use DCIU-run programs in neighboring school districts that allow students to be educated in the Least Restrictive Environment.

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Our most challenging students to place are the students with IEPs who have been adjudicated and those who have the combination of disabilities of both ID and ED. We work closely with the DCIU to place students who are challenging, and they have been very supportive. When these resources are inadequate, we also work with case managers from CYS, Magellan, Behavioral Health Services, and Interagency Teams to place students when a traditional placement is not available. The District no longer operates an AEDY program where expelled students can attend and receive special education services. The District operates a cyber program which can be the right placement for certain students on either a temporary or permanent basis and Instruction in the Home is available when there are gaps in educational placement. The District has decided to recreate its previously successful 9th Grade Academy beginning in September of 2016. While the 9th Grade Academy is not a special education program, 9th grade is a critical year for all students, including those in special education, and it is a year where, traditionally, we lose Special Education students to Out of District placements in greater numbers. The 9th Grade Accademy is expected to reduce out-of-district placements, reduce drop-out rates, increase achievement, and reduce the number of 9th grade "repeaters" for both regular education and special education students. In addition to the 9th Grade Academy initiative, the District is developing a plan for a new "School within a School" alternative to the traditional high school program. This program is expected to serve some of our students with ED, SLD, OHI, and other disabilities for whom the regular school, even with special education supports, has not been successful. The schedule will include extra physical education, mindfulness practices, computer-based instruction to allow students to work at their own pace, and a coaching model of teaching. Students will earn rewards and earn their grades by participating successfully in a highly structured behavioral support structure. The program proposal includes a small student to teacher ratio, individual counseling and social work services, and carefully selected and well-trained staff.

Strengths and Highlights

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

The William Penn School District is committed to high expectations for all and is making improvements to service delivery in order to accommodate students wtih special needs in the Least Restrictive Environment that is appropriate for that student. To that end, we have required special education teachers to attend all regular education curriculum trainings, and to push in and/or co-teach whenever the schedule and the students' level of need allows for that level of service. We continue to provide trainings for special education teachers, regular education teachers, instructional assistants, principals, school safety officers, bus monitors, and other support staff to better understand the different disabilities, how to accommodate children in the regular education classroom, and how to deescalate situations so that children will be less likely to miss school for behavioral reasons. The

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District has implemented Success For All, a research-proven and comprehensive school reform model, with intensive professional development. This allows students with special needs to receive direct instruction in reading at the students' level while still being educated with their regular education peers. The District has implemented Schoolwide PBIS in all of its elementary schools for several years, and has expanded PBIS to the middle school and recently the high school. It has been our experience that this effort to train teachers in the regular education curriculum and to maintain students in the regular education classroom to the maximum extent appropriate has increased the rigor of instruction and increased the achievement levels of students with IEPs. The District supports multiple tutoring programs throughout the District, as funding allows, including after-school tutoring, during school tutoring, and tutoring of Evans Elementary students by the Honor Roll students from Penn Wood High School Cypress Campus. Park Lane Elementary was an award-winning Title I School in 2012-2013. The Penn Wood Middle School has a mentor program and has made impressive gains in AYP over the past years. We have trained principals on the regulations around suspensions for children with disabilities and continue to work with principals to reduce suspension rates for all students. We sent a core team to the SPP4 Training to learn how to improve our rates of suspension and expulsion. In 2015-2016, Penn Wood High School was the only one in the state to win both the College Board's 2015 Gaston Caperton Opportunity Honor Roll and the 2015 AP District Honor Roll awards. Significant improvements in the Special Education Department over the past five years include:

• Increased from 5 to 6 School Psychologists to allow psychologists more time to implement the NASP model for School Psychology

• Increased from 6 to 7 Speech Language Pathologists to reduce caseloads and allow more time to see students

• Successful Cyclical Monitoring results in 2015

• Alignment of special education instruction and curriculum with Common Core standards

• Significant decrease in the number of special education students attending out-of-district placements

• Overall decrease in number of special education students. (Over 23% down to under 20%)

• Increase in number of IEP students who have met their goals and are exited from special education

• Continued supports and development of an excellent Autistic Support Program K to 12

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• Expanded the scope of the Green Tree Partnership for Emotional Support and greatly decreased out-of-district referrals for K to 8 Emotional Support students

• Improved compliance and understanding of the legal aspects of special education (as per PDE data)

• Parent/community support group for parents of students with disabilities

• Technology in the hands of all staff and software to enhance instructional remediation in the areas of reading and writing

• Implementation of an iPad initiative to bring cutting edge technology to our staff and students

• Partnership with PaTTAN to improve and enhance our Autistic Support Program

• Website postings, program brochures, and public awareness (Gifted Education, and Special Education)

• Revamped the Elementary Gifted Support Program

• On-going training specifically for Autistic Support, Emotional Support, and Life Skills Support teachers

• On-going improvements in delivery of services to all students requiring special education services

• Restructuring to streamline and improve special education supervision and increase special education supports to principals

Goals, based on district needs: 1) The District will continue to improve the Least Restrictive Environments of students as demonstrated by a 7% decrease in the number of students serviced Inside Regular Class less than 40%. 2) The District will decrease the number of suspension days overall by 12% from the previous year. 3) The District will increase its graduation rate for Students with IEPs.

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Assurances

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

• Implementation of a comprehensive and integrated K-12 program of student services based on the needs of its students. (in compliance with § 12.41(a))

• Free Education and Attendance (in compliance with § 12.1)

• School Rules (in compliance with § 12.3)

• Collection, maintenance and dissemination of student records (in compliance § 12.31(a) and § 12.32)

• Discrimination (in compliance with § 12.4)

• Corporal Punishment (in compliance with § 12.5)

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

• Freedom of Expression (in compliance with § 12.9)

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

• Hair and Dress (in compliance with § 12.11)

• Confidential Communications (in compliance with § 12.12)

• Searches (in compliance with § 12.14)

• Emergency Care and Administration of Medication and Treatment (in compliance with 35 P.S. § 780-101—780-144)

• Parents or guardians are informed regarding individual survey student assessments and provided a process for refusal to participate (consistent with § 445 of the General Education Provisions Act (20 U.S.C.A. § 1232h) and in compliance with § 12.41(d))

• Persons delivering student services shall be specifically licensed or certified as required by statute or regulation (in compliance with § 12.41(e))

• Development and Implementation of Local Wellness Program (in compliance with Public Law 108-265, Section 204)

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

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















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


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

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



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

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


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• Establishment and Implementation of Student Assistance Programs at all of levels of the school system (in compliance with 24 PS § 15-1547)

• Acceptable Use Policy for Technology Resources

• Providing career information and assessments so that students and parents or guardians might become aware of the world of work and career options available.

