General (7)Jennifer L. Hall
From: Theresa Bass
Sent: Monday, November 29, 2021 9:14 AM
To: Public Comment
Subject: FW: [EXTERNAL] Located a website from a school district Digital media and
technology as templet outline to start towards education with additional measure's
to insure wellness, funding.
Attachments: Comprehensive-Plan-EXECUTIVE-SUMMARY.pdf; ComprehansivePlanFINAL.pdf
From: Craig A Durfey <
Sent: Sunday, November 28, 20215:22 PM
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Subject: [EXTERNAL] Located a website from a school district Digital media and technology as templet outline to start
towards education with additional measure's to insure wellness, funding.
Warning: This email originated from outside the City of Anaheim. Do not click links or open
attachments unless you recognize the sender and are expecting the message.
11-26-2021
(P.R.D.D.C.)
PARENTS FOR THE RIGHTS OF DEVELOPMENTALLY DISABLED CHILDREN
CRAIG A. DURFEY FOUNDER OF P.R.D.D.C.
GARDEN GROVE, CA 92842
CELL
SOCIALEMOTIONALPAWS.COM
FACEBOOK: CRAIG DURFEY
U.S. F 404 - HONORING 0III' IIIICIllfm'I WI' IIII"IEY F IS FIGHT AGAINST AUTISM
... Ms. L0111IETTA S&IM014IEZ of California.
https://www.govinfo.gov/content/pkq/CREC-2003-03-27/pdf/CREC-2003-03-27.pdf
new website socialemotionalpaws.org
Governor Gavin Newsom
1303 10th Street, Suite 1173
Sacramento, CA 95814
Phone: (916) 445-2841
Fax: (916) 558-3160
California State lllier'ffs' Association
'1231 IIII Street Suite 200, aciraio-neinto, CA 958,14
"IIII'"elllle: 9-16-375-8000 11 Fax: 9-16-375-8017
aciraio-neinto, CA 95865-5745
Executive IIII irectoir alt, Ill esllll'le McGill, "oillllllll, C II ; Office
9,16-325-9004. Fax - 9,16-481-800
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Association of Oirainge County Deputy Slieriffs
-1600 IN., Malin Street
Sainta Aina, CA 92701
IIN Ihoione 7,14-285-2800
IIIA` 7,14-954-1,156
President Lan Nguyen (Next t ioi-meet'uiin Public Coni-miii-meront Ipeiriod announced subject fioroiii-m
Who was sulll im-m"pitted as wifittein corm-mim-muion"oicat"oioin for A1113 361 2021 for
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8120 - Board Policies - Garden Grove Unified School DistrictHTTPS,-,//BOARD-
POLICIES
> MEDIA
GGUSD
10331 Stanford Ave.
Garden Grove, CA 92840
Phone: (714) 663-6000
cc IIVI1114SOAC
Lynne Ashbeck Chair
Mara Madrigal -Weiss Vice Chair (Next ii-neetinq Public Corm-mim-meront Ipeior' od announced
subject fioroii-n Who was sulll im-m"pitted as wifittein corm-mim-muion"oicat"oioin for A1113 361 2021 for AIDA
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333 W., Sainta Ana IIIC IIIIvd , Sainta Aina, CA 92701 (Next t im-meet"oiin Public Corm-mim-meront Ipeior' o
announced subject fioroii-n Who was sulll im-m"pitted as wifittein corm-mim-muion"oicat"oioin for A1113 361 2021
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(714) 34-3100
cc Mayor Steve doiones (Next t imme et"oiin Public Coimmimmeiont
City of Gairden Grove
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Senator °°lll1 a ion'ui G., AtIdins
Senate President l ion °°lll1 eirnpoire
Ip l a llll Office
State Capitol, Ill ooirn 205
Sacirairneinto, CA 958,14
Phoine: (9,16) 651.4039
IIIF651.4939
Congress representatives.,
Callf U.S., Senators
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tbass@anaheim.net <t ass anahei .net ;
Phoine: (7,14) 765-5-166
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Dear Governor Newsom.
After extensive research was able to locate The Parkland School District
Allentown, PA where education the whole child a website from a school district
Digital media and technology as templet outline
h#pA.,//www.p.........ilr......._ ........................_ ...........®........![r / e .............iN ..........._ ........_ / ......._........................_.......... /su iirt with the two PDF
attachments a website from a school district Digital media and technology
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qZ8sm4u/IlDistiirict..._Piirofile. f , with this information coupled together from my two
website socialemotionalpaws.org can bring greater focus as how the medical
safety was not considered impacting children's wellbeing, thus our Ca State
Capital laws haven't yet fully grasp the root cause as well school boards, mental
health commissions, professional standards licenses to prevent the concerns
with screen time, blue light, Allentown, PA education therapy...." Wired Child:
Reclaiming it oo in a Digital Age, a bookfor ...
Richard Freed, Ph.D., is a child and adolescent psychologist and a leading authority on
raising children in the digital age. He is the author of the book Wired Child: Reclaiming
Childhood in a Digital Age, is a contributor to the Huffington Post, and his insights have
been featured in The New York Times, The Atlantic, The Wall Street Journal ... Wired
Child: Reclaiming Childhood in a Digital Age, a book for parents and educators, by
Dr. Richard FreedRichard Freed - Psychologist & Author.
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AB -209 Parks: outdoor environmental education: grant program. (2019-2020) Bill
Text - AB -209 Parks: outdoor environmental education: grant program. and
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Preferring print in our digital age.! Such attitudes support research that finds
when students are allowed to choose how much time to spend reading a passage,
many speed more quickly through the digital version — and do worse on the
comprehension test. ......t -.//s ci le ti l . s. iir/ l °°II ......._ . / /ll chef cirri circ t���
School gardens improve health and academic performance, reduce discipline
problems. School gardens improve health and academic performance,discipline
(socialemotionalpaws.org)
The number of nearsighted kids is soaring - and screen time AND WHAT IS BLUE
LIGHT?HOW DOES BLUE LIGHT IMPACT THE EYES? AND Dr. Richard Pan's SCR 73
Establishes.
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MCRT supports youth and families of youth under the age of 18 showing signs of behavioral
or mental health issues that pose a threat to the child's stability within their home, school or
community, including but not limited to: MCRT supports youth and families of youth under
the age of 18 sho (socialemotionalpaws.org) .
Study: Limiting screen time to 30 minutes a day can reduce depression. Study:
Limiting screen time to 30 minutes a day can reduce depres
(socialemotionalpaws.org) .
The therapeutic potential of pottery for depression mental health. The therapeutic
potential of pottery for depression mental health (socialemotionalpaws.org) .
Pediatricians urge parents to limit kids' "screen time" Pediatricians urge parents to
limit kids' "screen time" (socialemotionalpaws.org) .
