SouthernLehighSD
DistrictLevelPlan
07/01/2019-06/30/2022
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DistrictProfile
Demographics5775MainStCenterValley,PA18034(610)282-3121Superintendent:KathleenEvisonDirectorofSpecialEducation:AndriaDeatlineBuchman
PlanningProcessDevelopmentoftheComprehensivePlan
TheSouthernLehighSchoolDistrictcomprehensiveplanningprocesswaspurposefullydevelopedtoengagerepresentativesfromallstakeholdergroupsincollaborativeandmeaningfulways.Students,families,communityrepresentatives,boardmembers,administrators,teachersandsupportstaffeithervolunteeredorwereselectedtoparticipateintheprocess.ThecomprehensiveplanningprocessforthedistrictbecameknownasSPARKSouthernLehigh,callingattentiontoourdesiretosparkdialogue,planning,innovationandidentificationofthedistrict'sdirectioninsupportingstudents.Asteeringcommitteewasestablishedthatincludedtheco-chairsofsevensub-committees,eachchargedwithinquiringaboutthecurrentandpreferredfocusofsignificantaspectsoftheorganization.Thesevensubcommitteesincluded:
• Vision/Mission/Values• SpecialEducation• ProfessionalEducation• Curriculum,Instruction,Assessment• SafeandSupportiveSchools• Equity• Operations
TwoSPARKSouthernLehighkick-offsessionswereheldinlateFebruaryof2018.BetweenMarch1andMay31,threecyclesofsubcommitteemeetingswereheldwithfollow-upsteeringcommitteemeetingsaftereachround.Inadditiontoface-to-facemeetings,participantswereassignedtoCanvaslearningmanagementsystem(LMS)coursesalignedtoeachcommittee.TheLMS,inadditiontoothercollaborativetechnologytools,allowedsynchronousandasynchronouscollaborationandcontributionsbycommitteemembers.Eachsteeringcommitteemeetingwasleveragedasanopportunitytoreviewdata,discussionsandrecommendationsofeachsubcommitteeandformulatetheagendaandactivitiesforthenextcommitteemeetings.Duringthisprocess,theadministrativeteamalsospenttimemeetingwiththeSuperintendent'sStudentAdvisoryCouncilstoreviewtheworkofthecommitteesinachild-friendlymannerandtosolicit
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theirfeedbackabouttheirexperiencesattheirrespectivebuildings.RegularupdatesweremadetotheSouthernLehighSchoolDistrictBoardofDirectorsduringmeetings.
Atthecompletionofthefinalroundofsub-committeemeetings,thestrengths,challenges,strategiesandfocusareasidentifiedbyeachsub-committeewerereviewedbythesteeringcommitteeandwasprocessedduringawhole-districtadministrativeteamworksessioninJuneof2018.Duringthattime,thevision,missionandvaluesofthedistrictweresolidifiedbaseduponthecommonthemesidentifiedasbeingimportantacrosseachofthesub-committees.Inaddition,fourfocusareaswererecognizedasimportanttothedevelopmentofgoalsandstrategiesforthedistrict:
1. Maintainandstrengthendistrictenvironmentswherestudents,staff,familiesandvisitorsfeelwelcome,safe,andsecure
2. Supporttheemotionalandsocialwell-beingofstudentsandfamilies
3. Engagedistrictstakeholderswithrespectandpositiveexperiences
4. Pursueacademicexcellencethroughchallengingexperiencesandexpandedopportunitiesforalllearners
TheresultingcomprehensiveplancreatesavisionandpathwaysforallstakeholdersintheSouthernLehighSchoolDistricttostrategicallyidentifyactionplanstoachievespecificgoalsineachofthefourfocusareas.Theultimateoverarchinggoaloftheprocessandresultingplanistocontinuallytransformtheorganizationtoprovidethehighestqualitylearningopportunitiesforourstudentsaswellasstriveforanenvironmentinwhichallstakeholdersareengaged.Criticaltotheplanningprocessisfacilitatingasharedpurposeoralignment,whichhascoalescedasresultofarenewedvisionandmissionforthedistrict.BothprovideareinvigoratedmeaningtotheworkoftheSouthernLehighSchoolDistrict,therebyenablingsuccessfulaccomplishmentofthegoalsoftheorganization.TheplanwillprovidedirectionforSouthernLehighasweworktoachievethevisionofthedistrictthroughthemissionandaccomplishmentofidentifiedactionplansandgoals.Thecomprehensiveplan,submittedtothePennsylvaniaDepartmentofEducationafterstakeholderfeedbackandboardapprovalhavebeensecured,willbeusedasaroadmaptoprovidebothdirectionandflexibilitybasedonfutureneedswhilebeingalivingdocumentthatguidesourwork.
ComprehensivePlanSteeringCommitteeMembers
• KathleenEvison,Superintendent• MichaelRoth,AssistantSuperintendent• JeremyMelber,DirectorofBusinessAdministration• MaryFarris,DirectorofHumanResources• AndriaBuchman,DirectorofStudentServices/SpecialEducation• KenJordan,DirectorofTechnology,DataandAssessment• ShaneCross,DirectorofCurriculumandInstruction• ToddBergey,DirectorofSupportServices• SueKnoll,CoordinatorofSupportServices
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• ThomasRuhf,HighSchoolAssistantPrincipal• JenniferBrinson,HighSchoolAssistantPrincipal• JackHankee,AssistantPrincipal• DianaMillman,CoordinatorofCommunityEngagement/BoardSecretary
ComprehensivePlanSub-CommitteesandMembers
Vision/MissionValues(EssentialQuestions:Whatshouldbethevision,mission,valuesthatrepresentthecorefunctionsoftheSouthernLehighSchoolDistrict?HowshouldthesetranslateintowhatwewanttheSouthernLehighSchoolDistricttolooklikein2022?)
• KathleenEvison,Superintendent(Co-Chair)• MichaelRoth,AssistantSuperintendent(Co-Chair)• EmilyGehman,SchoolBoardPresident• ColleenMatkowski,Parent• JenMeaney,Parent• AlvinGoren,CommunityMember• EricKnies,BusinessRepresentative• CherylMoreira,Parent• JosephZacher,Teacher
Curriculum/Instruction/Assessment(EssentialQuestions:Inwhatwayshaveourstudentsdemonstratedsuccess?Inwhatareashaveourstudentsstruggledtodemonstratesuccess?Whatshouldteacherandlearninglooklikein2022?Whattypesofmaterialsandresourceswillbestprovisionthisteachingandlearning?Whatdostudentexperienceslooklikeinacademics,athletics,artsandgiftededucation?)
• ShaneCross,DirectorofCurriculumandInstruction(Co-Chair)• JenniferBrinson,HSAssistantPrincipal(Co-Chair)• AnitaDesai,SchoolBoard• KellyPauling,Parent• AndreaLycette,Parent• JitenDihora,BusinessRepresentative• JanetMiltenberger,EducationSpecialist• JulieManzo,Parent• JohnBarone,Parent• EdwardDonahue,MSPrincipal• MichaelDuane,Parent• LisaGreenawalt,LCTIRepresentative• BethGuarriello,HSPrincipal• SamHafner,LBESPrincipal• KellyHowsare,Teacher• LoriLimparHWESPrincipal
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• LynetteMartins,Parent• SeanMcGinty,JPLISPrincipal• KarenRyan,Teacher
SafeandSupportiveSchools(EssentialQuestions:Inwhatwaysshouldwesupporttheemotionalandsocialgrowthofstudents?Whatdoculturallycompetentanddevelopmentallyappropriateenvironmentslooklikethatenhancelearning?Whattypesofservicesandresourcesshouldbeleveragedtosupportstudentsandfamilies?)
• MichaelRoth,AssistantSuperintendent(Co-Chair)• MaryFarris,DirectorofHumanResources(Co-Chair)• JenniferSmith,SchoolBoard• KristenBuck,Parent• ReneeD'Amico,Parent• ChrisitiDelp,Parent• ChristineGorigoitia,Parent• AngelaHagenbuch,Parent• BrookeRuch,EducationSpecialist• ChristieSamph,Parent• JulieShaible,Parent• AmberSmith,Parent• BethTomlinson,CommunityRepresentative• AngelaTraub,Parent• DeniseUnderkoffler,CommunityRepresentative
SpecialEducation(EssentialQuestions:Inwhatwaysshouldwesupportthegrowthofstrugglinglearners?HowdowetranslatemandatesconcerningSpecialEducationintopracticesthatcontinuallysupportourstudentsandfamilies?)
• AndriaBuchman,DirectorofStudentServicesandSpecialEducation(Co-Chair)• JackHankee,MSAssistantPrincipal(Co-Chair)• KathleenParsons,SchoolBoard• CarynBronfenbrenner,Teacher• SpencerCameron,Teacher• JackieButler,Teacher• KatieWechtler,Teacher• MariaRamunni,EducationSpecialist• CotieStrong,EducationSpecialist• BrynneRice,EducaitonSpecialist• ChristinaMazzella,Parent• JanineTyniec,Parent• TraciCyr,Parent
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ProfessionalEducation(EssentialQuestions:Whatshouldlearningopportunitiesforourstafflooklike?Whattypesofprofessionaldevelopmentwillbeneededtoensuresuccessofourstudents?)
• KenJordan,DirectorofTechnology,DataandAssessment(Co-Chair)• ShaneCross,DirectorofCurriculumandInstruction(Co-Chair)• SueKnoll,CoordinatorofSupportServices(Co-Chair)• MaryanneNord,SchoolBoard• KateCarannante,Parent• JenniferJohnson,Parent• ChuckLinden,CommunityRepresentative• JessicaMcNulty,Parent• CollenPizzo,Teacher• BrookSawyer,CommunityRepresentative
Operations(EssentialQuestions:Inwhatwaysshouldourfiscalandphysicalresourcesbeleveragedtosupportstudents,staffandthecommunity?Whatarethechallengesandsuccesseswehaveexperiencedintheareasoffinances,supportservices,andfacilities?Whattheopportunitiesandthreatstooursuccessintheseareas?)
• JeremyMelber,DirectorofBusinessAdministration(Co-Chair)• ToddBergey,DirectorofSupportServices(Co-Chair)• WilliamLycett,BoardMember• KyleGangewere,Parent• SamanthaFalcone,CommunityRepresentative
Equity(EssentialQuestions:Inwhatwaysdoweensurethattheexperiencesofourstudentsandfamiliesareequitable?Howdoweleverageoursystemsandresourcesinwaysthatsupportallstudentsandfamilies?)
• KathleenEvison,Superintendent(Co-Chair)• ThomasRuhf,HSAssistantPrincipal(Co-Chair)• CorineGunkle,SchoolBoardVice-President• MariaAult,Parent• JohnBarone,Parent• BenBecker,Teacher• KellyDougherty,Teacher• MichaelDuane,Parent• TammyEvans,Parent• KellyHowsare,Teacher• PeggyKong,Parent• PamMetzler,Parent• TammyPost,Teacher
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• MariaRamunni,EducationSpecialist• GregorySingleton,Parent• CotieStrong,EducationSpecialist
ImplementationoftheComprehensivePlan
TheSouthernLehighSchoolDistrictComprehensivePlanwillbepresentedtotheSchoolBoardofDirectorsandpostedforpubliccommentforthirty(30)days.Followingthecommentperiod,adjustmentswillbemadetotheplanpriortothefinaladoptionofthestrategicplanbyboardactionandsubmissiontothePennsylvaniaDepartmentofEducation.ThestrategiesandgoalsassociatedwiththeComprehensiveplanwillbeusedtoguideyearlyplanningbybuildinganddistrictleadership,andresultintheestablishmentofyearlyactionplansactionsinsupportofthevision,missionandfocusareasofthecomprehensiveplan.ProgressontheplanwillbemonitoredbytheSuperintendentandAssistantSuperintendentoftheSouthernLehighSchoolDistrict,withregularreportsprovidedtothecommunityandschoolboard.
MissionStatementLearning•Serving•LeadingOneInteractionataTime
VisionStatementTheSouthernLehighSchoolDistrictisaninclusive,innovative,andinspiringcommunityoflearnerswhererelationshipsmatterandstudentsareempoweredandmotivatedtofacethechallengesoftodayandtomorrow.
SharedValuesWevalueandbelieve:
• Everyoneshouldfeelsafe,valuedandrespectedinaninclusiveanddiverselearningenvironment
• Studentslearnwhenchallengedtothinkcritically,problemsolve,actwithintegrity,anddemonstrateresiliency
• Academicsuccessisachievedwhenstudentsdemonstrategrowthandmaximizetheirpotential
• Positivecollaborationandpartnershipsfostergrowthandunderstanding• Social,emotional,academic,athleticandartisticdevelopmentarefoundationaltolifelong
learning• Learning,serving,andleadingcreateandinfluencethefuture
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EducationalCommunityOurCommunityLocatedalongthesouthernborderofLehighCounty,theSouthernLehighSchoolDistrict's48squaremilegeographicboundariesarecomprisedofthemunicipalitiesoftheBoroughofCoopersburg,UpperSauconTownship,andLowerMilfordTownship.ThedistrictisapartoftheLehighValley,thethirdmostpopulousMetropolitanStatisticalAreainPennsylvaniaasdefinedbytheU.S.OfficeofManagementandBudget.AccordingtotheU.S.CensusBureau,total2016populationincombinedSouthernLehighSchoolDistrictmunicipalitieswas22,855.TheU.S.CensusBureauAmericanCommunitySurveyfive-yeardataprofilefor2012-2016identifiesLehighCounty'stotalpopulationas349,497.Topeconomicsectorsasrankedbytotalnumberofpaidemployeesforthecountyarehealthcare,retailandmanufacturing.TheSouthernLehighSchoolDistrictissituatedapproximatelyonehournorthofPhiladelphia,twohourswestofNewYorkCity,andjustsouthofthecitiesofAllentownandBethlehem.Itslocationprovidesthecommunitythebenefitsofamixofsuburbanandruralopportunities.Itsresidentshaveaccesstoawidearrayofrecreational,cultural,andoutdooraswellasdiversehighereducationopportunities.Severaloutstandingprivatecollegesanduniversities,partofalargerconsortiumincludingMuhlenberg,CedarCrest,Lafayette,Moravian,andLehighUniversity,arelocatedintheLehighValley.DeSalesUniversity(aprivatefour-yearliberalartscollege)andPennStateLehighValley(abranchofThePennsylvaniaStateUniversitysystem)arelocatedinthedistrict.Therearealsofourschoolsinthestateuniversitysystemwithin35milesofSouthernLehigh.Thecombinationofitslocation,historicattractions,high-techdevelopment,ruralsetting,suburbanbenefits,proximitytohighereducationinstitutions,andreputationforexcellenceineducationhasmadeTheSouthernLehighSchoolDistrictcommunitydesirablefromtheperspectiveofhomeowners,communityorganizations,developers,andlocal/regional/internationalcompanies.
OurDistrictTheSouthernLehighSchoolDistrictprovidesaneducationalprogramforstudentsinkindergartenthroughtwelfthgradeandhasbeenrecognizedforitsexcellenceandforward-lookingperspective,whichissensitivetothechangingneedsofstudents.Thecommunity,faculty,familiesandstudentshavejoinedtogetherinstrivingtomaintainandenhancethatexcellence.TheDistrict--madeupoftwoelementaryschools(K-3),oneintermediateschool(4-6),onemiddleschool(7-8),andonehighschool(9-12)--playsasignificantroleinthelifeandactivitiesofthecommunity.Theschoolsencourageparentsandresidentstoparticipateinmanydiversifiedways--fromclassroomvisitationsandopenhousestoworkingoncommunityprojects.Schoolsandthecommunitymakeaconcertedefforttoworkcloselytogethertoprovidechildrenwithmultifacetedopportunities.ThedistrictenjoysastrongrelationshipwithCarbonLehighIntermediateUnit21,LehighCareerandTechnicalInstitute,andLehighCarbonCommunityCollegeinsupportingthevaryinglearningneedsandoptionsforstudents.TheUpperSauconTownshipPoliceDepartment,CoopersburgPoliceDepartment,SouthernLehighCommunityLibrary,localfireandambulancecorps,andtheSouthernLehighChamberofCommercehaveallplayedintegralrolesinsupportingtheeffortsofthedistrictineducatingitsyouth.Thedistrictemploys425staffmembersthatserveatotalstudentenrollmentof3,206students(2017-2018schoolyear).
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Asthecommunityreflectsitsvaluesinitsstrongsupportofqualityeducationforitschildren,theschooldistrictinturnservesthecommunityinprovidingthevehicleforthiseducationalexcellence.SouthernLehighSchoolDistrictwilleducateallstudentstodeveloptheskillsandcompetenciesrequiredtobecomelife-longlearnersandproductivemembersofanever-changingworld.Thedistrictstrivestoprovidelearningopportunitiesforstudentsthatwillprovidethemastrongfoundationtocreateandinfluencetheirownfuture.
Ourschooldistrict'sstrengthsinclude:• Consistenthighperformanceonmultiplemeasuresofacademicachievement,athletic
competitionandartisticexpression• Engagedstudents,familiesandteachersinterestedinandmotivatedbyschoolexperiences• Avarietyofeducationalopportunitiesutilizedincludingdual-enrollment,on-linelanguage
instruction,on-linerecoverycourses,careerandtechnicaleducation,independentstudy,andcriticallanguageofferings
• Coursesandparticipationincounty-wideofferingstomeetCareerEducationandWorkstandards
• Partnershipswithcommunitygroups,highereducation,businessgroups,andlocallawenforcement
• Supportive,involved,andeducationally-mindedfamiliesandcommunitymembers• Extensivetechnologyresourcesavailable
Ourschooldistrict'sneedsinclude:• Continualstaffcollaborationtodevelopstandardsalignedcurriculumandlocallydesigned
assessments.• Continualimprovementinstudentacademicproficiencyasdemonstratedonstateandlocal
assessments.• Continualopportunitiesforpersonalizedlearningandcareercounselingtosupportcareer
goals(includingdual-enrollment,job-shadowingandinternships).• Continualprofessionaldevelopmentactivitiesdesignedaroundubiquitoustechnology
integrationforteachingandlearning,research-basedclassroomstrategies,differentiationofinstructionandstrategiestoincreasesstudentopportunitiesandsuccess
• Continualprofessionaldevelopmentactivitiesdesignedaroundsocial,emotional,andinclusivepracticesthatsupportallstudentsintheirgrowthandlearning
• Continualevaluationandleveragingofresources(financial,human,facilities)toensuresafe,nurturing,supportingandchallengingopportunitiesforallstudentsandfamilies
• Continualevaluationanddevelopmentofplanstosupportprojectedenrollmentincreasesandprogrammaticneeds
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PlanningCommitteeName Role
ToddBergey Administrator:ProfessionalEducationSchoolwidePlan
ShaneCross Administrator:ProfessionalEducationSchoolwidePlan
KathleenEvison Administrator:ProfessionalEducationSpecialEducationSchoolwidePlan
SueKnoll Administrator:ProfessionalEducationSchoolwidePlan
JeremyMelber Administrator:ProfessionalEducationSchoolwidePlan
MichaelRoth Administrator:ProfessionalEducationSpecialEducationSchoolwidePlan
AnitaDeSai BoardMember:ProfessionalEducationSchoolwidePlan
EmilyGehman BoardMember:ProfessionalEducationSchoolwidePlan
CorineGunkle BoardMember:ProfessionalEducationSchoolwidePlan
BillLycett BoardMember:ProfessionalEducationSchoolwidePlan
MaryanneNord BoardMember:ProfessionalEducationSchoolwidePlan
KathieParsons BoardMember:SpecialEducationJenniferSmith BoardMember:ProfessionalEducation
SchoolwidePlanJenBrinson BuildingPrincipal:ProfessionalEducation
SchoolwidePlanJackHankee BuildingPrincipal:SpecialEducationThomasRuhf BuildingPrincipal:ProfessionalEducation
SchoolwidePlanJitenDihora BusinessRepresentative:ProfessionalEducation
SchoolwidePlanEricKnies BusinessRepresentative:ProfessionalEducation
SchoolwidePlanChuckLinden BusinessRepresentative:ProfessionalEducation
SchoolwidePlanSamanthaFalcone CommunityRepresentative:Professional
EducationSchoolwidePlanKyleGangwere CommunityRepresentative:Professional
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EducationSchoolwidePlanAlvinGoren CommunityRepresentative:Professional
EducationSchoolwidePlanLisaGreenawalt CommunityRepresentative:Professional
EducationSchoolwidePlanDianaMillman CommunityRepresentative:Professional
EducationBrookSawyer CommunityRepresentative:Professional
EducationSchoolwidePlanBethTomlinson CommunityRepresentative:Professional
EducationSchoolwidePlanKenJordan EdSpecialist-InstructionalTechnology:
ProfessionalEducationJanetMiltenberger EdSpecialist-Other:ProfessionalEducation
SchoolwidePlanBrookeRuch EdSpecialist-Other:ProfessionalEducation
SchoolwidePlanMariaRamunni EdSpecialist-SchoolCounselor:Special
EducationBrynneRice EdSpecialist-SchoolPsychologist:Special
EducationCotieStrong EdSpecialist-SchoolPsychologist:Special
EducationBenBecker ElementarySchoolTeacher-RegularEducation:
ProfessionalEducationSchoolwidePlanKellyDougherty ElementarySchoolTeacher-RegularEducation:
ProfessionalEducationSchoolwidePlanColleenPizzo ElementarySchoolTeacher-RegularEducation:
ProfessionalEducationSchoolwidePlanTammyPost ElementarySchoolTeacher-RegularEducation:
ProfessionalEducationSchoolwidePlanKarenRyan ElementarySchoolTeacher-RegularEducation:
ProfessionalEducationSchoolwidePlanKatieWechtler ElementarySchoolTeacher-SpecialEducation:
SpecialEducationKellyHowsare HighSchoolTeacher-RegularEducation:
ProfessionalEducationSchoolwidePlanJosephZacher HighSchoolTeacher-RegularEducation:
ProfessionalEducationSchoolwidePlanCarynBronfenbrenner HighSchoolTeacher-SpecialEducation:Special
EducationSpencerCameron MiddleSchoolTeacher-RegularEducation:
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SpecialEducationJackieButler MiddleSchoolTeacher-SpecialEducation:
SpecialEducationMariaAult Parent:ProfessionalEducationSchoolwidePlanJohnBarone Parent:ProfessionalEducationSchoolwidePlanKristenBruck Parent:ProfessionalEducationSchoolwidePlanKateCarannante Parent:ProfessionalEducationSchoolwidePlanTraciCyr Parent:SpecialEducationReneeD'Amico Parent:ProfessionalEducationSchoolwidePlanChristiDelp Parent:ProfessionalEducationSchoolwidePlanMichaelDuane Parent:ProfessionalEducationSchoolwidePlanTammyEvans Parent:ProfessionalEducationSchoolwidePlanChristineGorigoitia Parent:ProfessionalEducationSchoolwidePlanAngelaHagenbuch Parent:ProfessionalEducationSchoolwidePlanJenniferJohnson Parent:ProfessionalEducationSchoolwidePlanPeggyKong Parent:ProfessionalEducationSchoolwidePlanAndreaLycette Parent:ProfessionalEducationSchoolwidePlanJulieManzo Parent:ProfessionalEducationSchoolwidePlanLynetteMartins Parent:ProfessionalEducationSchoolwidePlanColleenMatkowski Parent:ProfessionalEducationSchoolwidePlanChristinaMazzella Parent:SpecialEducationJessicaMcNulty Parent:ProfessionalEducationSchoolwidePlanJenMeaney Parent:ProfessionalEducationSchoolwidePlanPamMetzler Parent:ProfessionalEducationSchoolwidePlanCherylMoreira Parent:ProfessionalEducationSchoolwidePlanKellyPauling Parent:ProfessionalEducationSchoolwidePlanChristieSamph Parent:ProfessionalEducationSchoolwidePlanJulieSchaible Parent:ProfessionalEducationSchoolwidePlanAmberSmith Parent:ProfessionalEducationSchoolwidePlanAngelaTraub Parent:ProfessionalEducationSchoolwidePlanJanineTyniec Parent:SpecialEducationDeniseUnderkoffler Parent:ProfessionalEducationSchoolwidePlanJohnZuk Parent:ProfessionalEducationSchoolwidePlanAndriaBuchman SpecialEducationDirector/Specialist:Special
Education
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CoreFoundations
Standards
MappingandAlignment
ElementaryEducation-PrimaryLevel
Standards Mapping AlignmentArtsandHumanities Accomplished AccomplishedCareerEducationandWork Developing DevelopingCivicsandGovernment Accomplished DevelopingPACoreStandards:EnglishLanguageArts Developing AccomplishedPACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects Developing Developing
PACoreStandards:Mathematics Accomplished AccomplishedEconomics Accomplished DevelopingEnvironmentandEcology Accomplished DevelopingFamilyandConsumerSciences Accomplished DevelopingGeography Accomplished DevelopingHealth,SafetyandPhysicalEducation Accomplished AccomplishedHistory Accomplished DevelopingScienceandTechnologyandEngineeringEducation Developing Developing
AlternateAcademicContentStandardsforMath Developing DevelopingAlternateAcademicContentStandardsforReading Developing Developing
AmericanSchoolCounselorAssociationforStudents Developing Developing
EarlyChildhoodEducation:Infant-Toddler�SecondGrade
Developing Developing
EnglishLanguageProficiency Developing AccomplishedInterpersonalSkills Developing DevelopingSchoolClimate Developing Developing
ElementaryEducation-IntermediateLevel
Standards Mapping Alignment
ArtsandHumanities Accomplished AccomplishedCareerEducationandWork Accomplished DevelopingCivicsandGovernment Accomplished DevelopingPACoreStandards:EnglishLanguageArts Developing Accomplished
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PACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects Developing Developing
PACoreStandards:Mathematics Accomplished AccomplishedEconomics Accomplished DevelopingEnvironmentandEcology Accomplished DevelopingFamilyandConsumerSciences Accomplished DevelopingGeography Accomplished DevelopingHealth,SafetyandPhysicalEducation Accomplished AccomplishedHistory Accomplished DevelopingScienceandTechnologyandEngineeringEducation Developing Developing
AlternateAcademicContentStandardsforMath Developing DevelopingAlternateAcademicContentStandardsforReading Developing Developing
AmericanSchoolCounselorAssociationforStudents Developing Developing
EnglishLanguageProficiency Developing AccomplishedInterpersonalSkills Developing DevelopingSchoolClimate Developing Developing
MiddleLevel
Standards Mapping AlignmentArtsandHumanities Accomplished AccomplishedCareerEducationandWork Developing DevelopingCivicsandGovernment Accomplished DevelopingPACoreStandards:EnglishLanguageArts Accomplished DevelopingPACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects Developing Developing
PACoreStandards:Mathematics Developing DevelopingEconomics Accomplished DevelopingEnvironmentandEcology Developing DevelopingFamilyandConsumerSciences Accomplished DevelopingGeography Accomplished DevelopingHealth,SafetyandPhysicalEducation Accomplished AccomplishedHistory Accomplished DevelopingScienceandTechnologyandEngineeringEducation Developing Developing
AlternateAcademicContentStandardsforMath Developing DevelopingAlternateAcademicContentStandardsforReading Developing Developing
AmericanSchoolCounselorAssociationforStudents Developing Developing
EnglishLanguageProficiency Developing DevelopingInterpersonalSkills Developing Developing
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SchoolClimate Developing DevelopingWorldLanguage Accomplished Developing
HighSchoolLevel
Standards Mapping AlignmentArtsandHumanities Accomplished AccomplishedCareerEducationandWork Developing DevelopingCivicsandGovernment Accomplished DevelopingPACoreStandards:EnglishLanguageArts Accomplished DevelopingPACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects Developing Developing
PACoreStandards:Mathematics Developing DevelopingEconomics Accomplished DevelopingEnvironmentandEcology Developing DevelopingFamilyandConsumerSciences Accomplished DevelopingGeography Accomplished DevelopingHealth,SafetyandPhysicalEducation Accomplished DevelopingHistory Accomplished DevelopingScienceandTechnologyandEngineeringEducation Accomplished Developing
AlternateAcademicContentStandardsforMath Developing DevelopingAlternateAcademicContentStandardsforReading Developing Developing
AmericanSchoolCounselorAssociationforStudents Developing Developing
EnglishLanguageProficiency Developing DevelopingInterpersonalSkills Developing DevelopingSchoolClimate Developing DevelopingWorldLanguage Accomplished Developing
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Curriculum
PlannedInstruction
ElementaryEducation-PrimaryLevel
CurriculumCharacteristics StatusObjectivesofplannedcourses,instructionalunitsorinterdisciplinarystudiestobeachievedbyallstudentsareidentifiedforeachsubjectarea.