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

• Implementation of a full range of services, programs and alternative placements available to the school district for placement and implementation of the special education programs in the school district.

• Implementation of a child find system to locate, identify and evaluate young children and children who are thought to be a child with a disability eligible for special education residing within the school district's jurisdiction. Child find data is collected, maintained and used in decision-making. Child find process and procedures are evaluated for its effectiveness. The District implements mechanisms to disseminate child find information to the public, organizations, agencies and individuals on at least an annual basis.

• Assurances of students with disabilities are included in general education programs and extracurricular and non-academic programs and activities to the maximum extent appropriate in accordance with an Individualized Education Program.

• Compliance with the PA Department of Education, Bureau of Special Education's report revision notice process.

• Following the state and federal guidelines for participation of students with disabilities in state and district-wide assessments including the determination of participation, the need for accommodations, and the methods of assessing students for whom regular assessment is not appropriate.

• Assurance of funds received through participation in the medical assistance reimbursement program, ACCESS, will be used to enhance or expand the current level of services and programs provided to students with disabilities in this local education agency.

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


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Least Restrictive Environment Facilities Facility Name Type of Facility Type of Service Number of Students

Placed Coopertown Elementary School

Neighboring School Districts

Supplemental Speech and Language Support (Language Intensive)

1

County Alternative High School

Special Education Centers

Emotional Support 7

Delaware County Academy


Emotional Support 1

Delta School Approved Private Schools

Autistic Support & Emotional Support

7

Devereux Day Approved Private Schools

Emotional Support 2

Elwyn - Davidson School

Approved Private Schools

Autistic Support, Emotional Support, and Multiple Disabilities Support

17

George Crothers CADES


Life Skills and Multiple Disabilities Support

4

Glen Mills School (DCIU)

Other Adjudicated Students with IEPs

9

Haverford High School Neighboring School Districts

Physical Support 1

Ithan Elementary School


Full Time Learning Support

2

Pennsylvania School for the Deaf


Deaf and Hearing Impaired Support

3

Pennington School Special Education Centers

Life Skills Support and Emotional Support

3

Ridley High School Neighboring School Districts

Learning Support Consortium

1

SAILS Special Education Centers

Autistic Support (Transition Services)

2

Martin Luther Silver Springs


Emotional Support 1

Springfield High School Neighboring School Districts

Multiple Disabilities Support

1

Springton Lake Middle School


Autistic Support 3

Strath Haven High School


Deaf and Hearing Impaired Support

1

Wordsworth Academy Approved Private Schools

Autistic Support and Emotional Support

11

Penn Crest High School Neighboring School Physical Support and 1

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Districts Emotional Support Buxmont Academy Other Emotional Support 6 Mill Creek School Other Emotional Support 1 Devereux Mapleton Approved Private

Schools Emotional Support 1

Devereux Kanner Center


Autistic Support 3

Devereux Brandywine Approved Private Schools

Autistic Support 3

Marple Education Center (DCIU)


Autistic Support, MDS Support, Life Skills Support

7

Special Education Program Profile Program Position #1 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: September 8, 2015 Average square feet in regular classrooms: sq. ft. Square footage of this classroom: sq. ft. ( feet long x feet wide) Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS Location/Building Grade Building

Type Type of Support

Level of Support

Age Range

Caseload FTE

Ardmore Avenue Elementary

An Elementary School Building

A building in which General Education programs are operated

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

Learning Support

5 to 9 15 0.75

Justification: Teacher sees students at different times in age-appropriate groups. Ardmore Avenue Elementary



Itinerant Learning Support

5 to 9 12 0.25

Justification: Teacher sees students at different times in age-appropriate groups. Program Position #2 - Proposed Program


Type: Position

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Implementation Date: September 8, 2015 Average square feet in regular classrooms: sq. ft. Square footage of this classroom: sq. ft. ( feet long x feet wide) Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS Location/Building Grade Building Type Type of

Support Level of Support

Age Range

Caseload FTE

Aldan Elementary An Elementary School Building



5 to 9 15 0.4

Justification: Teacher services students of different ages at different times in age-appropriate groups. East Lansdowne Elementary




5 to 9 20 0.6

Justification: Teacher services students of different age levels at different times in age-appropriate groups. Program Position #3

Operator: School District PROGRAM SEGMENTS

Location/Building Grade Building Type

Type of Support

Level of Support

Age Range

Caseload FTE





Learning Support

10 to 13

15 0.75





10 to 13

12 0.25

Program Position #4



Type of Support

Level of Support

Age Range

Caseload FTE




Learning Support

6 to 13 15 0.75

Justification: Teacher supports different age levels at different times of day. Aldan Elementary An

Elementary School

A building in which General


6 to 13 12 0.25

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Building Education programs are operated

Justification: Teacher supports different age levels at differet times of day. Program Position #5



Type of Support

Level of Support

Age Range

Caseload FTE

Bell Avenue Elementary




6 to 13 12 0.25

Justification: Teacher supports different age levels at different times. Bell Aveue Elementary




Learning Support

6 to 13 15 0.75

Justification: Teacher supports different age levels at different times. Program Position #6



Type of Support

Level of Support

Age Range

Caseload FTE

Colwyn Elementary An Elementary School Building



Learning Support

6 to 13 15 0.75

Justification: Teacher supports different age levels at different times. Colwyn Elementary An

Elementary School Building



6 to 13 12 0.25

Justification: Teacher supports different age levels at different times. Program Position #7 - Proposed Program


Type: ClassandPosition Implementation Date: September 8, 2015 Average square feet in regular classrooms: sq. ft. Square footage of this classroom: sq. ft. ( feet long x feet wide)

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Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.



