Lower Dauphin SD District Level Plan 07/01/ /30/2016

Transcription

1 Lower Dauphin SD District Level Plan 07/01/ /30/2016

2 District Profile Demographics 291 E Main St Hummelstown, PA (717) Superintendent: Sherri Smith Planning Process Lower Dauphin Comprehensive Planning Process Step One: Identify members for District Comprehensive Committee students, parents, community/business, teachers from each building, administrative team. Identify members for each s Committee parents and staff from each building. (students included at high school). (At least one member of each building must also serve on district committee to act as spokesperson for building. Step Two: Kick Off Night for District Committee 1. Dinner served in cafeteria. 2. Members (over 60 individuals) are assigned to tables for group work (mix of parents, students, parents/community and administrative facilitator) 3. Superintendent overview of process (PPT.) 4. Group assignments to develop questions to survey all district stakeholders (students, parents, community, teachers, staff) Sample questions provided as well as guidance from PPT. on each of the following subsections: 1. Curriculum, Instruction, and Assessment 2. Student Focused Systems 3. Professional Development Systems 4. Administrative Management Systems

3 Step Three: Kick off meetings for each 1. administrator does overview of process. 2. committee reviews questions from the district committee and refines. Step Four: Development of Surveys: Electronic online 1. Student Surveys Elementary (grades 4-5), MS, HS 2. Parent Surveys Questions, IEP subsection, Gifted subsection, elementary-ms-hs subsections 3. Community Survey 4. Teacher Survey 5. Staff Survey Step Five: Collection of Data 1. Surveys advertised and taken by all stakeholders 2. Test/Assessment Data collected 3. Attendance/Discipline/Graduation 4. Review of Curriculum 5. Professional Development 6. College Data from Graduates 7. Safe s Data Step Six: District Analysis of Data Step Seven: Analysis of Data for specific building Step Eight: Development of District Goals and Action Plans based on analysis Step Nine: Development of each building s Goals and Action Plans to support district vision Step Ten: Build our plans with the District s other committees: Professional Development, Technology, Special, and Safe s Mission Statement

4 To engage all students in a customized educational experience that prepares them to be self-sufficient and contributing members of a global community. Vision Statement For all students to be successful, it is our commitment to provide customized educational opportunities and quality instruction that promote creativity, collaboration and problem-solving in a safe, supportive environment. Our graduates will take their place in a global society as productive and responsible citizens and lifelong learners. Shared Values The Lower Dauphin District is committed to excellence, high expectations, fiscal responsibility, and must be accountable to the individual students, as well as to the public. We believe the following are vital to the success of the educational process: Student Each student can learn and succeed. The student, as a unique individual, is the foundation of the educational process. We are committed to providing the opportunities that support the student s natural desire to learn, develop abilities, expand interests, and improve decision-making skills. These efforts should enable and empower students to be responsible and take ownership of their own learning, to recognize their obligations in a democratic society, and to experience the joys of life-long learning. Staff A highly skilled and dedicated professional and support staff is a vital factor in the educational process. Each member of the staff is a guiding force in the progression of each student toward the achievement of full potential. Staff members collectively design and implement the learning process through application of their knowledge and through concern for the students as unique individuals. Home The home shares a significant responsibility for the education of each student by providing a nurturing environment that is supportive of the school and its programs. Family involvement should be encouraged through cooperative planning, implementation of academic and non-academic programs and organizations, and reinforcement of the educational process. Environment

5 A stimulating and safe school environment is crucial to the success of the educational process. We are committed to creating an environment which fosters resiliency in our students, encourages the desire for learning, fosters creativity and problem-solving, promotes respect for self and others, and demonstrates a spirit of cooperation and collaboration through effective use of instructional strategies. Resources Quality resources help promote the success of the educational process. We are committed to providing facilities that are carefully designed and well maintained. We recognize that technology is essential to realizing our goal to meet the changing needs of an individual in our complex global society. Community The school district must recognize its place in the greater global society, must be a partner with the community, must respond to its diverse needs, and must recognize the community s contributions to a strong educational program. By promoting the above beliefs, the Lower Dauphin District will meet the challenging needs of a global society and will act as a dynamic source of social improvement. al Community The Lower Dauphin District is made up of five municipalities - the Borough of Hummelstown and the Townships of Conewago, East Hanover, Londonderry and South Hanover. Lower Dauphin covers close to 90-square miles and is home to 24,736 residents. The district traces its roots back to 1952 when Hummelstown Borough and the Townships of Conewago, Londonderry and South Hanover incorporated to form the Hummelstown Joint District. East Hanover Township joined the renamed Lower Dauphin Joint District in In 1966, total district consolidation was realized with the appointment of the district s first Superintendent of s. Today the Lower Dauphin District is home to five K-5 neighborhood elementary schools, a middle school (grades 6-8), and a high school (grades 9-12). Additionally, the Price is used to educate students in three alternative educational classrooms. There is an elementary school building in each of

6 the district's four townships. Hummelstown Borough is home to our fifth elementary building, our middle school, our high school, our alternative school and our district administration center. With the exception of Hummelstown Borough, the majority of the district is rural with rolling farmlands and scattered housing developments. According to figures from the 2010 Census, 32 percent of our households in Lower Dauphin have children under 18 years of age. Breaking those figures down, we find that 1.4 percent of our population is kindergarten-aged; 12 percent of our population is classified as elementary-aged (grades 1-8); and 5.6 percent are high school age. Looking at the Census data for educational attainment of our residents aged 25 and older, we see that 9.9 percent of our population does not hold a high school diploma. Some 27.5 percent hold a bachelor or advanced degree. The Census calculates the mean household income for our school district at $79,159. District records show that nearly 20 percent of our 3,782 students qualified for the federal Free & Reduced Lunch program. The percent of students who qualify per building ranges from 8 percent to 41 percent. For the most part, our school district is a rural, suburban community with little in the way of industry and workers commuting a distance to their place of employment. The three largest employers physically located within the boundaries of the school district are the Three Mile Island Nuclear Generating Station (Exelon), Hollywood Casino at Penn National Race Course, and the Lower Dauphin District. Planning Committee Gwen Adams Rick Attivo Dan Berra Linda Breisch Lauren Bruce Michael Burkholder Steff Chortanoff Todd Decker Michelle Devey Carmen Dickerson Matthew Dickinson Tanya Dreon Vickie Feinstein Name Role Community Representative Dean of Students - Alternative Programs Administrator Ed Specialist - Nurse Ed Specialist - Counselor Elementary Teacher - Regular Secondary Gifted Teacher Parent Elementary Teacher - Regular Middle Teacher - Special Middle Music Teacher Ed Specialist - Counselor Secondary Reading Specialist

7 Edward Gnall Justin Hanula Bill Harnsberger James Hazen Patti Hresko Jay Kerstetter Rebecca Kline Dr. Mary Klinger Todd Kreiser Sarah Langan Dr. Michael Lausch Heather Lee Jane Lightner Debra Macut Jeffrey Markham Andrew McCrea Dr. Steve Meador Gary Messinger Patricia Moody Dana Naugle Todd Neuhard Rodney Nissley Eileen Pagano Renae Paladino Scott Payonk Kathy Peffer Lynne Ravas Geneva Reeder Rachel Reichert Gwen Ressler Bob Rogers Dina Roseberry Patti-Jo Schan-Bigler Dr. Robert Schultz Amy Sell Melanie Shaver-Durham Ashlee Simpson Dr. Sherri Smith Mary Smith Administrator Administrator Parent Communication Coordinator and Parent Instructional Coach/Mentor Librarian Elementary Teacher - Regular Board Member Instructional Coach/Mentor Librarian Board Member Elementary Teacher - Regular Administrator Elementary Teacher - Special Elementary Teacher - Regular Parent Ed Specialist - Psychologist Special Director/Specialist Parent Administrator Ed Specialist - Home and Visitor Secondary Art Teacher Administrator Board Member Instructional Coach/Mentor Librarian Board Member Secondary Teacher - Special Community Representative Middle Teacher - Regular Middle Librarian Elementary Teacher - Regular Reading Specialist Business Representative Parent Middle Gifted Teacher Administrator Instructional Coach/Mentor Librarian Administrator Student Administrator Ed Specialist - Nurse

8 Zachary Smith Charles Stevens Nina Tepsich Annette Trautman Pam Waters Dr. Kevin White Dr. Doug Winner Tina Wolfe Dr. David Wuestner Ryan Yingst Scott Yoder Student Elementary Teacher - Regular Middle Teacher - Regular Librarian Parent Instructional Technology Director/Specialist Administrator Secondary Teacher - Regular Administrator Student Secondary Teacher - Regular

9 Core Foundations Standards Mapping and Alignment Elementary Primary Level Standards Mapping Alignment Arts and Humanities Accomplished Developing Career and Work Non Existent Non Existent Civics and Government Accomplished Accomplished Economics Accomplished Accomplished English Language Arts Developing Developing Environment and Ecology Accomplished Accomplished Family and Consumer Sciences Non Existent Non Existent Geography Accomplished Accomplished Health, Safety and Physical Accomplished Accomplished History Accomplished Accomplished Literacy in History/Social Studies, Science and Technical Subjects Developing Developing Mathematics Developing Developing Science and Technology Accomplished Developing Alternate Academic Content Standards for Math Accomplished Accomplished Alternate Academic Content Standards for Reading Accomplished Accomplished American Counselor Association for Students Developing Developing Early Childhood : Infant-Toddler Second Grade Non Existent Non Existent English Language Proficiency Developing Developing Interpersonal Skills Developing Accomplished Climate Non Existent Non Existent Explanation for standard areas checked "Needs Improvement" or "Non Existent": Climate does not have a a curriculum but is always a part of the district's goals. There is no world language program, family and consumer science curriculum, or career and work study in the elementary level. Elementary Intermediate Level Standards Mapping Alignment Arts and Humanities Accomplished Developing

10 Career and Work Non Existent Non Existent Civics and Government Accomplished Accomplished Economics Accomplished Accomplished English Language Arts Developing Developing Environment and Ecology Accomplished Accomplished Family and Consumer Sciences Non Existent Non Existent Geography Accomplished Accomplished Health, Safety and Physical Accomplished Accomplished History Accomplished Accomplished Literacy in History/Social Studies, Science and Technical Subjects Developing Developing Mathematics Developing Developing Science and Technology Accomplished Accomplished Alternate Academic Content Standards for Math Accomplished Accomplished Alternate Academic Content Standards for Reading Accomplished Accomplished American Counselor Association for Students Developing Developing English Language Proficiency Developing Developing Interpersonal Skills Developing Developing Climate Non Existent Non Existent Explanation for standard areas checked "Needs Improvement" or "Non Existent": Climate does not have a a curriculum but is always a part of the district's goals. There is no world language program, family and consumer science curriculum, or career and work study in the elementary level. Middle Level Standards Mapping Alignment Arts and Humanities Developing Accomplished Career and Work Needs Improvement Needs Improvement Civics and Government Developing Developing Economics Developing Developing English Language Arts Accomplished Accomplished Environment and Ecology Accomplished Accomplished Family and Consumer Sciences Developing Accomplished Geography Developing Accomplished Health, Safety and Physical Developing Accomplished History Accomplished Accomplished Literacy in History/Social Studies, Science and Technical Developing Developing

11 Subjects Mathematics Accomplished Developing Science and Technology Accomplished Accomplished Alternate Academic Content Standards for Math Accomplished Accomplished Alternate Academic Content Standards for Reading Accomplished Accomplished American Counselor Association for Students Developing Developing English Language Proficiency Needs Improvement Needs Improvement Interpersonal Skills Accomplished Developing Climate Non Existent Non Existent World Language Developing Accomplished Explanation for standard areas checked "Needs Improvement" or "Non Existent": We need to provide a stronger curriculum on Career at the Middle. Additionally, with only a few students with ELL needs, they were provided services on a one-to-one basis; as we begin to see more students in need of services, a curriculum will be developed. High Level Standards Mapping Alignment Arts and Humanities Accomplished Accomplished Career and Work Accomplished Accomplished Civics and Government Accomplished Developing Economics Developing Accomplished English Language Arts Developing Developing Environment and Ecology Accomplished Accomplished Family and Consumer Sciences Accomplished Developing Geography Accomplished Accomplished Health, Safety and Physical Accomplished Developing History Accomplished Developing Literacy in History/Social Studies, Science and Technical Subjects Developing Developing Mathematics Developing Developing Science and Technology Accomplished Developing Alternate Academic Content Standards for Math Alternate Academic Content Standards for Reading Needs Improvement Needs Improvement Needs Improvement Needs Improvement American Counselor Association for Students Accomplished Accomplished English Language Proficiency Developing Developing

12 Interpersonal Skills Accomplished Developing Climate Non Existent Non Existent World Language Accomplished Accomplished Explanation for standard areas checked "Needs Improvement" or "Non Existent": Climate is not part of a curriculum, however is a yearly goal for the district. Alternative Learning courses - not sure what wanted here, high school does have remediation classes, tutoring and alternative programs available for students. Adaptations Elementary Primary Level Arts and Humanities Civics and Government Economics English Language Arts Environment and Ecology Geography Health, Safety and Physical History Mathematics Science and Technology Elementary Intermediate Level Arts and Humanities Civics and Government Economics English Language Arts Environment and Ecology Geography Health, Safety and Physical History Mathematics Science and Technology Middle Level Arts and Humanities Civics and Government Economics English Language Arts Environment and Ecology

13 Family and Consumer Sciences Geography Health, Safety and Physical History Mathematics Science and Technology High Level Arts and Humanities Career and Work Civics and Government Economics English Language Arts Environment and Ecology Family and Consumer Sciences Geography Health, Safety and Physical History Mathematics Science and Technology Explanation for any standards checked: All standards checked earmarks curricula that have been developed to meet the Academic Standards. Curriculum Planned Instruction Elementary Primary Level Curriculum Characteristics Content, including materials and activities and estimated instructional time to be devoted to achieving the academic standards are identified. Objectives of planned courses, instructional units or interdisciplinary studies to be achieved by all students are identified for each subject area. Procedures for measurement of mastery of the objectives of a planned course, instructional unit or interdisciplinary studies are identified. The relationship between the objectives of a planned course, instructional unit or interdisciplinary studies and academic standards are identified. Processes used to ensure Accomplishment: Status Accomplished Accomplished Accomplished Accomplished

14 Curriculum and maps were aligned to Learning Focused s (LFS) Curriculum framework. Elementary Intermediate Level Curriculum Characteristics Content, including materials and activities and estimated instructional time to be devoted to achieving the academic standards are identified. Objectives of planned courses, instructional units or interdisciplinary studies to be achieved by all students are identified for each subject area. Procedures for measurement of mastery of the objectives of a planned course, instructional unit or interdisciplinary studies are identified. Status Accomplished Accomplished Accomplished The relationship between the objectives of a planned course, instructional unit or Accomplished interdisciplinary studies and academic standards are identified. Processes used to ensure Accomplishment: Curriculum and maps were aligned to Learning Focused s (LFS) Curriculum framework. Middle Level Curriculum Characteristics Status Content, including materials and activities and estimated instructional time to be Developing devoted to achieving the academic standards are identified. Objectives of planned courses, instructional units or interdisciplinary studies to be Accomplished achieved by all students are identified for each subject area. Procedures for measurement of mastery of the objectives of a planned course, Accomplished instructional unit or interdisciplinary studies are identified. The relationship between the objectives of a planned course, instructional unit or Developing interdisciplinary studies and academic standards are identified. Processes used to ensure Accomplishment: Curriculum and maps were aligned to Learning Focused s (LFS) Curriculum framework. High Level Curriculum Characteristics Content, including materials and activities and estimated instructional time to be devoted to achieving the academic standards are identified. Objectives of planned courses, instructional units or interdisciplinary studies to be achieved by all students are identified for each subject area. Procedures for measurement of mastery of the objectives of a planned course, instructional unit or interdisciplinary studies are identified. The relationship between the objectives of a planned course, instructional unit or interdisciplinary studies and academic standards are identified. Processes used to ensure Accomplishment: Status Developing Accomplished Accomplished Developing