Accomplished
Content,includingmaterialsandactivitiesandestimatedinstructionaltimetobedevotedtoachievingtheacademicstandardsareidentified.
Accomplished
Therelationshipbetweentheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesandacademicstandardsareidentified.
Accomplished
Proceduresformeasurementofmasteryoftheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesareidentified.
Accomplished
ElementaryEducation-IntermediateLevel
CurriculumCharacteristics StatusObjectivesofplannedcourses,instructionalunitsorinterdisciplinarystudiestobeachievedbyallstudentsareidentifiedforeachsubjectarea.
Accomplished
Content,includingmaterialsandactivitiesandestimatedinstructionaltimetobedevotedtoachievingtheacademicstandardsareidentified.
Accomplished
Therelationshipbetweentheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesandacademicstandardsareidentified.
Accomplished
Proceduresformeasurementofmasteryoftheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesareidentified.
Accomplished
MiddleLevel
CurriculumCharacteristics Status
Objectivesofplannedcourses,instructionalunitsorinterdisciplinarystudiestobeachievedbyallstudentsareidentifiedforeachsubjectarea.
Accomplished
Content,includingmaterialsandactivitiesandestimatedinstructionaltimetobedevotedtoachievingtheacademicstandardsareidentified.
Accomplished
Therelationshipbetweentheobjectivesofaplannedcourse, Accomplished
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instructionalunitorinterdisciplinarystudiesandacademicstandardsareidentified.Proceduresformeasurementofmasteryoftheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesareidentified.
Accomplished
HighSchoolLevel
CurriculumCharacteristics StatusObjectivesofplannedcourses,instructionalunitsorinterdisciplinarystudiestobeachievedbyallstudentsareidentifiedforeachsubjectarea.
Accomplished
Content,includingmaterialsandactivitiesandestimatedinstructionaltimetobedevotedtoachievingtheacademicstandardsareidentified.
Accomplished
Therelationshipbetweentheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesandacademicstandardsareidentified.
Accomplished
Proceduresformeasurementofmasteryoftheobjectivesofaplannedcourse,instructionalunitorinterdisciplinarystudiesareidentified.
Accomplished
Instruction
InstructionalStrategies
CheckedAnswers• Formalclassroomobservationsfocusedoninstruction• Walkthroughstargetedoninstruction• AnnualInstructionalevaluations• Peerevaluation/coaching• InstructionalCoaching
RegularLessonPlanReview
CheckedAnswers• BuildingSupervisors• DepartmentSupervisors
UncheckedAnswers• Administrators• InstructionalCoaches• NotReviewed
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ProvidebriefexplanationofLEA'sprocessforincorporatingselectedstrategies.
TheSouthernLehighSchoolDistricthasdevelopedandcontinuestorefine/adjustcommongrade/subject/district-levelassessmentstoensurestandards-alignedinstructionandconsistencybetweenclassrooms,gradelevels,andcurricularareas.Thedistrict'sdifferentiatedsupervisionplanprovidesopportunitiesforInstructionalandPeerCoachingwithincyclesofclinicalsupervision.
ProvidebriefexplanationforstrategiesnotselectedandhowtheLEAplanstoaddresstheirincorporation.
Buildingleveladministratorsmaintainprimaryresponsibilityformonitoringteacherlessonplansandevaluatingteachers.Aspartofthedistrict'snewCurricularCycleforExcellence(CCE),lessonplanreviewisbecomingapartoftheworkofdepartmentdirectorsanddistrict-leveladministratorsaswell.AsthedistrictusestheCCEtoalignmaterials/resources/instructiontostandardsanddesiredstudentdemonstrationoflearning,wehavediscussedthepotentialneedsofshiftingthefocusofsomeadditionalspecialistswithinthecontextofservingasinstructionalcoaches.
ResponsivenesstoStudentNeeds
ElementaryEducation-PrimaryLevel
InstructionalPractices Status
Structuredgroupingpracticesareusedtomeetstudentneeds. FullImplementation
Flexibleinstructionaltimeorotherschedule-relatedpracticesareusedtomeetstudentneeds.
FullImplementation
Differentiatedinstructionisusedtomeetstudentneeds. FullImplementation
Avarietyofpracticesthatmayincludestructuredgrouping,flexibleschedulinganddifferentiatedinstructionareusedtomeettheneedsofgiftedstudents.
FullImplementation
ElementaryEducation-IntermediateLevel
InstructionalPractices Status
Structuredgroupingpracticesareusedtomeetstudentneeds. FullImplementation
Flexibleinstructionaltimeorotherschedule-relatedpracticesareusedtomeetstudentneeds.
FullImplementation
Differentiatedinstructionisusedtomeetstudentneeds. FullImplementation
Avarietyofpracticesthatmayincludestructuredgrouping,flexibleschedulinganddifferentiatedinstructionareusedtomeettheneedsofgiftedstudents.
FullImplementation
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MiddleLevel
InstructionalPractices Status
Structuredgroupingpracticesareusedtomeetstudentneeds. FullImplementation
Flexibleinstructionaltimeorotherschedule-relatedpracticesareusedtomeetstudentneeds.
Implementedin50%ormoreof
districtclassrooms
Differentiatedinstructionisusedtomeetstudentneeds.Implementedin50%ormoreof
districtclassrooms
Avarietyofpracticesthatmayincludestructuredgrouping,flexibleschedulinganddifferentiatedinstructionareusedtomeettheneedsofgiftedstudents.
Implementedin50%ormoreof
districtclassrooms
HighSchoolLevel
InstructionalPractices Status
Structuredgroupingpracticesareusedtomeetstudentneeds. FullImplementation
Flexibleinstructionaltimeorotherschedule-relatedpracticesareusedtomeetstudentneeds.
Implementedin50%ormoreof
districtclassrooms
Differentiatedinstructionisusedtomeetstudentneeds.Implementedin50%ormoreof
districtclassrooms
Avarietyofpracticesthatmayincludestructuredgrouping,flexibleschedulinganddifferentiatedinstructionareusedtomeettheneedsofgiftedstudents.
Implementedin50%ormoreof
districtclassrooms
RecruitmentDescribetheprocessyouimplementtorecruitandassignthemosteffectiveandhighlyqualifiedteachersinordertomeetthelearningneedsofstudentswhoarebelowproficiencyorareatriskofnotgraduating.TheSouthernLehighSchoolDistrictadvertisesallavailableeducationalpositionsthroughavarietyofoutlets.Thedistrictwebsite,avarietyofelectroniconlinejobpostingprograms,localnewspapersandemailtoallcurrentstaffareused.ApplicationsarecollectedinTalentEd-anelectronicrecruitmenttool.Applicantsarescreenedusingrubricstoensurethemosthighlyqualifiedcandidates.Allcandidatesmustholdpropercertificationtobeconsideredforemployment.Ateamofinterviewersincludingteacherleaders,building,andcentralofficeadministratorsinterviewscandidates.Abankofinterviewquestionsisusedto
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standardizetheinterviewprocess.Attimes,teachersareaskedtorespondtorealworldscenarios,askedtocompletetasks,orareaskedtoplanandpresentaclassroomlesson.Iftheinterviewersarenotsatisfiedwiththecaliberofcandidates,theprocesswillbeginagainandrepeatuntilaconsensusonasuccessfulcandidateismet.Finalistsforpositionswillgenerallycompletetwoorthreelevelsofinterviewswithmultipleindividuals.TheSouthernLehighSchoolDistrictmonitorstheassignmentofteachingstafftoitsbuildingsandclassroomsusingmethodologyestablishedthroughanEquityPlanforfederalprogrampurposes.Theassignmentofstaff,particularlythosewithlessthanthreeyearsofeducationalexperience,ismonitoredinrelationshiptotheracial,socio-economicandtraditionallyunderservedpopulationsofstudentstoensurethatequityintermsofhighlyqualifiedandexperiencedteachersismaintained.
Assessments
LocalGraduationRequirementsCourseCompletion SY19/20 SY20/21 SY21/22
TotalCourses 22.00 22.00 22.00English 4.00 4.00 4.00Mathematics 4.00 4.00 4.00SocialStudies 4.00 4.00 4.00Science 4.00 4.00 4.00PhysicalEducation 4.00 4.00 4.00Health 2.00 2.00 2.00Music,Art,Family&ConsumerSciences,CareerandTechnicalEducation
2.00 2.00 2.00
Electives Minimum%GradeRequiredforCredit(NumericalAnswer)
60.00 60.00 60.00
GraduationRequirementSpecifics
WeaffirmthatourentityrequiresdemonstrationofproficiencyoraboveineachofthefollowingStateacademicstandards:EnglishLanguageArtsandMathematics,ScienceandTechnologyandEnvironmentandEcology,asdeterminedthroughanyoneoracombinationofthefollowing:
• CompletionofsecondarylevelcourseworkinEnglishLanguageArts(Literature),AlgebraIandBiologyinwhichastudentdemonstratesproficiencyontheassociatedKeystoneExamorrelatedproject-basedassessmentif§4.4(d)(4)(relatingtogeneralpolicies)applies.
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LocalAssessmentsStandards WA TD NAT DA PSW Other
ArtsandHumanities X X X XCareerEducationandWork X X XCivicsandGovernment X XPACoreStandards:EnglishLanguageArts X X
PACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects
X X
PACoreStandards:Mathematics X XEconomics X XEnvironmentandEcology X XFamilyandConsumerSciences X X XGeography X XHealth,SafetyandPhysicalEducation X X
History X XScienceandTechnologyandEngineeringEducation X X
WorldLanguage X X
MethodsandMeasures
SummativeAssessments
SummativeAssessments EEP EEI ML HSMidtermExams X FinalExams X XChapter/UnitTests X X X XProjects/Performances/Presentations X X
BenchmarkAssessments
BenchmarkAssessments EEP EEI ML HS
StudyIsland X X
FormativeAssessments
FormativeAssessments EEP EEI ML HSPerformanceAssessments X XQuizzes/Unit/ChapterTests X X X X
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DiagnosticAssessments
DiagnosticAssessments EEP EEI ML HS
STAR X X X RI X XWritingPrompts X X X X
ValidationofImplementedAssessmentsValidationMethods EEP EEI ML HS
ExternalReview IntermediateUnitReview LEAAdministrationReview X XBuildingSupervisorReview X XDepartmentSupervisorReview ProfessionalLearningCommunityReview InstructionalCoachReview TeacherPeerReview X XProvidebriefexplanationofyourprocessforreviewingassessments.
Assessmentsaredevelopedcollaborativelywithteachers,buildingadministrators,andcurriculumdirectors.
DevelopmentandValidationofLocalAssessmentsIfapplicable,explainyourproceduresfordevelopinglocallyadministeredassessmentsandhowtheyareindependentlyandobjectivelyvalidatedeverysixyears.Throughtheimplementationphaseofacurriculumreview/renewalcycle,assessmentsarereviewed,developedandevaluatedforvalidity.
CollectionandDisseminationDescribeyoursystemtocollect,analyzeanddisseminateassessmentdataefficientlyandeffectivelyforusebyLEAleadersandinstructionalteams.ThedistrictusesourStudentInformationSystem(Sapphire)toactasadatawarehouseforlocalandstateassessmentdata,alongwithdemographicandothermeasuresofdatathatinfluencestudentperformance.Additionally,eMetric,PVAAS,anddisaggregatedspreadsheetdatafromourstateassessmentsisusedbyleadersandinstructionalteams.STAR360reportsarereviewedtomeasuregrowththroughouttheschoolyear.
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DataInformedInstructionDescribehowinformationfromtheassessmentsisusedtoassiststudentswhohavenotdemonstratedachievementoftheacademicstandardsataproficientlevelorhigher.Teachersandadministratorsutilizeassessmentdatatodevelopstrategiestosupportstudentwhoarenotproficient.Insomecases,remediationorsupportclassroomopportunitiesaffordstudentsextrahelpandanalysisofprogress.SomesupportsincludeMTSS,tutoring,targeteddirectedinstruction,computeraideddiagnosticsorbenchmarksandinstructiontoassiststrugglingstudents.
AssessmentDataUsesAssessmentDataUses EEP EEI ML HS
AssessmentresultsarereportedoutbyPAassessmentanchororstandards-alignedlearningobjective.
X X X X
InstructionalpracticesareidentifiedthatarelinkedtostudentsuccessinmasteringspecificPAassessmentanchors,eligiblecontentorstandards-alignedlearningobjectives.
X X X X
SpecificPAassessmentanchors,eligiblecontentorstandards-alignedlearningobjectivesareidentifiedforthosestudentswhodidnotdemonstratesufficientmasterysothatteacherscancollaborativelycreateand/oridentifyinstructionalstrategieslikelytoincreasemastery.
X X X X
Instructionalpracticesmodifiedoradaptedtoincreasestudentmastery. X X X X
Providebriefexplanationoftheprocessforincorporatingselectedstrategies.
Atthelevel,theadministrativeteamanalyzesstandardizedassessmentdatatoidentifytrendsorpatternsthatinformprogramandgradelevelneeds.School-basedteamsreviewdatatodeterminestudentneedsthatcanbemetbyprogramandservicessupports.Inreviewingdataatboththeschoolanddistrictlevel,variousgoalsaredevelopedandimplementedtosupportidentifiedinstructionalneeds.
DistributionofSummativeAssessmentResultsDistributionMethods EEP EEI ML HS
CoursePlanningGuides X XDirectingPublictothePDE&otherTest-relatedWebsites X X X X
IndividualMeetings X X X XLetterstoParents/Guardians X X X XLocalMediaReports X X X X
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Website X X X XMeetingswithCommunity,FamiliesandSchoolBoard X X X X
MassPhoneCalls/Emails/Letters X XNewsletters X X X XPressReleases SchoolCalendar X X X XStudentHandbook X X X XMLandHSuseon-linecoursesyllabitocommunicaterequirementsandassessmentgrading.
X X
Providebriefexplanationoftheprocessforincorporatingselectedstrategies.
Summativeassessmentresultsarecommunicatedthroughvariousmethods,includingmasse-mail,phonecalling,electronicreportcards/SISandthedistrictwebsite.Thecommunicationofresultsisdesignedtoeffectivelyreachfamiliesabouttheirchild'sprogressanddemonstratetheprogressofprogramstothecommunity.
ProvidebriefexplanationforstrategiesnotselectedandhowtheLEAplanstoaddresstheirincorporation.
Wegenerallywouldonlyuseapressreleasewhenthereisinformationtobesharedregardingstateandfederalregulationsastheypertaintoassessmentsandchangesinassessments.
SafeandSupportiveSchools
AssistingStrugglingSchoolsDescribeyourentity’sprocessforassistingschoolsthateitherdonotmeettheannualstudentachievementtargetsorexperienceotherchallenges,whichdeterstudentattainmentofacademicstandardsataproficientlevelorhigher.Ifyourentityhasnostrugglingschools,explainhowyouwilldemonstratecontinuedgrowthinstudentachievement.TheSouthernLehighSchoolDistrictdoesnothaveanyschoolsthatareratedas"strugglingschools".Weutilizeavarietyofdiagnosticassessmentstodeterminetheappropriateinterventionandreferralservicestoprovidetostudents.ThissystemallowsustoensurethatstudentsaremakingadequategrowthtowardsachievingthePACoreStandardsandareabletoperformatproficientlevelsonthestateassessments.Thissystemisdelineatedbelow:
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Diagnostic,Intervention,Referral,andSupportServicesTheSouthernLehighSchoolDistrictiscurrentlyusingtheMulti-TieredSystemofSupport(MTSS),acomprehensive,multi-tieredinterventionapproachtodetermineindividualstudentacademicneedsbysystematicallyintensifyingtheinterventionifastudentdoesnotdemonstrategrowthwiththeinterventionbeingprovided.TheMTSSmodelalsoprovidesdataforteamstodiscussapossibleneedforaspecialeducationevaluation.OurMTSSmodelprovideswell-designed,proactiveinterventionsforstudentswithneedsinreadingandmaththroughdatabasedmodelsandsystematic,researchbasedinstructionalopportunities.Thismodeldiffersfromthetraditionaldisparitymodelinseveralways,butmostimportantlyhasthepotentialtobenefitstudentsatearlierstagesofneedsandoftencanremediateskilldifficultiessuccessfullywithoutunnecessaryspecialeducationidentificationordevelopmentofmoresignificantlearningproblems.Withinourdistrict,MTSSiscurrentlyinplaceingradesKthrough8.Thedistrictemploysthreefull-timeMTSSteacherstosupportat-riskstudentsattheK-8levels.AlongwiththeMTSSinterventionteachers,instructionalassistantsprovidesupporttotheseteachersandstudentstoreinforcelearnedstrategiesorconceptsduringtheirinterventionblock.
InadditiontoMTSS,ourdistrictalsohasaStudentAssistanceProgram(SAP)inGrades7-12.StudentAssistanceProgramsaremandatedbythePennsylvaniaDepartmentofEducation.Thepurposeoftheseprogramsistoidentifystudentswhomaybeexperiencingbarrierstolearning.Onceidentified,theStudentAssistanceProgramisdesignedtohelpthesestudentsovercomethosebarriersthatmaybekeepingthemfrombeingsuccessfulstudents.TheStudentAssistanceProgram(SAP)Teammeetsonaregularbasisduringtheschoolyear.TheSAPmodelwillbeexpandedtogradesK-6duringthe2018-2019schoolyear.