World health officials take a hardline on-screen time for
AB -638 Mental Health Services Act: early intervention and prevention
pro ra .(2021-2022) Bill Text - AB -638 Mental Health Services Act: early intervention
and prevention programs. (ca.gov)
-224 Pupil instruction: mental health a ucation.(2021-2022) Bill Text - SB -
224 Pupil instruction: mental health education.
WHEREAS, Sections 233.5 (part of the Hate Violence Prevention Act) and 60042
of the Education Code require instruction in kindergarten and grades I to 12,
inclusive, to promote and encourage kindness to pets and humane treatment of
WHEREAS, have established a correlation
betweentduring
adulthood;
WHEREAS, Humane education, such as that involving wildlife, the animals' place
in the overall environment, and the negative impacts humans can have on them,
including death and extinction, can disrupt the cycle of animal and human abusz
8
decreasingby potential to be abusive - .
consequently, to promote prosocial behavior toward humans; and
WHEREAS, Humane education programs seek to prevent violence by teaching
empathy, compassion, and respect for all living beings and help children ..
responsibleinto caring,
people'sWHEREAS, Deficiencies in children's understanding of the role animals have in
the economy of nature and in
domesticnumber of wild and
7-bandonment, high animal shelter euthanasia rates, and, in extreme
circumstances, extinction; and
DIGITAL CITIZENSHIP &INTERNET
SAFETY
Digital media and technology are evolving at a dizzying pace, both unlocking
extraordinary opportunities and posing real risks for young people. Students are
using the immense power of the Internet and mobile technology to explore,
connect, create, and learn in ways never before imagined, both in and out of the
classroom. But issues that emerge from this 24/7 "connected culture," such as
cyberbullying, privacy lapses, and uncertainty about which information to trust
online, are surfacing both in schools and at home.
We see these as teachable moments. We believe that digital citizenship skills
have become essential for students. That's why our schools are dedicated to
helping students think critically and use technology responsibly to learn, create,
and participate.
The Parkland School District makes every effort to ensure a safe computing
environment for our students. As mandated by the Children's Internet Protection
Act (CIPA), web content filtering is provided on all student computers.
Chromebooks assigned to students as part of Parkland Ready 21 are filtered even
when taken home. However, sheltering students from inappropriate Internet sites
is not the complete solution. The most effective filter is knowledge and parental
involvement.
Below you will find some of the best online resources for students to learn good
digital citizenship & internet safety practices, and for parents to recognize how
they can play a role in their child's safety & success online.
0
common sense
DISTRICT
Common Sense Education is a national nonprofit organization dedicated to
improving the lives of kids and families by providing the trustworthy information,
education, and independent voice they need to thrive in a world of media and
technology.
Parkland SD is a certified Common -Sense District, an honor that recognizes our
efforts in teaching digital citizenship to young people and engaging the entire
community in this important discussion and supporting educators using
technology for learning. The recognition acknowledges our district's' commitment
to providing safe and innovative spaces for students to thrive as they harness the
full potential of technology for learning and life.
Noteworthy Common Sense Media Resources
• Digital Citizenship Curriculum - The Nearpod lessons our teachers use to teach
digital citizenship content are based off these materials.
• Common Sense Parents Need to Know Blog - Featuring the "Parent's Ultimate
Guide" series, and advice for parents on salient topics.
• Common Sense YouTube Channel - Featuring videos on current events, digital
citizenship, news & media literacy, teaching strategies & more!
• Wide Open School Distance Learning Resources
Family Resources
• Grades K-5 Parent Toolkit
• Grades 6-8 Parent Toolkit
• Grades 9-12 Parent Toolkit
• Family Media Agreements
Parent Webcast & Workshop Recordings
• Plugged in Parents Workshop
• Parent Series Webcast #1: Student Use of Cell Phones
• Parent Series Webcast #2: Media Balance and Well Bein
• Parent Series Webcast #3: Best Apps for Parents
10
Other Reources for Digital Citizenship & Internet
Safety
Hoonuit
Parkland includes parents & guardians as part of our Parkland Learning
Community through Hoonuit, an online portal where users can see clips or full
courses on a wide range of topics from Google Sheets to navigating the college
application process. Hoonuit has courses on internet safety, including Being
Savvy Online and Digital Citizenship. They also have guides for parents on how to
use social media platforms like Facebook, Twitter, Instagram, & Snapchat.
Connect Safely
Keep up on the latest trends and concerns around social media and their
implications for online safety and privacy.
Digital Reputation Management
Many students are sharing large parts of their lives online, from their weekend
plans to photos of their latest lunch. Right now, it may seem like you're just
chatting with friends, but what you're really doing is laying the foundation for
your online reputation. If the digital footprint you're building now may last a
lifetime, consider this: is it one you'll be proud to share for the rest of your life? In
more immediate terms, is your online persona one you're willing to share with
college admissions officers or future employers? If the answer is no, don't panic.
You're not alone. Better yet, be prepared: there are steps you can take to build a
positive online reputation while you're still in high school.
FTC On Guard Online
Your privacy rights as set by government regulation, plus some very good advice
for talking to kids about online safety (particularly an article names "Net Cetera"
found in their Consumer Protection section).
Stay Safe Online
This website has some particularly valuable resources in the area of theft, fraud,
& cybercrime, and on securing key accounts and devices.
Wired Safety
Wired Safety provides help, information and education to Internet and mobile
device users of all ages. They help victims of cyberabuse ranging from online
fraud, cyberstalking and child safety, to hacking and malware attacks.
11
Na*_%mnrt
The NetSmartz Workshop is an interactive, educational safety resource from the
National Center for Missing & Exploited Children® (NCMEC) and Boys & Girls
Clubs of America (BCCA) for children aged 5 to 17, parents, guardians, educators,
and law enforcement that uses age-appropriate interactive activities to teach
children how to stay safer on the Internet.
VAST Parent's Guide to Online Safe
Parents Guide to Securely Storing Data on Computers and Portable Devices
12
13
hi CHNOLOGY/®I CIT
Internet Safety and Citizenship
All Northshore staff believe in the importance of empowering students to engage with digital
content and platforms to meet learning goals.
developmentA critical element in leveraging technology for learning is the
- one
technology1. Understands human, cultural and societal issues related to
technology and practices legal and ethical behavior.
2. Advocates and practices safe, legal and responsible use of
information and technology.
3. Exhibits a positive attitude toward using ..
collaboration, learning, and productivity. I
Demonstrates
5. Exhibits leadership for digital citizenship. I
Citizenship and Internet Safety. Our -. curriculum, Common
Sense Media's Digital Literacy and Citizenship Program, supports
students as they make decisions about appropriate online behavior,
websites.using personal devices, and interact with other individuals on social
networking - CSM curriculum also emphasizes
CyberBullying awareness and appropriate respo
-
..
more articles, videos,- - .
mightSense Media website.
You l find the resources l l when
talking r student about Digital Citizenship.
How can I support my student at home with responsible use of technology?