Level of Support

Age Range

Caseload FTE





Life Skills Support

5 to 9 12 1

Justification: Students are intellectually similar despite the wide age range, and instruction is differentiated within small groups with the help of Instructional Assistants. Parents agree to age differential via waiver. Program Position #8



Type of Support

Level of Support

Age Range

Caseload FTE





Life Skills Support

10 to 13

12 1

Program Position #9 - Proposed Program





Level of Support

Age Range

Caseload FTE

East Lansdowne Elementary




Learning Support

6 to 13 15 0.75

Justification: Teacher supports different age levels at different times. East Lansdowne Elementary




6 to 13 12 0.25

Justification: Teacher supports different age levels at different times.

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Program Position #10



Type of Support

Level of Support

Age Range

Caseload FTE

W.B. Evans Elementary




Learning Support

6 to 9 15 0.75





6 to 9 12 0.25




Type of Support

Level of Support

Age Range

Caseload FTE





Learning Support

10 to 13

15 0.75





10 to 13

12 0.25




Type of Support

Level of Support

Age Range

Caseload FTE




Autistic Support

10 to 13

8 1




Type of Support

Level of Support

Age Range

Caseload FTE

66




Autistic Support

8 to 11 8 1



Type: ClassandPosition Implementation Date: September 2, 2014 Average square feet in regular classrooms: sq. ft. Square footage of this classroom: sq. ft. ( feet long x feet wide) Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.



Level of Support

Age Range

Caseload FTE




Autistic Support

9 to 12 6 0.75



Itinerant Autistic Support

9 to 12 3 0.25




Type of Support

Level of Support

Age Range

Caseload FTE





Autistic Support

5 to 8 8 1




Type of Support

Level of Support

Age Range

Caseload FTE



A building in which General Education


Autistic Support

5 to 8 4 0.5

67

programs are operated





5 to 8 6 0.5






Level of Support

Age Range

Caseload FTE

Park Lane Elementary




Learning Support

5 to 8 15 0.75





5 to 8 12 0.25




Type of Support

Level of Support

Age Range

Caseload FTE





Learning Support

6 to 9 15 0.75





6 to 9 12 0.25


Operator: School District

68



Level of Support

Age Range

Caseload FTE





Learning Support

7 to 10 15 0.75





7 to 10 12 0.25




Type of Support

Level of Support

Age Range

Caseload FTE





Learning Support

10 to 13

15 0.75





10 to 13

12 0.25




Type of Support

Level of Support

Age Range

Caseload FTE

Walnut Street Elementary




Learning Support

6 to 9 15 0.75





6 to 9 12 0.25



69


Type of Support

Level of Support

Age Range

Caseload FTE





Learning Support

10 to 13

15 0.75





10 to 13

12 0.25






Level of Support

Age Range

Caseload FTE





Emotional Support

5 to 8 9 0.75




Itinerant Emotional Support

5 to 8 10 0.25




PROGRAM SEGMENTS Location/Building Grade Building Type of Level of Age Caseload FTE

70

Type Support Support Range Walnut Street Elementary




Emotional Support

8 to 11

9 0.75





8 to 11

10 0.25




Type of Support

Level of Support

Age Range

Caseload FTE





Emotional Support

9 to 12

12 1




Type of Support

Level of Support

Age Range

Caseload FTE





Emotional Support

10 to 13

12 1






Level of Support

Age Range

Caseload FTE


An Elementary School

A building in which General

Supplemental (Less Than 80% but More

Emotional Support

10 to 13

9 0.75

71

Building Education programs are operated

Than 20%)





10 to 13

10 0.25




Type of Support Level of Support

Age Range

Caseload FTE

Penn Wood Middle School

A Middle School Building



Learning Support

12 to 15

20 1



Location/Building Grade Building Type Type of Support

Level of Support

Age Range

Caseload FTE





11 to 14

50 1




Level of Support

Age Range

Caseload FTE





12 to 15

50 1





Age Range

Caseload FTE





Life Skills Support

12 to 15

12 1

72

Program Position #32 Operator: School District PROGRAM SEGMENTS



Age Range

Caseload FTE





Autistic Support

12 to 15

6 0.75





12 to 15

3 0.25





Age Range

Caseload FTE





Learning Support

11 to 14

20 1





Age Range

Caseload FTE





Learning Support

11 to 14

20 1




Type of Support

Level of Support

Age Range

Caseload FTE





Emotional Support

11 to 14

12 1



73



Age Range

Caseload FTE





Learning Support

12 to 15

20 1




Type of Support

Level of Support

Age Range

Caseload FTE





Emotional Support

12 to 15

12 1




Type of Support

Level of Support

Age Range

Caseload FTE

Penn Wood High School Cypress Campus

A Senior High School Building



Learning Support

14 to 17

20 1




Type of Support

Level of Support

Age Range

Caseload FTE





Emotional Support

14 to 17

12 1




Type of Support

Level of Support

Age Range

Caseload FTE



A building in which General Education programs are


Learning Support

14 to 17

20 1

74

operated Program Position #41



Type of Support

Level of Support

Age Range

Caseload FTE





Autistic Support

14 to 17

4 0.5





Learning Support

14 to 17

10 0.5




Level of Support

Age Range

Caseload FTE





14 to 17

50 1




Type of Support

Level of Support

Age Range

Caseload FTE





Learning Support

14 to 17

20 1




Type of Support

Level of Support

Age Range

Caseload FTE





Learning Support

14 to 17

20 1

75




Type of Support

Level of Support

Age Range

Caseload FTE





Learning Support

14 to 17

20 1




Type of Support

Level of Support

Age Range

Caseload FTE

Penn Wood High School Green Avenue Campus




Learning Support

15 to 21

20 1

Justification: Teachers supports different age levels at different times of day. Program Position #47