AlongwithMTSSandSAP,thedistrictalsohasachildstudyteam(CST)model.CSTisateamofschoolpersonneldedicatedtosupportingtheacademic,social,andemotionalneedsofallofourstudents.CSTallowsfordatatobereviewedandconversationamongprofessionalstooccurtodetermineapathwayofsupportforstudentsmostinneedofadditionalsupportsandservices.Thepathwaysthatmaybeconsideredforastudentinclude:aparentandstudentmeetingbytheclassroomteacher,Tier2reading/math/behaviorintervention,movementfromTier2toTier3intervention,a504permissiontoevaluate,aspecialeducationpermissiontoevaluate,anIEPmeeting,astudentassistanceprogram(SAP)referral,aparentandstudentmeetingtodiscussattendance,atruancy/attendancemeeting,abehaviorplanoraFBAconsult.CSTmembersincludethebuildingprincipal,assistantprincipals,schoolcounselors,schoolpsychologist,readingandmathinterventionspecialists(K-6)andDirectorofSpecialEducation&SupportServices.Theschoolnurse,ELsupport,and/orSAPcoordinatormayalsobeinvolvedinsomestudentmeetings.BoththeMTSSandCSTframeworksfocustheconversationaroundstudentdataandstudentneeds.Dependingonthebuildinglevel,studentsarediscussedonabi-weeklyor
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monthlybasistodeterminenextstepsofsupport.TheCSTmodelcomplimentstheMTSSmodelbycontinuallyfocusingonthedata,butnotsolelyonacademicsand/orbehavior,butrathertheneedsofthewholechild.CSTalsoprovidesopportunitiestoreviewtheinterventionsthatarecurrentlyinplaceanddetermineotherpossiblepathwaysofsupporttobeconsidered.Withregardstosupport,eachbuildinghasvaryinglevelsofprogramsandsupportsavailable.Ourdistrictiscontinuallyevaluatingtheneedsofourstudents,basedondata,todetermineotherprograms,supports,andservicesthatneedtobedesigned,purchased,orimplementedtosupporttheneedsofthestudentsinourschoolcommunity.Currently,ourdistricthasthefollowinginplace:
• AttheSouthernLehighHighSchool,therearethreecounselorsandaschoolpsychologistwhosupporttheneedsofthestudentsatthehighschool.Theschoolcounselorsareassignedstudentsalphabeticallybythefirstletterofthestudent’slastname.Thus,theschoolcounselorworkswithaparticularstudenttheentirefouryearsatthehighschool.Thisarrangementhelpsthecounselor,student,andthestudent’sfamilycreatesacollaborativeworkingrelationshipforthestudentsduringthehighschoolyears.Ourschoolcounselorssupportstudentsbyhelpingthemchoosetheirappropriatecareerpathtoensurethateachstudenthaschosenappropriatecoursesinordertohelpthemachievetheirgoal.Additionally,eachmonththecounselorsworkwithstudentsinGrades9through12todiscussorientation,schoolinvolvementinactivities,courseselection,schedulechanges,andgraduationcreditmonitoring.Inaddition,theyofferassistancewithPSAT,SAT,dualenrollmentopportunities,posthighschoolplans,thecollegeapplicationprocess,financialaid,andGovernorSchoolopportunities.Thecounselorsoffereveningpresentationsforparentsregardingcollegeplanningandfinancialaid.Theschoolcounselorsandschoolpsychologistarealsoinstrumentalincollaboratingwithoutsideagenciesthatassistourstudentsduringdifficultsituations.Additionally,ourschoolcounselorsandschoolpsychologistprovideindividualcounselingsessionstostudentsexperiencingdifficultiesintheirlives.Thesecounselingsessionsareshort-termsessionstoassistthestudentandfamilytosecuremorelong-termservicesifthoseservicesareneeded.ASAPreferralmayalsobecompletedforstudentsexperiencingthisneedsothatlocalcommunityresourcescanbeidentified.
• AttheSouthernLehighMiddleSchoolandJosephP.LiberatiIntermediateSchool,theschoolcounselorandtheschoolpsychologistineachofthosebuildingsprovidemanysupportservicestothestudentsincludingweeklysmallgroupcounselingsessions,individualcounseling,consultationswithfamilies,teachers,andadministrationaswellasdeliveringlessonsintheclassroomonconflictresolution,bullyingprevention,etc.Inaddition,theyworkwithoutsideagenciestomeettheneedsofthestudentwhennecessary.TheseprofessionalsarealsomembersoftheStudentAssistanceProgram(SAP)team.
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• WithinourK-3buildings,HopewellElementaryandLibertyBellElementary,ourschoolcounselorandschoolpsychologistsplittheirtimebetweenthetwobuildings.Similartotheotherbuildings,theschoolcounselorandschoolpsychologistprovidecounselingsupportsandservicesforthestudentsatthatlevel.Theschoolcounselorprovidestheindividualcounselingsessionsandgroupcounselingforbothbuildings.Additionally,twoyearsagoourdistrictdesignedaninterventionkindergartenprogram.Thisinterventionkindergartenprogramisdesignedforstudentswhoarescreenedanddeterminedtobeinneedforthatlevelofsupportandservice.Interventionkindergartenisafull-daykindergartenexperiencetoassistthosestudentstoreachgradelevelbenchmarksbytheendoftheirkindergartenyear.
Programs,StrategiesandActionsPrograms,StrategiesandActions EEP EEI ML HS
BienniallyUpdatedandExecutedMemorandumofUnderstandingwithLocalLawEnforcement X X X X
School-widePositiveBehavioralPrograms X X X ConflictResolutionorDisputeManagement X X X XPeerHelperPrograms X X X XSafetyandViolencePreventionCurricula X X X XStudentCodesofConduct X X X XComprehensiveSchoolSafetyandViolencePreventionPlans X X X X
PurchaseofSecurity-relatedTechnology X X X XStudent,StaffandVisitorIdentificationSystems X X X XPlacementofSchoolResourceOfficers XStudentAssistanceProgramTeamsandTraining X XCounselingServicesAvailableforallStudents X X X XInternetWeb-basedSystemfortheManagementofStudentDiscipline X X X X
ExplanationofstrategiesnotselectedandhowtheLEAplanstoaddresstheirincorporation:
Currently,wedonothaveaschool-widepositivebehaviorinterventionandsupportsprogramattheSouthernLehighHighSchool.Duringthe2018-2019schoolyear,thismodelwasexpandedtotheSouthernLehighMiddleSchool.Ourhopeistohaveaschool-widePBSmodelinplaceatthehighschoolinthenextthreeyears.
Withregardstotheschoolresourceofficer,ourSROislocatedattheSouthernLehighHighSchool.Ifthereareneedsinotherbuildingshewillassist,butprimarilyhisdutiesareatthehighschool.ThroughthecomprehensiveplanningprocesswithourcommunityandschoolboardwearepartneringwithUpperSauconTownshipforanotherschoolresourceofficewithinthenextschoolyear.
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Lastly,andassharedabove,ourStudentAssistanceProgram(SAP)willbeimplementedintheK-6buildingsduringthe2018-2019schoolyear.StaffhasalreadybeentrainedandwehavedatesscheduledwiththeCenterforHumanisticChangetosupportourimplementationeffortsinthesebuildings.
Screening,EvaluatingandProgrammingforGiftedStudents
Describeyourentity’sawarenessactivitiesconductedannuallytoinformthepublicofthegiftededucationservicesandprogramsoffered(newspaper,studenthandbooks,schoolwebsite,etc.)Informationaboutourgiftedprogramisavailableonourdistrictwebsiteandinthestudenthandbooksforeachbuilding.
Describeyourentity’sprocessforlocatingstudentswhoarethoughttobegiftedandmaybeinneedofspeciallydesignedinstruction(screening).TheGiftedProgramisaspecialpartoftheoveralleducationalprogramforchildrenidentifiedbyaCertifiedSchoolPsychologistasmentallygifted.Identificationisbasedonamulti-criteriaevaluationthatincludesbuildinglevelevaluationsofacademicperformanceandteacherobservations,alongwithanorm-referencedachievementandreasoningquotientsassessmentadministeredbyschoolpersonnel.Ifachildmeetstheminimumrequirementsatthebuildinglevelgiftedscreening,individualachievementandintelligencetestingisperformedbyaschoolpsychologist.Studentsmaybereferredforscreeningbyateacherand/orthisscreeningmayberequestedinwrittenformbyaparent.Onceastudentisidentified,ateamofparentsandschoolpersonnelcalleda“G.I.E.P.Team”meetsandagreesuponindividualgoalsandspeciallydesignedinstructionforthatstudent.
Describeyourentity’sproceduresfordeterminingeligibility(throughmultiplecriteria)andneed(basedonacademicstrength)forpotentiallymentallygiftedstudents(evaluation).TheprocessthattheSouthernLehighSchoolDistrictutilizestoidentifygiftedstudentsincludesbothareferralandscreeningprocessingthatisfollowedbyfurthertestingtodetermineeligibility.Whenateacherbelievesthatastudentisgiftedtheycontactschoolpsychologistintheirbuilding.Theschoolpsychologistwillthenmeetwiththeschool'sMTSSteamandgradelevelteacherstodiscussthereferral.Theschoolpsychologistwillthencontacttheparenttogetdiscussthescreeningprocessandgetpermissiontoscreen.Ifpermissionisgranted,theteacherwillgivetheGATESandreturnittotheschoolpsychologist.TheschoolpsychologistwillthenadministertheSAGEStothestudents.ResultsoftheGATESandSAGES,aswellasanyadditionalstandardizedtestscoresarereviewed.Ifscoresareatthe75%ileorhigherondistrictscreeningcriteriatheschoolpsychologistwillcontacttheparentforfurthertesting.Ifpermissionissecuredtheschoolpsychologistwillgivetheteacheranadditionaldocumentaskingformorecurriculumandperformanceinformation.TheWechslerIntelligenceTestwillbeadministeredbytheschoolpsychologistandthoseresultscombinedwiththeotherinformationwillbecompiledintotheGiftedWrittenReport.Whenaparentrequestsgiftedweimmediatelystartthescreeningandevaluationprocessnamedabove.Informationforourgiftedprogrammingisavailableonthedistrictwebsite.
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TheSouthernLehighSchoolDistrictfollowsChapter16guidelinesfordeterminingeligibilityforgiftedservices.
Describethegiftedprograms*beingofferedthatprovideopportunitiesforacceleration,enrichmentorboth.*Theword"programs"referstothecontinuumofservices,notoneparticularoption.AtSouthernLehighthegiftedprogramprovides:
• Activitiestoincreasehigherlevelthinking,evaluation,andmemoryskill• Additionaltechnologycomponents• Independentinterestdrivenresearchprojects• Deeperunderstandingofgiftedness
Elementary(K-3)InourK-3elementaryschoolsstudentsparticipateinsmallgroup,collaborativepulloutclassoncepercycleusingcreativeanddivergentproblemsolvingderivedfromcurrenteventsand/orSTEM-typescenarios.TheGiftedteacheralsocreatesdifferentiatedunitsforuseintheregulareducationclassroominordertomeettheneedsofourgiftedstudentscurricularstrengths,asdeterminedbypre-andpost-tests.
Intermediate(4-6)AttheIntermediateSchoolour4thand5thgradestudentsparticipateinapulloutprogramthatisprojectbasedanddifferentiatedforacademicstrengths.Our6thgradestudentscometogetherfortheircommunicationblockandreceiveinstructionbasedonacademicstrengths.Intheareaofmathematicsthisgradebeginsourregulareducationdifferentiationbyabilitysothatallstudentsareinstructedinthemathematicsattheirassessedlevel.
Middle(7-8)AttheMiddleSchool,ingrade7thegiftedstudentsaregroupedtogetherforareading/languageartblock,whichistaughtbythegiftedsupportteacher.ThegiftedacademicliteracycourseprovidescurriculumenrichmentandaccelerationfortheidentifiedstudentbaseduponthegiftedIEPgoals.Studentsparticipateinactivitiesthatincreasehigher-levelcomprehension,memory,evaluationskills,studyskills,andconvergentanddivergentthinkingabilities.Studentsareofferedopportunitiestoparticipateinindependent,interestdrivenresearchprojects.Inthegiftedlanguageartsportionoftheblock,giftedstudentsaretaughtthesamecurriculumasstudentstakingthehonorslevellanguageartsclass,however,thegiftedclassmovesatarigorous,fastpace.Thecoursereachesbeyondbasicskillsandfocusesonhigher-leveltasksinwriting,grammar,vocabulary,andoralcommunication.Theteacherofthegiftedalsopushesintothescienceclassestoenrichthecurriculumwhennecessary.
HighSchool(9-12)AttheHighSchoolourprogramchangesonceagain.Ourregulareducationprogramoffers
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Honors,APandDualEnrollmentopportunitiesthatmeettheneedsofourgiftedstudents.InadditiontotheseclasseswealsoofferGiftedSeminars.
TheGiftedSeminars,donothavetobetakeninorder.Studentsmaytakeeachsectiononetimethroughouttheirhighschoolcareer.GiftedSeminarisahalf-yearelectiveopentostudentidentifiedasgiftedlearnerswhohavehadaGIEPatsomepointintheirSLSDcareer.Inthiscourse,emphasisisplacedonactivitiestoexplorecreativityandoriginality,independentprojectdevelopmentandcompletionbasedonstudentinterest,anddiscussionandproblemsolvinggearedtowardthedevelopmentofhigherlevelthinkingskills.
DevelopmentalServicesDevelopmentalServices EEP EEI ML HS
AcademicCounseling X X X XAttendanceMonitoring X X X XBehaviorManagementPrograms X X X XBullyingPrevention X X X XCareerAwareness X X X XCareerDevelopment/Planning X X X XCoaching/Mentoring X X X XCompliancewithHealthRequirements–i.e.,Immunization X X X X
EmergencyandDisasterPreparedness X X X XGuidanceCurriculum X X X XHealthandWellnessCurriculum X X X XHealthScreenings X X X XIndividualStudentPlanning X X X XNutrition X X X XOrientation/Transition X X X XRTII/MTSS X X X Wellness/HealthAppraisal X X X XServicesasdescribedaboveareprovidedasnecessaryanddevelopmentallyappropriateateachbuilding.TheMTSSmodeliscurrentlybeingimplementedattheK-8levelandconversationswillbeoccurringwiththehighschooltodeterminetheneedforthisinterventionprogramatthatlevel.
Diagnostic,InterventionandReferralServicesDiagnostic,InterventionandReferralServices EEP EEI ML HS
AccommodationsandModifications X X X XAdministrationofMedication X X X XAssessmentofAcademicSkills/AptitudeforLearning X X X X
Assessment/ProgressMonitoring X X X X
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Casework X X X XCrisisResponse/Management/Intervention X X X XIndividualCounseling X X X XInterventionforActualorPotentialHealthProblems X X X X
PlacementintoAppropriatePrograms X X X XSmallGroupCounseling-Copingwithlifesituations X X X X
SmallGroupCounseling-Educationalplanning X XSmallGroupCounseling-PersonalandSocialDevelopment X X X X
SpecialEducationEvaluation X X X XStudentAssistanceProgram X X X XServicesasdescribedaboveareprovidedasnecessaryanddevelopmentallyappropriateateachbuilding.Withregardstoeducationalplanning,studentsattheK-6levelhavelimitedflexibilitywithcourseselection,courseselectiondoesnotbeginuntiltheirmiddleschoolyears.
ConsultationandCoordinationServicesConsultationandCoordinationServices EEP EEI ML HS
AlternativeEducation X X X XCaseandCareManagement X X X XCommunityLiaison X X X XCommunityServicesCoordination(InternalorExternal) X X X X
CoordinatePlans X X X XCoordinationwithFamilies(LearningorBehavioral) X X X X
Home/FamilyCommunication X X X XManagingChronicHealthProblems X X X XManagingIEPand504Plans X X X XReferraltoCommunityAgencies X X X XStaffDevelopment X X X XStrengtheningRelationshipsBetweenSchoolPersonnel,ParentsandCommunities X X X X
SystemSupport X X X XTruancyCoordination X X X XServicesasdescribedaboveareprovidedasnecessaryanddevelopmentallyappropriateateachbuilding.
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CommunicationofEducationalOpportunitiesCommunicationofEducationalOpportunities EEP EEI ML HS
CoursePlanningGuides X X X XDirectingPublictothePDE&Test-relatedWebsites X X X X
IndividualMeetings X X X XLetterstoParents/Guardians X X X XLocalMediaReports X X X XWebsite X X X XMeetingswithCommunity,FamiliesandBoardofDirectors X X X X
MassPhoneCalls/Emails/Letters X X X XNewsletters X X X XPressReleases X X X XSchoolCalendar X X X XStudentHandbook X X X X
CommunicationofStudentHealthNeedsCommunicationofStudentHealthNeeds EEP EEI ML HS
IndividualMeetings X X X XIndividualScreeningResults X X X XLetterstoParents/Guardians X X X XWebsite X X X XMeetingswithCommunity,FamiliesandBoardofDirectors X X X X
Newsletters X X X XSchoolCalendar X X X XStudentHandbook X X X X
FrequencyofCommunicationElementaryEducation-PrimaryLevel
• Quarterly
ElementaryEducation-IntermediateLevel
• Quarterly
MiddleLevel
• Quarterly
HighSchoolLevel
• Quarterly
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CollaborationforInterventionsDescribethecollaborationbetweenclassroomteachersandindividualsprovidinginterventionsregardingdifferingstudentneedsandacademicprogress.TheSouthernLehighSchoolDistricthasadoptedtheReevesDataTeammodel.Thismodelhasgradelevels/departmentsmeetingindatateamstodiscussstudentachievementonamonthlybasis.Thesemeetingsincludedataanalysisthatallowsforteacherstomodifytheirinstructionalpracticestomeettheneedsofallstudents.Thesedatateamsincludeclassroomteachers,interventionteachers,specialeducationteachers,buildingleveladministratorsandotherschoolpersonnelasappropriatetothediscussion.
CommunityCoordinationDescribehowyouaccomplishcoordinationwithcommunityoperatedinfantandtoddlercenters,aswellaspreschoolearlyinterventionprograms.Inaddition,describethecommunitycoordinationwiththefollowingbeforeorafterschoolprogramsandservicesforallgradelevels,includingpre-kindergarten,ifoffered,throughgrade12.
1. Childcare2. Afterschoolprograms3. Youthworkforcedevelopmentprograms4. Tutoring
TheSouthernLehighSchoolDistrictworksinconjunctionwithareachildcareproviderstoensurethattheyareconnectedtoschooldistrictcommunications.Throughourelectronicalertsystemtheycansignuptoreceiveallannouncementsfromallschools.Ourtransportationdepartmentcommunicatesregularlywithlocalchildcarefacilitiestoensuresafetransportofstudents.Weprovideinformationonlocalbefore/afterschoolchildcareprogramsonourwebsitesandourschoolsassistparentswithlocatinginformation.Localchildcareprovidersanddistrictadministratorsmeetoccasionallytodiscusssmoothtransitionsandservices.Providersareinvitedtoparticipateondistrictcommittees.YouthWorkforceDevelopmentprogramsworkwithourguidancecounselorstoensureaccess.Thedistricthasapolicythatgovernstutoringservicesprovidedbydistrictstaff.
PreschoolAgencyCoordinationExplainhowtheLEAcoordinateswithagenciesthatservepreschoolagechildrenwithdisabilities.
1. Addresscoordinationactivitiesdesignedtoidentifyandservechildrenwithdisabilitiesandthesupportsandaccommodationsavailabletoensurebothphysicalandprogrammaticaccess.
2. Addresspre-kindergartenprogramsoperateddirectlybytheLEAandthoseoperatedbycommunityagenciesundercontractfromtheLEA.
3. DescribehowtheLEAprovidesforasmoothtransitionfromthehomesettingandanyearlychildhoodcareoreducationalsettingthestudentsattend,totheschoolsetting.
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TheSouthernLehighSchoolDistrictutilizesCLIU#21servicesthroughProjectConnecttoprovidesupporttostudentswithdisabilitiesinpre-schoolprograms.WecoordinatewithCLIU#21fortransitionpurposes.Attimes,parentsandguardianswillreachouttotheSpecialEducationandStudentServicesDepartmenttoinquireaboutprogramming,supports,andservicesavailabletopreschoolchildren.Toassistthemwiththeirinquiry,weprovidethemwiththecontactinformationforCLIU#21.Withregardstokindergartenregistration,webroadlyannouncethedatesforourkindergartenregistrationtimesinthedistrictviaourdistrictwebsiteandtoourlocalpreschools.Parentsandstudentsthenspendsometimewithbuildingrepresentativestoregistertheirchildandansweranyquestionsthattheymayhave.Informationissharedwiththemtohelpthemtotransitiontothedistrict'skindergartenprogramthefollowingfall.Forstudentswithdisabilities,CLIU#21coordinatestheearlyinterventiontransitionmeetings.ThesemeetingsareheldintheSouthernLehighSchoolDistrict.AdistrictPowerPointhandoutisreviewedwiththeparentsthathighlightsimportantinformationtoassistthemwiththetransitionprocess.Theschoolpsychologiststaysinregularcontactwiththefamilythroughouttheprocess.Oncethere-evaluationiscompletedatransitionIEPmeetingisheldwherethenewschoolagedre-evaluationisreviewedandanewschoolageIEPisdeveloped.Studentsandtheirparentscanalsocometothebuildingforatoursothattheparentsandguardiansandthestudentfeelcomfortablewiththeirnewschool.
MaterialsandResources
DescriptionofMaterialsandResources
ElementaryEducation-PrimaryLevel
MaterialandResourcesCharacteristics StatusAlignedandsupportiveofacademicstandards,progressesleveltolevelanddemonstratesrelationshipsamongfundamentalconceptsandskills
Accomplished
Arobustsupplyofhighqualityalignedinstructionalmaterialsandresourcesavailable Accomplished
Accessibilityforstudentsandteachersiseffectiveandefficient AccomplishedDifferentiatedandequitablyallocatedtoaccommodatediverselevelsofstudentmotivation,performanceandeducationalneeds Accomplished
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ElementaryEducation-IntermediateLevel
MaterialandResourcesCharacteristics Status
Alignedandsupportiveofacademicstandards,progressesleveltolevelanddemonstratesrelationshipsamongfundamentalconceptsandskills
Accomplished
Arobustsupplyofhighqualityalignedinstructionalmaterialsandresourcesavailable Accomplished
Accessibilityforstudentsandteachersiseffectiveandefficient AccomplishedDifferentiatedandequitablyallocatedtoaccommodatediverselevelsofstudentmotivation,performanceandeducationalneeds Accomplished
MiddleLevel
MaterialandResourcesCharacteristics StatusAlignedandsupportiveofacademicstandards,progressesleveltolevelanddemonstratesrelationshipsamongfundamentalconceptsandskills
Accomplished
Arobustsupplyofhighqualityalignedinstructionalmaterialsandresourcesavailable Accomplished
Accessibilityforstudentsandteachersiseffectiveandefficient AccomplishedDifferentiatedandequitablyallocatedtoaccommodatediverselevelsofstudentmotivation,performanceandeducationalneeds Accomplished
ProvideexplanationforprocessesusedtoensureAccomplishment.
Teamscomprisedofcurriculum/specialeddirectors,technology,buildingadministratorsanddepartmentchairsworktogethertoidentifyandimplementprogramsofstudythatprovidematerialsthatmeettheneedsofalllearners.
HighSchoolLevel
MaterialandResourcesCharacteristics Status
Alignedandsupportiveofacademicstandards,progressesleveltolevelanddemonstratesrelationshipsamongfundamentalconceptsandskills
Accomplished
Arobustsupplyofhighqualityalignedinstructionalmaterialsandresourcesavailable Accomplished
Accessibilityforstudentsandteachersiseffectiveandefficient AccomplishedDifferentiatedandequitablyallocatedtoaccommodatediverselevelsofstudentmotivation,performanceandeducationalneeds Accomplished
ProvideexplanationforprocessesusedtoensureAccomplishment.