How can I encourage a balanced use of technology for my student?
What guidelines can I implement for media use for my student(s)?
What apps might my student be using that could be risky?
Who can I talk to at school about Technology Use?
14
Can someone present to my PTA/PTO/Parent Group on this topic?
Where can I read about this issue further?
How do I protect myself from phishing?
Request letter of support since it takes
John F. Kennedy, "Children are the world's most valuable resource and its best
hope for the future." "President John F. Kennedy said technology 'has no
conscience of its own. Whether it will become a force for good or ill depends on
man.'Yet swayed by digital ... 11 Wired Child: Reclaiming Childhood in a Digital
Reclaiming i in a DigitalKids' obsessive use of video games, social
media, and texting is eclipsing their connections with family and school—the two most
important contributors to their well-being. The result: a generation of kids who suffer from
soaring rates of emotional and academic problems, with many falling prey to an epidemic of
video game and internet addictions.
In Wired Child, learn why a bevy of social media friends won't keep teens from feeling empty
inside and turning to cutting for relief. See how our kids have become smartphone experts
who struggle in reading, math, and the other educational basics that colleges consider in
deciding admissions. And discover how many "child -friendly" technologies are depriving kids
of joy in the real world, putting them at risk for device addictions.
Wired Child gives you the confidence and skills you need to safely navigate your children
through a rapidly shifting media landscape. Dr. Freed offers concrete parenting strategies
that will help you create the strong family kids need and encourage their school success.
You'll also learn how to protect kids from destructive tech addictions, and instead guide them
to use technology productively as a positive force for their future. ,.......kkps://ric ardfreed.com/,
Wired Child: Reclaimina Childhood in a Diaital Aae - Kindle edition by Freed. Richard.
Health. Fitness & Dietina Kindle eBooks Ccs Amazon.com.
supportSeek , for Ca State legislationaddress
prevention safeguards mandates, accountability oversight in the interest child's
safety, school boards oughtaccountable
enforceablechild abuse ..
from schools' technology to prevent child abuse from screen time, blue light, to
address the education standards that are flawed. To the professional standards
.. -, ,1111 y1plill-
15
Craig A. Durfey
16
PARKLAND
SCHOOL DISTRICT
Comprehensive Plan
2015-2018
Executive Summary
Table of Contents
Comprehensive Planning Overview Pages 1-5
• Planning Process
• Mission Statement
• Vision Statement
• Shared Values
Educational Community Pages 6-11
• Description of the Community
• Ongoing District Initiatives
District Planning Committee Page 12
• Comprehensive Planning Committee Members
District Accomplishments Page 13
District Concerns Page 14
Align District Concerns with Systemic Challenges Pages 15-16
District Prioritized Systemic Challenges Pages 17
District Strategies to Resolve Systemic Challenges Pages 18-20
Parkland School District
Comprehensive Plan
2015-2018
Overview
PLANNING PROCESS:
Parkland School District has a history of educational success and strong community support of
the district's educational mission. The district's comprehensive planning process involved
participation from a variety of stakeholder with the focus placed upon student achievement
and continuous improvement. These various stakeholders participated in committees that
included both individual school committees as well as an overarching district -wide committee.
Each of the eleven schools (eight elementary schools, two middle schools and one high school)
created building action plans utilizing a building -based planning team which included
administrators, teachers, parents and members of the community including business partners.
Each building committee reviewed relevant student performance data, demographic
information and parent/community needs assessment results to identify the individual school's
strengths and challenges. A district -wide committee with a makeup of administrators,
professional staff members, support staff members, parents and community members,
including our business partners, reviewed data obtained from district needs assessments
results from community, parent, teacher and support staff members.
Following the process provided by the Comprehensive Planning Guidelines from the
Pennsylvania Department of Education ensured that consistency was followed allowing for the
allocation of resources and support for our district programs with a goal of continuous
improvements leading to greater student achievement.
The comprehensive planning process began in September 2013 as administrators
brainstormed names of parents, community members and business partners who would like to
be invited to attend and participate in building and district planning committees. Invitations to
participate were sent to various stakeholders seeking participation in our process. The district
designed a Wikispace to organize each individual committee's progress throughout the
planning process with a goal of completing the comprehensive plan which would guide the
school district for the next three years, 2015-2018.
In November the Assistant Superintendent invited team members to a series of meetings that
would lead to the development of the Parkland School District Comprehensive Plan 2015-2018.
On November 141 2013, the district planning team reviewed the comprehensive planning
process as well as began the process of reviewing and revising the district's Mission
Statement, Vision Statement and created Shared Values. Simultaneously, individual building
planning teams were meeting to review their relevant data to identify their systems challenges
in preparation to report at the January 30, 2014 district planning meeting. The district team
also reviewed the data obtained from the district needs assessment results.
1
On January 30, 2014 the district planning committee met for a second time and performed a
variety of tasks related to the comprehensive plan. The committee finalized a new district
mission statement and agreed that the vision statement developed by previous strategic
planning committees remains the mantra of the district today. They agreed that the vision
statement "'Educating for Success, Inspiring Excellence" should continue to be the vision of the
Parkland School District throughout the comprehensive planning years 2015-2018. The
committee worked through an exercise designed to identify the shared values that define the
Parkland School District. The shared values will be finalized at the March 26, 2014 district
planning meeting.
The committee then heard presentations from each building principal as to what the building
planning committees obtained from a review of building data as well as building survey data
results. The building principal presented to the committee a list of accomplishments as well as
a list of concerns encompassing areas each individual school will work to correct or enhance in
the future. Throughout the presentations from the building principals the committee members
listened for patterns of common accomplishments and concerns that will become part of the
districts overall focus for the comprehensive plan.
On March 26, 2014 the district planning committee met for a third time and building principals
reviewed their individual accomplishments and concerns. The district level administrators also
presented the Core Foundation accomplishments and concerns. The overall district committee
created a list of common accomplishments and concerns that were presented from the
building level and district level presentations. These became the basis of the school district
improvement plan for 2015-2018. The information was compiled and was the focus of the May
29, 2014 district planning team meeting.
The district planning committee met on May 29, 2014 for the purpose of finalizing the Mission
statement, Vision Statement and Shared Values. This was accomplished and the committee
heard presentations related to each school Action Plans which addressed their specific
Systemic Challenges. Comments were made related to each school plan and the district
cabinet leaders shared the district Action Plan addressing the district Systemic Challenges.
Comments were again solicited and agreement was reached that the plan was ready for final
editing. It was agreed that a report to the School Board would take place on September 16,
2014 seeking their approval to submit the 2015-2018 Parkland School District Comprehensive
Plan for a 28 day public inspection with the goal to obtain School Board approval for state
submission in late October.
2
MISSION STATEMENT:
Description of the mission and what defines the purpose of the organization:
The district mission statement speaks to the unique purpose or function of the Parkland School
District. This mission statement identifies what the district and community do, for whom they
do it, and for what benefit. In a real sense, it speaks to the day-to-day actions of all
stakeholders as stated below.