Type of Support

Level of Support

Age Range

Caseload FTE





15 to 21

6 0.5

Justification: Teacher supports different age levels at different times of day and the age discrepancy is addressed in the student's IEP. Penn Wood High School Green Avenue Campus




Autistic Support

15 to 21

4 0.5

Justification: Teacher supports different age levels at different times of day and the age discrepancy is addressed in the student's IEP. Program Position #48



Type of Support

Level of Support

Age Range

Caseload FTE

Penn Wood High A Senior A building in Supplemental Life 15 to 12 1

76

School Green Avenue Campus

High School Building

which General Education programs are operated

(Less Than 80% but More Than 20%)

Skills Support

21

Justification: Teacher supports different age levels at different times and the age discrepancy is addressed in the student's IEP. Program Position #49



Type of Support

Level of Support

Age Range

Caseload FTE





Learning Support

15 to 19

20 1




Type of Support

Level of Support

Age Range

Caseload FTE





Emotional Support

15 to 19

12 1




Level of Support

Age Range

Caseload FTE





15 to 19

50 1




Type of Support

Level of Support

Age Range

Caseload FTE





Learning Support

15 to 19

20 1

77




Type of Support

Level of Support

Age Range

Caseload FTE





Learning Support

15 to 19

20 1




Type of Support

Level of Support

Age Range

Caseload FTE





Learning Support

15 to 19

20 1




Level of Support

Age Range

Caseload FTE




5 to 13 5 0.1

Justification: Teacher supports different age levels at different times of day. Ardmore Avenue Elementary




5 to 13 5 0.1

Justification: Teacher supports different age levels at different times of day. Bell Avenue Elementary




5 to 13 5 0.1

Justification: Teacher supports different age levels at different times of day. Colwyn Elementary An




5 to 13 5 0.1

Justification: Teacher supports different age levels at different times of day. East Lansdowne An A building in Itinerant Emotional 5 to 13 5 0.1

78

Elementary Elementary School Building


Support

Justification: Teacher supports different age levels at different times of day. W.B. Evans Elementary




5 to 13 5 0.1

Justification: Teacher supports different age levels at different times of day. Park Lane Elementary An




5 to 13 5 0.1

Justification: Teacher supports different age levels at different times of day. Penn Wood Middle School




12 to 15

5 0.1





14 to 17

5 0.1





16 to 20

5 0.1






Age Range

Caseload FTE

District Cyber Program

A Junior/Senior High School Building



6 to 20 25 0.5

Justification: Teacher supports different age levels at different times of day. East Lansdowne Elementary




5 to 13 25 0.5

79

Justification: Teacher supports different age levels at different times of day. Program Position #57 - Proposed Program





Age Range

Caseload FTE




6 to 13 1 0.1

Justification: Teacher supports different age levels at different times of day. Ardmore Avenue Elementary




5 to 13 1 0.1

Justification: Teacher supports different age levels at different times of day. Bell Avenue Elementary




5 to 13 1 0.1

Justification: Teacher supports different age levels at different times of day. Penn Wood High School Green Avenue Campus




16 to 20

1 0.1

Justification: Teacher supports different age levels at different times of day. Colwyn Elementary An




5 to 13 1 0.1

Justification: Teacher supports different age levels at different times of day. East Lansdowne Elementary




5 to 13 1 0.1

Justification: Teacher supports different age levels at different times of day. W.B. Evans Elementary




5 to 13 1 0.1

80

Justification: Teacher supports different age levels at different times of day. Park Lane Elementary An




5 to 13 1 0.1

Justification: Teacher supports different age levels at different times of day. Walnut Street Elementary




5 to 13 1 0.1

Justification: Teacher supports different age levels at different times of day. Penn Wood Middle School




12 to 15

1 0.1




Level of Support

Age Range

Caseload FTE




Itinerant Speech and Language Support

13 to 15

48 0.8

East Lansdowne Elementary




5 to 13 12 0.2

Justification: Therapist sees students in age-appropriate groups at different times of day. Program Position #59 - Proposed Program





Age Range

Caseload FTE




5 to 13 39 0.6

Justification: Therapist sees students in age-appropriate groups at different times of day.

81

Bell Avenue Elementary




5 to 13 26 0.4

Justification: Therapist sees students in age-appropriate groups at different times of day. Program Position #60



Level of Support

Age Range

Caseload FTE





5 to 13 65 1




Type of Support

Level of Support

Age Range

Caseload FTE

Colwyn Elementary An Elementary School Building



5 to 13 9 0.15

Justification: Therapist sees students in age-appropriate groups at different times of day. Walnut Elementary An




5 to 13 42 0.65

Justification: Therapist sees students in age-appropriate groups at different times of day. Penn Wood High School Green Avenue Campus




16 to 20

12 0.2




PROGRAM SEGMENTS

82


Type of Support

Level of Support

Age Range

Caseload FTE





5 to 13 49 0.75

Justification: Therapist sees students in age-appropriate groups at different times of day. Penn Wood High School Cypress Street Campus




14 to 17

16 0.25




Level of Support

Age Range

Caseload FTE





5 to 13 65 1


Operator: Outside Contractor for the School District PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE




Itinerant Physical Support

5 to 13 10 0.2

Justification: Therapist sees students in age-appropriate groups at different times of day. Colwyn Elementary An




5 to 13 10 0.2

Justification: Therapist sees students in age-appropriate groups at different times of day. W.B. Evans Elementary




5 to 13 10 0.2

Justification: Therapist sees students in age-appropriate groups at different times of day. Ardmore Avenue Elementary




5 to 13 5 0.1

Justification: Therapist sees students in age-appropriate groups at different times of day. Penn Wood Middle A Middle A building in Itinerant Physical 13 to 5 0.1

83

School School Building


Support 15


Operator: Intermediate Unit PROGRAM SEGMENTS


Level of Support

Age Range

Caseload FTE




Itinerant Blind or Visually Impaired Support

8 to 8 1 0.02






Level of Support

Age Range

Caseload FTE

W. B. Evans Elementary




Autistic Support

6 to 9 8 1




Level of Support

Age Range

Caseload FTE





5 to 13 6 0.5

Justification: Teacher supports age appropriate small groups at different times of day. Aldan Elementary An




5 to 13 6 0.5

Justification: Teacher supports age-appropriate groups at different times of day.