Teamscomprisedofcurriculum/specialeddirectors,technology,buildingadministratorsanddepartmentchairsworktogethertoidentifyandimplementprogramsofstudythatprovidematerialsthatmeettheneedsofalllearners.
36
SASIncorporation
ElementaryEducation-PrimaryLevel
Standards Status
ArtsandHumanitiesImplementedin50%ormoreof
districtclassrooms
CareerEducationandWorkImplementedin50%ormoreof
districtclassrooms
CivicsandGovernmentImplementedin50%ormoreof
districtclassrooms
PACoreStandards:EnglishLanguageArtsImplementedin50%ormoreof
districtclassrooms
PACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects
Implementedin50%ormoreof
districtclassrooms
PACoreStandards:MathematicsImplementedin50%ormoreof
districtclassrooms
EconomicsImplementedin50%ormoreof
districtclassrooms
EnvironmentandEcologyImplementedin50%ormoreof
districtclassrooms
FamilyandConsumerSciencesImplementedin50%ormoreof
districtclassrooms
GeographyImplementedin50%ormoreof
districtclassrooms
Health,SafetyandPhysicalEducationImplementedin50%ormoreof
districtclassrooms
History Implementedin50%ormoreof
37
districtclassrooms
ScienceandTechnologyandEngineeringEducationImplementedin50%ormoreof
districtclassrooms
AlternateAcademicContentStandardsforMath NotApplicableAlternateAcademicContentStandardsforReading NotApplicableAmericanSchoolCounselorAssociationforStudents NotApplicable
EarlyChildhoodEducation:Infant-Toddler&SecondGradeImplementedin50%ormoreof
districtclassrooms
EnglishLanguageProficiencyImplementedin50%ormoreof
districtclassrooms
InterpersonalSkillsImplementedin50%ormoreof
districtclassrooms
SchoolClimateImplementedin50%ormoreof
districtclassrooms
ElementaryEducation-IntermediateLevel
Standards Status
ArtsandHumanitiesImplementedin50%ormoreof
districtclassrooms
CareerEducationandWorkImplementedin50%ormoreof
districtclassrooms
CivicsandGovernmentImplementedin50%ormoreof
districtclassrooms
PACoreStandards:EnglishLanguageArtsImplementedin50%ormoreof
districtclassrooms
PACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects
Implementedin50%ormoreof
districtclassrooms
38
PACoreStandards:MathematicsImplementedin50%ormoreof
districtclassrooms
EconomicsImplementedin50%ormoreof
districtclassrooms
EnvironmentandEcologyImplementedin50%ormoreof
districtclassrooms
FamilyandConsumerSciencesImplementedin50%ormoreof
districtclassrooms
GeographyImplementedin50%ormoreof
districtclassrooms
Health,SafetyandPhysicalEducationImplementedin50%ormoreof
districtclassrooms
HistoryImplementedin50%ormoreof
districtclassrooms
ScienceandTechnologyandEngineeringEducationImplementedin50%ormoreof
districtclassrooms
AlternateAcademicContentStandardsforMath NotApplicableAlternateAcademicContentStandardsforReading NotApplicableAmericanSchoolCounselorAssociationforStudents NotApplicable
EnglishLanguageProficiencyImplementedin50%ormoreof
districtclassrooms
InterpersonalSkillsImplementedin50%ormoreof
districtclassrooms
SchoolClimateImplementedin50%ormoreof
districtclassrooms
MiddleLevel
39
Standards Status
ArtsandHumanitiesImplementedin50%ormoreof
districtclassrooms
CareerEducationandWorkImplementedin50%ormoreof
districtclassrooms
CivicsandGovernmentImplementedin50%ormoreof
districtclassrooms
PACoreStandards:EnglishLanguageArtsImplementedin50%ormoreof
districtclassrooms
PACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects
Implementedin50%ormoreof
districtclassrooms
PACoreStandards:MathematicsImplementedin50%ormoreof
districtclassrooms
EconomicsImplementedin50%ormoreof
districtclassrooms
EnvironmentandEcologyImplementedin50%ormoreof
districtclassrooms
FamilyandConsumerSciencesImplementedin50%ormoreof
districtclassrooms
GeographyImplementedin50%ormoreof
districtclassrooms
Health,SafetyandPhysicalEducationImplementedin50%ormoreof
districtclassrooms
HistoryImplementedin50%ormoreof
districtclassrooms
ScienceandTechnologyandEngineeringEducation Implementedin
40
50%ormoreofdistrict
classroomsAlternateAcademicContentStandardsforMath NotApplicableAlternateAcademicContentStandardsforReading NotApplicableAmericanSchoolCounselorAssociationforStudents NotApplicable
EnglishLanguageProficiencyImplementedin50%ormoreof
districtclassrooms
InterpersonalSkillsImplementedin50%ormoreof
districtclassrooms
SchoolClimateImplementedin50%ormoreof
districtclassrooms
WorldLanguageImplementedin50%ormoreof
districtclassrooms
HighSchoolLevel
Standards Status
ArtsandHumanitiesImplementedin50%ormoreof
districtclassrooms
CareerEducationandWorkImplementedin50%ormoreof
districtclassrooms
CivicsandGovernmentImplementedin50%ormoreof
districtclassrooms
PACoreStandards:EnglishLanguageArtsImplementedin50%ormoreof
districtclassrooms
PACoreStandards:LiteracyinHistory/SocialStudies,ScienceandTechnicalSubjects
Implementedin50%ormoreof
districtclassrooms
PACoreStandards:MathematicsImplementedin50%ormoreof
districtclassrooms
41
EconomicsImplementedin50%ormoreof
districtclassrooms
EnvironmentandEcologyImplementedin50%ormoreof
districtclassrooms
FamilyandConsumerSciencesImplementedin50%ormoreof
districtclassrooms
GeographyImplementedin50%ormoreof
districtclassrooms
Health,SafetyandPhysicalEducationImplementedin50%ormoreof
districtclassrooms
HistoryImplementedin50%ormoreof
districtclassrooms
ScienceandTechnologyandEngineeringEducationImplementedin50%ormoreof
districtclassrooms
AlternateAcademicContentStandardsforMath NotApplicableAlternateAcademicContentStandardsforReading NotApplicableAmericanSchoolCounselorAssociationforStudents NotApplicable
EnglishLanguageProficiencyImplementedin50%ormoreof
districtclassrooms
InterpersonalSkillsImplementedin50%ormoreof
districtclassrooms
SchoolClimateImplementedin50%ormoreof
districtclassrooms
WorldLanguageImplementedin50%ormoreof
districtclassrooms
42
ProfessionalEducation
CharacteristicsDistrict’sProfessionalEducationCharacteristics EEP EEI ML HSEnhancestheeducator’scontentknowledgeintheareaoftheeducator’scertificationorassignment. X X X X
Increasestheeducator’steachingskillsbasedoneffectivepracticeresearch,withattentiongiventointerventionsforstrugglingstudents.
X X X X
Increasestheeducator'steachingskillsbasedoneffectivepracticeresearch,withattentiongiventointerventionsforgiftedstudents.
X X X X
Provideseducatorswithavarietyofclassroom-basedassessmentskillsandtheskillsneededtoanalyzeandusedataininstructionaldecision-making.
X X X X
Empowerseducatorstoworkeffectivelywithparentsandcommunitypartners. X X X X
District’sProfessionalEducationCharacteristics EEP EEI ML HSProvidestheknowledgeandskillstothinkandplanstrategically,ensuringthatassessments,curriculum,instruction,staffprofessionaleducation,teachingmaterialsandinterventionsforstrugglingstudentsarealignedtoeachother,aswellastoPennsylvania’sacademicstandards.
X X X X
Providestheknowledgeandskillstothinkandplanstrategically,ensuringthatassessments,curriculum,instruction,staffprofessionaleducation,teachingmaterialsandinterventionsforgiftedstudentsarealignedtoeachother,aswellastoPennsylvania'sacademicstandards.
X X X X
Providesleaderswiththeabilitytoaccessanduseappropriatedatatoinformdecision-making. X X X X
Empowersleaderstocreateacultureofteachingandlearning,withanemphasisonlearning. X X X X
Instructstheleaderinmanagingresourcesforeffectiveresults. X X X X
Providebriefexplanationofyourprocessforensuringtheseselectedcharacteristics.
TheSouthernLehighSchoolDistrictprovidesavarietyofprofessionaldevelopmentactivities.Someaddressdistrict-wideinitiativesinwhichallteachers,staff,andadministratorsparticipate.Topicsincludedwithinprofessionaldevelopmentactivitiesincludestatemandates(suchaschildabusetrainingoreducatoreffectivenesstraining);learner-centeredprogramming;safe,secureandsupportiveschools;socialandemotional
43
development;anddiversity/equityandinclusion.Specificlearningopportunitieswithineachareaareself-selectedorsupervisorassigned,basedupondifferentiatedneedsofindividuals.Allapprovedprofessionaldevelopmentforteachersisreviewedforrigorandapplicationtocontent;classroomstrategies,instruction,assessmentanddataanalysis;differentiationofinstructiontomeetindividualstudentneedsregardlessofability(includinggiftedandlearningsupports);andparent/communitypartnerships.Often,administratorsparticipateinprofessionaldevelopmentalongsidetheirteachingstaff.Inaddition,approvedadministrativeactivitiesarereviewedforalignmentandapplicationoftheitemsthatimpactteachersintheclassroom,withanemphasisonleadingtheorganizationtowardexcellenceinallwedo.TheBoardofDirectors,workingwiththesuperintendent,setsdirectionandspecificannualgoalsfortheDistrictbaseduponthecomprehensiveplan.Inturn,eachbuildinganddistrictdepartmentcreatesanannualplanthatoutlinesGoalsforGrowth,Improvement,andEnhancementbasedontheannualgoals.Professionaldevelopmentisintendedtofurtherthelearningneededbyallmembersofthedistricttosuccessfulachievethesegoals.
TheAct48CommitteesurveysallprofessionalstaffannuallyinordertogaugeinterestandneedinspecifictopicsrelatedtoDistrictgoals.Baseduponthatneedsassessment,bothinternalandexternalexpertsareidentifiedtodeliverprofessionaldevelopment.TheTeachingandLearningTeam,workingwithteachersubjectarealeaders,plansin-serviceprofessionaldevelopmentdays.Hands-onapplicationoflearningthroughjob-imbeddedactivitieshasbecomemoreroutinethaninthepast.Teachersworkingingrade-levelorcontent-areacollaborativeteamstoapplynewlearning,strategies,ortechniquesarecommon.Inadditiontothescheduledin-servicetime,eachteacherisrequiredtocomplete18additionalhoursannually.Thistimeallowsteacherstoselectadditionalprofessionaldevelopmentactivitiesmostapplicabletotheirindividualneeds.Supervisorsworkwithprofessionalstafftoidentifytheseneedsaspartofthesupervision/evaluationmodelandtoapproveactivitiesselected.
EducatorDisciplineAct126,71Provideseducatorswithmandatedreportertraining,totaling3hours,every5yearsasoutlinedinAct126.
QuestionsTheLEAhasconductedtherequiredtrainingon:8/23/2016MandatedReporterTrainingiscompletedthroughSafeSchoolsatthetimeofhire.TheHumanResourcesDepartmenttracksallemployeestoensurethattherequirementiscompletedevery5years.8/22/2017MandatedReporterTrainingiscompletedthroughSafeSchoolsatthetimeofhire.TheHumanResourcesDepartmenttracksallemployeestoensurethattherequirementiscompletedevery5years.8/21/2018MandatedReporterTrainingiscompletedthroughSafeSchoolsatthetimeofhire.TheHumanResourcesDepartmenttracksallemployeestoensurethattherequirementiscompletedevery5years.TheLEAplanstoconducttherequiredtrainingonapproximately:8/20/2019MandatedReporterTrainingiscompletedthroughSafeSchoolsatthetimeofhire.TheHumanResourcesDepartmenttracksallemployeestoensurethattherequirementiscompletedevery5years.
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8/25/2020MandatedReporterTrainingiscompletedthroughSafeSchoolsatthetimeofhire.TheHumanResourcesDepartmenttracksallemployeestoensurethattherequirementiscompletedevery5years.8/23/2022MandatedReporterTrainingiscompletedthroughSafeSchoolsatthetimeofhire.TheHumanResourcesDepartmenttracksallemployeestoensurethattherequirementiscompletedevery5years.Provideseducatorswithfour(4)hoursofprofessionaldevelopmentinyouthsuicideawarenessandpreventioneveryfive(5)yearsforprofessionaleducatorsingradessixthroughtwelveasoutlinedinAct71.
QuestionsTheLEAhasconductedthetrainingon:3/24/20173/23/2018TheLEAplanstoconductthetrainingonapproximately:1/21/20191/20/2020Provideseducatorswithfour(4)hoursofprofessionaldevelopmenteveryfive(5)yearsforprofessionaleducatorsthatareteachingthecurriculuminwhichtheChildExploitationAwarenessEducationprogramisincorporatedasoutlinedinAct71.
QuestionsNotApplicableforourschoolentity
StrategiesEnsuringFidelity
Checkedanswers• ProfessionalDevelopmentactivitiesarebasedupondetailedneedsassessmentsthat
utilizestudentassessmentresultstotargetinstructionalareasthatneedstrengthening.
• Usingdisaggregatedstudentdatatodetermineeducators’learningpriorities.• ProfessionalDevelopmentactivitiesarebasedupondetailedneedsassessmentsthat
utilizestudentassessmentresultstotargetcurricularareasthatneedfurtheralignment.
• ProfessionalDevelopmentactivitiesaredevelopedthatsupportimplementationofstrategiesidentifiedinyouractionplan.
• Clearexpectationsintermsofteacherpracticeareidentifiedforstaffimplementation.
• Animplementationevaluationiscreated,baseduponspecificexpectationsrelatedtochangesinteacherpractice,whichisusedtovalidatetheoveralleffectivenessoftheprofessionaldevelopmentinitiative.
• TheLEAhasasystemicprocessthatisusedtovalidatewhetherornotprovidershavethecapacitytopresentqualityprofessionaldevelopment.
• Administratorsparticipatefullyinallprofessionaldevelopmentsessionstargetedfortheirfaculties.
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• EveryProfessionaldevelopmentinitiativeincludescomponentsthatprovideongoingsupporttoteachersregardingimplementation.
• TheLEAhasanongoingmonitoringsysteminplace(i.e.walkthroughs,classroomobservations).
• ProfessionalEducationisevaluatedtoshowitsimpactonteachingpracticesandstudentlearning.
Providebriefexplanationofyourprocessforensuringtheseselectedcharacteristics.
Allbuildingswithinthedistricthavedatateamsandteachersworkingradelevelandcontentteamstoshareresultsandbestpractices.Teachersareinvolvedinsettingtheirowngrowthgoalsandinidentifyingareasforadditionalprofessionaldevelopmentaspartoftheirannualgoalsandtheevaluationprocess.Principalsobserveteachersinavarietyofwaysincludingcomprehensiveclassroomobservationsandwalkthroughs.Theyreviewstudentassessmentdatawithteachersandcollaborateonprofessionaldevelopmentneeds.Allprofessionaldevelopmentactivitiesareplannedtoalignwithdistrictgoals,identifyhowteacherswillimplementandbeheldaccountableforimplementationofcontentorskillslearned,andhowactivitieswillbeevaluated.Differentiatedindividualprofessionaldevelopmentactivitiesareapprovedbyandcoordinatedwithsupervisorssothatongoingsupportcanbeprovided.Supervisorsevaluatechangesinprofessionalpracticeandreviewstudentassessmentsthatarelinkedtocompletedprofessionaldevelopmentactivities.Eachparticipantevaluatesactivitiesthroughanelectronicquestionnairetoprovidefeedback.Thepresenter,administrators,andAct48committeemembersreviewfeedbackforthepurposesofcontinuousimprovement.District-wideprofessionaldevelopmentisplannedcollaborativelywithteachersubjectarealeadersandadministrators.Administratorsparticipateintheseactivitiesduringin-servicedays.Anyoutsidevendorsorconsultantsusedareresearchedwithreferencesfromotherschoolsreviewed.Duetobudgetaryconstraints,vendorandconsultantsusedforprofessionaldevelopmentarelimited.Educatorsalsoparticipateinstateornationallevelconferencesorworkshopsprovidingtargetedprofessionaldevelopment.OtheractivitiesareprovidedbyourIntermediateUnitorthroughthePDESASsite.Administratorsandteachersoftenattendthesetypesofactivitiestogether.
InductionProgram
Checkedanswers• Inducteeswillknow,understandandimplementinstructionalpracticesvalidatedby
theLEAasknowntoimprovestudentachievement.• Inducteeswillassignchallengingworktodiversestudentpopulations.• InducteeswillknowthebasicdetailsandexpectationsrelatedtoLEA-wide
initiatives,practices,policiesandprocedures.• Inducteeswillknowthebasicdetailsandexpectationsrelatedtoschoolinitiatives,
practicesandprocedures.• Inducteeswillbeabletoaccessstatecurriculumframeworksandfocuslesson
designonleadingstudentstomasteryofallstateacademicstandards,assessmentanchorsandeligiblecontent(whereappropriate)identifiedintheLEA'scurricula.
• InducteeswilleffectivelynavigatetheStandardsAlignedSystemwebsite.• InducteeswillknowandapplyLEAendorsedclassroommanagementstrategies.
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• Inducteeswillknowandutilizeschool/LEAresourcesthatareavailabletoassiststudentsincrisis.
• Inducteeswilltakeadvantageofopportunitiestoengagepersonallywithothermembersofthefacultyinordertodevelopasenseofcollegialityandcamaraderie.
Providebriefexplanationofyourprocessforensuringtheseselectedcharacteristics.
TheoverarchinggoaloftheInductionPrograminSouthernLehighSchoolDistrictistoprovideourfirst-yearandnewteacherswithrelevantsupporttoinsuretheirsmoothtransitionintotheprofessionanddistrictorganizationsothattheymaypositivelyimpactonstudentlearning.Usingamentor-inducteeapproach,newteachersareassistedintheireducationandexposuretoprimeareasofteachingandworkplaceprotocolsbyexperiencedcollegialpartners.
OrganizationoftheInductionProgramprovidesfor:
• aguidedandstructuredinitialprofessionalexperience• systematicsupportfortheinducteebyexperiencedfacultyandadministrators• professionaleducationseminarstargetedatincreasinginducteeknowledgeand
skills• foundationallearningthatencouragescontinuedprofessionalgrowth• differentiatedlearningoptionsforthosewithsignificantprofessionalpractice
experience
OrientationintheInductionProgramprovidesemployeesnewtoSouthernLehighSchoolDistrictwithintroductionto:
• TheDistrictStrategicPlanincludingthemission,vision,valuesandgoals• Districtschools• Districtandbuildingpolicies,procedures,andresources• Thecommunity
ProfessionalSeminarSeries:Newemployeeswillparticipateinayearlongseriesofseminarsthatfocuson:
• PAAcademicStandardsandAssessmentAnchors• PASASwebsite• Districtcurriculum• Instructional“bestpractices”• Understandingthediverseneedsofstudentsandusingeffectiveinstructional
deliverymethodsthatincorporatedifferentiatedlearningopportunities(includingSpecialEducationandEnglishasaSecondLanguage)
47
• Studentassessment• Buildingprofessionallearningcommunities—sharingandreflection• Cultivatingcollegialrelationships• Developingunderstandingofthedistrict/buildingcultureandclimates• Usingandanalyzingdatatoinforminstruction• Managingtheclassroomandbuildingpositiverelationships• Technologyresourcesforprofessionaluse,instructionalintegration,and
operationalefficiencies• SupervisionofinstructionanduseoftheCharlotteDanielsonmodel,AFramework
forTeaching,forprofessionalgrowthpurposes• TheRigor-RelevanceFramework• Annualmandatedtrainingsasappropriate
CodeofProfessionalPractice:TheCodeofProfessionalPracticeandConductforEducatorssetsforthrulesofconducttowhichprofessionaleducatorsarelegallybound.Newemployeeswillbeinformedofthecodeandprovidedwithacopyofthecode.TheSouthernLehighInductionprogramlastsforatleastonefullyear.
NeedsofInductees• Frequentobservationsofinducteeinstructionalpracticebyacoachormentorto
identifyneeds.• Frequentobservationsofinducteeinstructionalpracticebysupervisortoidentify
needs.• Regularmeetingswithmentorsorcoachestoreflectuponinstructionalpracticeto
identifyneeds.• StudentPSSAdata.• StandardizedstudentassessmentdataotherthanthePSSA.• Classroomassessmentdata(Formative&Summative).• Inducteesurvey(local,intermediateunitsandnationallevel).• Reviewofinducteelessonplans.• Reviewofwrittenreportssummarizinginstructionalactivity.• Submissionofinducteeportfolio.• Knowledgeofsuccessfulresearch-basedinstructionalmodels.• Informationcollectedfrompreviousinductionprograms(e.g.,programevaluations
andsecond-yearteacherinterviews).
Providebriefexplanationofyourprocessforensuringtheseselectedcharacteristics.
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AssessmentProcessesforInductionCentralOfficeAdministrators,workingwiththebuildingPrincipals,maintainoversightresponsibilitytoaffirmthatallcomponentsoftheInductionPlanaremet.AllteacherswhoarenewtotheteachingprofessionandteacherswhoarenewtoSouthernLehighwillparticipateintheInductionprocessandwillcompleteneedsassessmentsurveys—theInductionNeedsAssessmentandtheAct48Surveyinadditiontoprovidingareflectiontoolattheendofinduction.—asameanstocollectdatafromnewemployeesandhelpguideappropriateinductionactivitiesandprogramming.Apost-inductionevaluationtoolwillbeusedtogainfeedbackfromnewemployeesonthehelpfulnessoftheInductionProgram.
TheInductionCoordinatorswillalsodevelopayearlycalendartoaccomplishalltheitemslistedintheInductionProgramandtoinsurethegoalsoftheInductionPlanaremet.TheInductionCoordinatorswillmeetannuallywiththeAct48CommitteetoassesstheeffectivenessoftheInductionPlan,monitorthedatacollectedfromnewemployees,andmakeadjustmentstotheInductionPlanasnecessary.
On-goingassessmentwilloccurthroughthefollowing:
• InductionNeedsAssessmentSurvey• AnnualDistrictAct48AssessmentSurvey• InductionLogoftopicsfornewemployeesthatissubmittedtothebuilding
administratorandCentralOfficeAdministratorinchargeofInduction• InformationfromemploymentinterviewbythebuildingPrincipalorSupervisor• AreasofneedidentifiedthroughclassroomobservationbythebuildingPrincipal• PostInductionReflectionTool
Duringtheschoolyear,thenewemployee,thementor,andthebuildingPrincipalorSupervisorwillmonitorinformationcollectedthroughthelogandneedsassessments.Thementorandbuildingleveladministratorisresponsibleforreviewingtheinductees’lessonplans,observelessonplans,reviewthedataplanprocessandtraintheminourdataanalysisprocedures.Opportunitiesforreflectivediscussionwillbeusedtosupportthegrowthofnewemployees.AttheconclusionoftheInductionprogram,thegrowthofthenewemployeewillbeanalyzedwiththementor,buildingprincipaland/orsupervisortodetermineifthereisaneedforadditionaltrainingormentoring.Itshouldbenotedthatconsiderationwouldalsobegiventocontinuingtherelationshipbetweenamentorandnewemployeebeyondthescopeofoneyeartobuildindividualprofessionalcapacityand/ortobuildgradelevel/departmentcapacity.