REVISED MISSION STATEMENT
VISION STATEMENT:
EXISTING VISION STATEMENT
3
SHARED VALUES:
Description of the shared values:
At the foundation of any organization's vision and mission are
the fundamental beliefs held by the organization. Shared
values serve as the driving force in the critical decisions made
within an organization. As such they guide how members of an
organization behave in pursuit of their vision and mission. In
education, beliefs about students, learning, and the learning
process are essential to the success of a school district. To this
end, the Parkland School District subscribes to the following
Shared Values.
WE BELIEVE:
Parkland School District Shared Values:
Collaboration/ Community:
• A well rounded educational experience includes trusting partnership between families,
schools, businesses and community.
Safety/ Well Being:
All students and staff have the right to a safe learning environment.
A well-rounded educational experience occurs in a safe and healthy family, school, and
community environment that is rich with positive role models.
• A safe and positive school environment includes character education, good citizenship,
resiliency and a sense of responsibility.
0
Curriculum:
• An exemplary curriculum is personalized, rigorous, and relevant to meet the needs of an
ever changing technologically driven global society.
• An exemplary curriculum is comprehensive in scope, inclusive in academics, arts and
athletics.
• An effective curriculum is aligned to standards, research based and relevant to promote
lifelong learners.
Learning:
• A successful educational experience encourages and embraces individuality, diversity, and
creativity in the classroom, school, community and in life.
• Effective K-12 education provides a diversity of learning experiences to prepare all students
for success in their future college and career pathways.
Instruction:
Effective instruction is differentiated or individualized to meet the diverse needs and abilities
of all learners.
Effective instruction is successfully delivered by staff who use professional expertise,
dedication, strong character, creativity and ability to inspire to actively engage all students
and encourage continued participation in the learning process.
• Effective instruction blends technology with existing best practices to enrich teaching and
learning.
5
EDUCATIONAL COMMUNITY:
Description of the educational community:
Overview•
The Parkland School District is located in a suburban -rural setting approximately 60 miles
north of Philadelphia and 70 miles west of New York City in the semi -metropolitan region
known as the Lehigh Valley. The regional population is approximately 600,000 including
Allentown, the third largest city in Pennsylvania. The Lehigh Valley International Airport,
Interstate 78 and the Pennsylvania Turnpike have attracted numerous industries and
commercial businesses to the Lehigh Valley. Within a radius of twenty five miles there are ten
degree -granting colleges and universities; they are: Lehigh Carbon and Northampton
Community Colleges, DeSales University, Cedar Crest College, Kutztown University, Lafayette
College, Lehigh University, Moravian College, Penn State University — Lehigh Valley and
Muhlenberg College. The 72 square miles of the Parkland School District encompass three
townships - North Whitehall, South Whitehall and Upper Macungie - with a total population of
approximately 50,000. The district's wide socio-economic range results from its bordering the
city of Allentown on the southeast and extending to farmlands at the western and northern
extremities.
SCHOOL DISTRICT ENROLLMENT (2013-14)
Parkland High School
3,147
Orefield Middle School
1,069
Springhouse Middle School
1,208
Cetronia Elementary School
521
Fogelsville Elementary School
546
Ironton Elementary School
384
Fred 3. Jaindl
630
Kernsville Elementary School
422
Kratzer Elementary School
399
Parkway Manor Elementary
School
458
Schnecksville Elementary
School
407
Total students K-12
9,191
0
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DISTRICT PERSONNEL
Teachers
598
Paraprofessionals/Teaching Asstants
131
Administrators
59
Non -Instructional Employees
523
Total Personnel
1,311
DISTRICT NUMBERS
2013-14 School Budget $143.6 million
2013-14 Teacher Starting Salary
$49,921 Bachelor's
$57,230 Master's
STUDENT DATA
% Eligible for Free/Reduced Lunch:
18.2%
% Receiving Special Education Services:
15%
% Receiving Gifted Education Services:
8%
Diversity of Student Body: 74% White, 10%
Hispanic,
4% African American, 10% Asian, 2% all others.
7
Ongoing District Initiatives
Annual district themes are developed by the Superintendent of Schools for each school
year. These district themes serve as a philosophy or framework for the school community and
focus attention upon ongoing and new district initiatives. Each district theme is presented
during an Opening Day presentation to all staff members and provides motivation for the start
of a new school year.
Annual district goals are established by administrators and professional staff for each school
year. These goals are shared with the Parkland Board of School Directors in September, with a
mid -year update in January and with an end of the year report in August.
Education Summit has been an annual event for the past 15 years in the Parkland School
District. Each November, this event serves as a "'State of the District" report for the Parkland
School Directors. Presentations are made by the Superintendent of Schools, the Assistant
Superintendent of Schools, and each of the district's Department Directors. These
presentations are both reflective and visionary in nature focusing on the district's educational
initiatives and academic achievements.
Budget Seminar is another annual event for the Parkland School District. Held each spring,
this event provides a comprehensive overview of district programs. It is also an opportunity for
school board directors and district administrators to review preliminary budget proposals and
solidify the appropriation of funds. The end result is a collaborative effort by the district
leadership to develop a responsible and feasible budget.
Partnerships are an important facet of the Parkland School District. Collaboration with local
businesses, government agencies and other educational institutions has proven vital to the
district's success. These partnerships have built and sustained relationships benefiting all
parties involved from both an operational and financial perspective.
Community Outreach is an essential aspect of the district. Programs for parents, senior
citizens and other community members have allowed the district to connect with all
stakeholders. Quarterly newsletters, an annual publication of district accomplishments and
special senior citizen events all serve to bring our schools to the community and our
community to the schools. Efforts to keep the community informed also are initiated through
the use of Parkland TV on Service Electric and RCN TV.
School Safety and Crisis Prevention Programs are a crucial part of the district. Proactive
programs to ensure the safety of students and staff are a top priority. In addition, a Crisis
Response Team operating in cooperation with other local school districts has proven to be
invaluable. The district has been commended for the partnerships formed with Local, County
and State Police and Emergency Management and Emergency Service Organizations. The
partnerships are enhanced by quarterly emergency management meeting with all community
emergency management leaders.
0
Technology has become a necessary component to the success of the district. Current and
updated video, voice, and data systems have supported educational goals. In addition, they
have allowed the logistical operations of the district to run in a smooth and seamless manner.
Continuous upgrading of our technology infrastructure has allowed for the process of allowing
students the opportunity to bring their own devise to school and connect to the Parkland
Network.
Professional Development is an ongoing priority for the Parkland School District. Lifelong
learning comes alive with the district's "'Parkland Academy." The academy offers over 250
workshops and seminars annually. This flexible year-long professional development program
for all professional and support staff coupled with a differentiated supervision plan for teachers
assures that the focus of all district initiatives is to enhance student achievement.