15 Curriculum and maps were aligned to Learning Focused s (LFS) Curriculum framework. Modifications and Accommodations Explain how planned instruction contains modifications and accommodations that allow all students at all mental and physical ability levels to access and master a rigorous standards aligned curriculum. Lower Dauphin uses several processes to accomodate the needs of individual students. Through differentiated instruction in the regular classroom, the RtII process, or through Individualized Programs, students are afforded necessary modifications and accomodations to meet their needs. Additionally, there is after school tutoring and summer school education to compliment the regular school day instruction. Instruction Instructional Strategies Annual Instructional evaluations Formal classroom observations focused on instruction Instructional Coaching Peer evaluation/coaching Walkthroughs targeted on instruction Regular Lesson Plan Review Supervisors District Administrators Instructional Coaches Provide brief explanation of District's process for incorporating selected strategies. Through our Differentiated Supervision Plan, teachers are observed both in a formal, as well as through walkthrough observations. Lesson plans are reviewed during walkthroughs and upon request. Provide brief explanation for strategies not selected and how the District plans to address their incorporation. This narrative is empty. Responsiveness to Student Needs Elementary Primary Level Instructional Practices A variety of practices that may include structured grouping, flexible scheduling and Status Implemented in

16 differentiated instruction are used to meet the needs of gifted students. Differentiated instruction is used to meet student needs. Flexible instructional time or other schedule-related practices are used to meet student needs. Structured grouping practices are used to meet student needs. 50% or more of district classrooms Implemented in 50% or more of district classrooms Implemented in 50% or more of district classrooms Implemented in 50% or more of district classrooms If necessary, provide further explanation. (Required explanation if column selected was <50%, UNK or NA) In a majority of the classrooms, students are instructed in skill areas, such as reading, writing and mathematics, in small and flexible groups. Elementary Intermediate Level Instructional Practices A variety of practices that may include structured grouping, flexible scheduling and differentiated instruction are used to meet the needs of gifted students. Differentiated instruction is used to meet student needs. Flexible instructional time or other schedule-related practices are used to meet student needs. Structured grouping practices are used to meet student needs. Status Implemented in 50% or more of district classrooms Implemented in 50% or more of district classrooms Implemented in 50% or more of district classrooms Implemented in 50% or more of district classrooms If necessary, provide further explanation. (Required explanation if column selected was <50%, UNK or NA) In a majority of the classrooms, students are instructed in skill areas, such as reading, writing and mathematics, in small and flexible groups. Middle Level Instructional Practices A variety of practices that may include structured grouping, flexible scheduling and differentiated instruction are used to meet the needs of gifted students. Status Implemented in 50% or more of

17 Differentiated instruction is used to meet student needs. Flexible instructional time or other schedule-related practices are used to meet student needs. Structured grouping practices are used to meet student needs. district classrooms Implemented in 50% or more of district classrooms Implemented in 50% or more of district classrooms Implemented in 50% or more of district classrooms If necessary, provide further explanation. (Required explanation if column selected was <50%, UNK or NA) In a majority of the classrooms, students are instructed in skill areas, such as reading, writing and mathematics, in small and flexible groups. High Level Instructional Practices A variety of practices that may include structured grouping, flexible scheduling and differentiated instruction are used to meet the needs of gifted students. Differentiated instruction is used to meet student needs. Flexible instructional time or other schedule-related practices are used to meet student needs. Structured grouping practices are used to meet student needs. Status Not answered Implemented in 50% or more of district classrooms Implemented in 50% or more of district classrooms Implemented in 50% or more of district classrooms If necessary, provide further explanation. (Required explanation if column selected was <50%, UNK or NA) In a majority of the classrooms, students are instructed in skill areas, such as reading, writing and mathematics, in small and flexible groups. Recruitment Describe the process the District implements to recruit and assign the most effective and highly qualified teachers in order to meet the learning needs of students who are below proficiency or are at risk of not graduating.

18 The best method of improving student performance is hiring quality professionals. Lower Dauphin has many steps in the hiring process, including advertising for recruitment, to bring the best to our students. There is a commitment to put the strongest instructors with the most at-risk students and buildings. Assessments Local Graduation Requirements Course Completion SY SY SY SY SY SY Electives English Health Mathematics Minimum % Grade Required for Credit (Numerical Answer) Music, Art, Family & Consumer Sciences, Career and Technical Physical Science Social Studies Total Courses Graduation Specifics Reading Local Assessments aligned with State Standards Writing Local Assessments aligned with State Standards Mathematics Local Assessments aligned with State Standards 2015 and beyond Graduation Requirement Specifics English Language and Composition Completion of Course Work with Keystone Exam as final exam Scoring Proficiency (Stand alone option)

19 English Literature Completion of Course Work with Keystone Exam as final exam Scoring Proficiency (Stand alone option) Mathematics Completion of Course Work with Keystone Exam as final exam Scoring Proficiency (Stand alone option) Science & Technology Completion of Course Work with Keystone Exam as final exam Scoring Proficiency (Stand alone option) Environment & Ecology Independently validated local assessments and beyond Graduation Requirement Specifics Biology or Chemistry Completion of Course Work with Keystone Exam as final exam Scoring Proficiency (Stand alone option) American History, Civics/Government or World History Completion of Course Work with Keystone Exam as final exam Scoring Proficiency (Stand alone option) Local Assessments Standards WA TD NAT DA PSW Other Arts and Humanities X X X Career and Work X X Civics and Government X Economics X English Language Arts X X X Environment and Ecology X X Family and Consumer Sciences X X Geography X X Health, Safety and Physical X X History X X Literacy in History/Social Studies, X Science and Technical Subjects Mathematics X X X Science and Technology X X World Language X X

20 Methods and Measures Summative Assessments EEP EEI ML HS End-of-Year Exam X X X PSSA X X Keystone Exam X X Benchmark Assessments EEP EEI ML HS Reading Benchmark Assessments X X Math Benchmark Assessments X X DIBELS X X Formative Assessments EEP EEI ML HS Common Assessments (Social Studies, Math, Science, Literature, Composition) Sight Word Assessments Writing Assessments Using Common Writing Prompts Across the District X X X X Diagnostic Assessments EEP EEI ML HS DRA2 X X X X Validation of Implemented Assessments Validation Methods EEP EEI ML HS Supervisor Review X X X X Department Supervisor Review X X District Administration Review X X X X External Review Instructional Coach Review X X Intermediate Unit Review Professional Learning Community Review Teacher Peer Review X X X X Provide brief explanation of District's process for reviewing assessments. The process of writing common assessments is a collaborative effort and involves the stakeholders listed above. Time is provided during common planning time and periodic staff development time to develop and review assessments.

21 Development and Validation of Local Assessments If applicable, explain the District's procedures for developing locally administered assessments and how they are independently and objectively validated every six years. At the elementary level the assessments and assessment calendar are reviewed on a yearly basis by the instructional coaches, teachers, and administrative staff (building and district level). At the secondary level the common assessments were developed based on the PA Standards, Anchors, and Eligible Content. We are in the process of re-writing our common assessments to align with the PA Common Core Stanadards with increased rigor. A plan will be established to review the assessments at the end of each year and correlate the results to the Keystone results, grades, and other authentic assessments used. Collection and Dissemination Describe the District's system to collect, analyze and disseminate assessment data efficiently and effectively for use by District leaders and instructional teams. The district currently uses Assessment Builder and Performance Tracker to store results and provide reports to guide instructional decisions. The staff has received training on how to access results and a Tier 1 approach to analyzing results as a team has been developed to guide best practices and adjust instruction to meet the needs of all students. Data Informed Instruction Describe how information from the assessments is used to assist students who have not demonstrated achievement of the academic standards at a proficient level or higher. Results from the assessments are used to guide instructional decisions, interventions, and program decisions for students. This is accomplished at all four levels early elementary, intermediate, middle school, and high school. Assessment Data Uses Assessment Data Uses EEP EEI ML HS Assessment results are reported out by assessment anchor or X X X X standards-aligned learning objective. Instructional practices are identified that are linked to student X X X X success in mastering specific assessment anchors, eligible content or standards-aligned learning objectives. Instructional practices modified or adapted to increase X X X X

22 student mastery. Specific assessment anchors, eligible content or standardsaligned learning objectives are identified for those students who did not demonstrate sufficient mastery so that teachers can collaboratively create and/or identify instructional strategies likely to increase mastery. X X X X Provide brief explanation of District's process for incorporating selected strategies. All assessment items are linked to the standards and during the Tier 1 strategies for meeting the standards which are not met are discussed and developed. Provide brief explanation for strategies not selected and how the District plans to address their incorporation. This narrative is empty. Distribution of Summative Assessment Results Distribution Methods EEP EEI ML HS Course Planning Guides X X X X Directing Public to the PDE & AYP Websites District Website X X X X Individual Meetings X X Letters to Parents/Guardians X X X X Local Media Reports X X X Mass Phone Calls/ s/Letters Meetings with Community, Families and Board X X X X Newsletters X X X X Press Releases X X X Calendar X X X Student Handbook X X X Provide brief explanation of District's process for incorporating selected strategies. The Coordinator of Communications works with Superintendent and other members of the administrative team to provide information about the assessments and results to keep them informed of the types of assessments administered and the results of the buildings and district. The collaboration occurs through a series of scheduled meetings with agenda items geared toward ensuring effective communication in this area occurs. Discussion also occurs to review and evaluate how successful the district is in communicating with the parents and community. Provide brief explanation for strategies not selected and how the District plans to address their incorporation.

23 The district has discussed the use of mass s and phone messages and believes this type of communication link should be reserved for emergency situations. The district will investigate adding links to public PDE websites for information. Safe and ive s Assisting Struggling s Describe your entity s process for assisting schools that either do not meet the annual student achievement targets or experience other challenges, which deter student attainment of academic standards at a proficient level or higher. If your entity has no struggling schools, explain how you will demonstrate continued growth in student achievement. is provided to struggling schools in the form of intervention specialists and/or reading specialists. Additionally, the focus of instructional coaches and other specialists are provided to struggling schools. We have also brought in experts who have experience in writing the new PA Common Core Standards to assist in increasing the rigor in our instruction to increase academic achievement with the goal of meeting or exceeding the anual measurable objectives for math and reading. To assist our schools which are meeting or exceeding the annual targets the district provides targeted professional development in research-based instructional strategies (Learning Focused s), development and implementaiton of common assessments, analysis of results through a RTII Tier 1 approach, and a supervision model that is collaborative and promotes best practices using a 5X5 model. These strategies are used at our struggling schools in addition to the supports described in the paragraph above. Programs, Strategies and Actions Elementary Primary Level Biennially Updated and Executed Memorandum of Understanding with Local Law Enforcement Comprehensive District-wide Safety and Violence Prevention Plans Conflict Resolution or Dispute Management Purchase of Security-related Technology Safety and Violence Prevention Curricula -wide Positive Behavioral Programs

24 Student Codes of Conduct Student, Staff and Visitor Identification Systems Elementary Intermediate Level Biennially Updated and Executed Memorandum of Understanding with Local Law Enforcement Comprehensive District-wide Safety and Violence Prevention Plans Conflict Resolution or Dispute Management Internet Web-based System for the Management of Student Discipline Peer Helper Programs Purchase of Security-related Technology Safety and Violence Prevention Curricula -wide Positive Behavioral Programs Student Codes of Conduct Student, Staff and Visitor Identification Systems Middle Level Biennially Updated and Executed Memorandum of Understanding with Local Law Enforcement Comprehensive District-wide Safety and Violence Prevention Plans Conflict Resolution or Dispute Management Counseling Services for Students Enrolled in Alternative Programs Internet Web-based System for the Management of Student Discipline Peer Helper Programs Placement of Resource Officers Purchase of Security-related Technology Safety and Violence Prevention Curricula -wide Positive Behavioral Programs Student Assistance Program Teams and Training Student Codes of Conduct Student, Staff and Visitor Identification Systems High Level Biennially Updated and Executed Memorandum of Understanding with Local Law Enforcement Comprehensive District-wide Safety and Violence Prevention Plans Conflict Resolution or Dispute Management Counseling Services for Students Enrolled in Alternative Programs Internet Web-based System for the Management of Student Discipline Peer Helper Programs Placement of Resource Officers Purchase of Security-related Technology Safety and Violence Prevention Curricula -wide Positive Behavioral Programs

25 Student Assistance Program Teams and Training Student Codes of Conduct Student, Staff and Visitor Identification Systems Explanation of strategies not selected and how the District Plans to address their incorporation: This narrative is empty. Identifying Gifted Students Describe your entity s process for identifying gifted children. `Gifted students are identified in a variety of ways across the district. A screening test is given to all 2nd grade students which enables the district to identify students who may qualify as gifted. More importantly, students who exhibit exemplary academic ability within the classroom environment, as well as with parent approval and request, students are screened by the guidance counselor. If the student does well on the screening, the district psychologist administers an IQ test to the student. A follow up meeting with the parents completes the process. If the student is gifted, a GIEP is developed and implemented. Developmental Services Developmental Services EEP EEI ML HS Academic Counseling X X X X Attendance Monitoring X X X X Behavior Management Programs X X X X Bullying Prevention X X X X Career Awareness X X X Career Development/Planning X X Coaching/Mentoring X X X X Compliance with Health Requirements i.e., Immunization X X X X Emergency and Disaster Preparedness X X X X Guidance Curriculum X X X X Health and Wellness Curriculum X X X X Health Screenings X X X X Individual Student Planning X X X X Nutrition X X X X Orientation/Transition X X X X RtII X X X Wellness/Health Appraisal X X X X

26 Diagnostic, Intervention and Referral Services Diagnostic, Intervention and Referral Services EEP EEI ML HS Accommodations and Modifications X X X X Administration of Medication X X X X Assessment of Academic Skills/Aptitude for Learning X X X X Assessment/Progress Monitoring X X X X Casework Crisis Response/Management/Intervention X X X X Individual Counseling X X X X Intervention for Actual or Potential Health Problems X X X X Placement into Appropriate Programs X X X X Small Group Counseling-Coping with life situations X X X X Small Group Counseling-al planning X X Small Group Counseling-Personal and Social Development X X X X Special Evaluation X X X X Student Assistance Program X X Consultation and Coordination Services Consultation and Coordination Services EEP EEI ML HS Alternative X X Case and Care Management X X Community Liaison X X X X Community Services Coordination (Internal or External) X X X X Coordinate Plans X X X X Coordination with Families (Learning or Behavioral) X X X X Home/Family Communication X X X X Managing Chronic Health Problems X X X X Managing IEP and 504 Plans X X X X Referral to Community Agencies X X X X Staff Development X X X X Strengthening Relationships Between Personnel, X X X X Parents and Communities System X X X X Truancy Coordination X X X X

27 Communication of al Opportunities Communication of al Opportunities EEP EEI ML HS Course Planning Guides X X Directing Public to the PDE & AYP Websites X X X X District Website X X X X District-wide Phone Calls/ s/Letters X X X X Individual Meetings X X X X Letters to Parents/Guardians X X X X Local Media Reports X X X X Meetings with Community, Families and Board X X X X Newsletters X X X X Press Releases X X X X Calendar X X X X Student Handbook X X X X Communication of Student Health Needs Communication of Student Health Needs EEP EEI ML HS District Website X X X X Individual Meetings X X X X Individual Screening Results X X X X Letters to Parents/Guardians X X X X Meetings with Community, Families and Board X X X X Newsletters X X X X Calendar X X X X Student Handbook X X X X Frequency of Communication Elementary Primary Level Yearly Elementary Intermediate Level Yearly Middle Level Yearly High Level Yearly Collaboration for Interventions

28 Describe the collaboration between classroom teachers and individuals providing interventions regarding differing student needs and academic progress. There are many layers of collaboration built into the school processes. Teachers have common planning time, team teach, and collaborate on an individual needs basis. Additionally there are RtII meetings and SAP meetings held monthly at the building level to review progress monitoring of student learning and planning. Community Coordination Describe how the District accomplishes coordination with community infant and toddler centers, as well as preschool early intervention programs. In addition, describe the community coordination with the following before or after school programs and services for all grade levels, including pre-kindergarten, if offered, through grade Child care 2. After school programs 3. Youth workforce development programs 4. Tutoring The community of Lower Dauphin works very well collaboratively to benefit all community members, particularly for our children. There is a strong relationship with the childcare centers, plus with other organizations that provide for the needs of students. The Communities that Care foundation, Giving Tree, local churches, etc. are just a few of the many services that collaborate with the district to "wrap around" our students. Preschool Agency Coordination Explain how the District coordinates with agencies that serve preschool age children with disabilities. 1. Address coordination activities designed to identify and serve children with disabilities and the supports and accommodations available to ensure both physical and programmatic access. 2. Address pre-kindergarten programs directly by the District and those by community agencies under contract from the District. 3. Describe how the District provides for a smooth transition from the home setting and any early childhood care or educational setting the students attend, to the school setting.