AdditionalResourcesandSupportSouthernLehighSchoolDistrictiscommittedtosupportthetraining,orientation,andprofessionaldevelopmentofnewemployeeswithallappropriatepersonnelandfiscalresources.Inadditiontoanassignedmentor,leadershipandguidancemaycomebywayoftheprincipalandvarioussupportpersonnel.Thesemayinclude:
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• CurriculumandTechnologyleaders• SubjectAreaLeaders• Peerteachers• InstructionalTechnologyCoachesandFacilitators• Guidanceserviceandschoolpsychologistpersonnel• Librarians• Healthservicespersonnel• Readingspecialistandinstructionalsupportteachers• Specialsubjectteachers• Specialeducationteachers• Clericalpersonnel
MentorCharacteristics• Poolofpossiblementorsiscomprisedofteacherswithoutstandingwork
performance.• Potentialmentorshavesimilarcertificationsandassignments.• Potentialmentorsmustmodelcontinuouslearningandreflection.• PotentialmentorsmusthaveknowledgeofLEApolicies,proceduresandresources.• Potentialmentorsmusthavedemonstratedabilitytoworkeffectivelywithstudents
andotheradults.• Potentialmentorsmustbewillingtoacceptadditionalresponsibility.• Mentorsmustcompletementortrainingorhavepreviousrelatedexperience(e.g.,
purposeofinductionprogramandroleofmentor,communicationandlisteningskills,coachingandconferencingskills,problem-solvingskillsandknowledgeofadultlearninganddevelopment).
Providebriefexplanationofyourprocessforensuringtheseselectedcharacteristics.
MentorSelectionTheSouthernLehighSchoolDistrictbelievesthatamentorcanprovidesubstantialsupportforanewemployeeintheareasofskilldevelopment,jobcoaching,resourcelocation/selection/requisition,communication,proceduralexplanations,andgeneralinformation.
Allnewemployeeswillhaveamentorwhoisconsideredtobecompetentandknowledgeableintheirdepartmentorbuilding.MentorswillbeselectedbythebuildingPrincipalorSupervisorforeachnewemployeeandreceivetrainingpriortotheirfirstmentoringposition.
Mentorswillbeselectedbasedonthefollowingcriteria:
1. Demonstratequalitiesthatareconsistentwithqualityteachingand/orqualityjobperformance
2. Subjectmatter,gradelevel,orjobfunctioncompatibilityandknowledgeofstateinitiativesanddistrictpolicies
3. Experiencelevel
4. Certificationcompatibility
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5. Abilitytomeetwiththeinducteeonaregularbasis
Ifamentorresignsanewmentorwillbeprovided.Shouldanewemployee'sjobresponsibilitiesrequiretheneedformultiplementors,buildingPrincipalsandSupervisorswilltakethisintoconsiderationforassignmentofmentors.
MentorswillbepaidperDistrictpolicy,willberequiredtocompletementortraining,andwillbeexpectedtoprovidesupporttobenefitandaidethenewemployeethroughthecompletionofallactivitiesandtopicsasoutlinedintheInductionLog.
InductionProgramTimeline
Topics Aug-Sep
Oct-Nov
Dec-Jan
Feb-Mar
Apr-May
Jun-Jul
CodeofProfessionalPracticeandConductforEducators X X X X
Assessments X X X X X BestInstructionalPractices X X X X X SafeandSupportiveSchools X X X X X Standards X X X X X Curriculum X X X X X Instruction X X X X X AccommodationsandAdaptationsfordiverselearners X X X X X
Datainformeddecisionmaking X X X X X MaterialsandResourcesforInstruction X X X X X NEWTEACHERINDUCTIONPLAN-TIMELINESEPTEMBERNewTeacherOrientationincluding:
• OrientationtotheInductionProcess• District-wideBuildingOrientations• SupportServices• SpecialEducation• InstructionalProcess• InstructionalTechnology/Media• CurrentResearch• BusinessOffice/HumanResourcesMatters
o RighttoKnowo What’sinYourPaycheck?o Compensationo Policies:Harassment,EEO,403B,CounselingSupportandotherso AnnualOpenEnrollmentforHealthCareandSection125Planning
• IntroductiontoCurriculumandInstructionProcess• UnderstandingofProfessionalCodeofEthic
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• Theequivalentoftwostaffdevelopmentdayswithprogramsincluding:• Goalsandmissionoftheschoolanddistrict• Currenttrends,practices,policychanges• FamiliaritywithDistrictcurriculum• MeetingswithPrincipal,subjectarealeaders,andmentors• Meetingswithguidance,specialservicespersonnelasneeded• Humanresourcesbackgroundknowledge• Prepareinitialplansforinstruction• Meetingswithmentors• SignupforIntermediateUnit/District-wideAcademystaffdevelopmentcoursesas
appropriate• Registerforcollegecoursesasappropriateandsubmitgraduatestudyrequest
formsOCTOBER
• TrainingcontinuesthroughfacultymeetingsandmeetingswithPrincipal,mentors,orvolunteerteachersasappropriate
• Considerandsubmitrequestsforindividualprofessionaldevelopmentconferences
• AttendtwodaysofstaffdevelopmentaspartoftheDistrictProfessionalDevelopmentPlan
• Classroomobservationbyadministration/conferencetoassessinductionprogress
o Meetingswithmentors,teamleaderorsubjectarealeaderspriortoendoffirstgradingperiod
o Inductionfollow-upmeeting(2hours+1hourofapplicationofnewlearning)--Curriculum/PACommonCoretopics
NOVEMBER• TrainingcontinuesthroughfacultymeetingsandmeetingswithPrincipal,mentors,
orvolunteerteachersasappropriate• Assessneedsanddevelopateacherbudgetforinstruction• Preparefirstreportcardgradesand/orconferencereports• FirstAidtraining(forthosewhoarenotcurrentlycertifiedinFirstAidandCPR)
DECEMBER• TrainingcontinuesthroughfacultymeetingsandmeetingswithPrincipal,mentors,
orvolunteerteachersasappropriate• Continuethebudgetprocess,discusswithPrincipal,subjectarealeaders,and
establishpriorities
52
o Inductionfollow-upmeeting(2hours+1hourapplicationofnewlearning)Dealingwithdifficultparents/understandingculturaldifferences
JANUARY
• TrainingcontinuesthroughfacultymeetingsandmeetingswithPrincipal,mentors,orvolunteerteachersasappropriate
• Inductionfollow-upmeeting(2hours+1hourofapplicationofnewlearning)-DiverseLearners;SpecialandGiftedEducation
• RegistrationforCarbonLehighIntermediateUnitcontinuingeducationcourses• Registrationforcollegelevelcoursesasappropriate
FEBRUARY
• TrainingcontinuesthroughfacultymeetingsandmeetingswithPrincipal,mentors,orvolunteerteachersasappropriate
MARCH• TrainingcontinuesthroughfacultymeetingsandmeetingswithPrincipal,mentors,
orvolunteerteachersasappropriate• Facultyand/ordepartmentalmeetingscontinue• Springconferenceattendancewhereappropriate• Classroomobservationbyadministrator.Conferencetoassessinductionprogress• Onedayin-serviceonstaffdevelopment/curriculumactivities
APRIL
• TrainingcontinuesthroughfacultymeetingsandmeetingswithPrincipal,mentors,orvolunteerteachersasappropriate
• Facultyand/ordepartmentalmeetingscontinue• Springconferenceattendancewhereappropriate
MAY
• TrainingcontinuesthroughfacultymeetingsandmeetingswithPrincipal,mentors,orvolunteerteachersasappropriate
• Facultyand/ordepartmentalmeetingscontinue• Endofyearclosingactivitiesinformationreviewed
JUNE
• Endofyearactivitiesreviewed• SummercourseselectionplansforAcademyparticipationandIUin-service
developed
Inadditiontotheseactivitiesthereareafter-hoursprofessionaldevelopmenttopicsgiventoinducteesintheequivalenceof3days.Whiletheseactivitiesvarybasedontheareaofcertificationtheyincludesuchtopicsas:web-sitedevelopment,lessonplanning,district
53
writinginitiatives,PACorestandardsalignment,assessmentstrategies,problem/inquirybasedlearning,utilizingtechnologyasateachingandlearningtool.
MonitoringandEvaluatingtheInductionProgram
IdentifytheproceduresformonitoringandevaluatingtheInductionprogram.
EvaluationandMonitoringThefollowingdocumentation,evaluation,andmonitoringeventswilloccurtoinsurethenewemployeeismeetingwithsuccess.
NewEmployees• InductionNeedsAssessment• AnnualProfessionalGoalSetting• InductionLog• MidYearReflectionActivityReport• EndYearReflectionActivityReport• PDE82-1• Buildingprincipalorsupervisorreview• PostInductionEvaluation
TheBuildingPrincipal,Supervisor,andDistrictInductionCoordinatorswillberesponsibleforreviewingthisdocumentationinordertogaugetheeffectivenessoftheInductionProgramandmakechangesasnecessaryforfuturenewemployees.
RecordingProcess
Identifytherecordingprocessforinducteeparticipationandprogramcompletion.(Checkallthatapply):
• Mentordocumentshis/herinductee'sinvolvementintheprogram.• Adesignatedadministratorreceives,evaluatesandarchivesallmentorrecords.• School/LEAmaintainsaccuraterecordsofprogramcompletionandprovidea
certificateorstatementofcompletiontoeachinducteewhohascompletedtheprogram.
• LEAadministratorreceives,tallies,andarchivesallLEAmentorrecords.• CompletionisverifiedbytheLEAChiefExecutiveOfficerontheApplicationfor
Level2Certification.
SpecialEducation
SpecialEducationStudentsTotalstudentsidentified:356
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IdentificationMethod
IdentifytheDistrict'smethodforidentifyingstudentswithspecificlearningdisabilities.
TheSouthernLehighSchoolDistrictroutinelyconductsscreeningactivitiesatvaryinggradelevelstoidentifytheeducationalneedsofitsstudents.AllK-12buildingsutilizethediscrepancymodeltoidentifystudentsforaspecificlearningdisability.Thereareseveralindicatorsthatmaysignaltheneedforastudenttobescreened.Studentswhoarethoughttobeexceptionalarereferredforamultidisciplinaryevaluation(MDE).StudentsmaybereferredbytheChildStudyTeam(CST),bytheInstructionalSupportTeams(IST),throughtheMTSSprocess,orbywrittenparentalrequest.Theinitialevaluationmayinclude,butisnotlimitedto,thefollowingassessmentsasdeterminedbytheschoolpsychologist:academicassessments,ratesofacquisitionandretention,classroomobservations,adaptivebehaviorchecklists,behaviorratingscales,standardizedtestscores,medicalexaminations,neurologicalevaluations,speechandlanguageassessments,etc.Thedistrictprimarilyutilizesthediscrepancymodelinidentifyingstudentswithspecificlearningdisabilities.WhilethedistricthasinplaceaMulti-TieredSystemsofSupport(MTSS)itisutilizedtoscreenandsupportstudentswhoareinneedofadditionalinstructionand/orintervention.Ifastudentcontinuestoneedremediation/interventionandmovesupthetiersoftheMTSSmodel,theparentsarecontactedtodiscusstheneedforanevaluation;aparentmeetingisheldtoreviewthedataandaPermissiontoEvaluate(PTE),parentinputform,andProceduralSafeguardsNoticearethenprovidedtotheparentforconsideration.Uponapprovalbytheparent,testingisconductedusingthediscrepancymodel,andadraftevaluationreportisgenerated.IfthePTEisnotreceivedwithintwoweeks,theschoolpsychologistwillsendasecondnotice.Athirdnotice,ifnecessary,willbesentbyregisteredmail.Lastly,weusethediscrepancymodelforthoseparentswhoareresidentsofourdistrictbutwhosechildrenattendprivateschools.Ifaparentofastudentwhoattendsaprivateschoolrequestsanevaluationtodetermineiftheirchildhasaspecificlearningdisability,wewillutilizethediscrepancymodelforidentificationpurposes.
EnrollmentReviewtheEnrollmentDifferenceStatus.Ifnecessary,describehowyourdistrictplanstoaddressanysignificantdisproportionalities.
ThedataispubliclyavailableviathePennDatawebsite.Youcanviewyourmostrecentreport.Thelinkis:https://penndata.hbg.psu.edu/PublicReporting/DataataGlance/tabid/2523/Default.aspx
SouthernLehighSDEnrollment(SchoolAge)Source:StateSpecialEducationDataReportDecember1,2017ChildCount
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LEA(12/1/17data)
State(12/1/16data)
TotalEnrollment
3,150 1,718,530
TotalSpecialEducationEnrollment
356 283,145
PercentSpecialEducation
11.3% 16.5%
PercentofSpecialEducationEnrollmentbyDisability
IntellectualDisabilities 3.1% 6.5%Autism 9.8% 10.7%Deaf-Blindness --- 0.0%EmotionalDisturbance 6.2% 8.5%HearingImpairmentincludingDeafness 0.3% 1.0%MultipleDisabilities 2.2% 1.1%OrthopedicImpairment --- 0.2%OtherHealthImpairment 21.9% 14.9%SpecificLearningDisability 34.3% 41.8%SpeechorLanguageImpairment 21.3% 14.7%TraumaticBrainInjury 0.3% 0.2%VisualImpairmentincludingBlindness 0.6% 0.4%
Descriptionofthedistrict'splanstoaddressthefollowingareasofsignificantdisproportionalitiesinclude:Basedontheabovedata,theSouthernLehighSchoolDistricthastwoareasofdisproportionalityinthecategoriesofOtherHealthImpairment(OHI)andSpeechorLanguageImpairment.ItmustbenotedthattheStaterecognizessignificantdisproportionalityasanycategoryover10%.Basedonthatdetermination,theOHIcategoryis21.9%(Stateat14.9%)andSpeechorLanguageImpairmentis21.3%(Stateat14.7%).Inreviewofthedatasincethecreationofthelastspecialeducationcomprehensiveplanandwithaplaninplace(seebelow)toaddresstheareaofsignificantdisproportionalityinspeechandlanguage,wehaveseenareductioninthepercentofstudentsqualifyingforthisservice.Thedataisasfollows:(26.1%in2013-14),(24.6%in2014-15),(24.5%in2015-16),(23.4%in2016-17),andnow(21.3%in2017-18).WithregardstostudentsreceivingservicesundertheOtherHealthImpairment(OHI)disabilitycategory,wehavealsoobservedapositivetrendwiththiscategoryaswell.Whileinthe2001-2002schoolyear,13studentswerereceivingspecialeducationservicesunderOHI,today,78studentsarereceivingsuchservices.Inthelastsixteenyears,wehaveseenasignificantincreaseofstudentsqualifyingunderthiscategory.Somepossibleexplanationsforthisincreaseisduetothefollowingfactors:1)anincreaseinstudentswithADDand
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ADHD,2)anincreaseinstudentswithmedicalconditions(e.g.,braintumors,POTS,PANDAS)intheneedforeducationalservicesandsupport,3)anincreaseinstudentshavingaPDD/NOSdiagnosisbutnotidentifiedasautistic,and4)parentswantingspecialeducationservices,butnotundertheautismlabelastheyfeeltheautisticlabelisstigmatizingandprefertohaveanOHIlabelinstead.Withregardstothelastpoint,anddespiteallofourbestefforts,wewantthestudentstoreceivetheeducationalsupportsandservicesthathe/sheneeds,so,ifaparent'sdecisionforsuchservicesishingedonthe"label",thentheOHIlabelmaybeidentifiedastheprimarydisabilityarea.District'sPlantoAddresstheSpeechandLanguageDiscrepancy:Inworkingwiththedistrict'sspeechandlanguageteachers,thefollowingplaninbeingputintoplace:1.Thespeechandlanguageteacherswillcontinuetoreviewtheircurrentcaseloadtodeterminestudentsthatareidentifiedasneeding"monitoringonly"andeithercontinuetoprovidespeechandlanguageonaconsultativebasisordismissthestudentfromspeechandlanguageservices,and/or2.Speechandlanguageteacherswillparticipateinadditionaltrainingopportunitiesinidentifyingstudentswithspeechandlanguagedisorders.
Non-ResidentStudentsOversight
1. HowdoestheDistrictmeetitsobligationunderSection1306ofthePublicSchoolCodeasthehostDistrictateachlocation?
2. HowdoestheDistrictensurethatstudentsarereceivingafreeappropriatepubliceducation(FAPE)intheleastrestrictiveenvironment(LRE)?
3. WhatproblemsorbarriersexistwhichlimittheDistrict'sabilitytomeetitsobligationsunderSection1306ofthePublicSchoolCode?
FacilityName:MountTrexlerManorProviderofEducationalServices:SouthernLehighSchoolDistrictNumberofStudentsReceivingServicesasofDecember1st:0TheSouthernLehighSchoolDistrictisinconstantcommunicationwithMountTrexlerManor's(MTM)educationalservicespointofcontact.WhenastudentofschoolageisplacedatMTM,thefacilityenrollsthestudentinourschoolstoreceiveeducationalservices.AnIEPteammeetingisheldwiththeparentparticipatingoverthephoneorinperson.TheexistingIEPisreviewedandarevisedIEPisimplemented.Thedistrict,alongwiththeparent,student,andMTMeducationalstaffreviewtheeducationalsupportsandservicesinthecurrentIEPandtrytomatchthosesupportsinourbuildingstoensurethatthestudentisreceivingafreeappropriatepubliceducation(FAPE)intheleastrestrictiveenvironment(LRE).OftenthestudentsarereceivingtheireducationalsupportsinthegeneraleducationsettingmoreoftenthanwhattheirpreviousIEPindicated.TheIEPteamwillreviewthe
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informationthatisprovidedandwillimplementanIEPbasedontherecordsreceivedandthesubsequentteamconversation.ThisrevisedIEPwillbeinplacefor45calendardaystogettoknowthestudentand/orcompleteadditionaltesting,ifnecessary.Ifdeterminedthatadditionaltestingisneeded,aPermissiontoRe-Evaluate,parentinput,andProceduralSafeguardsNoticeareprovidedtotheparent.Oncetestingiscompleted,adraftreevaluationreportisgeneratedandreviewedwiththeentireIEPteam,withinthe60-calendardaytimeline.AnewIEPisdevelopedeitheratthereevaluationreviewmeeting,withparentpermission,orwithin30calendardaysofthereevaluationreport.AswehaveastrongworkingrelationshipwithMTM,thedistricthasnotencounteredanyproblemsorbarrierswhichhaslimitedourabilitytomeetourobligationsunderSection1306ofthePublicSchoolCode.
IncarceratedStudentsOversight
DescribethesystemofoversighttheDistrictwouldimplementtoensurethatallincarceratedstudentswhomaybeeligibleforspecialeducationarelocated,identified,evaluatedandwhendeemedeligible,areofferedafreeappropriatepubliceducation(FAPE).
SouthernLehighSchoolDistrictdoesnothaveafacilityforincarceratedstudentswithinourboundaries.Withthatbeingsaid,theSouthernLehighSchoolDistrictworkscollaborativelywiththeUpperSauconPoliceDepartmentaswellastheJuvenileProbationDepartment.Sincethe2007-2008schoolyear,aSchoolResourceOfficer(SRO)wasplacedintoourhighschoolincollaborationbetweentheschooldistrictandtheUpperSauconPoliceDepartment.Thishasbeenaverypositivemoveforourschoolcommunity.Theofficerisviewedbythestudentsandstaffasapositivepersoninourhighschool.Hispresencehasbeeninstrumentalincreatingamorepositiveclimateinthehighschool.Ifastudentisplacedinajuvenilecorrectionalresidentialfacility,thedistrictdoesworkwiththatfacilitytomakesurethatitreceivesallofthestudent'scurrentIEPpaperwork.ThedistrictthencontinuestoworkwiththefacilitytocreateasmoothtransitionbacktoSouthernLehighwhenthestudentisreadytobereleasedbackhomeandtothedistrict.ThedistrictisalsoincontactwithAllentownSchoolDistrict,theproviderofeducationalservicesattheLehighCountyPrisoninAllentown,PA.Ifastudentisincarcerated,thedistrictworkswiththeAllentownSchoolDistricttodetermineifthestudentqualifiesforspecialeducationservices.ThismaybeassimpleassharingrecordswiththeAllentownSchoolDistrictifthestudentisalreadyanidentifiedspecialeducationstudent.Ifitisdeterminedthatanevaluationorreevaluationisnecessary,theappropriatepaperworkiscompletedandtheevaluationoccurs.Ifastudentisfoundtobeeligibleforspecialeducationservices,afreeappropriatepubliceducation(FAPE)isofferedtothatstudent.AllentownSchoolDistrictprovidestheservicestotheincarceratedyouth.Weshareinformationanddiscusswhattheeducationalprogramwouldbeforthatstudent.Ifthestudentdoescompleteahighschoolprogram,eitherbasedoncreditsorIEPgoals,adiplomaisthenissuedfromourdistrict.
LeastRestrictiveEnvironment
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1. DescribetheDistrictprocedures,whichensurethat,tothemaximumextentappropriate,childrenwithdisabilities,includingthoseinprivateinstitutions,areeducatedwithnon-disabledchildren,andthatremovalfromtheregulareducationenvironmentonlyoccurswheneducationinthatsettingwithsupplementaryaidsandservices,cannotbeachievedsatisfactorily.
2. DescribehowtheDistrictisreplicatingsuccessfulprograms,evidence-basedmodels,andotherPDEsponsoredinitiativestoenhanceorexpandthecontinuumofsupports/servicesandeducationplacementoptionsavailablewithintheDistricttosupportstudentswithdisabilitiesaccessthegeneraleducationcurriculumintheleastrestrictiveenvironment(LRE).(ProvideinformationdescribingthemannerinwhichtheDistrictutilizessite-basedtraining,consultationandtechnicalassistanceopportunitiesavailablethroughPDE/PaTTAN,orotherpublicorprivateagencies.)
3. RefertoanddiscusstheSPPtargetsandthedistrict'spercentagesintheIndicator5section-EducationalEnvironments.AlsodiscussthenumberofstudentsplacedoutofthedistrictandhowthoseplacementsweredeterminedtoassurethatLRErequirementsaremet.