84



Type: ClassandPosition Implementation Date: September 8, 2015 Average square feet in regular classrooms: 990 sq. ft. Square footage of this classroom: 900 sq. ft. (30 feet long x 30 feet wide)



Level of Support

Age Range

Caseload FTE





Learning Support

5 to 8 15 0.75





5 to 8 12 0.25



Type: ClassandPosition Implementation Date: September 8, 2015 Average square feet in regular classrooms: 900 sq. ft. Square footage of this classroom: 600 sq. ft. (30 feet long x 20 feet wide)


Type Type of Support Level of

Support Age

Range Caseload FTE





Autistic Support

12 to 16

8 1



Type: Position Implementation Date: September 8, 2015 Average square feet in regular classrooms: 900 sq. ft. Square footage of this classroom: 900 sq. ft. (30 feet long x 30 feet wide)



Level of Support

Age Range

Caseload FTE

Penn Wood High School Green Avenue

A Senior High

A building in which

Supplemental (Less Than 80%

Learning Support

15 to 19

15 0.75

85

Campus School Building

General Education programs are operated

but More Than 20%)





15 to 19

12 0.25






Age Range

Caseload FTE





14 to 18

30 0.6






Age Range

Caseload FTE





12 to 15

32 0.5

W. B. Evans Elementary




5 to 13 32 0.5

Justification: SLP sees students in appropriate age ranges at different times of day.

86

Special Education Support Services Support Service Location Teacher FTE

Director of Special Education Administration Annex 1 Elementary Supervisor of Special Education

Administration Annex 1

Secondary Supervisor of Special Education


Coordinator of Special Education for Out of District Placements


Transition Coordinator Penn Wood High School 1 Occupational Therapist A Multiple school buildings 1 Occupational Therapist B Multiple school buildings 1 Occupational Therapist C Multiple School Buildings 1 School Psychologist A Aldan Elementary and W. B.

Evans Elementary School 1

School Psychologist B Ardmore Avenue Elementary and Colwyn Elementary

1

School Psychologist C Park Lane Elementary and Penn Wood High School

1

School Psychologist D Penn Wood Middle School 1 School Psychologist E Walnut Street Elementary and

East Lansdowne Elementary 1

School Psychologist F Penn Wood High School and Bell Avenue Elementary School

1

Special Education Contracted Services Special Education Contracted

Services Operator Amt of Time per Week

Walnut Anchor Program - A Green Tree Partnership

Outside Contractor 5 Days

Human Growth and Development Teacher

Outside Contractor 5 Hours

Personal Care Assistants Outside Contractor 400 Days Community Living and Learning

Intermediate Unit 5 Days

Meaningful Day Intermediate Unit 5 Days SAILS Apartment living for students with Autism

Intermediate Unit 5 Days

Competitive Employment Intermediate Unit 5 Days Mental Health Clinician from Child Guidance

Outside Contractor 35 Hours

87

Needs Assessment

Record School Patterns

Question: After reviewing school level accomplishments and systemic challenges, what patterns can you identify among your schools?

What other information do you still need to assess?

Answer: The ten schools of the William Penn School District found the following as patterns among our district: Strengths :

• Test participation was 95% or higher in all schools among all relevant subgroups

• Attendance was 94% or higher in all elementry schools

• All relevant subgroups met or exceeded the standard for PA Academic Growth in Reading and/or Math

Challenges

• Consistent implementation of effective instructional practices

• Early Identification of At-Risk students

• Protocol to use multiple data sources to monitor student progress

District Accomplishments

Accomplishment #1: Student participation is 95% or higher in all schools.

Accomplishment #2: Growth results in the three year average (PVAAS) for Literature and Algebra I indicates students made significatnt growth exceeding the PA Growth Standards.

88

Accomplishment #3: Growth results (PVAAS) for the William Penn School District indicates the upper elementary gradel levels made a year's worth of growth based on the three year composite in ELA..

Accomplishment #4: Growth results (PVAAS) for the William Penn School District indicates significant evidence that the district exceeded the standard for PA Academic Growth in Math.

District Concerns

Concern #1: Academic achievement in all schools in all tested subjects was less than 60% on the School Performance Profiles.

Concern #2: The highest school performance profile was 64.4.

Concern #3: School performance profiles range from 41 to 64.

Concern #4: The William Penn School District has one school listed as a priority school and five as focus.

Concern #5: Growth results (PVAAS) for the William Penn School District indicates significant evidence that the district did not meet the standard for PA Academic Growth in 4th grade Science.

Concern #6: Growth results (PVAAS) for the William Penn School District indicates significant evidence that the district did not meet the standard for PA Academic Growth in 8th grade Science.

Prioritized Systemic Challenges

Systemic Challenge #1 (Guiding Question #2) Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school.

Aligned Concerns:

89

Growth results (PVAAS) for the William Penn School District indicates significant evidence that the district did not meet the standard for PA Academic Growth in 4th grade Science.


The William Penn School District has one school listed as a priority school and five as focus.

The highest school performance profile was 64.4.

School performance profiles range from 41 to 64.

Academic achievement in all schools in all tested subjects was less than 60% on the School Performance Profiles.

Systemic Challenge #2 (Guiding Question #5) Establish a district system that fully ensures barriers to student learning are addressed in order to increase student achievement and graduation rates.

Aligned Concerns:




90




Systemic Challenge #3 (Guiding Question #1) Establish a district system that fully ensures consistent implementation of standards aligned curricula across all schools for all students.

Aligned Concerns:







Systemic Challenge #4 (Guiding Question #3) Establish a district system that fully ensures staff members in every school use standards aligned assessments to monitor student achievement and adjust instructional practices.