New Teacher Induction is an important part of the district's professional development
program. High expectations balanced with an equally high level of support serves as the basis
for this program. New teachers are offered a 6 -day program in August to orient them to the
district and to review curriculum specific to their position. An total of 66 hours of professional
development through the Parkland Academy are required during the school year. Most
important, they are assigned a principal and mentor teacher to support them throughout their
first year with the district during monthly meetings. Under this Comprehensive Plan, an
expansion of the New Teacher Induction Program is under consideration.
Academic Offerings are at the heart of the district's mission. An ongoing Curriculum and
Instruction Review Cycle or CIRC is conducted in all content areas. This five step cycle includes
a revision and/or development of the curriculum, a review of published materials, and a pre -
implementation with professional development to support a full implementation. Most
important is an assessment of new or revised curriculum to ensure its effectiveness to improve
student achievement based on the Pennsylvania Core Standards.
Career Awareness Programs are an integral part of the educational experiences provided
to students. Beginning at the elementary level, the Career Pathways Program and a Career
Shadowing Program have proven to be a valuable opportunity for students to explore and
learn about different carreers.
9
ENERGY: CONTINUOUS ENERGY IMPROVEMENT STRATEGY
PURPOSE:
The Parkland School District has always been proactive relative to the efficient use of Energy.
Beginning in March 2014 a new philosophy and focus has been implemented, however, whose
main thrust is energy conservation and the associated dollar savings that will naturally ensue.
We are also committing to conservation in all areas of the district along with the ongoing
education of both students and staff toward that end. The general, overall and overriding goal
to this initiative is to ensure the school district is, and espouses, being the best possible
steward of our environment.
AUTHORITY:
The initial phase of this renewed initiative is a Continuous Energy Improvement Program
sponsored by PPL and implemented by The Strategic Energy Group (SEG). The Superintendent
of Schools is designated as the Energy Sponsor and ultimately directs all efforts in this area.
During the first two years (2014-2016) of the program an Energy Champion has been
designated to oversee the creation and implementation of the program. At the conclusion of
the initial two year "break -in -period" the bulk of ongoing work will become a joint effort of all
department heads and school principals.
DELEGATION OF RESPONSIBILITY:
To kick the program off, an Energy Team of two components has been established. The Core
Team is composed of the Superintendent, Assistant Superintendent, Assistant to the
Superintendent for Operations, the Director of School Services, Building Principal (pilot school)
and the Energy Champion (two year designation). This Core Team — minus the Building
Principal, whose role will evolve into oversight of each building team — will function as a core
team from this point forward. This Core Team is then supplemented by a full Energy Team
which is comprised of Teachers, Custodians, Cafeteria workers and also the Building Principal —
as well as other appropriate departments (i.e. bus garage). The complete Energy Team will
work to promote continuous energy improvement within each school as well as continuously
evaluate all aspects of the school operations, identify weak spots and recommend remedial
action(s).
10
GUIDELINES:
In year one of the program, and beyond, the complete Energy Team will meet monthly to
discuss initiatives and the effectiveness of our efforts. In year two of the program, and beyond
each building Energy Team will meet monthly with the Building Principal and Director of the
School Services setting the schedule and agenda for these meetings.
OBJECTIVES:
The Continuous Energy Improvement Program will focus primarily on two areas —
mechanical/operational and behavioral/cultural:
Mechanical/Operational — ensure that when purchasing new and/or replacement
equipment we evaluate the life cycle cost of the equipment, taking into consideration not only
purchase price, but also cost of energy and anticipated maintenance costs. Also, a top priority
will be to evaluate the effective operation of all equipment and systems including, but not
limited to, proper settings, schedules and all "nuts and bolts" adherence to specifications.
Behavioral/Cultural — ensure that all students and staff members are utilizing best practices
relative to energy conservation, recycling and other "green"' conservation templates, as well.
Ongoing training is a hallmark of this initiative and will become incorporated in classroom
work, in -services, etc.
Reports will be given periodically to the Board of School Directors and other groups (i.e.
Community Advisory Council) to document progress, promote awareness and trumpet
successes within the district.
11
DISTRICT PLANNING COMMITTEE
Comurenensive riannina Committee Members
Josh Abrams ...........................
Springhouse Middle School, 7th Grade Teacher/PEA
LISA Adams ............................
Board of Education Member
Karen Aullsio ..........................
Principal, Kratzer Elementary School
Scott Bartman .........................
Principal, Parkway Manor Elementary School
Jane Coronati ..........................
Parkland High School, Science/Math Teacher/PEA
Daniel DePinho.......................
Parent—Parkway Manor Elementary
Brenda DeRenzo.....................
Principal, Fogelsville Elementary School
Karen Dopera.........................
Principal, Schnecksville Elementary School
Brian Everett ...........................
Custodian -Bus Driver/PESPA President
Sandi Gackenbach..................
Springhouse Middle School Social Studies Teacher/PEA President
Michelle Gannon .....................
Parkland High School Science Teacher/PEA
Michael Gehringer...................
Principal, Kernsville Elementary School
Jamie Giaquinto ......................
Principal, Cetronia Elementary School
Todd Gombos.........................
Principal, Orefield Middle School
Damian Goodman ....................
Fred J. Jaindl Elementary School Science Teacher/PEA
Gina Guiliano ..........................
Springhouse Middle School Paraprofessional/PESPA
Tarek Kamel ...........................
Business/Community Member
Pam Kelly ..............................
Director of Human Resources/Administration
David Kennedy .......................
Board of Education Member
Andrew Kravellck.....................
Network Administrator/PESPA
Amy Miller ..............................
Orefield Middle School, 8th Grade Teacher/PEA
Michelle Minotti.......................
Principal, Springhouse Middle School
James Moniz..........................
Principal, Parkland High School
Shree Patel ............................
Community Member
Linda Perlman -McKenna...........
Parent—Springhouse Middle School/PHS
Kelly Rosario ..........................
Director of Curriculum, Instruction, Professional Development
Dale Reitz ..............................
Acting Director of School Services/Administration
Elaine Ruttle ...........................
Teacher of Gifted—Elementary Schools/PEA
Thomas Salvaggio...................
Business/Community Member
Manuel Santacoloma...............
Transportation Department/PESPA
Diana Schantz ........................
Principal, Fred J. Jaindl Elementary School
Marian Schappell.....................
Community Member
William Schoch ........................
Parkland High School Hall Monitor/PESPA
Lyn Smith ..............................
Principal, Ironton Elementary School
Rick Smith ..............................
Kernsville Elementary School Maintenance/PESPA
Tracy Smith ............................
Assistant to the Superintendent for Operations/Administration
Rich Sniscak ...........................
Superintendent/Administration
Tammy Stavenski-Bennick.........
PHS Assistant Principal/Administration
Kerry Stefanyak......................