SouthernLehighSchoolDistrictiscommittedtoprovidingeducationalsupportsandprogramsforstudentswithdisabilitiesinthemostappropriateinclusivesettingthatfacilitatesmeaningfulparticipationinthegeneraleducationclassroomsetting.Almost60percentofourstudentswithdisabilitiesreceivetheireducationwithnon-disabledpeers.Theremovalofastudentfromthegeneraleducationenvironmentoccursonlywhentheeducationinthatsetting,withsupplementaryaidsandservices,cannotbesatisfactorilyachieved.Whenastudent’sinstructionallevelisfarbelowgradelevel,specificreading,writingandmathematicsinterventionsareselectedbasedonthespecificneedsofthestudentandhis/hercurrentinstructionallevel.TheIEPteamdetermineswherethatinstructionwilltakeplace.ItisimportanttonotethatallIEPteamshavebeentrainedtoconsiderthegeneraleducationsetting,withsupportsandservices,asthefirstconsideration.Thisisfurtherarticulatedinthespecialeducationproceduresmanual.PlacementforastudentwithdisabilitiesisonlydeterminedattheendofanIEPmeeting.Regardlessofastudent'scurrentplacement,whendesigninganewannualIEP,theIEPteamreviewsthestudent'sdataandspeciallydesignedinstructioncarefullyanddiscussesadditionalinclusionaryopportunitiesforthestudent.Thedistrictisutilizingevidence-basedmodelsandreplicatingsuccessfulprogramsinitsowndistrictoperatedprogramsanditscontinuumofservicesavailabletodistrictstudents.Ratherthanbringingbackentireprograms,thedistrictisreviewingeachstudent'sIEPanddiscussingopportunitiestoreturntotheirhomedistrict.Additionally,thedistrictencouragesstafftobetrainedonbestreading,writing,andmathteachingandinterventionpractices.StaffhaveattendedseveraloffsitetrainingsprovidedbyUnitedWay,PaTTAN,PESI,ASHA,etc.onseveralofthesetopics:traumainformedpractices,autism,speechandlanguagetopics,selectivemutism,yogaandmindfulness,vocabularyinstruction,Read180,andOrton-Gillinghamapproaches.Inaddition,manygeneraleducationandspecialeducationteachersandprofessionalstaffhavebeentrainedinCPI(de-escalationandrestrainttraining)sothatstudentswithbehavioralneedscancontinuetoreceivetheireducationprogramming,supports,andservicesinthegeneraleducationsettingratherthanbeingremovedtomorerestrictiveplacementsettings.Furthermore,thedistrictutilizestheTrainingandConsultantstafffromtheCLIUespeciallyforIndicator13andMTSS,PaTTANtrainings,conferencesonspecifictopics,andvideoconferencestoeducatestaffinavarietyofspecializedtopicstoenhancethecontinuumofservices.Thisyeardistrictstaffhasattendedmanydifferenttrainingsandconferences,whichhavebeenalignedtoourpreviousspecialeducationplan.
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Thedistrictoperatesprogramsforstudentswhoneedbothlearningsupportandemotionalsupport.Eventhoughthenameoftheprogrammaybealearningsupportprogram,thestudentssupportedwithinthatprogramrangefromstudentswhohavebeenidentifiedwithspecificlearningdisabilitiestostudentswhohavebeenidentifiedwithAutism(Asperger'sSyndrome,PDD),intellectualdisability(ID),etc.Everyspecialeducationclassiscomposedofstudentsrequiringvaryinglevelsofsupportandindividualizedamountsoftimeinthespecialeducationclassroom.Asthestudentmovesfromgradetogradeandacademicdemandsmayincreaseordecrease,theIEPteamdetermineswhethertheactualtimeinaspecialeducationclassroomneedstochangebasedonthesupplementaryaidsandservicesthatmaybeprovided,orconsidered,andtheneedsofthestudent.InordertomeetourLeastRestrictiveEnvironment(LRE)goals,manyofourstudentsareeducatedinco-taughtclasses.Thisallowsmanyofourstudentswithdisabilitiestobenefitfromthestrengthsofboththegeneralandspecialeducationteacher.Thegeneraleducationteacheristheexpertinknowingthecontentofthecurriculum;thespecialeducationteacheristheexpertinmodificationsandadaptationstothecurriculum.Allstudents,whetheridentifiedornotidentified,benefitfromtheco-taughtsetting.TheIEPteamsdeterminethedifferenttypesofsupplementaryaidsandservicesthatareneededinordertosupportstudentswithdisabilitiesinthegeneraleducationsetting.Thedistrictusessuchservicesas1:1instructionalaides,1:1nursingservices,busmonitors,assistivetechnologyintheformofKurzweil,Inspiration,DragonNaturallySpeaking,variouscommunicationdevices,andI-Pads.TheDistrictalsotrainsteamsofteachersandstafftoworkwithlowincidencestudentssothatthosestudentscanbesuccessfulinthegeneraleducationsetting.ThedistrictmayworkwithCLIUstaff,attendPaTTANtrainings,workwithoutsideconsultants,orattendconferencesinordertoeducatethemonthelatesttechniques.Trainingsintheareasofautismspectrumdisorders,co-teaching,MoebeusSyndrome,useofassistivetechnology(specificallyKurzweil,I-pads,laptops,andClicker5)haveallbeenusedinordertogiveourstafftheskillstheyneedinordertoworkwithallofourstudents.Alloftheabovepracticeshavebeenreflectiveinourdata.Currently,only3.9%ofSouthernLehighstudentswithdisabilitiesareincludedlessthan40percentoftheschoolday(Stateat9.0%).ForstudentswithdisabilitiesinothersettingsoutsidetheSLSD,3.6%ofstudentsarereceivingsupportsandservicesatothersites(Stateat4.9%)thatarenotinpublicschoolsettings.WhentheIEPteamdeterminesthatitcannolongersupportastudentwithdisabilitiesintheleastrestrictivesettingsuccessfully,evenwithadditionalsupplementaryaidessupportsandservices,thentheIEPteammakesarecommendationformorerestrictiveprogramming.ParentsareanintegralpartoftheIEPteamandareincludedinthedecisionmakingprocess.Ifneeded,onceastudentisplacedinamorerestrictivesetting,thegoalisalwaystoreturntohis/herhomeschool.Therearesomestudents,forwhateverreason,whodochoosetoremaininthemorerestrictivesettingevenwhentheIEPteamrecommendsthattheyreturntotheirhomeschool.Only3.9%ofSouthernLehighstudentswithdisabilitiesareinsettingsthatarenotpublicschoolsettings.
BehaviorSupportServices
1. ProvideasummaryoftheDistrictpolicyonbehavioralsupportservicesincluding,butnotlimitedto,theschoolwidepositivebehaviorsupports(PBS).
2. Describetrainingprovidedtostaffintheuseofpositivebehaviorsupports,de-escalationtechniquesandresponsestobehaviorthatmayrequireimmediateintervention.
3. IfthedistrictalsohasSchool-BasedBehavioralHealthServices,pleasediscussit.
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TheSouthernLehighSchoolDistrictbelievesintheimportanceofsupportingstudentswithdisabilitiesusingPositiveBehaviorSupport(PBS)techniquesforthedevelopment,change,andmaintenanceofbehaviorsthataredesignedtobetheleastintrusivetothestudent.TheSouthernLehighSchoolDistrictwillusePositiveBehaviorSupport(PBS)techniquesinaccordancewith22Pa.CodeChapter14,SpecialEducationServicesandPrograms,includingthetrainingofpersonnelfortheuseofspecificprocedures,methods,andtechniques.Additionally,thispolicyisdesignedtoenablestudentswithIndividualizedEducationPrograms(IEP’s)whoneedaPositiveBehaviorSupport(PBS)PlantoobtainaFreeAppropriatePublicEducation(FAPE)withintheLeastRestrictiveEnvironment(LRE)inaccordancewiththeIndividualswithDisabilitiesEducationAct(IDEA)andtheaccompanyingPennsylvaniaRegulations(Chapter14).TheSuperintendentand/orhis/herdesigneesareauthorizedtocarryouttherequirementsofthispolicyandareresponsibleforensuringthatthispolicyisimplementedincompliancewiththeIDEAanditsimplementingregulations.TheSuperintendentand/orhis/herdesigneesshalldevelopadministrativeguidelinestoimplementthispolicyandappropriatebehaviorssupportactivitiesincludingthetrainingofpersonnelfortheuseofspecificprocedures,methods,andtechniques.Thefollowingterms,whenusedinthissection,havethefollowingmeaningsunlessthecontextclearlyindicatesotherwise:
1. Aversivetechniques-deliberateactivitiesdesignedtoestablishanegativeassociationwithaspecificbehavior.
2. Behaviorsupport-thedevelopment,change,andmaintenanceofselectedbehaviorsthroughthesystematicapplicationofpositivebehaviorchangetechniques.
3. Positivebehaviorsupportplan-aplanforstudentswithdisabilitiesandeligibleyoungchildrenwhorequirespecificinterventiontoaddressbehaviorthatinterfereswithlearning.ApositivebehaviorsupportplanshallbedevelopedbytheIEPteam,bebasedonafunctionalbehaviorassessment,andbecomepartoftheindividualeligibleyoungchild’sorstudent’sIEP.Theseplansmustincludemethodsthatutilizepositivereinforcementandotherpositivetechniquestoshapeastudent’soreligibleyoungchild’sbehavior,rangingfromtheuseofpositiveverbalstatementsasarewardforgoodbehaviortospecifictangiblerewards.
4. Positivetechniques-methodsutilizingpositivereinforcementtoshapeastudent’sbehavior,rangingfromtheuseofpositiveverbalstatements,asarewardforgoodbehaviorstospecifictangiblerewards.
5. Restraints-devicesandtechniquesdesignedandusedtocontrolacuteorepisodicaggressivebehaviorsortocontrolinvoluntarymovementsorlackofmuscularcontrolduetoorganiccausesorconditions.Thetermincludesphysicalandmechanicalrestraints.
a. Restraintstocontrolacuteorepisodicaggressivebehaviorsorself-injuriousbehaviormaybeusedonlywhenthestudentsisactinginamannerastobe
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aclearandpresentdangertohimself/herself,tootherstudents,ortoemployees,andonlywhenlessrestrictivemeasuresandtechniqueshaveproventobeorarelesseffective.
i. TheuseofrestraintstocontroltheaggressivebehaviorofanindividualstudentshallcauseameetingfortheIEPteamtoreviewthecurrentIEPforappropriatenessandeffectiveness.
ii. TheuseofrestraintsmaynotbeincludedintheIEPfortheconvenienceofstaff,asasubstituteforaneducationalprogram,oremployedaspunishment.
iii. SLSDstaffshallmaintainandreportdataontheuseofrestraintsasrequiredbytheSecretaryofthePennsylvaniaDepartmentofEducationorotherproperauthority.
b. Mechanicalrestraints,whichareusedtocontrolinvoluntarymovementorlackofmuscularcontrolofstudentswhenduetoorganiccausesorconditions,maybeemployedonlywithspecifiedbyanIEPandasdeterminedbyamedicalprofessionalqualifiedtomakethedetermination,andasagreedtobythestudent’sparents/guardians.Mechanicalrestraintsshallpreventastudentfrominjuringhimself/herselforothersorpromotenormativebodypositioningandphysicalfunctioning.
c. Thefollowingdoesnotconstituterestraint:
i. Thetermdoesnotincludebrieflyholding,withoutforce,astudentoreligibleyoungchildtocalmorcomforthim,guidingastudentoreligibleyoungchildtoanappropriateactivity,orholdingastudent’soreligibleyoungchild’shandtosafelyescortherfromoneareatoanother.
ii. Thetermdoesnotincludehand-over-handassistancewithfeedingortaskcompletionandtechniquesprescribedbyaqualifiedmedicalprofessionalforreasonsofsafetyorfortherapeuticormedicaltreatment,asagreedtobythestudent’soreligibleyoungchild’sparentsandspecifiedintheIEP.Devicesusedforphysicaloroccupationaltherapy,seatbeltsinwheelchairsorontoiletsusedforbalanceandsafety,safetyharnessesinbuses,andfunctionalpositioningdevicesareexamplesofmechanicalrestraintswhichareexcludedfromthisdefinition,andgovernedbysubsection(d).
Thefollowingaversivetechniquesofhandlingbehaviorareconsideredinappropriateandmaynotbeusedbyagenciesineducationalprograms:
1. Corporalpunishment
2. Punishmentforamanifestationofastudent’sdisabilities
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3. Lockedrooms,lockedboxes,orotherlockedstructuresorspacesfromwhichthestudentcannotreadilyexit
4. Noxioussubstances
5. Deprivationofbasicrights,suchaswithholdingmeals,water,orfreshair
6. Suspensionconstitutingapatternunder22Pa.Code14.143(a)
7. Treatmentofademeaningnature
8. Electricshock
9. Useofpronerestraintasdefinedin22Pa.Code14.133(c)(3)
Theuseofrestraintscanbeusedonlyinastudent’sIEPwhen:
1. Thatparentalconsentisobtainedpriortotheuseofrestraintsorintrusiveprocedureswhenincludedinastudent’sIEPasreflectedin22Pa.CodeChapter14.133(f).
2. Thetypeofrestraint,frequency,anddurationoftherestraintisclearlywritteninastudent’sIEP.
3. Thestaffisproperlytrainedontheuseandimplementationoftherestrainttechnique.
4. Theparent/guardian/surrogateisnotifiedimmediately,bytelephonenolaterthantheendofthatschoolday,aswellasviawrittennotificationthroughthe“InvitationtoParticipateinanIEPTeamMeetingDuetoaRestraint”statingthatameetingistobeconvenedwithinten(10)schooldaysunlessawrittenwaiverisprovidedbytheparents/guardian/surrogate.
5. ThestudentwithanIEPhasapositivebehaviorsupportplanthatalsoincludespositiveapproachestoaddressingthebehaviorsofconcern(e.g.,de-escalationtechniques).
6. Thestudent’sIEPspecificallypermitstheuseofrestraints.
7. TheIEPstateshowtherestraintswillbeused(withpositivebehaviorsupportsandtheteachingofsociallyacceptablebehaviors)aswellasaplanforeliminatingtheuseofrestraints.
PositiveBehaviorSupport(PBS)plansshouldinclude:
1. ArecordoftheIEPteam’sattemptstoincludeparents/guardians/surrogates,viawrittennotificationtoparticipateintheteammeeting,inthedevelopmentofthestudent’spositivebehaviorsupport(PBS)plan.
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2. AmeetingwithmembersoftheIEPteamtodesignapositivebehaviorsupport(PBS)plan.
3. Positivetechniques,ratherthannegativetechniques,forthedevelopment,change,andmaintenanceofbehaviorsshallbetheleastintrusivenecessaryandaddressthebehaviorsofconcern.
4. Afunctionalbehaviorassessment(FBA)thataddressedtheantecedents,behaviorsofconcern,consequencesmaintainingthebehavior,andfunctionofthebehavior.
5. Researchbasedpracticesandtechniquesusedtodevelopthedesiredbehaviors.
6. Replacementskills,alternativeteachingstrategiesandconsequencestrategiesindecreasingthebehaviorsofconcernaswellasincreasingthedesiredbehaviorsshouldbeincluded.
7. Interventionsselectedshouldbetheleastintrusivenecessary.
8. Parentalconsentshallbeobtainedpriortotheuseofrestraintorintrusiveprocedures.
9. Subsequenttoareferraltolawenforcement,forstudentswithdisabilitieswhohavepositivebehaviorsupportplans,anupdatedfunctionalbehaviorassessmentandpositivebehaviorsupportplanshallberequired.
Currently,ourelementaryschools,K-6,useschool-widepositivebehaviorsupports(SWPBS)toteach,encourage,andpromotepositivebehaviorinthecommonareasoftheschoolandoutsidetheclassroom.Forexample,studentsusethe"HighFive"modelastheyworktogetherandplaytogether:Beresponsible,Berespectful,Bekind,Beready,Beyourbest!Childrenlearnwhatthesecharacteristicslooklikeinthehall,cafeteria,andacrossthebuilding.Manyteachershavedevelopedandimplementedtheirownpositiveclassroombehaviorsystemsaswell.AfocusofthebuildingRTI/MTSSteamshasbeentoexamineandrevamptheirschool-widepositivebehaviorsupportprogramsattheelementarylevelbasedonthecorecomponentsoftheRTI/MTSSmodel.Onthesecondarylevel,thereareschool-wideincentiveprogramsthatfocusonsuchtopicsasGettingAlongwithOthers,SocialGrowth,Communication,ConflictResolution,andRelationshipswithOthers.OurMTSScontinuummodelisexpandingtoGrades7-8forthe2018-2019schoolyear.Thisyearthemiddleschoolhasbeeninvolvedinprofessionaldevelopmentactivities,throughtheCLIU#21andPaTTANtoprepareforitsimplementationnextschoolyear.ThedistricthiredabehaviorspecialistforitsemotionalsupportclassroomatthehighschoolwhenittookovertheemotionalsupportclassroomfromtheCLIUforthe2006-2007schoolyear.Thebehaviorspecialisthashadapositiveinfluencenotonlyintheemotionalsupportclassroom,butalsowiththestudentsinthelearningsupportclassroomaswell.Sheisseenasasupportbymanyoftheidentifiedstudentswhoarenotintheemotionalsupportclassroom.Ifitisdetermined,afternumerousinterventions,thatastudentrequiresanalternativeprogramorschool--whetherthestudentisidentifiedornon-identified,thestudent'sparent/guardiansare
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involvedinthatdecision.Ifitisdeterminedthatastudentneedsanalternativeprogram/school,thegoalisalwaystobringthatstudentbacktohis/herhomeschool.Whenthatstudentisreadytocomebacktohis/herhomeschool,atransitionplaniscreatedinordertoensurethatthestudenthasasuccessfultransitionback.Currently,thereis1identifiedstudentoutof356identifiedstudentsinthedistrict,placedbythedistrict,whoareinalternativeprogramsoutsideofthesupportprogramsofferedthroughCLIU#21.Thisislessthan1%ofouridentifiedstudentpopulationthatisplacedinanalternativeprogram.Thedistrictstrivestokeepstudentsinschoolandisverycreativewhenitcomestoitsdisciplinepoliciesandidentifiedstudents.Whenanidentifiedstudentisinvolvedinanactionthatcallsforasuspensionoutofschool,theadministratorsworkwiththeDirectorofSpecialEducationinordertodeterminehowmanydaysoutofschoolthestudentshouldbesuspended.Duetoworkingcollaborativelyonoutofschoolsuspensionsofidentifiedstudents,ouroutofschoolsuspensionrateisverylow.Additionally,severalstaffhaveparticipatedinschool-widepositivebehaviorsupporttrainingsandde-escalationandrestrainttrainings(CPImethod)throughaCLIUtrainer.Startinginthe2018-2019schoolyear,thedistrictwillbeshiftingthismodel,fromCPItoSafetyCare.ThesetrainingswillbeoccurringonarotatingbasisoverthenextseveralyearsespeciallytomaintainSafetyCarecertification.Lastly,ourdistrict,inpartnershipwithCLIU#21,providesaschool-basedpartialprogramatourSouthernLehighHighSchool.Thislevelofservice,astep-downmodelfromtheCLIU#21center-basedschool-basedpartialprogram,providesschoolswithinourconsortiumschoolbasedmentalheathprogrammingandsupportsinapublichighschoolsetting.Thisprogrammodelprovidesopportunitiesforadditionalinclusiveopportunities,whilestillreceivingnecessaryrelatedsupports,services,andprogramming.
IntensiveInteragency/EnsuringFAPE/HardtoPlaceStudents
1. IftheLEAishavingdifficultyensuringFAPEforanindividualstudentoraparticulardisabilitycategory,describetheproceduresandanalysismethodsusedtodeterminegapsinthecontinuumofspecialeducationsupports,servicesandeducationplacementoptionsavailableforstudentswithdisabilities.
2. Includeinformationdetailingsuccessfulprograms,services,educationplacementsaswellasidentifiedgapsincurrentprograms,services,andeducationplacementsnotavailablewithintheLEA.IncludeanoverviewofservicesprovidedthroughinteragencycollaborationwithintheLEA.
3. Discussanyexpansionofthecontinuumofservicesplannedduringthelifeofthisplan.
Forthelastseveralyears,thedistricthasbeenabletofindeducationalplacementsforallofitsstudentswithdisabilities.Thedistrictworksveryhardtobecreativeinitsprogramminginordertomeettheneedsofallofitsstudents.Therehavebeenstudentswhohaveenteredthedistrictfromearlyinterventionprogramsoverthepastfewyearswhohavehadsignificantneedsineithertheareasofbehavior,cognitiveabilities,orhealthissues.Theschoolteamshaveworkedextremelyhardtoprovideappropriatesupportsinordertokeepthesestudentsingeneraleducationintheirhomeschools.TheteamsworkincollaborationwithCLIUtoprovidebothservicesandtrainingopportunitiesthataideinthesupportofthesemorechallengingstudents.
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Thedistrictworkswithdifferentagenciesinordertosupportstudentswithmanydifferentneeds.ThoseagenciesincludeMH/MR,Children&Youth,JuvenileProbation,theIntermediateUnitanddifferentprovideragenciesbothwithinLehighCounty(e.g.,KidsPeace)andoutsideofLehighCounty.Thedistrictworkswithhospitalsintheareaaswellasoutsideofthearea.Thedistrict,incollaborationwiththeagencies,hasbeensuccessfulovertheyearsinfindingappropriateplacementsforitsstudents.Ifthereisastudentthatthedistrictishavingdifficultyinfindingaplacement,thedistrictwillcontacttheappropriateagency(s)andaskforaninteragencyorCASSPmeeting.Theappropriateeducationalpersonnel,parents/guardians,andagencyrepresentativescometogethertobrainstormideasandinterventionsthatcouldworkinorderforthestudenttobesuccessfulintheleastrestrictiveenvironment.SometimesitdoestakemorethanoneinteragencyorCASSPmeetinginordertofindanappropriateplacementdependingontheneedofthestudent.Ifanappropriateplacementcannotbefound,thestudentisreportedasaCorderoAtRiskstudentsothatadditionalresourcescanbeutilized.Duringthelifeofthisplan,thedistrictcontinuallyreviewsadditionalprogrammingoptionstosupportstudentswithdisabilitiesinourdistrict.Onelimitationinourdistrictistheofferingofafullcontinuumofdisabilitysupports,acrossvariousdisabilitygroups,duetothelimitednumberofstudentsneedingthesametypeandlevelofsupportwithinaspecificagespan.Therefore,wehavecontinuedtopartnerwithCLIU#21toassistusinprogrammingforstudentswhoneedadditionalprogram,supports,andservicesthatarenotoperatedwithinourdistrict.Asmentioned,though,thisremainsanannualreviewareabasedonthecurrentneedsofthestudents.Oneotherareathatwearecontinuallymonitoringistheneedforadditionalschool-basedmentalhealthprograms,supports,andservicestoaddresstheon-goingchangingneedsofsomestudentswithdisabilitiesinourdistrict.