91

Aligned Concerns:







Systemic Challenge #5 (Guiding Question #4) Establish a district system that fully ensures high quality curricular assets (e.g. model curricula, learning progressions, units, lesson plans, and content resources) aligned with state standards and fully accessible to teachers and students.

Aligned Concerns:




92



Systemic Challenge #6 (Guiding Question #7) Establish a district system that fully ensures students who are academically at risk are identified early and are supported by a process that provides interventions based upon student needs and includes procedures for monitoring effectiveness.

Aligned Concerns:





Systemic Challenge #7 (Guiding Question #10) Establish a district system that fully ensures professional development is focused, comprehensive and implemented with fidelity.

Aligned Concerns:




93




Systemic Challenge #8 (Guiding Question #12) Establish a district system that fully ensures classrooms are staffed with highly qualified teachers.

Aligned Concerns:





94

District Level Plan

Action Plans

Goal #1: Establish a district system that fully ensures barriers to student learning are addressed in order to increase student achievement and graduation rates.

Related Challenges:

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

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

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

• Establish a district system that fully ensures high quality curricular assets (e.g. model curricula, learning progressions, units, lesson plans, and content resources) aligned with state standards and fully accessible to teachers and students.

Indicators of Effectiveness:

Type: Annual

Data Source: School Performance Profiles

Specific Targets: All schools will meet the performance measure representing the success in closing the achievement gap for all students in Mathematics/Algebra I; includes all students who take either the PSSA, PASA, or Keystone Exam and were enrolled for a full academic year

Type: Annual


Specific Targets: All schools will meet the performance measure representing the success in closing the achievement gap for all students in Reading/Literature; includes all students who take either the PSSA, PASA, or Keystone Exam and were enrolled for a full academic year

Type: Annual

95


Specific Targets: All schools will meet the performance measure representing the success in closing the achievement gap for all students in Science/Biology; includes all students who take either the PSSA, PASA, or Keystone Exam and were enrolled for a full academic year

Strategies:

After School Programs

Description: WWC claims evidence suggests high-quality afterschool programs may have a positive impact on achievement; however, the WWC claims that the research reviewed does not meet the WWC criteria for reliable empirical support for the claim.(Source: http://ies.ed.gov/ncee/wwc/pdf/quick_reviews/afterschool_050608.pdf) A Summary of Formal Evaluations of Afterschool Programs' Impact on Academics, Behavior, Safety and Family Life sites numerous studies that indicate Afterschool programs do have a positive impact. (Source:http://americaspromise.org/~/media/Files/Resources/A%20Summary%20of%20Formal%20Evaluations.ashx ) Resource: http://effectivestrategies.wiki.caiu.org/Organizational+Structure

SAS Alignment: Safe and Supportive Schools

Common Assessment within Grade/Subject

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

SAS Alignment: Assessment, Instruction

Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data Warehousing

http://ies.ed.gov/ncee/wwc/pdf/quick_reviews/afterschool_050608.pdf

http://americaspromise.org/%7E/media/Files/Resources/A%20Summary%20of%20Formal%20Evaluations.ashx

http://americaspromise.org/%7E/media/Files/Resources/A%20Summary%20of%20Formal%20Evaluations.ashx

http://effectivestrategies.wiki.caiu.org/Organizational+Structure

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

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


http://effectivestrategies.wiki.caiu.org/Assessment

96

Description: Using Student Achievement Data to Support Instructional Decision Making provides a WWC reporting of various strategies related to the acquisition, analysis, and application of student data. (Source: http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf )


Family Literacy Activities

Description: Family Literacy Activities include those activities where parent involvement in literacy acquisition is narrowly defined to include parent-child activities that focus on reading. A meta-analysis of 14 intervention studies indicates that family literacy activities have a high effect size on reading skill acquisition in grades K-3. (Sources: http://lincs.ed.gov/publications/pdf/lit_interventions.pdf, http://www.getreadytoread.org/early-learning-childhood-basics/early-literacy/promoting-family-literacy-raising-ready-readers, http://www.readwritethink.org/classroom-resources/calendar-activities/celebrate-national-family-literacy-20681.html, http://ies.ed.gov/ncee/wwc/pdf/intervention_reports/WWC_Shared_Book_092806.pdf)

SAS Alignment: Instruction

Homework and Practice

Description:

Homework and practice provide opportunities to deepen understanding and skills relative to identified content. Teachers will work with parents to provide specific ways to assist students and explain the purpose of students practicing skills and procedures that have been a focus of the teacher's instruction.

SAS Alignment: Assessment, Instruction, Materials & Resources, Safe and Supportive Schools

High Impact Instructional Strategies

Description:

There are nine high leverage instructional strategies identified by Robert Marzano. The following will be high priority in the WPSD:

• Summarizing and Notetaking • Reinforcing Effort and Providing Recognition • Cooperative Learning


http://lincs.ed.gov/publications/pdf/lit_interventions.pdf

http://www.getreadytoread.org/early-learning-childhood-basics/early-literacy/promoting-family-literacy-raising-ready-readers

http://www.getreadytoread.org/early-learning-childhood-basics/early-literacy/promoting-family-literacy-raising-ready-readers

http://www.readwritethink.org/classroom-resources/calendar-activities/celebrate-national-family-literacy-20681.html

http://www.readwritethink.org/classroom-resources/calendar-activities/celebrate-national-family-literacy-20681.html

http://ies.ed.gov/ncee/wwc/pdf/intervention_reports/WWC_Shared_Book_092806.pdf

http://ies.ed.gov/ncee/wwc/pdf/intervention_reports/WWC_Shared_Book_092806.pdf

97

• Cues, Questions, and Advanced Organizers

SAS Alignment: Assessment, Instruction, Materials & Resources, Curriculum Framework

25 Quick Formative Assessments for a Differentiated Classroom

Description:

Scholastic: Judith Doge - Formative assessments are ongoing assessments, observations, summaries, and reviews that inform teacher instruction and provide students feedback on a daily basis (Fisher & Frey, 2007). While assessments are always crucial to the teaching and learning process, nowhere are they more important than in a differentiated classroom, where students of all levels of readiness sit side by side. Without the regular use of formative assessment, or checks for understanding, how are we to know what each student needs to be successful in our classroom? How else can we ensure we are addressing students’ needs instead of simply teaching them what we think they need? (Source: http://store.scholastic.com/content/stores/media/products/samples/21/9780545087421.pdf) Resource: http://effectivestrategies.wiki.caiu.org/Assessment

SAS Alignment: Standards, Assessment, Curriculum Framework, Instruction

Implementation Steps:

Elementary After School Programs

Description:

After school programs are implemented in selected schools by vendors. Vendors provide academic support as well as nutrition and physcial activity.