Garage Maintenance/PESPA
Kerin Steigerwalt .....................
Springhouse Middle School, 7th Grade Teacher/PEA
Michele Tell ............................
Administrative Assistant Student Services/PESPA
Rob Thornburg ........................
Director of Student Services/Administration
Rod Troutman .........................
Assistant Superintendent
12
DISTRICT ACCOMPLISHMENTS:
• Hiring process and interview process
• Inclusionary philosophy for students with special needs with a committed and
compassionate staff
• Coordination with regular education curriculum and professional development
• Only 1.2% of special needs students are placed in out -of -district settings
• Health, counseling and psychological services are reducing barriers for individual students
and providing interventions when required
• Procedures established for all assessments
• Curriculum revisions that align to the PA Core Standards
• Focus on Instructional Leadership through Teacher Effectiveness
(Danielson Framework/Teachscape)
• District infrastructure is strong and will be augmented even
further
• Building -level technology support is making a difference
• Attractive, clean facilities that are structurally sound
• Commitment of capital funds to keep facilities modern and up-to-date
• Safety/security procedures in place for the safety of all students, staff and visitors
• First rate equipment and a commitment to replace older equipment and buses.
• Sound accounting practices
• Financial management that decreases the chances of fraud and initiates transparency
• AA bond rating/positive bond refundings
• District policy and accompanying Administrative Regulations regarding safety and security
are updated and current
• Unified security/communications systems
• Increased security with improved screening of visitors
• Addition of School Resource Officer at the Middle Schools
• The Parkland Police Pals program
• Anti -bullying training
13
DISTRICT CONCERNS:
• Maintaining first responder meetings within all buildings; continuing to practice and review
crisis plans.
• Continually seeking out ways to better communicate both internally and to our school
community
• Providing time for intervention in kindergarten
• Professional Development/training: Teacher Induction and Mentors; focusing strategically
on professional development to support staff's needs; making time for technology
professional development and ensuring that professional development programs meets the
technological needs for our staff and administrators; training School Services staff on new
equipment with advanced technology; being pro -active in providing professional
development opportunities for school services staff; cross -training the Business Office Staff.
• Training for mentor teachers to ensure our new teachers are provided the support
necessary.
• Providing researched -based curriculum in an inclusionary environment
• Providing systemic supports to all students with a prevention focus; increasing state
reporting requirements (PIMS)
• Increasing differentiated instruction.
• Understanding the new School Performance Profile to assist all students to grow and
succeed
• Shifting assessment alignment to PA Core Standards; keeping up with the transitions
occurring in education now and in the future
14
Align District Concerns with Systemic Challenges:
• Maintaining first responder meetings within all buildings; continuing to practice and review
crisis plans.
• 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.
• Continually seeking out ways to better communicate both internally and to our school
community
• 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.
• Providing time for intervention in kindergarten
• Establish a district system that fully ensures students who are academically at risk are
identified early and are supported by a process that provides interventions based upon
student needs and includes procedures for monitoring effectiveness.
• Professional Development/training: Teacher Induction and Mentors; focusing strategically
on professional development to support staff's needs; making time for technology
professional development and ensuring that professional development programs meets the
technological needs for our staff and administrators; training School Services staff on new
equipment with advanced technology; being pro -active in providing professional
development opportunities for school services staff; cross -training the Business Office Staff.
• Establish a district system that fully ensures professional development is focused,
comprehensive and implemented with fidelity.
• Training for mentor teachers to ensure our new teachers are provided the support
necessary.
• Establish a district system that fully ensures professional development is focused,
comprehensive and implemented with fidelity.
• Providing researched -based curriculum in an inclusionary environment
• Establish a district system that fully ensures consistent implementation of standards aligned
curricula across all schools for all students.
15
• Providing systemic supports to all students with a prevention focus; increasing state
reporting requirements (PIMS)
• Establish a district system that fully ensures students who are academically at risk are
identified early and are supported by a process that provides interventions based upon
student needs and includes procedures for monitoring effectiveness.
• Increasing differentiated instruction.
• Establish a district system that fully ensures the consistent implementation of effective
instructional practices across all classrooms in each school.
• Understanding the new School Performance Profile to assist all students to grow and
succeed
• Establish a district system that fully ensures students who are academically at risk are
identified early and are supported by a process that provides interventions based upon
student needs and includes procedures for monitoring effectiveness.
• Shifting assessment alignment to PA Core Standards; keeping up with the transitions
occurring in education now and in the future
• Establish a district system that fully ensures consistent implementation of standards aligned
curricula across all schools for all students.
16
District Prioritized Systemic Challenges:
Establish a district system that fully ensures consistent
implementation of standards aligned curricula across all
schools for all students. (System #1)
• Providing researched -based curriculum in an
inclusionary environment
• Shifting assessment alignment to PA Core
Standards; keeping up with the transitions
occurring in education now and in the future
Establish a district system that fully ensures the consistent implementation of effective
instructional practices across all classrooms in each school. (System #2)
Increasing differentiated instruction
Establish a district system that fully ensures professional development is focused,
comprehensive and implemented with fidelity. (System #10)
• Professional Development/training: Teacher Induction and Mentors; focusing
strategically on professional development to support staff's needs; making time
for technology professional development and ensuring that professional
development programs meets the technological needs for our staff and
administrators; training School Services staff on new equipment with advanced
technology; being pro -active in providing professional development opportunities
for school services staff; cross -training the Business Office Staff.
• Training for mentor teachers to ensure our new teachers are provided the
support necessary.
Establish a district system that fully ensures students who are academically at risk are
identified early and are supported by a process that provides interventions based upon
student needs and includes procedures for monitoring effectiveness. (System #7)
Providing time for intervention in kindergarten
• Providing systemic supports to all students with a prevention focus; increasing
state reporting requirements (PIMS)
• Understanding the new School Performance Profile to assist all students to grow
and succeed
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.
(System #9)
• Maintaining first responder meetings within all buildings; continuing to practice
and review crisis plans.
• Continually seeking out ways to better communicate both internally and to our
school community
17
District Strategies to Resolve Systemic Challenges:
• Common Assessment within Grade/Subject
WWC reports the effective use of data can have a positive impact upon student achievement;
using common assessments to inform teacher practice is one such use of data.
Source k a//J m_ - _.
Teacher Moderation: Collaborative Assessment of Student Work and Common Assessments
provide detailed looks at the development and use of common assessments.
Sources lvg:::� // uu � v <b/ u� /��a <b� �uu � <b� /� , � , / m <b � / <b� S�i����erati����,'fH '
and Common Assessments: Mike Schmoker. (2006) Results Now: How We Can Achieve
Unprecedented Improvements in Teaching and Learning. Alexandria, Va.: ASCD.
SAS Alignment: Assessment, Instruction
• Data Analysis Procedures, Data -Informed Instruction, Data Teams & Data
Warehousing
Using Student Achievement Data to Support Instructional Decision Making provides a WWC
reporting of various strategies related to the acquisition, analysis, and application of student
data.