StrengthsandHighlightsDescribethestrengthsandhighlightsofyourcurrentspecialeducationservicesandprograms.Includeinthissectiondirectionsonhowthedistrictprovidestrainingsforstaff,facultyandparents.SouthernLehighSchoolDistrictiscommittedtomeetingtheneedsofallofourstudents.Thisincludesstudentswhoareidentifiedasneedingspecialeducationservicesandthosestudentswhodonotneedspecialeducationservicesandsupports.Theschooldistrictiscomprisedofagroupofprofessionalswhohaveawidevarietyofexperiencesandtalents.Theseprofessionalsgoaboveandbeyondinordertomeetthemanydifferentneedsofourstudents.Thewillingnessonthepartoftheprofessionalstafftogiveuptheirtimeearlyinthemorningandattheendofthedayinordertoworkwithstudentsindividuallyandinsmallgroupsistrulycommendable.Ourdistrictisalsoverydata-drivenwithinthegeneraleducationandspecialeducationclassroomsettings.Weutilizeprogress-monitoringtools,suchasDibels/Aimsweb/PVAAS/STAR,toassistusinmakinginstructionaldecisionstosupportthestudentsintheclassroomsettingsandtoensurethatstudentsareshowingprogressonIEPgoals.Staffarecontinuallytrainedinthisareatostrengthentheirskillsinevaluatingstudentprogress.Oneofthemajorstrengths,throughoutthedistrict,isthelevelofinclusionarysupport/co-teachingpracticesthatoccur.Thedistrictsupportsmanystudentswhohaveeithersignificantcognitiveorhealthneedsinthestudent'shomeschool.Thedistricthasimplementedco-teachingattheintermediate(grades4-6),middle(grades7-8)andhighschool(grades9-12)levelsinmanydifferentsubjects.Thedistrictcontinuestoprovideprofessionaldevelopmentforallofitsstaff
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(teachers,instructionalassistants,administrators)inordertosupportallstudents.Thismaybeintheformofprovidingin-servicetrainingthroughthedistrict'sacademysystem,sendingstafftodifferenttrainingsthatdealwithspecificdisabilitycategories,orbringinginconsultantsinordertoprovidesupportforasinglestudentorsmallgroupsofstudents.Attheelementaryschools,thereisalsoinclusionarysupportfromkindergartenthroughthirdgrade.Thismaybeintheformofparaprofessionalorspecialeducationteachersupportinclassesatdifferenttimesoftheday.Inadditiontotheco-teachingthatoccursinthemiddleschoolandhighschool,thedistrictsupportsmanystudentswhohavesignificantcognitiveorhealthneedsintheirhomeschools.Withtheuseofassistivetechnology,adaptiveprograms,smallgroupinstruction,anddifferentiatedinstruction,thedistrictstaffworkhardtosupportthesestudents.Thereismuchcollaborationbetweentheschoolteams,parents/guardians,agencies,andIUtherapistsinordertosupportthesestudentsintheirhomeschools.Itisatributetothededicationandcreativityoftheschoolstaffthatenablesthesestudentstobesuccessful.Anotherareathathasbeenafocusoverthepastfewyearsisthetransitioningofourstudentsinspecialeducationfromoneleveltoanotherlevel,i.e.,elementarytotheintermediateschool,theintermediateschooltothemiddleschool,andmiddleschooltohighschool.Meetingsoccurbetweenteachersatdifferentlevelsinordertodiscussstudent’sindividualneeds.Additionally,studentsandparentsgototheirnewbuildingsinMay(andagainpriortoschoolopeningifneeded)totourthebuilding.Thisallowsthestudentstoseetheirnewbuildingandseethefacesoftheirnewteachers.ThereareadditionalorientationdaysinlateAugustwhereallincomingandnewstudentsmeettheteachers,tourthebuildings,andinsomecases,gettheirschedulesfortheyear.Thisprocesshasbeensuccessfulineasingthestressofthestudentsandtheirparentswhentheytransitiontoanewbuilding.Thisprocessisalsohelpfulfortheteachersasitallowstheteacherstomeetincomingstudentssothattheyhavesomeknowledgeofthestudent’sstrengthsandareasofneed.Atourmiddleschoolandhighschool,thestaffthereareveryproudoftheiraccomplishmentsissupportingstudentswithdisabilitiesintheareasofself-advocacyandindependence.Asourmiddleschoolisonlyforstudentsingrades7and8,themiddleschoolteachershaveachallengingjobtransitioningthestudentsfromtheintermediatelevelassixthgradesandspendingtwoyearswiththempreparingthemtomeetthedemandsatthehighschoollevel.Inordertobeassuccessfulasweare,ittakestheorchestratedeffortsofourmiddleschoolandhighschoolstafftoteam,collaborate,andsupporteachothertomakethetransitionsuccessfulforourstudents.Additionally,theteachers,guidancecounselors,andschoolpsychologistsattheselevelscreatelessonsandsupportgroupstoteachstudentsindependenceandself-advocacyskills.Webelievethatthisisoneofthereasonswhyourstudentstransitionsowelltothehighschoollevel.Inexaminingstudentneedsoverthepastfewyears,thedistrictrealizedthatitneededtotakeovertheEmotionalSupportclassroomoperatedbyCLIUinthehighschool.ThedistricttookovertheEmotionalSupportclassroomforthe2006-2007schoolyearandcontinuestooperatethatclassnow.ThiswasverysuccessfulbothforthestudentsintheEmotionalSupportclassroom,butalsoforstudentswhowerenotintheclassroom.ThehighschoolusedthebehaviorspecialistwhowasassignedtotheEmotionalSupportclassroomforitsSAPteamandwithotherstudents.ThestudentsintheEmotionalSupportclassroomhavebenefitedfromamorerigorouscurriculumthatisbeingusedinthatclassroom.TheatmosphereoftheEmotionalSupportclassroomhascreatedanexcellentsupportsystemforourstudentswithemotionalneeds.
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AnotheroneofourstrengthsisourongoingpositiverelationshipwithCLIU#21andoutsideproviderssuchasTheCenterforHumanisticChange,TheCaronFoundation,andTheLehighValleyCenterforIndependentLivinginprovidingsupportsandservicestoourstudentswithdisabilitiesthatarenotavailablewithinourdistrict.OneexampleofourpartnershipwithCLIU#21istherootedinthenumberofstudentswithdisabilitiesthatengageinWork-BasedLearningopportunitiesinourcommunity.Thenumberofstudentsinourdistrictthatusethisprogramhasincreaseddramaticallyoverthepastthreeyears.Thisincludesstudentsinlearningsupport,emotionalsupport,andlifeskillssupportclasses.InadditiontothetraditionalWorkBasedLearningprogram,thereisnowaNonTraditionalWorkBasedLearningprogram.Thisisspecificallydesignedforthosestudentswhohavesignificantcognitive,physical,orbehavioralneeds.Theprogramisdesignedforstudentsintheirlastyearofschoolwherethestudentistakentoanadultagencysiteoneortwodaysperweekfornineweeksatatime.Thestudentusuallyisabletovisit4differentadultsites.Boththestudentandtheadultagencygetanopportunitytoseeifthiswillbeapossiblesiteforthestudentwhenheenterstheadultsystemfromtheeducationalsystem.Parents/guardiansarealsoencouragedtovisitthesitesotheyhavesomeknowledgeoftheservicestheadultagencycanprovidefortheirchild.Theadditionofthisprogramhasbeenextremelybeneficialforourstudentswithcomplexneedsandtheirparents/guardians.TheWorkBasedLearningprogramsthatareprovidedtoourstudentshavehelpedourstudents’transitiontotheworldofworkwithmuchmoreeasethanbefore.WecontinuetoimplementtheSpecialEducationProceduralManualandreviseitasneeded.Atthetimeitwascreatedacopywasgiventoallspecialeducationteachersandadministrators.WhennewspecialeducationteachersandadministratorsbeginworkingatSouthernLehighSchoolDistrict,acopyisgiventothem.Themanualhasfederal,state,anddistrictproceduresinauser-friendlyformat.Itsusehashelpedtocreatemoreconsistencyacrossthedistrictwhenitcomestoissuesinspecialeducation.SouthernLehighSchoolDistrictcontinuestobecreativeinprogrammingforallofitsstudents.Asthedistrictexperiencesgrowth,theneedsofourstudents-identifiedandnon-identifiedbecomemoreandmorechallenging.Asadistrict,wecontinuetostrivetomakeallofourstudentssuccessful.
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Assurances
SafeandSupportiveSchoolsAssurancesTheLEAhasverifiedthefollowingAssurances:
• ImplementationofacomprehensiveandintegratedK-12programofstudentservicesbasedontheneedsofitsstudents.(incompliancewith§12.41(a))
• FreeEducationandAttendance(incompliancewith§12.1)
• SchoolRules(incompliancewith§12.3)
• Collection,maintenanceanddisseminationofstudentrecords(incompliance§12.31(a)and§12.32)
• Discrimination(incompliancewith§12.4)
• CorporalPunishment(incompliancewith§12.5)
• ExclusionfromSchool,Classes,Hearings(incompliancewith§12.6,§12.7,§12.8)
• FreedomofExpression(incompliancewith§12.9)
• FlagSaluteandPledgeofAllegiance(incompliancewith§12.10)
• HairandDress(incompliancewith§12.11)
• ConfidentialCommunications(incompliancewith§12.12)
• Searches(incompliancewith§12.14)
• EmergencyCareandAdministrationofMedicationandTreatment(incompliancewith35P.S.§780-101—780-144)
• Parentsorguardiansareinformedregardingindividualsurveystudentassessmentsandprovidedaprocessforrefusaltoparticipate(consistentwith§445oftheGeneralEducationProvisionsAct(20U.S.C.A.§1232h)andincompliancewith§12.41(d))
• Personsdeliveringstudentservicesshallbespecificallylicensedorcertifiedasrequiredbystatuteorregulation(incompliancewith§12.41(e))
• DevelopmentandImplementationofLocalWellnessProgram(incompliancewithPublicLaw108-265,Section204)
• EarlyInterventionServicesSystemAct(ifapplicable)(11P.S.§875-101—875-503)
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• EstablishmentandImplementationofStudentAssistanceProgramsatalloflevelsoftheschoolsystem(incompliancewith24PS§15-1547)
• AcceptableUsePolicyforTechnologyResources
• Providingcareerinformationandassessmentssothatstudentsandparentsorguardiansmightbecomeawareoftheworldofworkandcareeroptionsavailable.
SpecialEducationAssurancesTheLocalEducationAgency(District)hasverifiedthefollowingAssurances:
• Implementationofafullrangeofservices,programsandalternativeplacementsavailabletotheschooldistrictforplacementandimplementationofthespecialeducationprogramsintheschooldistrict.
• Implementationofachildfindsystemtolocate,identifyandevaluateyoungchildrenandchildrenwhoarethoughttobeachildwithadisabilityeligibleforspecialeducationresidingwithintheschooldistrict'sjurisdiction.Childfinddataiscollected,maintainedandusedindecision-making.Childfindprocessandproceduresareevaluatedforitseffectiveness.TheDistrictimplementsmechanismstodisseminatechildfindinformationtothepublic,organizations,agenciesandindividualsonatleastanannualbasis.
• Assurancesofstudentswithdisabilitiesareincludedingeneraleducationprogramsandextracurricularandnon-academicprogramsandactivitiestothemaximumextentappropriateinaccordancewithanIndividualizedEducationProgram.
• CompliancewiththePADepartmentofEducation,BureauofSpecialEducation'sreportrevisionnoticeprocess.
• Followingthestateandfederalguidelinesforparticipationofstudentswithdisabilitiesinstateanddistrict-wideassessmentsincludingthedeterminationofparticipation,theneedforaccommodations,andthemethodsofassessingstudentsforwhomregularassessmentisnotappropriate.
• Assuranceoffundsreceivedthroughparticipationinthemedicalassistancereimbursementprogram,ACCESS,willbeusedtoenhanceorexpandthecurrentlevelofservicesandprogramsprovidedtostudentswithdisabilitiesinthislocaleducationagency.
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24P.S.§1306and§1306.2FacilitiesFacilityName FacilityType ServicesProvidedBy StudentCount
MountTrexlerManor Nonresident SouthernLehighSchoolDistrict 0
LeastRestrictiveEnvironmentFacilitiesFacilityName TypeofFacility TypeofService Numberof
StudentsPlaced
AllentownCenter-LearningandAchievementSchool
SpecialEducationCenters
EmotionalSupport 5
LehighLearningAcademy SpecialEducationCenters
LearningSupportandEmotionalSupport
1
IULifeSkillsSupport-MacungieElementary
NeighboringSchoolDistricts
LifeSkillsSupport 2
IULifeSkillsSupport-EmmausHighSchool
NeighboringSchoolDistricts
LifeSkillsSupport 2
IUMultipleDisabilitiesSupport-CatasauquaMiddleSchool
NeighboringSchoolDistricts
MultipleDisabilitiesSupport
2
IU-EnhancedAutismProgram SpecialEducationCenters
AutisticSupport 1
IUMultipleDisabilitiesSupport-ParklandHighSchool
NeighboringSchoolDistricts
MultipleDisabilitiesSupport
1
IUMultipleDisabilitiesSupport-KratzerElementarySchool
NeighboringSchoolDistricts
MultipleDisabilitiesSupport
1
LehighLearningandAchievementSchool
SpecialEducationCenters
EmotionalSupport 3
IUEmotionalSupport-TrumanElementary
NeighboringSchoolDistricts
EmotionalSupport 3
IULifeSkillsSupport-LowerMacungie
NeighboringSchoolDistricts
LifeSkillsSupport 1
IUAutisticSupport-ShecklerElementary
NeighboringSchoolDistricts
AutisticSupport 1
IUMultipleDisabilitiesSupport-NorthwesternMiddleSchool
NeighboringSchoolDistricts
MultipleDisabilitiesSupport
1
IUMultipleDisabilitiesSupport-WeisenbergElementary
NeighboringSchoolDistricts
MultipleDisabilitiesSupport
1
IUAutisticSupport-SauconValleyHighSchool
NeighboringSchoolDistricts
AutisticSupport 1
IUMultipleDisabilitiesSupport-KernsvilleElementary
NeighboringSchoolDistricts
MultipleDisabilitiesSupport
2
IUMultipleDisabilitiesSupport-WesternSalisburyElementary
NeighboringSchoolDistricts
MultipleDisabilitiesSupport
1
IUMultipleDisabilitiesSupport-ShecklerElementary
NeighboringSchoolDistricts
MultipleDisabilitiesSupport
1
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MercySpecialLearningCenter SpecialEducationCenters
SpecialEducation 1
IUMultipleDisabilitiesSupport-OrefieldMiddleSchool
NeighboringSchoolDistricts
MultipleDisabilitiesSupport
1
IUMultipleDisabilitiesSupport-CatasauquaHighSchool
NeighboringSchoolDistricts
MultipleDisabilitiesSupport
1
CentennialSchool ApprovedPrivateSchools
SpecialEducation 1
SpecialEducationProgramProfileProgramPosition#1-ProposedProgram
Operator:SchoolDistrictPROPOSEDPROGRAMINFORMATION
Type:ClassImplementationDate:August29,2016
PROGRAMSEGMENTSTypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 8to9 5 1
Locations: HopewellElementary AnElementary
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
ProgramPosition#2
Operator:SchoolDistrictPROGRAMSEGMENTS
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 7to9 10 1
Locations: LibertyBellElementary AnElementary
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
ProgramPosition#3-ProposedProgram
Operator:SchoolDistrictPROPOSEDPROGRAMINFORMATION
Type:ClassandPositionImplementationDate:August29,2016
PROGRAMSEGMENTSTypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 6to9 8 1
Locations:
72
LowerMilfordElementary AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
ProgramPosition#4
Operator:SchoolDistrictPROGRAMSEGMENTS
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 11to12 7 0.5
Justification:learningsupportteacheronly-nolongerlifeskillsinadditiontolearningsupport-ineffectforthe17-18SYLocations: JosephP.LiberatiIntermediateSchool
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LifeSkillsSupport 11to12 6 0.5
Justification:learningsupportteacheronly-nolongerlifeskillsinadditiontolearningsupport-ineffectforthe17-18SYLocations: JosephP.Liberati AnElementary
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
ProgramPosition#5
Operator:SchoolDistrictPROGRAMSEGMENTS
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 9to10 14 1
Locations: JosephP.LiberatiIntermediateSchool
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
ProgramPosition#6
Operator:SchoolDistrictPROGRAMSEGMENTS
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 9to12 14 1
Locations: JosephP.LiberatiIntermediateSchool
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
ProgramPosition#7
Operator:SchoolDistrict
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PROGRAMSEGMENTSTypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 10to11 13 1
Locations: JosephP.LiberatiIntermediateSchool
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
ProgramPosition#8
Operator:SchoolDistrictPROGRAMSEGMENTS
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 11to12 11 1
Locations: JosephP.LiberatiIntermediateSchool
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
ProgramPosition#9
Operator:SchoolDistrictPROGRAMSEGMENTS
TypeofSupport LevelofSupport
AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport
13to15 13 1
Locations: SouthernLehighMiddleSchool AMiddleSchool
BuildingAbuildinginwhichGeneralEducationprogramsareoperated
ProgramPosition#10
Operator:SchoolDistrictPROGRAMSEGMENTS
TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant LearningSupport 12to13 8 1Locations: SouthernLehighMiddleSchool
AMiddleSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
ProgramPosition#11
Operator:SchoolDistrictPROGRAMSEGMENTS
TypeofSupport LevelofSupport
AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport
11to14 4 0.5
Locations: SouthernLehighMiddleSchool AMiddleSchool
BuildingAbuildinginwhichGeneralEducationprogramsareoperated
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TypeofSupport Levelof
SupportAgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LifeSkillsSupport
11to14 1 0.5
Locations: SouthernLehighMiddleSchool AMiddleSchool
BuildingAbuildinginwhichGeneralEducationprogramsareoperated
ProgramPosition#12
Operator:SchoolDistrictPROGRAMSEGMENTS
TypeofSupport LevelofSupport
AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
EmotionalSupport
12to14 14 1
Locations: SouthernLehighMiddleSchool AMiddleSchool
BuildingAbuildinginwhichGeneralEducationprogramsareoperated
ProgramPosition#13-ProposedProgram
Operator:SchoolDistrictPROPOSEDPROGRAMINFORMATION
Type:ClassImplementationDate:August27,2018
PROGRAMSEGMENTSTypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant LearningSupport 13to14 11 1Locations: SouthernLehighMiddleSchool
AMiddleSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
ProgramPosition#14
Operator:SchoolDistrictPROGRAMSEGMENTS
TypeofSupport LevelofSupport
AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport
13to15 13 1
Locations: SouthernLehighMiddleSchool AMiddleSchool
BuildingAbuildinginwhichGeneralEducationprogramsareoperated
ProgramPosition#15
Operator:SchoolDistrictPROGRAMSEGMENTS
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 14to18 10 1
Locations:
75
SouthernLehighHighSchool ASeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
ProgramPosition#16
Operator:SchoolDistrictPROGRAMSEGMENTS
TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant LearningSupport 15to20 11 1Justification:Justification:Asstudentscanstayinthehighschooluntil21toreceiveadditionaltransitionprogrammingsupports,thisteachercasemanagesthestudentsIEP's,butitisimportanttonotethatthestudentsarenoteducatedtogetherinaself-containedclassroomsetting.Locations: SouthernLehighHighSchool
ASeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
ProgramPosition#17
Operator:SchoolDistrictPROGRAMSEGMENTS
TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant LearningSupport 14to18 14 1Locations: SouthernLehighHighSchool
ASeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
ProgramPosition#18
Operator:SchoolDistrictPROGRAMSEGMENTS
TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant LearningSupport 14to18 22 1Justification:Justification:Asstudentscanstayinthehighschooluntil21toreceiveadditionaltransitionprogrammingsupports,thisteachercasemanagesthestudentsIEP's,butitisimportanttonote,thatthestudentsarenoteducatedtogetherinaself-containedclassroomsetting.Locations: SouthernLehighHighSchool
ASeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
ProgramPosition#19
Operator:SchoolDistrictPROGRAMSEGMENTS
TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant LearningSupport 14to18 10 1Locations: SouthernLehighHighSchool
ASeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
ProgramPosition#20
Operator:SchoolDistrictPROGRAMSEGMENTS
TypeofSupport LevelofSupport AgeRange Caseload FTE
76
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 14to18 10 1
Locations: SouthernLehighHighSchool ASeniorHigh
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
ProgramPosition#21
Operator:SchoolDistrictPROGRAMSEGMENTS
TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant LearningSupport 16to20 12 1Locations: SouthernLehighHighSchool
ASeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
ProgramPosition#22
Operator:SchoolDistrictPROGRAMSEGMENTS
TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant EmotionalSupport 14to18 17 1Locations: SouthernLehighHighSchool
ASeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
ProgramPosition#23-ProposedProgram
Operator:SchoolDistrictPROPOSEDPROGRAMINFORMATION
Type:ClassImplementationDate:July1,2014
PROGRAMSEGMENTSTypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 16to21 9 0.75
Justification:Thisspecialeducationprogramsupportsstudentswithcomplexneedsinthegeneraleducationclassroomsetting.Asstudentscanstayinthehighschooluntil21,thisteachercasemanagesthestudentsIEP's,butitisimportanttonote,thatthestudentsarenoteducatedtogetherinaself-containedclassroomsetting.Locations: SouthernLehighHighSchool ASeniorHigh
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LifeSkillsSupport 14to18 1 0.25
Locations: SouthernLehighHighSchool ASeniorHigh
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
ProgramPosition#24-ProposedProgram
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Operator:SchoolDistrictPROPOSEDPROGRAMINFORMATION
Type:ClassImplementationDate:August29,2016
PROGRAMSEGMENTSTypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant SpeechandLanguageSupport
6to9 28 0.8
Locations: HopewellElementarySchool
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant SpeechandLanguageSupport
10to12 6 0.2
Locations: JosephP.LiberatiIntermediateSchool
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
ProgramPosition#25
Operator:SchoolDistrictPROGRAMSEGMENTS
TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant SpeechandLanguageSupport
5to9 26 0.5
Locations: LibertyBellElementary
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant SpeechandLanguageSupport
10to11 4 0.45
Locations: JosephP.LiberatiIntermediateSchool
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant SpeechandLanguageSupport
14to18 1 0.05
Locations: SouthernLehighHighSchool
ASeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
ProgramPosition#26-ProposedProgram
Operator:SchoolDistrictPROPOSEDPROGRAMINFORMATION
Type:PositionImplementationDate:August29,2016
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Justification:Complianceforproximitytohome,classroomdesign(forinstruction),classroomexternalnoise,classroomaccessibility,classroomlocation,andclassroomsizewasmarkedasinappropriate.
PROGRAMSEGMENTSTypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant SpeechandLanguageSupport
9to10 11 0.75
Locations: JosephP.LiberatiIntermediateSchool
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant SpeechandLanguageSupport
12to13 2 0.25
Locations: SouthernLehighMiddleSchool
AMiddleSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
ProgramPosition#27
Operator:IntermediateUnitPROGRAMSEGMENTS
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
EmotionalSupport 14to18 18 1
Locations: SouthernLehighHighSchool ASeniorHigh
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
SpecialEducationSupportServicesSupportService Location TeacherFTE
DirectorofSpecialEducation SouthernLehighSchoolDistrict 1SchoolPsychologist LibertyBellElementary 0.5SchoolPsychologist HopewellElementary 0.5SchoolPsychologist JosephP.LiberatiIntermediateSchool 1SchoolPsychologist SouthernLehighMiddleSchool 1SchoolPsychologist SouthernLehighHighSchool 1SchoolCounselors JosephP.LiberatiIntermediateSchool 1SchoolCounselors SouthernLehighMiddleSchool 1SchoolCounselors SouthernLehighHighSchool 3BehaviorSpecialist SouthernLehighMiddleSchool 1BehaviorSpecialist SouthernLehighHighSchool 1InstructionalAssistants DistrictWide-acrossvariousbuildings 38InstructionalAssistants1:1 DistrictWide-acrossvariousbuildings 8SchoolCounselor HopewellElementary 0.5
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SchoolCounselor LibertyBellElementary 0.5
SpecialEducationContractedServicesSpecialEducationContractedServices Operator AmtofTimeperWeek
BehaviorSupport/BCBAServices OutsideContractor 2DaysNursingServices OutsideContractor 5DaysNursingServices OutsideContractor 5DaysSpecializedTransportation IntermediateUnit 5DaysSpecializedTransportation OutsideContractor 5DaysWorkBasedLearning IntermediateUnit 5DaysPhysicalTherapy IntermediateUnit 2HoursOccupationalTherapy-COTA IntermediateUnit 35HoursOrientationandMobilityServices IntermediateUnit 3HoursVisionServices IntermediateUnit 1HoursLifeSkillsSupport IntermediateUnit 5DaysOccupationalTherapy-OccupationalTherapist IntermediateUnit 7HoursDeaf/HardofHearingServices IntermediateUnit 2Hours
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NeedsAssessment
RecordSchoolPatterns
Question:Afterreviewingschoollevelaccomplishmentsandsystemicchallenges,whatpatternscanyouidentifyamongyourschools?