29 Most preschool students with disabiliites are served through EI services at the Capital Area Intermediate Unit. Lower Dauphin currently provides for 4 classroom spaces for these students. In addition, as soon as it is possible, the district meets with IU staff to begin appropriate transitions of students into district programs. Materials and Resources Description of Materials and Resources Elementary Primary Level Material and Resources Characteristics Status A robust supply of high quality aligned instructional materials and resources Accomplished available Accessibility for students and teachers is effective and efficient Accomplished Aligned and supportive of academic standards, progresses level to level and Accomplished demonstrates relationships among fundamental concepts and skills Differentiated and equitably allocated to accommodate diverse levels of student Accomplished motivation, performance and educational needs Provide explanation for processes used to ensure Accomplishment. As part of the curriculum process, materials are reviewed and updated as necessary. Staffing is discussed on a yearly basis. Lower class sizes and specialized instruction are emphasized for at-risk learners. Elementary Intermediate Level Material and Resources Characteristics Status A robust supply of high quality aligned instructional materials and resources Accomplished available Accessibility for students and teachers is effective and efficient Accomplished Aligned and supportive of academic standards, progresses level to level and Accomplished demonstrates relationships among fundamental concepts and skills Differentiated and equitably allocated to accommodate diverse levels of student Accomplished motivation, performance and educational needs Provide explanation for processes used to ensure Accomplishment. As part of the curriculum process, materials are reviewed and updated as necessary. Staffing is discussed on a yearly basis. Lower class sizes and specialized instruction are emphasized for at-risk learners.

30 Middle Level Material and Resources Characteristics A robust supply of high quality aligned instructional materials and resources available Accessibility for students and teachers is effective and efficient Aligned and supportive of academic standards, progresses level to level and demonstrates relationships among fundamental concepts and skills Status Accomplished Accomplished Accomplished Differentiated and equitably allocated to accommodate diverse levels of student Accomplished motivation, performance and educational needs Provide explanation for processes used to ensure Accomplishment. As part of the curriculum process, materials are reviewed and updated as necessary. Staffing is discussed on a yearly basis. Lower class sizes and specialized instruction are emphasized for at-risk learners. High Level Material and Resources Characteristics Status A robust supply of high quality aligned instructional materials and resources Accomplished available Accessibility for students and teachers is effective and efficient Accomplished Aligned and supportive of academic standards, progresses level to level and Accomplished demonstrates relationships among fundamental concepts and skills Differentiated and equitably allocated to accommodate diverse levels of student Accomplished motivation, performance and educational needs Provide explanation for processes used to ensure Accomplishment. As part of the curriculum process, materials are reviewed and updated as necessary. Staffing is discussed on a yearly basis. Lower class sizes and specialized instruction are emphasized for at-risk learners. SAS Incorporation Elementary Primary Level Standards Arts and Humanities Career and Work Civics and Government Status

31 Economics English Language Arts Environment and Ecology Family and Consumer Sciences Geography Health, Safety and Physical History Literacy in History/Social Studies, Science and Technical Subjects Mathematics Science and Technology Alternate Academic Content Standards for Math Alternate Academic Content Standards for Reading American Counselor Association for Students

32 Early Childhood : Infant-Toddler Second Grade English Language Proficiency Interpersonal Skills Climate Further explanation for columns selected "<50%", "UNK" or "NA". SAS was introduced to all teachers in the district. Use is dependant on how robust the content and materials are available to the specific curriculum. Elementary Intermediate Level Standards Arts and Humanities Career and Work Civics and Government Economics English Language Arts Environment and Ecology Family and Consumer Sciences Status

33 Geography Health, Safety and Physical History Literacy in History/Social Studies, Science and Technical Subjects Mathematics Science and Technology Alternate Academic Content Standards for Math Alternate Academic Content Standards for Reading American Counselor Association for Students English Language Proficiency Interpersonal Skills Climate Further explanation for columns selected "<50%", "UNK" or "NA". SAS was introduced to all teachers in the district. Use is dependant on how robust the content and materials are available to the specific curriculum.

34 Middle Level Standards Arts and Humanities Career and Work Civics and Government Economics English Language Arts Environment and Ecology Family and Consumer Sciences Geography Health, Safety and Physical History Literacy in History/Social Studies, Science and Technical Subjects Mathematics Science and Technology Status

35 Alternate Academic Content Standards for Math Alternate Academic Content Standards for Reading American Counselor Association for Students English Language Proficiency Interpersonal Skills Climate World Language Further explanation for columns selected "<50%", "UNK" or "NA". SAS was introduced to all teachers in the district. Use is dependant on how robust the content and materials are available to the specific curriculum. High Level Arts and Humanities Career and Work Civics and Government Economics Standards Status

36 English Language Arts Environment and Ecology Family and Consumer Sciences Geography Health, Safety and Physical History Literacy in History/Social Studies, Science and Technical Subjects Mathematics Science and Technology Alternate Academic Content Standards for Math Alternate Academic Content Standards for Reading American Counselor Association for Students English Language Proficiency

37 Interpersonal Skills Climate World Language Further explanation for columns selected "<50%", "UNK" or "NA". SAS was introduced to all teachers in the district. Use is dependant on how robust the content and materials are available to the specific curriculum. Current Technology Services Required for LEA applying for erate Priority 2 Funding Describe the District's current telecommunications services, hardware, software and other services used to implement education. What strengths and weaknesses, related to technology, have been identified by staff, students or parents? The Lower Dauphin District is a member of the Capital Area Intermediate Unit's (CAIU) Regional Wide Area Network (E-Corridor Project). The school district connects to the CAIU via a 1Gbps link, which in turn provides 1Gbps connection to partner school districts, access to the Internet at 100Mbps, and access to Internet II (via MAGPI). Internet access is provided to all students and employees, provided that they comply with school board policies including our Acceptable Use policy, Social Media policy, and Personal Electronic Device policy. Access to the Internet is filtered, per the Children's Internet Protection Act and related laws. All building networks are interconnected. The majority of school buildings are connected to the district office through a 10Gbps privately owned fiber optic network. s that are a distance from the Hummelstown area, where a private fiber optic network is currently cost prohibitive, is connected to the district office through 1Gbps leased lines.

38 The district boasts approximately 1,900 computers, the majority of which are designated for student use. The district replaces between 250 and 300 computers yearly. Students use the equipment throughout the school day for enrichment and remediation, to practice new skills, and to explore their educational and career interests. They connect to both district and Internet based resources through wireless and wired connections. All buildings are equipped with full wireless access using a/b/g/n access points. In addition to the computing equipment supplied by the district, all employees and students may, at their discretion, bring their personal electronic devices into the district. The personal electronic devices are used throughout the day for educational purposes or to conduct school district business. The "Bring Your Own Technology" initiative is still in its infancy, but has already proven a popular offering among both students and employees. The school district has moved to a largely virtualized server environment and storage area networks in order to keep pace with resource demand while lowering total cost of ownership and increasing redundancy. The servers house common applications as well as student and employee files. In addition, the district is moving towards a virtualized, open access platform so that students and employees may access district resources both at home and at school, regardless of the type of computing device that they are using. Freeware and open source software is used whenever possible. We also use web-based educational resources, such as Study Island, First in Math, Discovery, and Safari Montage in order to provide opportunity to extend learning regardless of time or place. Finally, the district takes advantage of licensing agreements with main stream vendors such as Microsoft and Adobe in order to give both breadth and depth of experiences and opportunities to students. The district is always seeking new, forward thinking methods to help our students succeed. Lower Dauphin District is in the process of improving communications both within the district as well as to our community. We are currently engaged in a project to replace the district telephone system with an IP based system. The new telephone system provides for unified communications, immediately reports to select district administrators when 911 calls are placed from any telephone, and provides for large-participant conference calling. Expansion of the system to include connecting existing

39 cell phones is possible, but not yet planned. Listservs are being expanded in order to provide greater opportunities to collaborate across our buildings, and may ultimately expand to provide ongoing connections with our community. The district has also put in place an autodialer system which is used to convey weather and emergency related information to our stakeholders as needed. The district is actively and aggressively moving towards new models of educating students, including various forms of hybrid learning and "open campus" initiatives. In order to support these initiatives, as well as high stakes testing that are moving towards an on-line environment, the district will need to continue to increase Internet bandwidth and wireless connectivity. Though the district's technology support team has received high marks for responsiveness and ability to solve problems, the district continues to strive for improvement in this area. As computing equipment continues to increase, the district will need to seek cost effective supplements to its existing support program, such as a student centered help desk. The effective use and integration of technologies to support 21st century learning has been identified as a critical area of need. The district will need to place greater emphasis on professional development in order to increase the comfort level of using technology in new and different ways. Bandwidth and storage resources remains at a premium, as does the ability to connect to district resources at any time from any place. As online offerings, such as hybrid learning, course recovery, and home access options continues to expand, the district will be required to regularly expand available resources. As computing equipment continues to age, new technologies that will benefit our students appear on the market, and state and federal requirements for online testing and reporting continues to build, the district will also need to carefully consider the pace at which necessary equipment is able to be purchased to replace outdated machinery.

40 Future Technology Services Required for LEA applying for erate Priority 2 Funding Describe what specific telecommunications services, hardware, software and other services will be needed to improve education? (Address how the District plans to take advantage of emerging technologies to improve education. Be sure to include the acquisition or implementation of such services/equipment within the District Action Plans.) Lower Dauphin District will need to continue to acquire Internet bandwidth at an increasing rate. While it is possible to mitigate some of these needs through bandwidth optimization strategies, ultimately additional capacity will need to be purchased. Computing equipment, including clients, servers, and storage will need to be purchased in order to provide mission critical services to employees and students. The district continues to investigate new technologies, whether virtualization strategies or small form factor devices in order to identify and aquire those that will have an impact on our mission. Communication continues to be a focus of the district. New modes of advanced communication are being introduced regularly. Though the district keeps a keen eye out for those that will fit our needs, we also need to maintain and expand tried technologies such as listservs and autodialers. Professional Characteristics District s Professional Characteristics EEP EEI ML HS Empowers educators to work effectively with parents and X X X X community partners. Enhances the educator s content knowledge in the area of the X X X X educator s certification or assignment. Increases the educator s teaching skills based on effective X X X X practice research, with attention given to interventions for struggling students. Provides educators with a variety of classroom-based X X X X

41 assessment skills and the skills needed to analyze and use data in instructional decision making. District s Professional Characteristics EEP EEI ML HS Empowers leaders to create a culture of teaching and learning, with an emphasis on learning. Instructs the leader in managing resources for effective results. Provides leaders with the ability to access and use appropriate data to inform decision making. Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other, as well as to Pennsylvania s academic standards. X X X X X X X X X X X X X X X X Provide brief explanation of District's process for ensuring these selected characteristics. Lower Dauphin embraces a systems approach to continue pursuit to excellence. A major component of the improvements to Curriculm and Instruction is the professional development and preparation of all teachers and staff. All aspects of PD listed above are provided for and supported for our professional staff. Provide brief explanation for strategies not selected and how the District plans to address their incorporation. This narrative is empty. Strategies Ensuring Fidelity An implementation evaluation is created, based upon specific expectations related to changes in teacher practice, which is used to validate the overall effectiveness of the professional development initiative. administrators participate fully in all professional development sessions targeted for their faculties. Clear expectations in terms of teacher practice are identified for staff implementation. District has an ongoing monitoring system in place (i.e. walkthroughs, classroom observations). Every Professional development initiative includes components that provide ongoing support to teachers regarding implementation. Professional Development activities are based upon detailed needs assessments that utilize student assessment results to target curricular areas that need further alignment. Professional Development activities are based upon detailed needs assessments that utilize student assessment results to target instructional areas that need strengthening.

42 Professional Development activities are developed that support implementation of strategies identified in the District Level Plan. Using disaggregated student data to determine educators learning priorities. Provide brief explanation of District's process for ensuring these selected characteristics. All professional development activities are connected to strategic plan (comprehensive plan) goals and action plans. The district professional development committee, inclusive of teachers, administrators, Board member and parents is reviewed and developed yearly. Provide brief explanation for strategies not selected and how the District plans to address their incorporation. Even though we do look at how our teachers reflect and push in the learning from the Professional Development into their classrooms, our connection to student learning could use some improvement to show a more direct link. Induction Program Inductees will assign challenging work to diverse student populations. Inductees will be able to access state curriculum frameworks and focus lesson design on leading students to mastery of all state academic standards, assessment anchors and eligible content (where appropriate) identified in District curricula. Inductees will effectively navigate the Standards Aligned System website. Inductees will know and apply District endorsed classroom management strategies. Inductees will know and utilize school resources that are available to assist students in crisis. Inductees will know the basic details and expectations related to District-wide initiatives, practices, policies and procedures. Inductees will know the basic details and expectations related to school initiatives, practices and procedures. Inductees will know, understand and implement instructional practices validated by the District as known to improve student achievement. Inductees will take advantage of opportunities to engage personally with other members of the faculty in order to develop a sense of collegiality and camaraderie. Provide brief explanation of District's process for ensuring these selected characteristics. All new district employees attend a 2-day induction prior to the start of the school year. They are also assigned a teacher who will serve as a mentor for the next 2 years. In addition, there are monthly meetings/workshops for the inductees over the first two years to assist with professional preparedness and growth.

43 Provide brief explanation for strategies not selected and how the District plans to address their incorporation. This narrative is empty. Needs of Inductees Classroom assessment data (Formative & Summative). Frequent observations of inductee instructional practice by building supervisor to identify needs. Information collected from previous induction programs (e.g., program evaluations and secondyear teacher interviews). Knowledge of successful research-based instructional models. Regular meetings with mentors or coaches to reflect upon instructional practice to identify needs. Review of inductee lesson plans. Review of written reports summarizing instructional activity. Standardized student assessment data other than the PSSA. Student PSSA data. Submission of inductee portfolio. Provide brief explanation of District's process for ensuring these selected characteristics. Observation and supervision of new teachers is critical to their development and embracing correct district practices and philosophies. Observation and mentoring are frequent for our inductees. Provide brief explanation for strategies not selected and how the District plans to address their incorporation. This narrative is empty. Mentor Characteristics Mentors and inductees must have compatible schedules so that they can meet regularly. Mentors must complete mentor training or have previous related experience (e.g., purpose of induction program and role of mentor, communication and listening skills, coaching and conferencing skills, problem-solving skills and knowledge of adult learning and development). Pool of possible mentors is comprised of teachers with outstanding work performance. Potential mentors have similar certifications and assignments. Potential mentors must be willing to accept additional responsibility. Potential mentors must have demonstrated ability to work effectively with students and other adults. Potential mentors must have knowledge of District/ policies, procedures and resources. Potential mentors must model continuous learning and reflection. Provide brief explanation of District's process for ensuring these selected characteristics.

44 Mentors are selected by the administrative team. They are selected due to their success and quality as a teacher in the district. If they are interested in serving as a mentor, they are required to go through a mentor training provided by the district. Provide brief explanation for strategies not selected and how the District plans to address their incorporation. This narrative is empty. Induction Program Timeline Topics Aug-Sep Oct-Nov Dec-Jan Feb-Mar Apr-May Jun-Jul Accommodations and X Adaptations for diverse learners Assessments X Best Instructional Practices X Code of Professional Practice X and Conduct for Educators Curriculum X Data informed decision X making Instruction X Materials and Resources for X Instruction Safe and ive s X Standards X If necessary, provide further explanation. This narrative is empty. Monitoring Evaluating and Induction Program Identify the procedures for monitoring and evaluating the Induction program. The induction program is a two year program. The induction team is comprised of one district level administrator and three teachers. Each monthly induction meeting provides information on a specific topic. Each particpant is provided a feedback survey. The induction team members who provide the professional development to the inductees debrief after each meeting, review the feedback surveys and note items which should be enhanced, changed, or remain the same moving forward. At the end of the year the same process takes place and planning for the next year's program takes place.