Source lige //i�_, � _ g v/u�� / � /pgfl � <b a�� _.m. uu�� _,/ � � .1� ..c c C fD2'J1116,
SAS Alignment: Assessment, Instruction
Development of a district wide assessment calendar.
To ensure that all schools are administering benchmark assessments around the same time,
the district will create a calendar that indicates windows of time students will take the
benchmark assessments.
SAS Alignment: Standards, Assessment, Curriculum Framework, Instruction, Materials &
Resources
m
Differentiating Instruction
Empirical validation of differentiated instruction as a package was not found; however, a large
number of testimonials and classroom examples of positive effects have been reported.
(Sources: Learning Styles: Concepts and Evidence,
Differentiated Instruction: Effective classroom practices report,
Learning Styles, Iuoi; _Lgji v � � � �ab_�) / � �/ <b u�u� ..:`" Y ,Il-------------------- id uu: o .
WWC: Assisting Students Struggling with Reading: Response to Intervention and Multi -Tier
Intervention in the Primary Grades,
a�_<bd�
Differentiated Instruction Reexamined, ai // igi,2g_� /u _�/<brticle /499,
Investigating the Impact of Differentiated Instruction in Mixed Ability Classrooms,
SAS Alignment: Instruction
• Full Day Kindergarten
A study indicates that low socioeconomic status minority students who attended full-day
kindergarten performed statistically better in math and reading in third grade than did the
identified students who attended half-day kindergarten.
j/v C1 e_ _11.000 'zc_ontex a _sq,. �b
We would like to begin to investigate and move towards providing our Kindergarten students
additional instructional time to provide struggling with intervention strategies necessary for
them to meet grade level expectations.
SAS Alignment: Standards, Assessment, Curriculum Framework, Instruction, Materials &
Resources
• Instructional Coaching
The purpose of Instructional Coaching is to bring evidence -based practices into classrooms by
working with teachers and other school leaders. The Pennsylvania Institute for Instructional
Coaching focuses on evidence -based literacy strategies and claims instructional coaching has a
positive impact upon student achievement.
Source '11. u:/j 2/�J�c
WWC has identified at least one instructional coaching model that has a positive impact on
achievement at the secondary level.
Source u o a//t_, � gl_ ov/ur c � / %u /��(i,6/��uu��,�� ��_v�� ,/x�Muµ a� a tui I ��<b.� a�u� �. _()2�2" "]I �_�Cl�j6MmI
SAS Alignment: Instruction
19
Instructional Conversations
Instructional conversations are planned, goal -directed conversations on an academic topic
between a teacher and a small group of students. Although instructional conversations can be
used to meet any learning goal in any content area, the studies identified have focused
attention on the effectiveness of instructional conversations in developing thematic
understanding of literature.
Source Iaa//g�,c_bc_r---- /_<b-v__<b-/_v�-------,_a
WWC reports Literature Logs used in conjunction with Instructional Conversations have
potentially positive effects on the reading achievement of ELL students.
Source a . //� � v/_ �� / / 6/� �g ,v a��: Tel � a ,/ ._., _ .11fD�f�(D_6,fH11.
SAS Alignment: Instruction
Parent Survey
Conduct a climate survey as to how well our schools are performing academically and socially.
In addition, we will gauge how safe and secure our schools are.
SAS Alignment: Safe and Supportive Schools
Substantial Professional Development
The Southwest Regional Educational Laboratory found that substantial professional
development showed a positive impact upon student achievement (substantial = greater than
14 hours of focused professional development delivered via workshops or summer institutes,
supported by follow-up sessions and all delivered by professional developers rather than train -
the -trainer approaches).
Source I aw//-, � �v/ �� / ��<b0
SAS Alignment: Instruction
• Team Collaboration Meetings and Core Team Meetings
All schools hold team meetings to discuss data and specific student data. A calendar will be
created to help building administrators structure consistent team meetings to review student
data in a timely fashion and plan for specific student grouping and guide instruction.
20
PARKLAND SCHOOL
DISTRICT
District Level Plan
07/01/2019 - 06/30/2022
2
Demographics
1210 Springhouse Rd
Allentown, PA 18104
(610)351-5503
Superintendent: Richard Sniscak
Director of Special Education: Andrew Weber
Planning Process
Parkland School District has a history of educational success and strong community support of the
district's educational mission. The district's Comprehensive Planning Process involved participation
from a variety of stakeholders with the focus placed upon student achievement and continuous
improvement. These various stakeholders participated in committees that included both individual
school committees as well as an overarching district -wide committee. Each of the eleven schools
(eight elementary schools, two middle schools and one high school) created building action plans
utilizing a building -based planning team which included administrators, teachers, parents and
members of the community including business partners. Each building committee reviewed
relevant student performance data, demographic information and parent/community needs
assessment results to identify the individual school's strengths and challenges. A district -wide
committee with a make-up of administrators, professional staff members, support staff members,
parents and community members, including our business partners, reviewed data obtained from
district needs assessments results from community, parent, teacher and support staff members.
Following the process provided by the Comprehensive Planning Guidelines from the Pennsylvania
Department of Education ensured that consistency was followed allowing for the allocation of
resources and support for our district programs with a goal of continuous improvements leading to
greater student achievement.
The comprehensive planning process began in September 2017 as administrators brainstormed
names of parents, community members and business partners who would like to be invited to attend
and participate in building and district planning committees. Invitations to participate were sent to
various stakeholders seeking participation in our process. The district designed a Google Doc to
organize each individual committee's progress throughout the planning process with a goal of
completing the Comprehensive Plan which would guide the school district for the next three years,
2019-2022.
In November the Assistant Superintendent invited team members to a series of meetings that would
lead to the development of the Parkland School District Comprehensive Plan 2019-2022. On
November 6, 2017, the district planning team reviewed the comprehensive planning process as well
3
as began the process of reviewing and revising the district's Mission Statement, Vision Statement
and created Shared Values. Simultaneously, individual building planning teams were meeting to
review their relevant data to identify their systems challenges in preparation to report at the May
23, 2018 district planning meeting. The district team also reviewed the data obtained from the
district needs assessment results.
The committee then heard presentations from each building principal as to what the building
planning committees obtained from a review of building needs assessment data. The building
principals presented to the committee a listing of accomplishments as well as a list of
concerns encompassing areas each individual school will work to correct or enhance in the future.
Throughout the presentations from the building principals, the committee members listened for
patterns of common accomplishments and concerns that will become part of the districts overall
focus for the Comprehensive Plan.
Finally, it was decided that the district planning committee meet and building principals update
their individual accomplishments and concerns. The district level administrators agreed to present
the Core Foundation accomplishments and concerns and the overall district committee created
common accomplishments and concerns were to be presented at the May 23, 2017 District and
School Planning meeting. These became the basis of the School District Improvement Plan for 2019-
2022.