Whatotherinformationdoyoustillneedtoassess?
Answer:SouthernLehighSchoolDistricthasnoschoolsinSchoolImprovement,CorrectiveAction,orMakingProgressstatus.
DistrictAccomplishments
Accomplishment#1:FouroutoffiveofSouthernLehighSchoolDistrict'sschoolsscoredwithinthegreenorlightbluelevelforSchoolPerformanceProfileSchoolsfor2017,demonstratingconsistentperformanceonstandardizedmeasuresofstudentperformance.
Accomplishment#2:TheSouthernLehighSchoolDistricthascommittedresourcestosupportingtheacademic,athletic,andartisticdevelopmentofstudents,providingvariedopportunitiesforstudentstogrowandsucceed.
Accomplishment#3:TheSouthernLehighSchoolDistricthasbeenrecognizedforuniqueandinnovativeprogramsthatservestudents,including(butnotlimitedto)aSpanishImmersionProgram,aChineseLanguageProgram,andaK-12one-to-oneinitiativethatsupportsaccesstotechnologybystudentsandstaff.
DistrictConcerns
Concern#1:StakeholdersintheSouthernLehighSchoolDistrictindicateadesire/needformoreeffectiveuseoftechnologyresourcesasateachingandlearningtool.
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Concern#2:StakeholdersintheSouthernLehighSchoolDistrictindicateadesire/needforadditionalfocuson/resourcesforsocialandemotionallearningopportunitiesforstudents.
Concern#3:Schoolanddistrict-leveldata,alongwithstakeholderfeedback,indicatestheneedtoimplementstrategiestoensuretheengagementandsuccessofallstudentsinschoolprogramsanddistrictcurriculum.
Concern#4:StakeholdersintheSouthernLehighSchoolDistricthaveexpressedthedesire/needtoengageallstaffmembersinthemissionandvisionofthedistrict.
Concern#5:StakeholdersintheSouthernLehighSchoolDistricthaveexpressedthedesire/needtoupdatefacilitiestomeetchangesinprogrammaticandcommunityrequirements.
PrioritizedSystemicChallenges
SystemicChallenge#1(GuidingQuestion#9)Establishadistrictsystemthatfullyensureseachmemberofthedistrictcommunitypromotes,enhancesandsustainsasharedvisionofpositiveschoolclimateandensuresfamilyandcommunitysupportofstudentparticipationinthelearningprocess.
AlignedConcerns:
StakeholdersintheSouthernLehighSchoolDistrictindicateadesire/needforadditionalfocuson/resourcesforsocialandemotionallearningopportunitiesforstudents.
Schoolanddistrict-leveldata,alongwithstakeholderfeedback,indicatestheneedtoimplementstrategiestoensuretheengagementandsuccessofallstudentsinschoolprogramsanddistrictcurriculum.
StakeholdersintheSouthernLehighSchoolDistricthaveexpressedthedesire/needtoengageallstaffmembersinthemissionandvisionofthedistrict.
StakeholdersintheSouthernLehighSchoolDistricthaveexpressedthedesire/needtoupdatefacilitiestomeetchangesinprogrammaticandcommunityrequirements.
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SystemicChallenge#2(GuidingQuestion#2)Establishadistrictsystemthatfullyensurestheconsistentimplementationofeffectiveinstructionalpracticesacrossallclassroomsineachschool.
AlignedConcerns:
StakeholdersintheSouthernLehighSchoolDistrictindicateadesire/needformoreeffectiveuseoftechnologyresourcesasateachingandlearningtool.
StakeholdersintheSouthernLehighSchoolDistrictindicateadesire/needforadditionalfocuson/resourcesforsocialandemotionallearningopportunitiesforstudents.
Schoolanddistrict-leveldata,alongwithstakeholderfeedback,indicatestheneedtoimplementstrategiestoensuretheengagementandsuccessofallstudentsinschoolprogramsanddistrictcurriculum.
SystemicChallenge#3(GuidingQuestion#10)Establishadistrictsystemthatfullyensuresprofessionaldevelopmentisfocused,comprehensiveandimplementedwithfidelity.
AlignedConcerns:
StakeholdersintheSouthernLehighSchoolDistrictindicateadesire/needformoreeffectiveuseoftechnologyresourcesasateachingandlearningtool.
StakeholdersintheSouthernLehighSchoolDistrictindicateadesire/needforadditionalfocuson/resourcesforsocialandemotionallearningopportunitiesforstudents.
Schoolanddistrict-leveldata,alongwithstakeholderfeedback,indicatestheneedtoimplementstrategiestoensuretheengagementandsuccessofallstudentsinschoolprogramsanddistrictcurriculum.
StakeholdersintheSouthernLehighSchoolDistricthaveexpressedthedesire/needtoengageallstaffmembersinthemissionandvisionofthedistrict.
SystemicChallenge#4(GuidingQuestion#4)Establishadistrictsystemthatfullyensureshighqualitycurricularassets(e.g.modelcurricula,learningprogressions,units,lessonplans,
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andcontentresources)alignedwithstatestandardsandfullyaccessibletoteachersandstudents.
AlignedConcerns:
StakeholdersintheSouthernLehighSchoolDistrictindicateadesire/needformoreeffectiveuseoftechnologyresourcesasateachingandlearningtool.
StakeholdersintheSouthernLehighSchoolDistrictindicateadesire/needforadditionalfocuson/resourcesforsocialandemotionallearningopportunitiesforstudents.
Schoolanddistrict-leveldata,alongwithstakeholderfeedback,indicatestheneedtoimplementstrategiestoensuretheengagementandsuccessofallstudentsinschoolprogramsanddistrictcurriculum.
SystemicChallenge#5(GuidingQuestion#1)Establishadistrictsystemthatfullyensuresconsistentimplementationofstandardsalignedcurriculaacrossallschoolsforallstudents.
AlignedConcerns:
StakeholdersintheSouthernLehighSchoolDistrictindicateadesire/needformoreeffectiveuseoftechnologyresourcesasateachingandlearningtool.
StakeholdersintheSouthernLehighSchoolDistrictindicateadesire/needforadditionalfocuson/resourcesforsocialandemotionallearningopportunitiesforstudents.
Schoolanddistrict-leveldata,alongwithstakeholderfeedback,indicatestheneedtoimplementstrategiestoensuretheengagementandsuccessofallstudentsinschoolprogramsanddistrictcurriculum.
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DistrictLevelPlan
ActionPlans
Goal#1:Establishadistrictsystemthatfullyensureshighqualitycurricularassets(e.g.modelcurricula,learningprogressions,units,lessonplans,andcontentresources)alignedwithstatestandardsandfullyaccessibletoteachersandstudents.
RelatedChallenges:• Establishadistrictsystemthatfullyensurestheconsistentimplementationofeffectiveinstructionalpracticesacrossallclassroomsineachschool.
• Establishadistrictsystemthatfullyensuresprofessionaldevelopmentisfocused,comprehensiveandimplementedwithfidelity.
IndicatorsofEffectiveness:Type:AnnualDataSource:Publishedcurriculum,syllabi,pacingguides,andcurriculummaps.Teacherlessonplans.SpecificTargets:Completionofcurriculumwritingprocessthatalignscurricularmaterialsandresourcestostatestandardsinallcontentareasandatalllevels.Completeddocumentsareavailableforstakeholderaccessviathedistrictwebsite.
Strategies:
CurricularCycleforExcellenceDescription:TheSouthernLehighSchoolDistrictwillfullyimplementaCycleforCurricularExcellence(CCE)toensurecontinuousreviewandadvancementofstandards-basedcurriculumthroughasystematicprocess.Itisdefinedbyfourphases:(1)NeedsAssessment,(2)DevelopmentandPlanning,(3)Implementation,and(4)Monitoring.AcademiccontentareasprogressthroughtheCCEbycompletingworkoutlinedbyeachphase.SASAlignment:Standards,Assessment,CurriculumFramework,Instruction,Materials&Resources
ImplementationSteps:
EffectiveInstructionalPracticesacrossAllClassroomsDescription:AspartoftheCurricularCycleofExcellence,instructionalstrategiespertinenttothecurricularareaindevelopmentwillbeevaluated.Instructionalstrategiesthatensurestudentlearninganddemonstrationofsuccesswillbeidentifiedandincorporatedintoclassroompractices.Inaddition,thedistrictwillengageinsystematicevaluationofprograms(i.e.,SpanishImmersion,Technology1:1)toreinforceexcellenceandrecommendimprovement.
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StartDate:7/1/2019EndDate:6/30/2021ProgramArea(s):ProfessionalEducation,EducationalTechnologySupportedStrategies:
• CurricularCycleforExcellence
Goal#2:Establishadistrictsystemthatfullyensuresconsistentimplementationofstandardsalignedcurriculaacrossallschoolsforallstudents.
IndicatorsofEffectiveness:Type:AnnualDataSource:CurriculumdocumentsSpecificTargets:CompletecurriculumrevisionstofullyensureconsistentimplementationofPAcorestandardsalignedcurriculaacrossallschoolsforallstudents.Createcurriculumthatisdifferentiatedtomeetindividualstudentneedsinordertoincreasestudentachievementandgraduationratesandthatisalignedacrossgradelevelstoensurecontinuallearning.Ensurethatcurriculumdocumentsareaccessibletostakeholdersfromthedistrictwebsite.
Strategies:
CurricularCycleforExcellenceDescription:TheSouthernLehighSchoolDistrictwillfullyimplementaCycleforCurricularExcellence(CCE)toensurecontinuousreviewandadvancementofstandards-basedcurriculumthroughasystematicprocess.Itisdefinedbyfourphases:(1)NeedsAssessment,(2)DevelopmentandPlanning,(3)Implementation,and(4)Monitoring.AcademiccontentareasprogressthroughtheCCEbycompletingworkoutlinedbyeachphase.SASAlignment:Standards,Assessment,CurriculumFramework,Instruction,Materials&ResourcesImplementationSteps:EffectiveInstructionalPracticesacrossAllClassroomsDescription:AspartoftheCurricularCycleofExcellence,instructionalstrategiespertinenttothecurricularareaindevelopmentwillbeevaluated.Instructionalstrategiesthatensurestudentlearninganddemonstrationofsuccesswillbeidentifiedandincorporatedintoclassroompractices.Inaddition,thedistrictwillengageinsystematicevaluationofprograms(i.e.,SpanishImmersion,Technology1:1)toreinforceexcellenceandrecommendimprovement.StartDate:7/1/2019EndDate:6/30/2021ProgramArea(s):ProfessionalEducation,EducationalTechnologySupportedStrategies:
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• CurricularCycleforExcellence
Goal#3:Establishadistrictsystemthatfullyensurestheconsistentimplementationofeffectiveinstructionalpracticesacrossallclassroomsineachschool.
RelatedChallenges:
• Establishadistrictsystemthatfullyensuresprofessionaldevelopmentisfocused,comprehensiveandimplementedwithfidelity.
• Establishadistrictsystemthatfullyensureseachmemberofthedistrictcommunitypromotes,enhancesandsustainsasharedvisionofpositiveschoolclimateandensuresfamilyandcommunitysupportofstudentparticipationinthelearningprocess.
IndicatorsofEffectiveness:Type:AnnualDataSource:EducatorEffectivenessProgram,PSSA,andKeystoneSpecificTargets:ProficientandDistinguishedEducatorRatings,SPPscoresof90orabove,increasedpercentagesofstudentsscoringproficientoradvancedonPSSAandKeystone.Strategies:CurricularCycleforExcellenceDescription:TheSouthernLehighSchoolDistrictwillfullyimplementaCycleforCurricularExcellence(CCE)toensurecontinuousreviewandadvancementofstandards-basedcurriculumthroughasystematicprocess.Itisdefinedbyfourphases:(1)NeedsAssessment,(2)DevelopmentandPlanning,(3)Implementation,and(4)Monitoring.AcademiccontentareasprogressthroughtheCCEbycompletingworkoutlinedbyeachphase.SASAlignment:Standards,Assessment,CurriculumFramework,Instruction,Materials&ResourcesProfessionalDevelopmentDescription:TheSouthernLehighSchooldistrictwillre-envsionaprofessionaldevelopmentsystemthatensuresalldistrictemployeeshaveaccesstohighqualityprofessionallearningopportunitiesthataredifferentiated,promoteresearch-basedstrategies,encouragecollaboration,andprovideopportunitiesforjobembeddedskillenhancement.Professionaldevelopmentplanningwillfocusonthefourareasoflearner-centeredprogramming;safe,secureandsupportiveschools;social/emotionaldevelopment;anddiversity/equity/inclusion.
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SASAlignment:Standards,Assessment,CurriculumFramework,Instruction,Materials&Resources,SafeandSupportiveSchoolsPathwaysofSupportforStudentsDescription:TheSouthernLehighSchoolDistrictwilldevelopaK-12continuumofsocialandemotionallearningbaseduponarticulatedandcoordinatedprograms,supports,andservices.SASAlignment:Materials&Resources,SafeandSupportiveSchoolsImplementationSteps:EffectiveInstructionalPracticesacrossAllClassroomsDescription:AspartoftheCurricularCycleofExcellence,instructionalstrategiespertinenttothecurricularareaindevelopmentwillbeevaluated.Instructionalstrategiesthatensurestudentlearninganddemonstrationofsuccesswillbeidentifiedandincorporatedintoclassroompractices.Inaddition,thedistrictwillengageinsystematicevaluationofprograms(i.e.,SpanishImmersion,Technology1:1)toreinforceexcellenceandrecommendimprovement.StartDate:7/1/2019EndDate:6/30/2021ProgramArea(s):ProfessionalEducation,EducationalTechnologySupportedStrategies:
• CurricularCycleforExcellence• ProfessionalDevelopment
SocialEmotionalLearningPrograms,Supports,andServicesDescription:DevelopanarticulatedK-12systemofsocialemotionallearningprograms,supportsandservicesthatdevelopmentallymeettheneedsofstudentsfromatieredperspective.StartDate:7/1/2019EndDate:6/30/2021ProgramArea(s):StudentServicesSupportedStrategies:
• ProfessionalDevelopment• PathwaysofSupportforStudents
Goal#4:Establishadistrictsystemthatfullyensuresprofessionaldevelopmentisfocused,comprehensiveandimplementedwithfidelity.
RelatedChallenges:
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• Establishadistrictsystemthatfullyensureseachmemberofthedistrictcommunitypromotes,enhancesandsustainsasharedvisionofpositiveschoolclimateandensuresfamilyandcommunitysupportofstudentparticipationinthelearningprocess.
IndicatorsofEffectiveness:Type:AnnualDataSource:CPETrackerrecords,HighlyQualifiedStaff,PerceptiondataandteacherfeedbackSpecificTargets:AlleducatorsratedhighlyqualifiedandwhoachieverequiredAct48hours,Improvedperceptiondataandfeedbackfromteachersurveysonqualityofprofessionaldevelopmentactivities.
Strategies:ProfessionalDevelopmentDescription:TheSouthernLehighSchooldistrictwillre-envsionaprofessionaldevelopmentsystemthatensuresalldistrictemployeeshaveaccesstohighqualityprofessionallearningopportunitiesthataredifferentiated,promoteresearch-basedstrategies,encouragecollaboration,andprovideopportunitiesforjobembeddedskillenhancement.Professionaldevelopmentplanningwillfocusonthefourareasoflearner-centeredprogramming;safe,secureandsupportiveschools;social/emotionaldevelopment;anddiversity/equity/inclusion.SASAlignment:Standards,Assessment,CurriculumFramework,Instruction,Materials&Resources,SafeandSupportiveSchoolsPathwaysofSupportforStudentsDescription:TheSouthernLehighSchoolDistrictwilldevelopaK-12continuumofsocialandemotionallearningbaseduponarticulatedandcoordinatedprograms,supports,andservices.SASAlignment:Materials&Resources,SafeandSupportiveSchoolsImplementationSteps:ProfessionalDevelopmentOfferingsDescription:Thedistrictwillre-designprofessionaldevelopmentofferingsandstructurestoensurethatallstaffareengagedinlearningopportunitiesthatalignwithinthefocusareasoflearner-centeredprogramming;safe,secureandsupportiveschools;social/emotionaldevelopment;diversity/equity/inclusion.StartDate:7/1/2019EndDate:6/30/2021ProgramArea(s):ProfessionalEducation,TeacherInduction
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SupportedStrategies:• ProfessionalDevelopment
SocialEmotionalLearningPrograms,Supports,andServicesDescription:DevelopanarticulatedK-12systemofsocialemotionallearningprograms,supportsandservicesthatdevelopmentallymeettheneedsofstudentsfromatieredperspective.StartDate:7/1/2019EndDate:6/30/2021ProgramArea(s):StudentServicesSupportedStrategies:
• PathwaysofSupportforStudents
Goal#5:Establishadistrictsystemthatfullyensureseachmemberofthedistrictcommunitypromotes,enhancesandsustainsasharedvisionofpositiveschoolclimateandensuresfamilyandcommunitysupportofstudentparticipationinthelearningprocess.
IndicatorsofEffectiveness:Type:AnnualDataSource:Perceptiondata,districtnewsletter,andwebsitedataSpecificTargets:Increasenumberofrecognition,improvedperceptiondataandfeedbackStrategies:PathwaysofSupportforStudentsDescription:TheSouthernLehighSchoolDistrictwilldevelopaK-12continuumofsocialandemotionallearningbaseduponarticulatedandcoordinatedprograms,supports,andservices.SASAlignment:Materials&Resources,SafeandSupportiveSchoolsCommunicationandCommunityEngagementDescription:TheSouthernLehighSchoolDistrictwillestablishacommunicationandcommunityengagementsystemthatensuresconsistent,accurate,andrelevantinformationflowsbetweeninternalandexternaldistrictstakeholders.SASAlignment:SafeandSupportiveSchools
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ImplementationSteps:SocialEmotionalLearningPrograms,Supports,andServicesDescription:DevelopanarticulatedK-12systemofsocialemotionallearningprograms,supportsandservicesthatdevelopmentallymeettheneedsofstudentsfromatieredperspective.StartDate:7/1/2019EndDate:6/30/2021ProgramArea(s):StudentServicesSupportedStrategies:
• PathwaysofSupportforStudents
ProfessionalDevelopmentOfferingsDescription:Thedistrictwillre-designprofessionaldevelopmentofferingsandstructurestoensurethatallstaffareengagedinlearningopportunitiesthatalignwithinthefocusareasoflearner-centeredprogramming;safe,secureandsupportiveschools;social/emotionaldevelopment;diversity/equity/inclusion.StartDate:7/1/2019EndDate:6/30/2021ProgramArea(s):ProfessionalEducation,TeacherInductionSupportedStrategies:
• PathwaysofSupportforStudents
EngagingtheSouthernLehighCommunityDescription:TheSouthernLehighSchoolDistrictwillengagestudents,staff,families,communityorganizations,businesses,andserviceprovidersindistrictactivitiesandcommunicationstofacilitatetheirparticipationinourmissionandvision.StartDate:7/1/2019EndDate:6/30/2021ProgramArea(s):SupportedStrategies:
• CommunicationandCommunityEngagement
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Appendix:ProfessionalDevelopmentImplementationStepDetailsNoProfessionalDevelopmentImplementationStepshavebeenidentifiedforSouthernLehighSD.
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DistrictLevelAffirmations
WeaffirmthatthisDistrictLevelPlanwasdevelopedinaccordance,andwillcomplywiththeapplicableprovisionsof22Pa.Code,Chapters4,12,16,and49.Wealsoaffirmthatthecontentsaretrueandcorrectandthattheplanwasplacedforpublicinspectionintheschooldistrict/AVTSofficesandinthenearestpubliclibraryuntilthenextregularlyscheduledmeetingoftheboardorforaminimumor28dayswhichevercomesfirst.
WeaffirmthattheresponsesintheProfessionalEducationCoreFoundationsandtheProfessionalDevelopmentImplementationStepsfocusonthelearningneedsofeachstaffmembertoenableallstaffmembersmeetorexceedthePennsylvaniaacademicstandardsineachofthecoresubjectareas.
Nosignaturehasbeenprovided
BoardPresident
Nosignaturehasbeenprovided
Superintendent/ChiefExecutiveOfficer
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SpecialEducationAffirmations
WealsoaffirmourunderstandingthatanyrequestsforanydeviationsfromtheChapter14regulations,standards,policies,andproceduresmustbemadeinwritingtothePennsylvaniaDepartmentofEducation.TheschooldistrictunderstandsthattheSpecialEducationComponentoftheDistrictLevelPlanwillbeapprovedbyPDEinaccordancewiththefollowingcriteriaassetforthin22Pa.SchoolCode§14.104andaspartoftheDistrictLevelPlan:
1. Thereareafullrangeofservices,programsandalternativeplacementsavailabletotheschooldistrictforplacementandimplementationofthespecialeducationprogramsintheschooldistrict.
2. Theschooldistricthasadoptedachildfindsystemtolocate,identifyandevaluateyoungchildrenandchildrenwhoarethoughttobeachildwithadisabilityeligibleforspecialeducationresidingwithintheschooldistrict'sjurisdiction.Childfinddataiscollected,maintained,andusedindecision-making.Childfindprocessandproceduresareevaluatedforitseffectiveness.Theschooldistrictimplementsmechanismstodisseminatechildfindinformationtothepublic,organizations,agencies,andindividualsonatleastanannualbasis.
3. Theschooldistricthasadoptedpoliciesandproceduresthatassurethatstudentswithdisabilitiesareincludedingeneraleducationprogramsandextracurricularandnon-academicprogramsandactivitiestothemaximumextentappropriateinaccordancewithanIndividualizedEducationProgram.
4. TheschooldistrictwillcomplywiththePADepartmentofEducation,BureauofSpecialEducation'srevisionnoticeprocess.
5. Theschooldistrictfollowsthestateandfederalguidelinesforparticipationofstudentswithdisabilitiesinstateanddistrict-wideassessmentsincludingthedeterminationofparticipation,theneedforaccommodations,andthemethodsofassessingstudentsforwhomregularassessmentisnotappropriate.
6. TheschooldistrictaffirmsthePennsylvaniaDepartmentofEducationthatfundsreceivedthroughparticipationinthemedicalassistancereimbursementprogram,ACCESS,willbeusedtoenhanceorexpandthecurrentlevelofservicesandprogramsprovidedtostudentswithdisabilitiesinthislocaleducationagency.
Weaffirmthattheschooldistricthascompleteda28-daypublicinspectionandcommentperiodasrequiredunder22PACode§4.13(d)priortotheschoolentity'sgoverningboardapprovalandsubmissiontotheDepartmentofEducation(BureauofSpecialEducation).
AffirmedbyEmilyGehmanon4/26/2018
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BoardPresident
AffirmedbyKathleenEvisonon4/25/2018
Superintendent/ChiefExecutiveOfficer
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