45 In addition to the monthly meetings each inductee is assigned a mentor that they meet with on a monthly basis. A series of topics and discussion points was developed by the induction committee members. A booklet with the topics are provided to the mentors to be reviewed with their assigned teacher throughout the year. Recording Process District administrator receives, tallies, and archives all District mentor records. Special Special Students Total students identified: 659 Identification Method Identify the District's method for identifying students with specific learning disabilities. The Lower Dauphin District is aware that both Federal Regulations and Pennsylvania Special Regulations support the Discrepancy Model and the Response to Instruction and Intervention Model (RtII) for the identification of students with Specific Learning Disabilities. While the school district has embraced RtII as an initiative that provides early academic and behavioral supports to struggling students, we have not begun to use RtII for the identification of students with specific learning disabilities. The LDSD utilizes the discrepancy model for identification of students with a specific learning disability. Core characteristics of the LDSD RtII framework include: All students receive high quality, scientifically research-based instruction in the general education core program. LDSD utilizes the Learning Focused s (LFS) instructional model. All staff (general, remedial and special education) assume an active role in student assessment and in instruction in the core program. All students are continually monitored using universal screenings in order to identify those students who are not meeting grade level benchmarks. The results of these benchmark assessments are regularly reported to our parents. teams engage in regular data analysis to collaboratively identify student needs and then work together to design instruction aimed at meeting those needs. Students receive increasing intensive levels of targeted scientifically, research-based interventions dependent upon student need. Students receiving additional tiers of intervention are progress-monitored in order to determine the success of those interventions in meeting their needs.

46 Student movement through the tiers is flexible and based on student response to targeted interventions. Decisions regarding student movement through the tiers are collaboratively made by school-based teams. Lower Dauphin District has established three tiers of support within its RtII framework. At each stage of tiers, the continuum of additional time, intensity of interventions and data collected increases. Students progress through the tiers if it is determined that additional support is needed. Tier descriptions: Tier 1 classroom teacher instruction and interventions, in-class observation and consultation with other staff/specialists Tier 2 continued in-class instruction and interventions, with additional pull-out/push in intervention Tier 3 continued in-class instruction and interventions, with more intensive pull-out/push-in research-based interventions The LDSD utilizes the discrepancy model for identification of students with a specific learning disability. Upon parental request or when the team decides that the student may need special education services in order to make appropriate progress, parental permission for evaluation is provide to the parent. The permission form should include a request to evaluate the information collected during the RtI (screening and early intervening period) for evidence of a disability and should also include descriptions of any additional assessment procedures needed by the team to answer referral questions and to make appropriate decisions for the student. Evaluations must be completed within 60 days of receipt of written parent permission to evaluate. Pennsylvania Special Regulations, , outlines the criteria for the determination of SLD. These criteria are derived from the federal IDEA regulations ( ). Four factors are considered when identifying a student as eligible for special education under the category of SLD: 1. Adequate Achievement 2. Pattern of Strength and Weaknesses/Discrepancy Model 3. Rule Out Exclusionary Factors 4. Rule out Lack of Instruction An assessment of each of these components is required to ensure that the evaluation is comprehensive. An evaluation team must determine if the student meets the inclusionary criteria of the SLD definition

47 and rule out exclusionary factors of this disability category. A student must meet the criteria under each factor of the SLD definition in order to qualify as a student with specific learning disabilities. Adequate Achievement: The first criterion for determination of a SLD requires a multidisciplinary evaluation team to address whether the child does not achieve adequately in one or more of the following areas: oral expression listening comprehension written expression basic reading skill reading fluency skills reading comprehension mathematics calculation mathematics problem solving Sources of data to document lack of achievement may include results of the benchmark assessments conducted as part of the screening process, progress monitoring data collected during the provision of early intervening services, the student s performance on district-wide assessments or statewide tests of achievement, and norm-referenced tests of academic achievement. Multiple sources of data indexed (referenced) to national norms and/or state standards as well as the student s educational progress across years in school should be documented. While neither the federal nor state regulations specifically indicate the extent to which a student must demonstrate inadequate performance/achievement (i.e., how deficient a student must be to qualify for special education under the SLD designation), contemporary research has indicated that a student should be significantly behind (e.g., the 10th percentile) to meet the SLD qualification under this component. Pattern of Strength and Weaknesses/Discrepancy Model: The second criterion for a determination of SLD involves a process that examines whether a student exhibits a pattern of strengths and weaknesses, relative to intellectual ability as defined by a severe discrepancy between intellectual ability and achievement, or relative to age or grade. The analysis of strengths and weaknesses will identify whether the student has a severe discrepancy between intellectual ability and achievement or whether the student has a severe discrepancy relative to age or grade. Evaluation teams using assessment of patterns of strengths and weaknesses to determine the discrepancy between ability and achievement administer tests of intelligence to determine a student's IQ as well as norm-referenced tests of academic achievement so that the discrepancy between scores from the two measures can be appraised. The existence of an ability- achievement discrepancy is not sufficient to determine eligibility as SLD. Rather, to be identified with SLD, a student must not only

48 display an ability-achievement discrepancy but must also be achieving significantly below age or grade level standards. While the LDSD utilizes the discrepancy approach to determine SLD eligibility, it uses RtI a comprehensive, multi-tiered intervention strategy to enable early identification and intervention for students at risk of academic failure or behavioral difficulties. Progress monitoring data gathered during the RtI process is utilized as part of the multidisciplinary evaluation process; however, the inclusionary criteria used is lack of adequate progress in relation to state standards and a discrepancy between assessed ability and achievement, not the RtI data on rate of improvement. Rule Out Exclusionary Factors: The third criterion for determining whether a student qualifies for special education under the SLD designation is that the evaluation team has determined that its findings are not primarily a result of a: visual impairment hearing impairment orthopedic disability intellectual disability emotional disturbance cultural factors or limited English proficiency environmental or economic disadvantage The evaluation team must determine that the student s academic deficiencies are not the result of these factors which are considered contra-indicators of SLD. Rule out Lack of Instruction: The fourth criterion for determining whether a student qualifies for special education under the SLD designation requires that the evaluation team ensure that underachievement in a student suspected of having a specific learning disability is not due to lack of appropriate instruction in reading or mathematics by considering documentation that: prior to or as part of the referral process, the student was provided scientifically-based instruction in general education settings, delivered by qualified personnel, as indicated by observations of routine classroom instruction. Therefore, the following are required: Evaluation teams considering students for SLD eligibility must document the school's efforts to provide the student with scientifically-based instruction in the essential reading components as well is in mathematics Observations of routine classroom instruction to verify that appropriate instructional procedures are in place

49 The screening process must include early intervening services in which academic skills and classroom behavior are assessed and linked to research-based interventions. If it is determined that there has not been a sufficient provision of standards-aligned curriculum and instruction as well as supplemental interventions of sufficient intensity, these programmatic features should be put in place for the student to determine whether they will result in improved academic performance. Federal IDEA regulations require that the school district performs an observation of the student being considered for SLD eligibility. The student is to be observed in his/her learning environment to document their academic performance and behavior in the area of difficulty. The team must either: 1. use information from an observation in routine classroom instruction and monitoring of the child s performance that was done before the child was referred for an evaluation; or 2. have at least one member of the evaluation team conduct an observation of the child s academic performance in the general education classroom after the child has been referred for an evaluation and parental consent. In the case of a child of less than school age or out of school, a group member must observe the child in an environment appropriate for a child of that age. Using the discrepancy model to determine SLD eligibility, the Evaluation Report requires information on ten separate topics: 1. The relevant behavior noted during the observation of the child. 2. The relationship of that behavior to the child s academic functioning. 3. Any educationally relevant medical findings. 4. The effects of the student s environment, culture or economic background. 5. Documentation that prior to referral for evaluation the student was provided with appropriate instruction by highly qualified personnel. Students with Limited English Proficiency require documentation that the English as a Second Language program and general education was aligned with the student s English proficiency level. 6. Data-based documentation, given to the parents, of repeated assessments at reasonable intervals reflecting progress. 7. An observation in the student s learning environment, including the general education classroom setting, documenting academic performance and behavior in the areas of difficulty.

50 8. Documentation regarding the rule-out statements. Required are statements that the conclusions of the evaluation team were not primarily a result of: Visual, hearing, motor disability Mental retardation Emotional disturbance Cultural factors Environmental or economic disadvantage Limited English Proficiency These descriptions should provide information on whether these issues were excluded from consideration as a result of screening or whether more extensive evaluations were conducted. 9. The extent to which the student is not achieving relative to age or State grade-level standards (document all data collected on the student s level of academic achievement, including state tests (e.g., PSSA), local assessments, results of universal screening, and norm-referenced tests of academic achievement). 10. Whether a child exhibits a pattern of strengths and weaknesses, relative to intellectual ability as defined by a severe discrepancy between intellectual ability, achievement, or relative to age or use the discrepancy model in which the student is found to demonstrate a severe discrepancy between ability (documented by administration of a standardized intelligence test) and achievement (demonstrated by administration of a standardized achievement test, or identify a pattern of strengths and weaknesses in achievement, performance or both relative to age or grade expectations (this might be demonstrated by a significant pattern of high and low scores on a standardized achievement test or some other form of pattern analysis) Re-evaluation Requirements of Students with a SLD if the public agency determines that the educational or related services warrant a reevaluation, at the request of a parent or teacher not more than once a year unless the parent and public agency agrees otherwise at least once every three years unless the parent and the public agency agree is unnecessary

51 with the use of a variety of assessment tools and strategies not using any single measure or assessment as the sole criterion for determining whether a child is a child with a learning disability using technically sound instruments Enrollment Review the Enrollment Difference Status. If necessary, describe how your district plans to address any significant disproportionalities. There were no enrollment differences between the special education population and the district population as a whole. Per December 1, 2011 Child Count data, 85.7% of the special education population in LDSD was White, compared to 89% in the whole population of LDSD. Multiracial group was 4.6% in special education, 3.7% in the District; Hispanic group was 6.2% in special education and 4.7% in the district; Black or African American group was 2.7% in special education and 1.3% in the district. Non-Resident Students Oversight 1. How does the District meet its obligation under Section 1306 of the Public Code as the host District at each location? 2. How does the District ensure that students are receiving a free appropriate public education (FAPE) in the least restrictive environment (LRE)? 3. What problems or barriers exist which limit the District's ability to meet its obligations under Section 1306 of the Public Code? Students who are residing in a "children's institution" whose parents are not residents of the school district in which the institution is located are identified as "1306" students. These students may be in a variety of residential centers, homes or institutions, such as Drug and Alcohol Treatment Centers, homes for orphans or other "institutions for the care and training for orphans or other children." The responsibility to educate these students rests on the host district, but the host district may charge the school district where the student's parents live the host districts tuition rate. There are no 1306 institutions located in the LDSD. If any did exist, FAPE would be ensured by allowing students the opportunity to attend our public schools if such was appropriate. THe LDSD would conduct an educational and/or alternative education program with in the 1306 institution if the nature of the program made such an operation prudent. Decisions

52 regarding the goals, programming, and educational placement for each student would be based, in part, on advice from the resident school district, the student's family, and other relevant stakeholders. As is the case with any student in the LDSD, LRE would be pervasive in the conversation and consequent decision making. With no actual 1306 institution, commentary on problems or barriers would be speculative at best. Incarcerated Students Oversight Describe the system of oversight the District would implement to ensure that all incarcerated students who may be eligible for special education are located, identified, evaluated and when deemed eligible, are offered a free appropriate public education (FAPE). Although no correctional institution is located in the LDSD, if one did exist, the LDSD would comply fully with the requirements of the IDEA and Chapter 14 regarding the identification, evaluation, placement and provision of special education services to all eligible school-age individuals housed therein. Eligible students are entitled to receive special education both when they are charged with a criminal offense and are awaiting trial and after they have been convicted of a criminal offense. Specifically, school districts providing special education services to incarcerated school-age individuals are required to: 1. comply with the "child-find" obligations of IDEA; 2. utilize appropriate evaluation procedures and diagnostic/screening instruments to determine the eligibility and educational needs of inmates; 3. implement, timely review and/or develop Individualized Programs ("IEPs") for eligible students in accordance with state and federal laws and regulations, including compliance with procedural safeguards; and 4. provide FAPE in conformity with the IEP. Further, if a correctional institution were located in the LDSD, the district would have a responsibility to adopt and use a system to locate and identify all students within the district's jurisdiction who are thought to be eligible and to determine those students' needs through a screening and evaluation process which meets the requirements of Chapter 14. Part of this responsibility is to provide annual public notice under Section Districts should send their annual public notice to the warden of each county jail or prison within their jurisdiction. Furthermore, districts in which local correction institutions are located must develop a systematic, on-going means of communicating with these institutions to ensure that all incarcerated students who may be eligible for special education are located, identified, evaluated, and, when deemed eligible, offered FAPE. In addition, districts may obtain information from the Department's PennData database to determine whether schoolage inmates have been previously identified as eligible for special education by contacting the Records Center at or

53 Finally, Section 614(d)(6)(B) provides that if a child with a disability is convicted as an adult under state law and incarcerated in an adult prison, the child's IEP team may modify the child's IEP or placement notwithstanding the requirements of section 612(a)(5)(A) and 614(d)(1)(A)(least restrictive environment) if a bona fide security or compelling penological interest that cannot otherwise be accommodated is demonstrated. Where the continued delivery of services in a student's IEP is superseded by the duty of the local correction institution to maintain and control security, the school district must conduct an IEP meeting and revise the IEP accordingly, following the usual procedural safeguards provided for under Chapter 14. Currently, LDSD does not have any local correction institutions within our boundaries. Least Restrictive Environment 1. Describe the District procedures, which ensure that, to the maximum extent appropriate, children with disabilities, including those in private institutions, are educated with non-disabled children, and that removal from the regular education environment only occurs when education in that setting with supplementary aids and services, cannot be achieved satisfactorily. 2. Describe how the District is replicating successful programs, evidence-based models, and other PDE sponsored initiatives to enhance or expand the continuum of supports/services and education placement options available within the District to support students with disabilities access the general education curriculum in the least restrictive environment (LRE). (Provide information describing the manner in which the District utilizes site-based training, consultation and technical assistance opportunities available through PDE/PaTTAN, or other public or private agencies.) The LDSD views special education as a service, not a place. The purpose of special education parallels the purpose of elementary and secondary education as a whole: to ensure that all students develop the knowledge, skills and attitudes which will enable them to become independent, self-sufficient adults who will succeed as productive citizens and will contribute responsibly in a global community. As we strive to maintain and improve the quality of special education services, there is increasing emphasis on where we provide special education. The degree of "integration" or "inclusion" is important for two reasons. First, contact with nondisabled peers can have positive social effects both on children with disabilities and on their classmates. Second, education with nondisabled peers can have positive learning effects. For many, the result is that children with disabilities learn more in inclusive environments. The term "inclusion" implies more than ensuring the mere physical proximity between students with and without disabilities. The term means full participation and equality as part of a group, leading to a sense of belonging within the community at large. It means that a student is truly a member of, not merely a visitor to, the class or group. Inclusion does not

54 necessarily mean that a student never leaves the class or the group of students of which he or she is a part. The term, "inclusion" also means "supported inclusion," because the term implies that the student and teacher will receive the supports they need. The Individuals with Disabilities Act, 20 U.S.C. 1412(a)(5), and federal regulations at (b) require: (1) That to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are nondisabled; and (2) The special classes, separate schooling or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. Inclusion is not something that must be earned by the student, but rather, is the default assumption until other evidence suggests a child must leave the regular education environment. The "least restrictive environment" rules establish a preference for educating students with disabilities in the regular class. Consideration of the regular class must be the starting place for any decision-making about the placement of any special education student. This preference creates a rebuttable presumption that the student will be educated in the regular class. The presumption is rebutted only if it is objectively determined that no set of services can feasibly be provided to allow the child to succeed in the regular class. Factors such as class disruption, distortion of the curriculum for the class as a whole, and cost can be considered. However, these factors will override the positive factors relating to the benefit to the child only in relatively rare cases. Thus, the benefits of inclusion to the child with a disability are the primary consideration, but not the only consideration. An inclusive placement is not dependent on a demonstration or prediction that there will be an incremental or additional benefit from inclusion. A child need not prove his or her way into a regular class or regular school building. Rather, the "benefits" test is simply whether an appropriate education can be provided in the regular environment. In order to assess whether an appropriate education can be provided in a regular class, one must look at that environment in two ways: (1) as it is, and (2) as it might be when augmented with supplementary aids and services. Thus, the fact that a child might not be able to succeed in a class as it is does not mean that inclusion is not feasible. The feasibility of inclusion is to be assessed in light of the services that can be brought to the child. Many services are portable. That is, it is possible to bring them to the child rather than removing the child to the service. Professional judgments as to what services are portable are thus important when considering whether a child is to be included or removed from the regular education environment. Those judgments are to be made, in the first instance, on a case-by-case basis by local school district IEP teams that include the child's parents. The LDSD ensures the following for all students with disabilities:

55 - individualized planning using the full potential of the evaluation and IEP processes; - recognition of particular educational, social, and communications needs of individuals and groups, and a recognition of how natural social interaction and effective communication makes educational achievement more likely; - a careful analysis of needed services, for the purpose of determining whether those services are sufficiently "portable" to be included as part of a regular class placement; - organization of schools so that classroom teachers have the training and support needed to allow the classroom teacher and the students to succeed; - education in the regular classroom whenever possible, and a full continuum of alternative placements for those cases in which students cannot succeed even in enhanced regular classes; and - an application of the successful practices already being used by some, across an increasing number of schools and school districts. The LDSD is committed to providing a free appropriate education to each identified student in the least restrictive environment as determined by the IEP team. The district advocates appropriate inclusion. To the extent possible, students with disabilities should be taught with nondisabled peers. We believe that the heterogeneity of the regular class needs to be expanded to help a broader range of learners to experience success before any thought is given to removing a child with special needs from regular education. The district supports the Individuals with Disability Act, which indicates that placement decisions be made by a team of educators and parents, with the focus being on the strengths and needs of the student. The determination of how a child is educated should be made on an individual basis. During IEP meetings, participation in regular education is considered as the choice of preference. The IEP team considers what supplemental aids, services and accommodations are needed to enable that student to participate in the regular education environment to the maximum extent possible. The level of support needed, the location to deliver that support, and the grouping of students are determined after the IEP goals and objective have been developed. Removal from part or all of the regular education program only occurs when the IEP team feels that even with supplemental aids and services education in that setting cannot be achieved satisfactorily. Extensive efforts have been made throughout the district special education program to educate students in the least restrictive environment. Some students spend their entire day within a regular education setting with either special education teacher or teacher aide support on a frequent basis. Several special education teachers team-teach lessons in the regular education setting, and modifications to tests, quizzes or worksheets are utilized by many students in the class. Students with more significant needs may participate in a pullout service model for part of the school day. Other students are provided one-to-one support aides during the school day.

56 Historically, it has been difficult for some teams of teachers, comprised of both regular and special education staff, to plan together. THe district has worked to address ways to better facilitate co-planning and encourage efficient use of time to improve educational programming. Further, ongoing discussions, planning and in-service will continue which promote the concept and practice of least restrictive environment. The District provides a continuum of intervention levels and placement options for its students with disabilities. The District joins with the Capital Area Intermediate Unit and its neighboring Districts through the Dauphin County Consortium, to provide programs for all students with disabilities. The District operates autism support, learning support, emotional support, life skills support, and speech and language services for students within the District. These programs are provided through the use of itinerant, supplemental full-time classes. The District contracts with the CAIU for itinerant services for students with sensory impairments, full-time multiple disabilities support, full-time autism support and deaf/hard of hearing support. The District currently contracts with Consortium Districts for autism support and multiple disabilities support for several students. The representatives from the Dauphin County Consortium meet regularly to assess student program needs and to plan for needed changes. In recent years the District has increased services in our schools, thus decreasing the number of student who are served outside the District. Most students attend their neighborhood schools. Some students choose to attend the Dauphin County Technical. Decisions to place students out of the district are made by individual IEP teams, based on individual needs. The District provides a full continuum of options to meet the needs of its students. The District collaborates and plans with the Dauphin County Consortium of Districts in order to meet the needs of its students in the LRE. Only when a student s needs are so severe that they cannot be met with supplementary aids and services, does the District seek placement outside the regular school. As of December 1, 2011, 1% of all identified students were educated outside of the district in IU classrooms and 1% were placed in private special education schools. THe remaining 98% of students in special education were educated in district or consortium classrooms in regular schools. The Director of Pupil Services, the Special Coaches or the Autism Consultant participates in IEP meetings for students who are placed out of the District. Each IEP team discusses the student s readiness to return to his home school. The team develops a transition plan to successfully support the student s return to the District. Behavior Services Provide a summary of the District policy on behavioral support services including, but not limited to, the school-wide positive behavior supports (PBS).

57 The LDSD Policy 113.1, Discipline of Students with Disabilities, includes the following regarding behavior support services: Whenever feasible, positive behavioral interventions shall be used with students with disabilities to promote and strengthen desirable behaviors and to reduce identified inappropriate behaviors. Students with disabilities who engage in inappropriate behavior, disruptive activities and/or actions injurious to themselves or others shall be disciplined in accordance with their Individualized Program (IEP), any existing behavioral intervention plan, the Student Code of Conduct and Board policy. If no behavioral intervention plan has been developed, the school district will conduct a functional behavioral assessment when a student with a disability is removed from his/her current placement for more than ten (10) cumulative days of removal in the school year. As soon as practicable after completing the functional assessment, the IEP team will convene to develop the behavioral intervention plan. If the student already has a behavior intervention plan, then the IEP team shall meet to review the plan and its implementation and to modify the plan as necessary. In terms of removal for disciplinary reasons, a student with disabilities can be removed from his/her current educational placement with the same procedures as applied to students without disabilities for less than ten (10) consecutive days as long as the removal is not a change of placement as defined by federal and state law. A change of placement is defined as a removal of a student with disabilities for more than ten (10) consecutive school days or if the student is subject to a series of removals that constitute a pattern. Disciplinary exclusion of a student with a disability for more than fifteen (15) cumulative school days in a school year will be considered a pattern so as to be deemed a change in educational placement. A removal from school for even one (1) day is considered a change of placement for a student who is identified with an intellectual disability except if the student s actions fall under weapon or drug violation consistent with 34 CFR (a)(2)(i) & (ii). Bus suspension counts as a day of removal only if the bus transportation or bus behavior is part of the individualized education program. In-school suspension does not constitute removal as long as the student is afforded the opportunity to continue to progress appropriately in the general curriculum, continue to receive the services specified in his/her IEP and to continue to participate with nondisabled peers to the extent provided in their current placement. A manifestation determination review will be conducted by the IEP team when any discipline action is considered a change of placement and will be made by the administrator when the removal is for more than ten (10) cumulative days of removal in the school year. No student with a disability shall be expelled if the student s behavior is a manifestation of his/her disability. To determine if the misconduct is a manifestation of the disability, the team will determine if the misconduct was caused by or had a direct and substantial relationship to the disability or was the direct result of the failure to implement the IEP. The parent/guardian of a child with a disability who disagrees with any decision regarding the placement or the manifestation determination may request a hearing. The child shall remain in the interim alternative education setting pending the

58 decision of the hearing officer or until the expiration of the 45-school day period. A disabled student may be suspended for up to ten (10) cumulative days of school per year, or assigned to an interim alternative education setting under special circumstances, regardless of whether the student s behavior is a manifestation of his/her disability. For special circumstances, see section on weapons, serious bodily injury or drug/controlled substances violations. A student with a disability whose behavior is not a manifestation of his/her disability may be expelled pursuant to district procedures applied to children without disabilities, except that the student shall continue to receive appropriate educational services during the period of expulsion as determined by the IEP team. A hearing officer may order removal to an appropriate interim alternative educational setting for not more than forty-five (45) school days where the district demonstrates by substantial evidence that maintaining the disabled student s current placement is substantially likely to result in injury to the student or others. Students who have not been identified as disabled may be subject to the same disciplinary measures applied to students without disabilities if the district did not have knowledge of the disability. When the district is deemed to have knowledge, discipline shall be determined by federal regulation. If a request for evaluation is made during the period the student is subject to disciplinary measures, the evaluation shall be expedited. In the case of a weapons violation, drug/controlled substance violation, or after the student has inflicted serious bodily injury upon another person, the school administrators may unilaterally remove a student to an interim alternative educational setting for not more than forty-five (45) school days without regard to whether the behavior is determined to be a manifestation of the child s disability. Modifications to the IEP to address the misconduct must be adopted and implemented. A weapons violation means a student with a disability carries a weapon or possesses a weapon in school or at a school function. Positive measures form the basis of behavior support programs. Behavior support programs include research based practices and techniques to develop and maintain skills that will enhance an individual student s opportunity for learning and self-fulfillment. Behavior support programs and plans are based on a functional assessment of behavior and utilize positive behavior techniques. When an intervention is needed to address problem behavior, the types of intervention chosen for a particular student shall be the least intrusive necessary. The use of restraints is considered a measure of last resort, only to be used after other less restrictive measures, including de-escalation techniques. Restraints to control acute or episodic aggressive behavior may be used only when the student is acting in a manner as to be a clear and present danger to him/herself, to other students or to employees, and only when less restrictive measures and techniques have proven to be or are less effective. The use of restraints to control the aggressive behavior of an individual student shall cause the school entity to notify the parent of the use of restraint and shall cause a meeting of the IEP team within 10 school days of the inappropriate behavior causing the use of restraints, unless the parent, after written notice, agrees in writing to waive the meeting. At this meeting, the IEP team shall consider whether the student or eligible young child needs a functional behavioral assessment, reevaluation, a new or revised positive behavior support plan, or a change of placement to address the inappropriate behavior. Subsequent to

59 a referral to law enforcement, an updated functional behavior assessment and positive behavior support plan shall be required. The Lower Dauphin District will provide training of personnel for the use of specific procedures, methods and techniques, and procedures on the use of positive behavior support techniques. Subsequent to a referral to law enforcement, for students with disabilities who have positive behavior support plans, an updated functional behavior assessment and positive behavior support plan will be completed. The use of restraints may only be included in a student s IEP when the following conditions apply: (i) The restraint is utilized with specific component elements of positive behavior support. (ii) The restraint is used in conjunction with the teaching of socially acceptable alternative skills to replace problem behavior. (iii) Staff are authorized to use the procedure and have received the staff training required. (iv) There is a plan in place for eliminating the use of restraint through the application of positive behavior support. Intensive Interagency/Ensuring FAPE/Hard to Place Students 1. If the LEA is having difficulty ensuring FAPE for an individual student or a particular disability category, describe the procedures and analysis methods used to determine gaps in the continuum of special education supports, services and education placement options available for students with disabilities. 2. Include information detailing successful programs, services, education placements as well as identified gaps in current programs, services, and education placements not available within the LEA. Include an overview of services provided through interagency collaboration within the LEA. 3. Discuss any expansion of the continuum of services planned during the life of this plan. Currently, as in the past several years, the District has no difficulty ensuring FAPE for any disabilities. If, in the future, the District would have difficulty ensuring FAPE for any particular disability category, we would collaborate with the IU Interagency Coordinator as well as with the community child-serving agencies (county MH/ID offices, Children & Youth, Probation and Vocational Rehabilitation). Interagency meetings are requested, such as through CASSP, and are scheduled to include all involved parties, including the family. If the situation is not resolved at this level, we would contact the State Interagency Coordinator. The District understands that Cordero class members are defined as all Pennsylvania students with disabilities whose school districts have determined that they cannot currently be appropriately educated in a public educational setting and who have waited or have been waiting for more than 30 days for the provision of an appropriate educational program.

60 If a student within the LDSD is identified as a Cordero class member, the District with the assistance of the IU Interagency Coordinator, would initiate the following steps: STEP 1. The district identifies the student to PDE through the three-step Timely and Appropriate (TAP) reporting process established within the PennLink electronic communication system. STEP 2. The district requests parental consent (or student, if appropriate) to share confidential information about the student with other members of the local Child and Adolescent Services System Program (CASSP) team, including specific community agencies which may provide assistance to the child and/or family. STEP 3. The district refers the student to the CASSP team for assistance in designing and providing a program, which meets the child s educational and human services needs. The district identifies the child as a Cordero class member and requests that the CASSP coordinator schedule a team meeting within ten days. STEP 4. The CASSP team decided on which other community agencies should participate in the team meeting based on their experience with the referred child. STEP 5. Prior to the team meeting, agencies should schedule and complete necessary additional assessments and bring all essential information to the team. STEP 6. The interagency team should assure parent involvement in every aspect of the planning process, including interagency assessment Strengths and Highlights Describe the strengths and highlights of your current special education services and programs. Autism

61 The K to 5 Autism Program serves students with a spectrum of diagnoses, including autism, asperger s syndrome, and pervasive developmental disorder (PDD-NOS). The Autism team at the elementary level supports and services students with learning and social concerns, both in the regular education classroom and in the SLS classroom. Students in the program receive direct instruction in social thinking concepts. The curriculum includes the areas of self-regulation, social information, communication, perspective taking, knowledge of conventions, and social motivation. Based on individual needs, students may also receive related services including speech/language therapy, physical therapy, and/or occupational therapy. Goals of specialized learning support include: increased student understanding of themselves and others through instruction in social thinking concepts, fostering positive peer relationships and social success in all school settings, gradually increasing student independence throughout the school day, and providing appropriate support and accommodations to students based on individual needs An intense focus is placed on the core deficit areas of autism, including communication skills, social engagement and self-regulation. A variety of models designed to support students with autism, including but not limited to the Competent Learner Model are utilized. Teachers and related service providers use research-based interventions, such as Direct Instruction and Applied Behavior Analysis strategies to provide instruction in academic content and in skills areas related to the core deficits of autism spectrum disorders. Students have access to both general education and specialized curricula based on their individual needs. Individual student needs are addressed through Speech Therapy and Occupational Therapy as identified in the IEP. An integrated related services model is utilized to allow for generalization of skills across people, activities and settings. The Autism team at the secondary level provides social, emotional, behavioral and academic supports across all school settings. Skill areas that are targeted include: transition planning, development of social and communication skills, development of executive function skills, self advocacy training, self management and disability awareness. Collaboration occurs between teachers, families, guidance counselors, and administrators as well as outside agency representatives to support students success within their educational program. The goals of these programs are to provide a structured and supportive environment while developing independence. Lower Dauphin is committed to providing the appropriate services to accommodate the individual needs of the students enrolled in these specialized programs. Emotional The Emotional team provides social, emotional, behavioral and academic supports across all school settings. Functional Behavior Assessments indicate varied issues in students such as lack of coping skills, maturation development, and self monitoring. Positive Behavior Plans are created to target those issues to promote positive student emotional growth. Skill areas that are targeted include: transition planning, development of social and communication skills, development of executive function skills, self advocacy training, self management and disability awareness. Collaboration occurs between teachers, families, guidance counselors, and administrators as well as outside agency representatives to

62 support students success within their educational program. The goals of these programs are to provide a structured and supportive environment while developing independence. Lower Dauphin is committed to providing the appropriate services to accommodate the individual needs of the students enrolled in these specialized programs. Learning At the elementary level, special education teachers follow the district general education curriculum and utilize general education reading and math materials. Supplemental research based materials are used to meet the needs of students requiring additional support. Special education teachers are members of grade level teams. Co-teaching has been an effective practice resulting in many students with disabilities being served in the regular education classes. Learning support teachers analyze data from district assessments in order to identify students strengths and needs and progress monitor each student s response to interventions. The direct instruction learning support program at the secondary level uses a variety of programs and resources to help provide our students with best practices for a positive learning environment. Direct instruction English students are exposed to both contemporary and classic works of literature. We also use specialized reading programs, such as: Read Naturally, Corrective Reading, Fast Track and Rewards. Each of these programs is leveled to incorporate decoding, fluency and comprehension improvement over various grade levels. Written expression needs are addressed with Project Read Language Circle and generalized step-by-step intensive writing process instruction. Direct instruction science follows the general education curriculum in a small group setting. The courses focus on main topics and vocabulary. The curriculum is modified to meet the needs of students. Direct instruction math is designed for students to be functional in society and closely follows the curriculum for various grade levels with modifications set in place for student success. The courses taught by secondary staff are all of highly qualified status and certified in designated subject areas. The secondary co-teaching model in the Lower Dauphin district has proven successful. The percentage of students in the Least Restrictive Environment has increased. The students are exposed to the same curriculum as their same aged peers. At Lower Dauphin we have seen an increase in test scores and a decrease in negative behaviors through the use of the co-teaching model. This model allows for all students to meet the higher expectations of the regular education classroom. Students also benefit from a higher student to teacher ratio allowing for flexible grouping and differentiated instruction. The coteaching model at Lower Dauphin allows for greater access to 21st century learning skills through the use of integrated technology, student collaboration, and diverse classroom settings. The high school resource room program serves students from a variety of levels. Students attend resource either every day, every other day, or on an as-needed basis. In resource, students receive previewing instruction and remediation. They also receive assistance with class and homework, test preparation, and organizational skills. The resource instructor collaborates with mainstream teachers on a weekly basis to ensure the implementation of each student s specially designed instruction and to