Start Date: 9/6/2016 End Date: 6/30/2020

Program Area(s): Student Services

Supported Strategies:

• After School Programs

http://store.scholastic.com/content/stores/media/products/samples/21/9780545087421.pdf

http://store.scholastic.com/content/stores/media/products/samples/21/9780545087421.pdf


98

Middle School Saturday School

Description:

Students with academic or behavioral issues will attend a Saturday School to gain assistance with assignments and/or work on computer based programs.





High School After School Tutoring

Description:

Identified students in 9th grade will receive individual and/or small group assistance in content areas of concern.





Parent Involvement/Homework and Practice

Description:

Students and parents will understand the purpose of homework and how they can work together.

Teachers will explain that homework provides opportunities to deepen understanding and skills relative to identified content. Teachers will provide the parents with specfic instructions on how to assist with homework.

99




• Family Literacy Activities • Homework and Practice

Conduct School Based Data Team Meetings

Description:

Administration and Leadership team will serve on School Based Data Teams. Teams will meet on a bi-monthy and quarterly basis.


Program Area(s): Professional Education, Student Services


• Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data Warehousing

Goal #2: Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school.

Related Challenges:

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

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

• Establish a district system that fully ensures high quality curricular assets (e.g. model curricula, learning progressions, units, lesson plans, and content resources) aligned with state standards and fully accessible to teachers and students.

100

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

• Establish a district system that fully ensures students who are academically at risk are identified early and are supported by a process that provides interventions based upon student needs and includes procedures for monitoring effectiveness.

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

• Establish a district system that fully ensures classrooms are staffed with highly qualified teachers.

Indicators of Effectiveness:

Type: Annual

Data Source: School Performance Profile--Academic Growth from PSSA and Keystones

Specific Targets: All schools will meet the performance measure representing the success in closing the achievement gap for all students in Mathematics/Algebra I; includes all students who take either the PSSA, PASA, or Keystone Exam and were enrolled for a full academic year.

Strategies:

Common Assessment within Grade/Subject

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







101

Description: Using Student Achievement Data to Support Instructional Decision Making provides a WWC reporting of various strategies related to the acquisition, analysis, and application of student data. (Source: http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf )


High Impact Instructional Strategies

Description:

There are nine high leverage instructional strategies identified by Robert Marzano. The following will be high priority in the WPSD:

• Summarizing and Notetaking • Reinforcing Effort and Providing Recognition • Cooperative Learning • Cues, Questions, and Advanced Organizers

SAS Alignment: Assessment, Instruction, Materials & Resources, Curriculum Framework

Implementation Steps:

Common Assessments

Description:

The district is in the process of aligning the curriculum at the elementary level. Within the process, the curriculum teams will create common assessments for the district in each subject area and grade level.


Program Area(s): Professional Education


• Common Assessment within Grade/Subject



102

Description:

Elementary Level--

• Success For All Schools--(Member Center)

Middle School--(OSCAR & Pearson)

High School--(OSCAR)

CDTs at all three levels.


Program Area(s): Professional Education, Teacher Induction, Educational Technology


• Common Assessment within Grade/Subject

• Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data Warehousing

High Impact Instructional Strategies/Cooperative Learning

Description:

Strategies to be implemented at all levels:

Cooperative Learning will increase engagement time. Students will learn more through the following selected strategies:

• Thin-write-pair-discus • Response cards • Choral responding • Reciprocal teaching

Students are grouped based on a variety of criteria and may be formal, informal, or time based.


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Program Area(s): Professional Education, Teacher Induction, Special Education, Educational Technology


• High Impact Instructional Strategies

High Impact Instructional Strategies/Summarizing and Notetaking

Description:

Strategy to be implented grades 3-12

Summarizing requires the ability to delete, substitute and keep some information in order to synthesize and distill. It also requires analysis at a deep level and awareness of structure of information. Students will be able to:

• Generate verbal summaries • Generate written summaries • Take notes and revise their notes correcting errors and adding information


Program Area(s): Professional Education, Teacher Induction, Special Education



High Impact Instructional Strategies/Reinforcing Effort and Providing Recognition

Description:

Strategy to be implement at all levels:

Students will believe that effort is a primary attribute of success achieve higher outcomes. Teacers will teach students to change their beliefs about success to an emphasis on effort by rewarding and recogniziing student effort.


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High Impact Instructional Strategies/Cues,Questions,and Advance Organizers

Description:

Strategy to be implemented at all levels:

Students will utilize cues, qustions, and advanced organizers to retrieve what they already know about a topic.