63 monitor student progress. The resource teacher often serves as a liaison between parents and mainstream teachers. Life Skills The Lower Dauphin Life Skills program provides a continuum between the middle and high school levels. Activities and events involving both programs provide experiences that aide in transition from middle to high school. A variety of curriculum-based instruction is offered that engages students in meaningful prevocational, vocational and daily living activities tailored to individual needs. At the high school level, this includes the use of a real-life apartment setting. From middle school aged students through age twentyone, math and reading instruction is tailored specifically to each student s skills set. Instructional aides and personal care assistants help facilitate teacher-led activities, thereby providing pertinent direct instruction. Instruction of transition skills is enhanced through community based instruction. Planned interaction with regular education peers provides avenues for developing social skills. Occupational Therapy Occupational therapists at Lower Dauphin help children prepare for and perform important learning and school-related activities to fulfill their role as students in the educational setting. Children who are diagnosed with learning disabilities, fine motor delays, cognitive and neurological delays, sensory integration dysfunction, as well as children who are on the autism spectrum can benefit from occupational therapy services to improve their areas of need. Treatment approach focuses on improving a child s development in the areas of fine motor such as handwriting, coloring, cutting, keyboarding, hand strength, finger dexterity, and bi-manual hand skills. In addition, self-regulation, self-help, visualperceptual, visual motor, and prevocational/vocational skills are addressed. During treatment sessions, we utilize research-based curriculum such as Handwriting Without Tears, Zones of Regulation, and the Alert Program to address their areas of concern. Also, ipads, various keyboarding programs, and assistive technology devices are implemented during treatment sessions as well as in the classroom. Students are provided services in a variety of setting such as in the classroom, small group, and individually. We work closely with each student s educational team to help train parents, staff members, and caregivers to help meet the student s occupational therapy needs. The LDSD Occupational Therapists are nationally and state certified with a Master s Degree combined with years of experience in early intervention, rehab, and school-based services. Our team completes annual continuing education to remain current in the most effective treatment approaches as mandated by our national organization. Speech and Language The speech and language department at Lower Dauphin district works diligently to address communication skills that have an impact on academic achievement for children who demonstrate a

64 significant delay in articulation, expressive language, language processing, stuttering, social language, and receptive language. We collaborate with classroom teachers, learning support teachers and other specialists to develop individualized and comprehensive plans to address each student s communication needs. As a team of 8 nationally certified and state licensed speech-language pathologists we boast over 137 years of experience. Our team is professionally trained in the use of Visualizing and Verbalizing programming to enhance comprehension skills and expressive language. Social Thinking programming is used to address pragmatic language skill deficits. I Pad and computer software technology facilitates language for children who cannot communicate verbally. Most commonly, evidence based practices are employed to remediate articulation, expressive language, stuttering and receptive language disorders. Our team completes continuing education annually as mandated by our national organization, The American Speech- Language-Hearing Association to ensure that we are providing the most current and efficient therapies available. Transition Transition services are provided for all students age 14 and older, or younger if requested. A variety of activities and programs are offered based on the needs and goals of each student. A community based vocational program is in place for students in Life Skills, Learning, Alternative, Emotional, and Autism programs. Career and College Preparatory classes are available to students through district-agency partnerships. In addition, a Work Experience program is an option for students who are competitively employed, or who wish to participate in a career-focused internship. All students have the opportunity to meet with the Transition Coordinator to complete Transition assessments, research career and job paths, investigate college majors and campuses, and/or engage in career -based counseling. Participation in career focused field trips, career fairs, and meetings with college representatives is also facilitated by the transition coordinator. The transition coordinator, as well as IEP case managers, is available to assist parents and students with any transition needs throughout the high school career of the student.

65 Assurances Safe and ive s Assurances The LEA agrees to comply with all requirements of Student Services outlined in Chapter 12, these include: Implementation of a comprehensive and integrated K-12 program of student services based on the needs of its students. (in compliance with 12) Free and Attendance (in compliance with 12.1) Rules (in compliance with 12.3) Collection, maintenance and dissemination of student records (in compliance (a) and 12.32) Discrimination (in compliance with 12.4) Corporal Punishment (in compliance with 12.5) Exclusion from, Classes, Hearings (in compliance with 12.6, 12.7, 12.8) Freedom of Expression (in compliance with 12.9) Flag Salute and Pledge of Allegiance (in compliance with 12.10) Hair and Dress (in compliance with 12.11) Confidential Communications (in compliance with 12.12) Searches (in compliance with 12.14) Emergency Care and Administration of Medication and Treatment (in compliance with 35 P.S ) Parents or guardians are informed regarding individual survey student assessments and provided a process for refusal to participate (consistent with 445 of the Provisions Act (20 U.S.C.A. 1232h) and in compliance with 12.41(d)) Persons delivering student services shall be specifically licensed or certified as required by statute or regulation (in compliance with 12.41(e)) Development and Implementation of District Wellness Program (in compliance with Public Law , Section 204) Early Intervention Services System Act (11 P.S ) Establishment and Implementation of Student Assistance Programs at all of levels of the school system Acceptable Use Policy for Technology Resources Providing career information and assessments so that students and parents or guardians might become aware of the world of work and career options available. Special Assurances

66 The Local Agency (District) assures that there are local policies and procedures in place that address: Implementation of a full range of services, programs and alternative placements available to the school district for placement and implementation of the special education programs in the school district. Implementation of a child find system to locate, identify and evaluate young children and children who are thought to be a child with a disability eligible for special education residing within the school district s jurisdiction. Child find data is collected, maintained and used in decision-making. Child find process and procedures are evaluated for its effectiveness. The District implements mechanisms to disseminate child find information to the public, organizations, agencies and individuals on at least an annual basis. Assurances of students with disabilities are included in general education programs and extracurricular and non-academic programs and activities to the maximum extent appropriate in accordance with an Individualized Program. Compliance with the PA Department of, Bureau of Special s report revision notice process. Following the state and federal guidelines for participation of students with disabilities in state and district-wide assessments including the determination of participation, the need for accommodations, and the methods of assessing students for whom regular assessment is not appropriate. Assurance of funds received through participation in the medical assistance reimbursement program, ACCESS, will be used to enhance or expand the current level of services and programs provided to students with disabilities in this local education agency. Special Facilities There are no facilities. Least Restrictive Environment Facilities Facility Name of Facility of Service Number of Students Placed Vista Approved Private s Autism 7 Derry Township District Neighboring Districts Autism 2

67 New Story Approved Private s Autism 1 CAIU Instruction in the Home MDS 3 Derry Township District Neighboring Districts MDS 3 CAIU Neighboring Districts Autism 3 Special Program Profile Program Position #1 Operator: District PROGRAM SEGMENTS Location/ Grade Service Age Range Caseload FTE East Hanover An Elementary A building in which programs are Itinerant Learning 8 to East Hanover An Elementary A building in which programs are Supplemental (Less Than 80% but More Than 20%) Learning 8 to East Hanover An Elementary A building in which programs are Itinerant Emotional 8 to Program Position #2 Operator: District

68 PROGRAM SEGMENTS Location/ Grade Service Age Range Caseload FTE Conewago An Elementary A building in which programs are Itinerant Emotional 8 to Conewago An Elementary A building in which programs are Supplemental (Less Than 80% but More Than 20%) Emotional 8 to Conewago An Elementary A building in which programs are Itinerant Autistic 8 to Conewago An Elementary A building in which programs are Supplemental (Less Than 80% but More Than 20%) Autistic 8 to Program Position #3 Operator: District PROGRAM SEGMENTS Location/ Grade Service Age Range Caseload FTE Londonderry An Elementary A building in which programs Itinerant Learning 8 to

69 Londonderry Londonderry An Elementary An Elementary are A building in which programs are A building in which programs are Program Position #4 Operator: District PROGRAM SEGMENTS Location/ Grade Londonderry An Elementary A building in which programs are Program Position #5 Operator: District PROGRAM SEGMENTS Location/ Grade Londonderry Program Position #6 An Elementary A building in which programs are Supplemental (Less Than 80% but More Than 20%) Itinerant Supplemental (Less Than 80% but More Than 20%) Supplemental (Less Than 80% but More Than 20%) Learning Emotional Service Autistic Service Autistic 8 to 11 8 to Age Caseload FTE Range 5 to Age Range 8 to 11 Caseload FTE 8 1

70 Operator: District PROGRAM SEGMENTS Location/ Grade Londonderry An Elementary Program Position #7 Operator: District PROGRAM SEGMENTS A building in which programs are Location/ Grade Londonderry An Elementary A building in which programs are Supplemental (Less Than 80% but More Than 20%) Supplemental (Less Than 80% but More Than 20%) Service Learning Service Learning Justification: Exceeding the age range restriction has been justified by the IEP team Program Position #8 Operator: District PROGRAM SEGMENTS Location/ Grade Multiple s Multiple s An Elementary An Elementary A building in which programs are A building in which programs Itinerant Supplemental (Less Than 80% but More Than 20%) Service Learning Learning Age Range Caseload FTE 5 to Age Range 6 to 11 Age Range Caseload FTE 20 1 Caseload FTE 6 to to

71 Multiple s An Elementary are A building in which programs are Program Position #9 Operator: District PROGRAM SEGMENTS Location/ Grade Nye Nye Nye An Elementary An Elementary An Elementary A building in which programs are A building in which programs are A building in which programs are Program Position #10 Operator: District PROGRAM SEGMENTS Location/ Grade Itinerant Itinerant Supplemental (Less Than 80% but More Than 20%) Itinerant Emotional Service Learning Learning Emotional Service 6 to Age Range 8 to 11 8 to 11 8 to 11 Age Range Caseload FTE Caseload FTE Nye An A building Itinerant Learning 6 to

72 Nye Nye Elementary An Elementary An Elementary in which programs are A building in which programs are A building in which programs are Program Position #11 Operator: District PROGRAM SEGMENTS Location/ Grade Nye Nye An Elementary An Elementary Program Position #12 Operator: District A building in which programs are A building in which programs are Supplemental (Less Than 80% but More Than 20%) Itinerant Itinerant Supplemental (Less Than 80% but More Than 20%) Learning Emotional Service Learning Learning 6 to to Age Caseload FTE Range 5 to to

73 PROGRAM SEGMENTS Location/ Grade Service Age Range Caseload FTE Nye An Elementary A building in which programs are Itinerant Learning 8 to Nye An Elementary A building in which programs are Supplemental (Less Than 80% but More Than 20%) Learning 8 to Program Position #13 Operator: District PROGRAM SEGMENTS Location/ Grade Service Age Range Caseload FTE South Hanover An Elementary A building in which programs are Supplemental (Less Than 80% but More Than 20%) Learning 8 to Program Position #14 Operator: District PROGRAM SEGMENTS Location/ Grade Service Age Range Caseload FTE South Hanover An Elementary A building in which programs are Itinerant Learning 7 to

74 Justification: Exceeding the age range restriction has been justified by the IEP team South Hanover An Elementary A building in which programs are Supplemental (Less Than 80% but More Than 20%) Learning 7 to 12 Justification: Exceeding the age range restriction has been justified by the IEP team South Hanover An Elementary A building in which programs are Itinerant Emotional 7 to 12 Justification: Exceeding the age range restriction has been justified by the IEP team Program Position #15 Operator: District PROGRAM SEGMENTS Location/ Grade South Hanover An Elementary Program Position #16 Operator: District PROGRAM SEGMENTS A building in which programs are Location/ Grade High Program Position #17 A Junior High A building in which programs are Supplemental (Less Than 80% but More Than 20%) Supplemental (Less Than 80% but More Than 20%) Service Learning Service Autistic Age Range Caseload FTE 5 to Age Range 15 to 19 Caseload FTE 8 1

75 Operator: District PROGRAM SEGMENTS Location/ Grade Service Age Range Caseload FTE Middle A Middle A building in which programs are Itinerant Learning 11 to Middle A Middle A building in which programs are Supplemental (Less Than 80% but More Than 20%) Learning 11 to Program Position #18 Operator: District PROGRAM SEGMENTS Location/ Grade Service Age Range Caseload FTE Middle A Middle A building in which programs are Supplemental (Less Than 80% but More Than 20%) Learning 11 to Program Position #19 Operator: District PROGRAM SEGMENTS Location/ Grade Service Age Range Caseload FTE Middle A Middle A building in which programs are Itinerant Learning 11 to Middle A Middle A building in which Supplemental (Less Than 80% but More Than Learning 11 to

76 programs are 20%) Program Position #20 Operator: District PROGRAM SEGMENTS Location/ Grade Service Age Range Caseload FTE Middle A Middle A building in which programs are Itinerant Learning 11 to Middle A Middle A building in which programs are Supplemental (Less Than 80% but More Than 20%) Learning 11 to Program Position #21 Operator: District PROGRAM SEGMENTS Location/ Grade Service Age Range Caseload FTE Middle A Middle A building in which programs are Itinerant Emotional 12 to Middle A Middle A building in which programs are Supplemental (Less Than 80% but More Than 20%) Emotional 12 to Program Position #22 Operator: District

77 PROGRAM SEGMENTS Location/ Grade Service Age Range Caseload FTE Middle A Middle A building in which programs are Supplemental (Less Than 80% but More Than 20%) Life Skills 11 to Program Position #23 Operator: District PROGRAM SEGMENTS Location/ Grade Service Age Range Caseload FTE Middle A Middle A building in which programs are Supplemental (Less Than 80% but More Than 20%) Learning 11 to Program Position #24 Operator: District PROGRAM SEGMENTS Location/ Grade Service Age Range Caseload FTE Middle A Middle A building in which programs are Supplemental (Less Than 80% but More Than 20%) Autistic 11 to Program Position #25 Operator: District PROGRAM SEGMENTS Location/ Grade Service Age Range Caseload FTE Middle A Middle A building in which programs are Itinerant Learning 11 to

78 Middle A Middle A building in which programs are Program Position #26 Operator: District PROGRAM SEGMENTS Location/ Grade Middle Middle A Middle A Middle A building in which programs are A building in which programs are Program Position #27 Operator: District PROGRAM SEGMENTS Location/ Grade Middle A Middle A building in which programs are Program Position #28 Operator: District PROGRAM SEGMENTS Location/ Grade Supplemental (Less Than 80% but More Than 20%) Itinerant Supplemental (Less Than 80% but More Than 20%) Supplemental (Less Than 80% but More Than 20%) Learning Service Learning Learning Service Learning Service 11 to 15 Age Range 11 to to 15 Age Range 11 to 15 Age Range Caseload FTE Caseload FTE 20 1 Caseload FTE Price A A special Full-Time Emotional 12 to 12 1

79 Junior/Senior High Program Position #29 Operator: District PROGRAM SEGMENTS education Center in which no general education programs are Location/ Grade High High A Junior/Senior High A Junior/Senior High A building in which programs are A building in which programs are Program Position #30 Operator: District PROGRAM SEGMENTS Location/ Grade High A Junior/Senior High A building in which programs are Special Class Itinerant Supplemental (Less Than 80% but More Than 20%) Itinerant 16 Service Learning Learning Service Learning Age Range 15 to to 19 Age Range 15 to 19 Caseload FTE Caseload FTE 50 1 Program Position #31 Operator: District PROGRAM SEGMENTS Location/ Grade Service Age Caseload FTE