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Appendix: Professional Development Implementation Step Details

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

Strategy #1: Common Assessment within Grade/Subject Strategy #2: Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data Warehousing

Start End Title Description

9/2/2013 6/8/2018

Data Analysis Procedures, Data-Informed Instruction,

Data Teams & Data Warehousing

Elementary Level--

• Success For All Schools--(Member Center)

Middle School--(OSCAR & Pearson)

High School--(OSCAR)

CDTs at all three levels. Person Responsible SH S EP Provider Type App. Building Level

Administrators 8.0 12 20 Harcourt, Pearson, Success For All For Profit

Company No

Knowledge Data Protocol which includes gathering the data, analyzing, and application to instruction

Use of Data Management System Supportive Data Driven Instruction

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Research Designed to Accomplish

For classroom teachers, school counselors and education specialists:

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

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

For school and district administrators, and other educators seeking leadership roles:

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

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

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

Training Format

Series of Workshops Professional Learning Communities Offsite Conferences

Participant Roles

Classroom teachers Principals / Asst. Principals Supt / Ast Supts / CEO / Ex

Dir New Staff

Grade Levels

Elementary - Primary (preK - grade 1) Elementary - Intermediate (grades 2-5) Middle (grades 6-8) High (grades 9-12)

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Follow-up Activities

Analysis of student work, with administrator and/or peers

Creating lessons to meet varied student learning styles

Evaluation Methods

Student PSSA data Standardized student assessment

data other than the PSSA Classroom student assessment data


Strategy #1: High Impact Instructional Strategies


9/2/2013 6/22/2018 High Impact Instructional Strategies/Cooperative

Learning

Strategies to be implemented at all levels:

Cooperative Learning will increase engagement time. Students will learn more through the following selected strategies:

• Thin-write-pair-discus

• Response cards

• Choral responding

• Reciprocal teaching

Students are grouped based on a variety of criteria and may be formal, informal, or time based.

Person Responsible SH S EP Provider Type App. Curriculum

Office/Curriculum Teams

8.0 12 35 Success For All Non-profit

Organizat

No

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ion

Knowledge Utilization of Cooperative Learning Strategies throughout the day in content areas.

Supportive Research Cognitive and Cooperative Learning Strategies Johns Hopkins University

Designed to Accomplish


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




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

Training Format

Series of Workshops School Whole Group Presentation Department Focused Presentation Professional Learning Communities Offsite Conferences

Participant Roles Classroom teachers Principals / Asst. Principals Supt / Ast Supts / CEO / Ex

Grade Levels Elementary - Primary (preK - grade 1) Elementary - Intermediate (grades 2-5) Middle (grades 6-8)

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Dir Paraprofessional New Staff


Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers

Lesson modeling with mentoring

Joint planning period activities

Evaluation Methods

Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.

Classroom student assessment data Review of participant lesson plans


Strategy #1: High Impact Instructional Strategies


9/2/2013 6/1/2018 High Impact Instructional

Strategies/Summarizing and Notetaking

Strategy to be implented grades 3-12

Summarizing requires the ability to delete, substitute and keep some information in order to synthesize and distill. It also requires analysis at a deep level and awareness of structure of information. Students will be able to:

• Generate verbal summaries

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• Generate written summaries

• Take notes and revise their notes correcting errors and adding information

Person Responsible SH S EP Provider Type App. Building Level

Administrators/Professional Development & Curriculum Teams

3 4 25 District Staff School Entity

No

Knowledge Teachers will be learn strategies related to summarizing fiction/non-fiction texts and organizing their thoughts through note-taking.

Supportive Research Teachers' Colleges Lucy Caulkins and John Collins Writing Program

Designed to Accomplish


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




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

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

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

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learning.

Training Format

Series of Workshops Professional Learning Communities

Participant Roles

Classroom teachers Principals / Asst. Principals Supt / Ast Supts / CEO / Ex

Dir New Staff

Grade Levels

Elementary - Primary (preK - grade 1) Elementary - Intermediate (grades 2-5) Middle (grades 6-8) High (grades 9-12)


Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers

Creating lessons to meet varied student learning styles

Evaluation Methods

Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.

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District Level Affirmations

We affirm that this District Level Plan was developed in accordance, and will comply with the applicable provisions of 22 Pa. Code, Chapters 4, 12, 16, and 49. We also affirm that the contents are true and correct and that the plan was placed for public inspection in the school district/AVTS offices and in the nearest public library until the next regularly scheduled meeting of the board or for a minimum or 28 days whichever comes first.

We affirm that the responses in the Professional Education Core Foundations and the Professional Development Implementation Steps focus on the learning needs of each staff member to enable all staff members meet or exceed the Pennsylvania academic standards in each of the core subject areas.

Affirmed by Jennifer Hoff on 11/30/2016

Board President

Affirmed by Jane Harbert on 11/17/2016

Superintendent/Chief Executive Officer

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Special Education Affirmations

We also affirm our understanding that any requests for any deviations from the Chapter 14 regulations, standards, policies, and procedures must be made in writing to the Pennsylvania Department of Education. The school district understands that the Special Education Component of the District Level Plan will be approved by PDE in accordance with the following criteria as set forth in 22 Pa. School Code § 14.104 and as part of the District Level Plan:

1. There are a full range of services, programs and alternative placements available to the school district for placement and implementation of the special education programs in the school district.

2. The school district has adopted a child find system to locate, identify and evaluate young children and children who are thought to be a child with a disability eligible for special education residing within the school district's jurisdiction. Child find data is collected, maintained, and used in decision-making. Child find process and procedures are evaluated for its effectiveness. The school district implements mechanisms to disseminate child find information to the public, organizations, agencies, and individuals on at least an annual basis.

3. The school district has adopted policies and procedures that assure that students with disabilities are included in general education programs and extracurricular and non-academic programs and activities to the maximum extent appropriate in accordance with an Individualized Education Program.

4. The school district will comply with the PA Department of Education, Bureau of Special Education's revision notice process.

5. The school district follows the state and federal guidelines for participation of students with disabilities in state and district-wide assessments including the determination of participation, the need for accommodations, and the methods of assessing students for whom regular assessment is not appropriate.

6. The school district affirms the Pennsylvania Department of Education that funds received through participation in the medical assistance reimbursement program, ACCESS, will be used to enhance or expand the current level of services and programs provided to students with disabilities in this local education agency.

We affirm that the school district has completed a 28 day public inspection and comment period as required under 22 PA Code § 4.13 (d) prior to the school entity's governing board approval and submission to the Department of Education (Bureau of Special Education).

Affirmed by Jennifer Hoff on 4/27/2016

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Board President

Affirmed by Jane Harbert on 4/29/2016

Superintendent/Chief Executive Officer

William Penn SD · 2016-12-02 · From March through October, 2016, the principals, instructional...

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