80 High A Junior/Senior High Program Position #32 Operator: District PROGRAM SEGMENTS Range A building in which programs are Location/ Grade High High A Junior/Senior High A Junior/Senior High A building in which programs are A building in which programs are Program Position #33 Operator: District PROGRAM SEGMENTS Location/ Grade High High A Junior/Senior High A Junior/Senior High A building in which programs are A building in which Itinerant Itinerant Supplemental (Less Than 80% but More Than 20%) Itinerant Supplemental (Less Than 80% but More Than Learning Service Learning Learning Service Emotional Emotional 15 to 19 Age Range 15 to to 19 Age Range 15 to to Caseload FTE Caseload FTE

81 programs are 20%) Program Position #34 Operator: District PROGRAM SEGMENTS Location/ Grade Service Age Range Caseload FTE High A Junior/Senior High A building in which programs are Itinerant Learning 15 to High A Junior/Senior High A building in which programs are Supplemental (Less Than 80% but More Than 20%) Learning 15 to Program Position #35 Operator: District PROGRAM SEGMENTS Location/ Grade Service Age Range Caseload FTE High A Junior/Senior High A building in which programs are Supplemental (Less Than 80% but More Than 20%) Life Skills 17 to Program Position #36 Operator: District PROGRAM SEGMENTS Location/ Grade Service Age Range Caseload FTE High A Junior/Senior A building in which Itinerant Learning 15 to

82 High programs are High A Junior/Senior High A building in which programs are Supplemental (Less Than 80% but More Than 20%) Learning 15 to Program Position #37 Operator: District PROGRAM SEGMENTS Location/ Grade Service Age Range Caseload FTE High A Junior/Senior High A building in which programs are Itinerant Learning 15 to Program Position #38 Operator: District PROGRAM SEGMENTS Location/ Grade Service Age Range Caseload FTE High A Junior/Senior High A building in which programs are Itinerant Learning 15 to High A Junior/Senior High A building in which programs are Supplemental (Less Than 80% but More Than 20%) Learning 15 to

83 Program Position #39 Operator: District PROGRAM SEGMENTS Location/ Grade Service Age Range Caseload FTE High A Junior/Senior High A building in which programs are Supplemental (Less Than 80% but More Than 20%) Life Skills 15 to Program Position #40 Operator: District PROGRAM SEGMENTS Location/ Grade Service Age Range Caseload FTE High A Junior/Senior High A building in which programs are Itinerant Learning 15 to High A Junior/Senior High A building in which programs are Supplemental (Less Than 80% but More Than 20%) Learning 15 to Program Position #41 Operator: District PROGRAM SEGMENTS Location/ Grade Service Age Range Caseload FTE Price A Junior/Senior High A special education Center in which no general Full-Time Special Class Emotional 15 to

84 Program Position #42 Operator: District PROGRAM SEGMENTS education programs are Location/ Grade Price A Junior/Senior High Program Position #43 Operator: District PROGRAM SEGMENTS A special education Center in which no general education programs are Location/ Grade Conewago An Elementary A building in which programs are Full-Time Special Class Itinerant Service Emotional Service Speech and Language Age Range 15 to 19 Age Range Caseload FTE 12 1 Caseload FTE 5 to Justification: Speech/Lan services do not extend beyound age range restriction at any given time Program Position #44 Operator: District PROGRAM SEGMENTS Location/ Grade East Hanover An Elementary A building in which programs are Itinerant Service Speech and Language Age Range Caseload FTE 5 to Justification: Speech/Lan services do not extend beyound age range restriction at any given time Program Position #45

85 Operator: District PROGRAM SEGMENTS Location/ Grade Londonderry An Elementary A building in which programs are Itinerant Service Speech and Language Age Range Caseload FTE 5 to Justification: Speech/Lan services do not extend beyound age range restriction at any given time Program Position #46 Operator: District PROGRAM SEGMENTS Location/ Grade Londonderry An Elementary A building in which programs are Itinerant Service Speech and Language Age Range Caseload FTE 5 to Justification: Speech/Lan services do not extend beyound age range restriction at any given time Program Position #47 Operator: District PROGRAM SEGMENTS Location/ Grade Londonderry An Elementary A building in which programs are Itinerant Service Speech and Language Age Range Caseload FTE 5 to Justification: Speech/Lan services do not extend beyound age range restriction at any given time High A Junior/Senior High A building in which programs are Itinerant Speech and Language 12 to Justification: Speech/Lan services do not extend beyound age range restriction at any given time Program Position #48

86 Operator: District PROGRAM SEGMENTS Location/ Grade Service Middle A Middle Program Position #49 Operator: District PROGRAM SEGMENTS A building in which programs are Location/ Grade Nye An Elementary A building in which programs are Itinerant Itinerant Speech and Language Service Speech and Language Age Range 12 to 16 Age Range Caseload FTE 65 1 Caseload FTE 5 to Justification: Speech/Lan services do not extend beyound age range restriction at any given time Program Position #50 Operator: District PROGRAM SEGMENTS Location/ Grade South Hanover An Elementary A building in which programs are Itinerant Service Speech and Language Age Range Caseload FTE 5 to Justification: Speech/Lan services do not extend beyound age range restriction at any given time Special Services Service Location Teacher FTE Occupational Therapist Multiple s 1 Occupational Therapist Multiple s 0.5

87 Transition Coor High 1 Psychologist Multlipe s 1 Para Ed Conewago El 1 Para Ed East Hanover 1 Para Ed East Hanover 1 Para Ed Londonderry 1 Para Ed Londonderry 1 Para Ed Londonderry 1 Para Ed Londonderry 1 Para Ed Londonderry 1 Para Ed Londonderry 1 Para Ed Londonderry 1 Para Ed Londonderry 1 Para Ed Londonderry 1 Para Ed Middle 1 Para Ed Middle 1 Para Ed Middle 1 Para Ed Middle 1 Para Ed Middle 1 Para Ed Middle 1 Para Ed Middle 1 Para Ed Middle 1 Para Ed Middle 1 Para Ed Middle 1

88 Para Ed Middle 1 Para Ed Middle 1 Para Ed Middle 1 Para Ed Middle 1 Para Ed DCTS 1 Para Ed Middle 1 Para Ed Nye 1 Para Ed Nye 1 Para Ed Nye 1 Para Ed Nye 1 Para Ed Nye 1 Para Ed Price 1 Para Ed Nye 1 Para Ed Price 1 Para Ed Price 1 Para Ed South Hanover 1 Para Ed South Hanover 1 Para Ed South Hanover 1 Para Ed South Hanover 1 Para Ed South Hanover 1 Para Ed South Hanover 1 Para Ed South Hanover 1 Para Ed South Hanvoer 1 Para Ed High 1

89 Para Ed High 1 Para Ed High 1 Para Ed DCTS 1 Para Ed High 1 Para Ed High Schoo 1 Para Ed High 1 Para Ed High 1 Para Ed High 1 Para Ed High 1 Para Ed High 1 Para Ed High 1 Para Ed High Schoo 1 Para Ed High 1 Para Ed High 1 Special Contracted Services Special Contracted Services Operator Amt of Time per Week Physical Therapist Outside Contractor for the District 10 Hours Physical Therapy Intermediate Unit 1.5 Hours Audiology Intermediate Unit 1.36 Hours Autism Intermediate Unit 1.5 Days Blind/Visually Impaired Intermediate Unit 5.5 Hours Deaf/Hearing Impaired Intermediate Unit 6.9 Hours

90 Occupational Therapy Intermediate Unit 1.47 Hours Sign Language Interpreter Intermediate Unit 5 Days Speech/Language Intermediate Unit 2.91 Hours

91 Needs Assessment Record Patterns Question: After reviewing school level accomplishments and systemic challenges, what patterns can you identify among your schools? What other information do you still need to assess? Answer: Through the analysis of parent, student, staff and community surveys and other artifacts of data, the district Comprehensive Planning committee found that overall, Lower Dauphin stakeholders are very proud and pleased with the programs across the district, K-12. There is a strong sense of community at all levels and students are indeed our main focus. Academically, all schools have met the expectations of Adequate Yearly Progress, with continued work of at-risk populations such as FARM students and students with IEPs. Systemic challenges to be addressed include continued improvements in academic achievement for all students, including more 21st Century skills into the curriculum, addressing concerns with bullying and maintaining a positive school climate, and ensuring/improving on communication to all stakeholders. District Accomplishments Accomplishment #1: The current curriculum and programs provide for rigor to prepare students for the next stage of live. Parents are pleased with and support the core academic program the students receive in the K-12 curriculum. Accomplishment #2: climate and culture show a positive school environment in all the buildings. Students feel good about coming to school, parents are proud to send their children to Lower Dauphin and teachers are happy to work at Lower Dauphin. There are many opportunities for parents to be involved in the schools and parents feel welcome. Parents feel supported by staff and know how and where to get information for their students. Accomplishment #3:

92 Staff members believe they are a valued part of the instructional team. They appreciate the collaboration afforded across all levels to provide for teamwork and the sharing of best practices. Accomplishment #4: The induction program is viewed as positive by new teachers. Accomplishment #5: Response to at-risk students is a strength of the district. There is a desire across the staff members to continue efforts to customize learning opportunities for students. The staff is aware and is willing to make the changes necessary to meet student needs. Accomplishment #6: The district has made many positive strides to improve student achievement across all content areas, K- 12. Curriculum is aligned to the standards and progress monitoring and assessment practices are aligned to monitor student progress in the academics. District Concerns Concern #1: Continuing to strive for all students to be proficient to the academic standards. Special attention to our most at-risk populations of students with IEPs and students who qualify as economically disadvantaged. Concern #2: There is a lack of consistency in the philiosophy and practices of the grading system, K-12. A consistent understanding and practice is needed. Concern #3: There is a need to move to more customized learning to meet the needs of all students to prepare them for a successful career and life in the 21st Century. Concern #4: More professional development opportunities are needed for support staff, as well as more online professional opportunities for professional staff. Concern #5: Continue to improve on communication in the following areas: Parents and community awareness on alternatives to traditional education. Programming and personnel available to the school community.

93 Concern #6: Meeting the emotional needs of high school and middle school students. Ensuring morale is positive in all buildings for students and staff. Concern #7: Lack of understanding and need for clarity about student and parent concerns with bullying in schools. Need to identify and correct. Prioritized Systemic Challenges Systemic Challenge #1 (System #2) Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school. Aligned Concerns: Continuing to strive for all students to be proficient to the academic standards. Special attention to our most at-risk populations of students with IEPs and students who qualify as economically disadvantaged. There is a lack of consistency in the philiosophy and practices of the grading system, K-12. A consistent understanding and practice is needed. Systemic Challenge #2 (System #3) Establish a district system that fully ensures staff members in every school use standards aligned assessments to monitor student achievement and adjust instructional practices. Aligned Concerns: Continuing to strive for all students to be proficient to the academic standards. Special attention to our most at-risk populations of students with IEPs and students who qualify as economically disadvantaged. There is a lack of consistency in the philiosophy and practices of the grading system, K-12. A consistent understanding and practice is needed. Systemic Challenge #3 (System #9) Establish a district system that fully ensures each member of the district community promotes, enhances and sustains a shared vision of positive school climate and ensures family and community support of student participation in the learning process.

94 Aligned Concerns: There is a need to move to more customized learning to meet the needs of all students to prepare them for a successful career and life in the 21st Century. More professional development opportunities are needed for support staff, as well as more online professional opportunities for professional staff. Continue to improve on communication in the following areas: Parents and community awareness on alternatives to traditional education. Programming and personnel available to the school community. Meeting the emotional needs of high school and middle school students. Ensuring morale is positive in all buildings for students and staff. Lack of understanding and need for clarity about student and parent concerns with bullying in schools. Need to identify and correct. Systemic Challenge #4 (System #5) Establish a district system that fully ensures barriers to student learning are addressed in order to increase student achievement and graduation rates. Aligned Concerns: Continuing to strive for all students to be proficient to the academic standards. Special attention to our most at-risk populations of students with IEPs and students who qualify as economically disadvantaged. There is a need to move to more customized learning to meet the needs of all students to prepare them for a successful career and life in the 21st Century. Meeting the emotional needs of high school and middle school students. Ensuring morale is positive in all buildings for students and staff.

95 Lack of understanding and need for clarity about student and parent concerns with bullying in schools. Need to identify and correct.

96 District Level Plan Action Plans Goal #1: The district will develop a system to provide for the consistent implementation of effective 21st Century instructional practices in all classrooms. Related Challenges: Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school. Establish a district system that fully ensures staff members in every school use standards aligned assessments to monitor student achievement and adjust instructional practices. Establish a district system that fully ensures barriers to student learning are addressed in order to increase student achievement and graduation rates. Indicators of Effectiveness: : Summative Data Source: Teacher Evaluation Specific Targets: All staff will be evaluated with a standard evaluation tool that assesses consistent and pervasive instructional practices, the effective use of learning focused strategies, and other identified 21st Century teaching and learning strategies. : Summative Data Source: Results of Staff Goal Setting Specific Targets: All staff will identify individual areas that require improvement in order to increase effective teaching practices and 21st century learning skills. Based on their individual needs, they will set and complete measurable goals. : Formative Data Source: Data from aligned formative common assessments. Specific Targets: Teachers will develop / use common assessments to evaluate student progress. Teachers will regularly use the data from informal and formal assessments to make instructional decisions that meet the individual needs of students. Student growth will be compared across similar classrooms / content areas to ensure pervasive and effective instructional practices are in place. : Summative Data Source: PSSA / Keystone Results 2014, 2015, 2016 Specific Targets: The district, individual buildings, and individual classrooms will make adequate yearly progress. Subgroups, including learning support, gifted, and English language learners will achieve at least one year of growth during each school year.

97 : Formative Data Source: Post High Survey Specific Targets: A post high school survey will be used to determine the degree to which students perceive their college and career readiness and areas of strengths and weaknesses. Strategies: Professional Development of 21st Century Skills Description: Provide professional development on 21st Century teaching and learning skills, including the ways in which they can be used to effectively customize instruction, in order to develop and implement common strategies that ensure all students are prepared for college and their future careers. SAS Alignment: Standards, Assessment, Instruction 21st Century Curriculum Mapping Description: Map current curriculum to include 21st century skills to drive instructional practices, ensure consistent incorporation into curriculum, and provide students with progressive acquisition of necessary skills for success in their future careers. SAS Alignment: Standards, Curriculum Framework Data Collection and Analysis Description: Develop data teams to collaboratively analyze and discuss the results of common assessments using data tracker warehouses in order to improve instruction by setting professional goals and identifying, developing, and implementing best practices for 21st century teaching and learning throughout the district. SAS Alignment: Assessment, Curriculum Framework Online Learning Opportunities for Students and Staff Description: Develop online learning opportunities for both faculty and students in order to provide a variety of learning opportunities to meet individual needs and foster 21st century teaching and learning skills. SAS Alignment: Instruction, Materials & Resources

98 Action Steps: Incorporate 21st century skills within curriculum maps. Indicator of Implementation: Updated and aligned maps with infusion of 21st century skills throughout all curriculum areas K-12. Start Date: 9/2/2013 End Date: 9/1/2014 Program Area(s): Professional, Special, Gifted ed Strategies: Professional Development of 21st Century Skills 21st Century Curriculum Mapping Professional development of 21st century skills -customization for student learning. Indicator of Implementation: Improved student achievement: grades, Profess Monitoring, PSSAs/Keystone?Common Assessments. Lesson plans, number of workshops offered. Demonstration of integrating 21st century skills in daily lesson plans. Start Date: 9/2/2013 End Date: 9/1/2014 Program Area(s): Professional, Special, Gifted, al Technology ed Strategies: Professional Development of 21st Century Skills 21st Century Curriculum Mapping Online Learning Opportunities for Students and Staff Modification of Teacher Evaluation and Supervision System. Indicator of Implementation: Development and use of supervision and evaluation plan incorporating 21st Century teacing skills and strategies. Start Date: 9/2/2013 End Date: 9/1/2014 Program Area(s): Professional, Teacher Induction ed Strategies: Data Collection and Analysis Professional development on Supervision and Evaluation Plan. Indicator of Implementation:

99 Written supervision and evaluation plan, including guiding questions, rubric, teacher education of new tool, and completed evalutations. Start Date: 8/21/2013 End Date: 9/25/2015 Program Area(s): Professional, Teacher Induction ed Strategies: Professional Development of 21st Century Skills Data Collection and Analysis Integrate technology into daily instructional practices to enhance student learning. Indicator of Implementation: Observations, walk-throughs, lesson plans, improved student performance on common student assessments. Start Date: 9/23/2013 End Date: 6/5/2015 Program Area(s): Professional, Special, Student Services, Gifted, al Technology ed Strategies: Professional Development of 21st Century Skills 21st Century Curriculum Mapping Data Collection and Analysis Online Learning Opportunities for Students and Staff Develop metrics to measure, identify, develop and implement 21st Century teaching and learning best practices. Indicator of Implementation: Data analysis worksheets that identify trends and action plans specific to trends. Bank of 21st Century teaching and learning best practices/lessons. Start Date: 9/9/2013 End Date: 6/5/2015 Program Area(s): Professional, Student Services, al Technology ed Strategies: Data Collection and Analysis Provide online learning opportunities for faculty and students. Indicator of Implementation: Increased number of faculty providing online courses Increased number of faculty taking online courses Increased number of students taking online courses

100 Number of online courses, hybrid courses, and courses using digital content offered Start Date: 9/9/2013 End Date: 6/5/2015 Program Area(s): Professional, Teacher Induction, Special, Student Services, Gifted, al Technology ed Strategies: Online Learning Opportunities for Students and Staff Provide collaborative technology support systems that utilize professional and student expertise. Indicator of Implementation: Established support systems, staff feedback. Start Date: 1/7/2013 End Date: 6/5/2015 Program Area(s): Professional, Teacher Induction, Student Services, al Technology ed Strategies: Data Collection and Analysis Online Learning Opportunities for Students and Staff Provide customized relevant professional development with an emphasis on blended/online opportunities. Indicator of Implementation: Number of actual workshops offered. workshops are leveled to individual needs of staff. Start Date: 9/9/2013 End Date: 6/30/2015 Program Area(s): Professional, Teacher Induction, al Technology ed Strategies: Online Learning Opportunities for Students and Staff Improve academic achievement of students with special needs by providing appropriate assistive technology devices as needed. Indicator of Implementation: Student use of devices. Increased academic achievement. Start Date: 9/3/2012 End Date: 6/5/2015 Program Area(s): Special, Student Services, al Technology ed Strategies:

101 Data Collection and Analysis Effectively educate students to use 21st Century and problem solving skills to communicate, collaborative, and resolve conflict. Indicator of Implementation: Research current social media trends. Develop age appropriate strategies for communicating, collaborating, and resolving conflict. Development of a Socialization Curriculum. Start Date: 9/9/2013 End Date: 6/5/2015 Program Area(s): Professional, Special, Student Services, Gifted ed Strategies: Professional Development of 21st Century Skills Online Learning Opportunities for Students and Staff Provide appropriate instructional opportunities and courses to secondary level students who have unique academic needs. Indicator of Implementation: Number of opportunities provided to students. Change of policy for number/type of courses. Students with IEPs, GIEPs and ELL needs to feel secure and successful in their learing. Start Date: 9/9/2013 End Date: 6/5/2015 Program Area(s): Special, Student Services, Gifted, al Technology ed Strategies: Data Collection and Analysis Goal #2: The district will develop a system that ensures staff members in every school use standardsaligned assessments to monitor student achievement and adjust instruction. Related Challenges: Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school. Establish a district system that fully ensures staff members in every school use standards aligned assessments to monitor student achievement and adjust instructional practices.

102 Establish a district system that fully ensures barriers to student learning are addressed in order to increase student achievement and graduation rates. Indicators of Effectiveness: : Formative Data Source: Data from Aligned Formative Common Assessments 2014, 2015, 2016 Specific Targets: Teachers using data from the assessments to make instructional decisions which meet the individual needs of the students : Summative Data Source: PSSA/Keystone Results 2014, 2015, 2016 Specific Targets: The district and individual buildins will continue to make Adequate Yearly Progress : Formative Data Source: Survey Results indicating stakeholders understand grading system Specific Targets: Results of the survey will indicated parents and teachers understand the grade reporting system and the system accurately reflects student progress : Formative Data Source: Pilot Program for non-traditional grading Specific Targets: The results of the pilot program will provide insight into the effective development of an accurate and non-traditional grading system which is understood by all stakeholders Strategies: Alignment of Curriculum and Assessment to PA Common Core Standards Description: Align curriculum maps to the PA Commone Core Standards and develop common assessments K-12 to monitor student progress SAS Alignment: Standards, Assessment, Curriculum Framework Use of data warehouse to inform instuctional decisions Description: Organize and instruct teachers and administrators on the use of a data warehouse to analyze student results on formative and summative assessments to drive instructional decisions SAS Alignment: Assessment, Instruction Research non-traditional grading system

103 Description: Research non-traditional grading systems, educate teachers on effective grading practices, establish a pilot group, and communicate grading system to all stakeholders SAS Alignment: Assessment, Instruction Action Steps: Align Curriculum Maps to Common Core Standards Indicator of Implementation: Updated and aligned maps in the core subject areas K-12 Start Date: 10/10/2012 End Date: 8/15/2013 Program Area(s): Professional ed Strategies: Alignment of Curriculum and Assessment to PA Common Core Standards Check for and enusre a Vertically Articulated Curriculum, K-12, in all subject areas Indicator of Implementation: Alignment of instruction and content in curriculum maps with formative and summative assessments. Start Date: 9/21/2012 End Date: 6/1/2015 Program Area(s): Professional ed Strategies: Alignment of Curriculum and Assessment to PA Common Core Standards Align District-developed Common Assessments with PA Common Core Standards Indicator of Implementation: Alignment/Completion of Assessments Start Date: 9/3/2012 End Date: 6/1/2015 Program Area(s): Professional ed Strategies: Alignment of Curriculum and Assessment to PA Common Core Standards Develop a template for new curriculum maps that link to SAS with samples of technology platforms Indicator of Implementation: Completed templates connected to SAS and use of templates by professional staff.

104 Start Date: 9/2/2013 End Date: 6/1/2015 Program Area(s): Professional, al Technology ed Strategies: Alignment of Curriculum and Assessment to PA Common Core Standards Develop a template for new curriculum maps that link to SAS with samples of technology platforms Indicator of Implementation: Completed templates connected to SAS and use of templates by professional staff. Start Date: 9/2/2013 End Date: 6/1/2015 Program Area(s): Professional, al Technology ed Strategies: Alignment of Curriculum and Assessment to PA Common Core Standards Utilizing the District Data Warehouse, collaborate among members of Data Teams to Analyze Student Results Indicator of Implementation: Data Team Meeting Minutes Start Date: 9/20/2013 End Date: 6/5/2015 Program Area(s): Professional, Special ed Strategies: Use of data warehouse to inform instuctional decisions Development of a Team to Analyze Current Grading Practices and Research Future Practice Indicator of Implementation: Minutes from Research Team Meetings Start Date: 10/30/2012 End Date: 6/6/2014 Program Area(s): Professional ed Strategies: Use of data warehouse to inform instuctional decisions Develop student grading system which is inclusive of creativity and technology proficiency Indicator of Implementation: New grading system inclusive of 21st Century Skills. Start Date: 9/1/2014 End Date: 6/5/2015

105 Program Area(s): Professional ed Strategies: Research non-traditional grading system Develop process to input RTII interventions and progress into Data Warehouse Indicator of Implementation: Information inputted and available on Data Warehouse Start Date: 10/1/2012 End Date: 6/7/2013 Program Area(s): Professional, Special ed Strategies: Use of data warehouse to inform instuctional decisions Develop system/tools to track academic progress aligned with programs for IEP students Indicator of Implementation: Availability and accessibility to data through tracking system. Start Date: 9/2/2013 End Date: 6/5/2015 Program Area(s): Professional, Special ed Strategies: Use of data warehouse to inform instuctional decisions Goal #3: The district will develop a system that promotes, enhances, and sustains a positive safe school climate. Related Challenges: Establish a district system that fully ensures each member of the district community promotes, enhances and sustains a shared vision of positive school climate and ensures family and community support of student participation in the learning process. Indicators of Effectiveness: : Formative Data Source: Student Focus Groups Specific Targets: Analysis of the feedback and dicussion during the focus group meetings will determine what students believe that the school is positive and safe. : Summative Data Source: Discipline records, safe school report, student and staff attendance rates

106 Specific Targets: Analysis of attendance, discipline and safe school reports will indicate a decrease in incidents and the severity of the incidents over the three year period. : Formative Data Source: Staff/Student Surveys (NAVIANCE) Specific Targets: Results of the staff/student surveys will indicate a positive safe school climate. : Summative Data Source: Student attendance at district/school events. Specific Targets: Records of student attendance at a variety of school activities and functions over the three year period. Strategies: Analyze and develop the code of conduct to create and enhance the school climate. Description: In an effort to ensure consistency of conduct and a full understanding of expected norms of behavior, a district-wide code of conduct will be developed, Board approved, and shared with all students, staff and parents on a yearly basis. SAS Alignment: Safe and ive s Research bullying prevention programs and provide professional development on implementation and evaluation of the program. Description: In an effort to curtail bullying in our buildings and across the district, research will be conducted to determine best fit for the district, and will be implemented across the buildings. SAS Alignment: Materials & Resources, Safe and ive s Research, develop and implement character, social skills and emotional wellness programs. Description: To improve the culture and morale of students and staff, best practices and programs will be researched. Upon identification of programs that fit, implementation of programs will occur. SAS Alignment: None selected Action Steps:

107 Evaluate current policies/practices and procedures in relation to student code of conduct. Indicator of Implementation: Minutes from Commitee Meetings Start Date: 9/3/2012 End Date: 6/28/2013 Program Area(s): Student Services ed Strategies: Analyze and develop the code of conduct to create and enhance the school climate. Research, develop and implement character, social skills and emotional wellness programs. Develop district-wide code of conduct for students. Indicator of Implementation: New Code of Conduct, Board approved Start Date: 9/9/2013 End Date: 6/6/2014 Program Area(s): Student Services ed Strategies: Analyze and develop the code of conduct to create and enhance the school climate. Identify and evaluate concerns about bullying from all stakeholders. Indicator of Implementation: Results of the surveys and focus groups along with the final evaluation report. Start Date: 9/3/2012 End Date: 6/7/2013 Program Area(s): Student Services ed Strategies: Analyze and develop the code of conduct to create and enhance the school climate. Research bullying prevention programs and provide professional development on implementation and evaluation of the program. Reexamine filtering system to allow more use, less contraint but with safety. Indicator of Implementation: Implimentation of new filtering procedures. Start Date: 12/14/2012 End Date: 6/7/2013 Program Area(s): al Technology ed Strategies: Research, develop and implement character, social skills and emotional wellness programs.

108 Develop procedures for Bring Your Own Devices. Indicator of Implementation: Completed Procedures for Bring Your Own Devices. Start Date: 9/7/2012 End Date: 6/7/2013 Program Area(s): al Technology ed Strategies: None selected Use data from survey to develop and implement programs and incentives to increase staff morale at building level and district. Indicator of Implementation: Written plan used to implement the incentive program, and increased staff morale. Start Date: 9/2/2013 End Date: 6/6/2014 Program Area(s): Professional ed Strategies: Research, develop and implement character, social skills and emotional wellness programs. Research and implement bullying education program. Indicator of Implementation: Research results of best program for implementation. Professional development plan for implementation of the program. Start Date: 12/3/2012 End Date: 9/8/2014 Program Area(s): Professional, Teacher Induction, Student Services ed Strategies: Research bullying prevention programs and provide professional development on implementation and evaluation of the program. Identify areas of staff morale concerns through surveys, discussion groups, etc. Indicator of Implementation: Survey results Start Date: 12/14/2012 End Date: 6/7/2013 Program Area(s): Professional ed Strategies: Analyze and develop the code of conduct to create and enhance the school climate. Research, develop and implement character, social skills and emotional wellness programs.

109 Use information from survey to implement activities to raise student morale/school spirit within each building. Indicator of Implementation: Written plan of activities to raise morale. Start Date: 9/2/2013 End Date: 12/20/2013 Program Area(s): Professional ed Strategies: Analyze and develop the code of conduct to create and enhance the school climate. Research bullying prevention programs and provide professional development on implementation and evaluation of the program. Research, develop and implement character, social skills and emotional wellness programs. Use NAVIANCE to identify areas of school spirit/morale (grades 6-12). Indicator of Implementation: Results from NAVIANCE survey. Start Date: 9/3/2012 End Date: 12/20/2013 Program Area(s): Professional ed Strategies: Analyze and develop the code of conduct to create and enhance the school climate. Research, develop and implement character, social skills and emotional wellness programs. Develop and Implement K-12 Curriculum on Socialization and Communication Skills. Indicator of Implementation: Complete curriculum with adaptations for students with disabilities. Students demonstrate improved skills. Start Date: 12/3/2012 End Date: 6/5/2015 Program Area(s): Professional, Special, Student Services, Gifted ed Strategies: Research, develop and implement character, social skills and emotional wellness programs.

110 Goal #4: Establish a communication system that informs all stakeholders of procdures, policies, program enhancements and concerns that have an impact on the students, the district and the community as a whole. Related Challenges: Establish a district system that fully ensures each member of the district community promotes, enhances and sustains a shared vision of positive school climate and ensures family and community support of student participation in the learning process. Indicators of Effectiveness: : Formative Data Source: Survey Specific Targets: Perceptual/Contextual : Formative Data Source: Twitter/Facebook Specific Targets: Perceptual/Performance : Formative Data Source: Staff Collaboration/Communication Specific Targets: Perceptual/Performance : Summative Data Source: Parent Workshop Attendance Specific Targets: Performance Strategies: Enhance Feedback Description: Enhance the parent and community feedback system. SAS Alignment: Safe and ive s Empower Relationships Description: Empower - Community Collaboration and Relationships SAS Alignment: Safe and ive s Peer Response Group Description: Develop a peer response group SAS Alignment: Safe and ive s

111 Efficient and Effective Feedback from Stakeholders Description: Develop a plan to provide for efficient and effective communication procedures with all stakeholders. SAS Alignment: Safe and ive s Action Steps: Offer multi-media venues to communicate with parents regarding changes in educational practices and programs, including the use of technology. Indicator of Implementation: Feedback survey, workshop attendance, hits on facebook, website, and twitter. Start Date: 9/2/2013 End Date: 6/5/2015 Program Area(s): al Technology ed Strategies: Empower Relationships Develop videos/webinars to educate parents/community on school programs and issues. Indicator of Implementation: Posted videos, tally of site hits to view videos, and feedback. Start Date: 9/1/2014 End Date: 6/5/2015 Program Area(s): al Technology ed Strategies: Empower Relationships Offer multi-media venues to communication with parents on processes for indentification and services for students with special nees (IEP, gifted, ELL) Indicator of Implementation: Parents feel confident in process as seen at meetings and in surveys. Start Date: 10/30/2012 End Date: 6/5/2015 Program Area(s): Special ed Strategies: Empower Relationships

112 Offer multi-media venues to communicate with community regarding changes in educational practices and programs, including the use of technology. Indicator of Implementation: Feedback survey, workshop attendance, hits on facebook, website, and twitter. Start Date: 9/2/2013 End Date: 6/5/2015 Program Area(s): al Technology ed Strategies: Efficient and Effective Feedback from Stakeholders Develop a listserv to dispense regular comminication to all stakeholders (past and present) Indicator of Implementation: , enrollment participation numbers. Start Date: 9/2/2013 End Date: 6/5/2015 Program Area(s): al Technology ed Strategies: Efficient and Effective Feedback from Stakeholders Celebrate the use of technology by staff and students, inclusive of a technology fair for staff, students, and community. Indicator of Implementation: Feedback survey and attendance at the technology fair. Start Date: 9/1/2014 End Date: 6/5/2015 Program Area(s): al Technology ed Strategies: Enhance Feedback Provide for consistent communication with district support staff inclusive of building level meetings. Indicator of Implementation: Agenda/schedule, survey results from support staff. Start Date: 10/30/2012 End Date: 6/6/2014 Program Area(s): al Technology ed Strategies: Efficient and Effective Feedback from Stakeholders

113 Provide staff development opportunities for support staff. Indicator of Implementation: Development and implementation of the professional development workshops and feedback/evaluation from participants. Start Date: 12/3/2012 End Date: 7/27/2015 Program Area(s): Professional ed Strategies: Empower Relationships