The district planning committee met on May 23, 2018 for the purpose of finalizing the Mission
statement, Vision Statement and Shared Values. This was accomplished and the committee heard
presentations related to each schools Action Plans which addressed their specific Systemic
Challenges. Comments were made relative to each school plan and the district cabinet leaders
shared the district Action Plan addressing the district Systemic Challenges. Comments were again
solicited and agreement was reached that the plan was ready for final editing. It was agreed that a
report to the School Board would take place on September 18, 2018 seeking their approval to submit
the 2019-2022 Parkland School District Comprehensive Plan for a 28 -day public inspection with the
goal to obtain School Board approval for state submission in late October.
Mission Statemen
The district mission statement speaks to the unique purpose or function of the Parkland School
District. This mission statement identifies what the district and community do, for whom they do it,
and for what benefit. In a real sense, it speaks to the day-to-day actions of all stakeholders as stated
below.
MISSION:
Parkland School 1istrict's mission is to create a safe and secure environment that promotes
social• or all learners. Parkland strives to empower each learner tor-
a meaningful contributor in a dynamic global society through the collaborative efforts of
students, staff, parents and the Parkland Community.
4
Vision Statement
"Educating For Success, Inspiring Excellence."
Shared lu
At the foundation of any organization's vision and mission are the fundamental beliefs held by the
organization. Shared values serve as the driving force in the critical decisions made within an
organization. As such they guide how members of an organization behave in pursuit of their vision
and mission. In education, beliefs about students, learning, and the learning process are essential to
the success of a school district. To this end, the Parkland School District subscribes to the following
Shared Values.
PARKLAND SCHOOL DISTRICT SHARED VALUES
WE BELIEVE:
Collaboration/ Community:
• A comprehensive educational experience includes trusting partnerships between the local
community, families, schools, businesses, and the global society at large.
Safety/ Well Being
• All students and staff have the right to a safe learning environment.
• A well-rounded educational experience requires a safe learning environment, a secure
school, and community that is rich with positive role models.
• A safe and positive school environment includes character education, good citizenship,
including digital citizenship, resiliency and a sense of responsibility.
Curriculum
• An exemplary curriculum is personalized, rigorous, and relevant to meet the needs of an ever
changing technologically driven global society.
• An exemplary curriculum is comprehensive in scope, inclusive in academics, arts and
athletics, and prepares students for college and/or career.
• An effective curriculum is aligned to standards, research based and relevant to promote
lifelong learners.
5
Learning
• A successful educational experience encourages and embraces individuality, diversity, equity
and creativity in the classroom, school, community and in life.
• Effective K-12 education provides diverse learning experiences to prepare all students for
success in their career pathways.
• A well-rounded learning experience includes fostering awareness of inter -personal skills and
developing the 21st Century Skills to promote collaboration, critical thinking,
communication and creativity among all learners.
Instruction:
• Effective instruction is data driven and personalized to meet the diverse needs and abilities
of all learners.
• Effective instruction is successfully delivered by staff who use professional expertise,
dedication, strong character, creativity and ability to inspire to actively engage all students
and encourage continued participation in the learning process.
• Effective instruction is flexible and blends technology with existing best practices to enrich
teaching and learning.
• Effective instruction begins with comprehensive and on-going professional development to
prepare all staff to provide authentic instruction through inquiry.
Educational Community
Overview: The Parkland School District is located in a suburban -rural setting approximately 60
miles north of Philadelphia and 70 miles west of New York City in the semi -metropolitan region
known as the Lehigh Valley. The regional population is approximately 600,000 including Allentown,
the third largest city in Pennsylvania. The Lehigh Valley International Airport, Interstate 78 and the
Pennsylvania Turnpike have attracted numerous industries and commercial businesses to the
Lehigh Valley. Within a radius of twenty five miles there are ten degree -granting colleges and
universities; they are: Lehigh Carbon and Northampton Community Colleges, DeSales University,
Cedar Crest College, Kutztown University, Lafayette College, Lehigh University, Moravian College,
Penn State University - Lehigh Valley and Muhlenberg College.
The 72 square miles of the Parkland School District encompass three townships - North Whitehall,
South Whitehall and Upper Macungie - with a total population of approximately 60,300. The
district's wide socio-economic range results from its bordering the city of Allentown on the
southeast and extending to farmlands at the western and northern extremities.
R
SCHOOL DISTRICT ENROLLMENT (2017-2018)
Parkland High School
3,179
Orefield Middle School
949
Springhouse Middle School
1,298
Cetronia Elementary School
575
Fogelsville Elementary School
574
Ironton Elementary School
377
Fred J. Jaindl
648
Kernsville Elementary School
385
Kratzer Elementary School
469
Parkway Manor Elementary School
569
Schnecksville Elementary School
408
Total students K-12
9,431
DISTRICT PERSONNEL
Teachers 648
Paraprofessionals/Teaching Asst. 213
Administrators 63
Non -Instructional Employees 526
Total Personnel 1,450
DISTRICT NUMBERS
2017-2018 School Budget $172,335,581
2017-2018 Teacher Starting Salary $ 52,990 Bachelor's
$ 61,054 Master's
STUDENT DATA
% Eligible for Free/Reduced Lunch: 25.2%
% Receiving Special Education Services: 15.0%
% Receiving Gifted Education Services: 7.3%
Diversity of Student Body
White
65.6%
Hispanic
14.3%
African American
4.0%
Asian
12.3%
A110thers
3.8%
7
Ongoing District Initiatives
• Annual district themes are developed by the Superintendent of Schools for each school
year. These district themes serve as a philosophy or framework for the school community
and focus attention upon ongoing and new district initiatives. Each district theme is
presented during an Opening Day presentation to all staff members and provides motivation
for the start of a new school year.
• Annual district goals are established by administrators and professional staff and approved
by the Board of Directors for each school year. These goals are reviewed and approved by
the Parkland Board of School Directors in September, with a mid -year update in January and
with an end of the year report in August.
• Education Summit/School Board Retreat has been an annual event for the past 18 years in
the Parkland School District. Each year, either a "State of the District" report is reviewed with
the Parkland School Directors or when topics are specific to the" State of the District" such as
enrollment growth or capital project needs a retreat format with the School Board is
established. Presentations are made by the Superintendent of Schools, the Assistant
Superintendent of Schools and all cabinet members who have a specific role in the
presentation. These presentations are both reflective and visionary in nature focusing on the
district's educational initiatives and academic achievements or school facilities
management.
• Budget Seminar is another annual event for the Parkland School District. Held each
spring, this event provides a comprehensive overview of district programs. It is also an
opportunity for school board directors and district administrators to review preliminary
budget proposals and solidify the appropriation of funds. The end result is a collaborative
effort by the district leadership to develop a responsible and feasible budget.
• Partnerships are an important facet of the Parkland School District. Collaboration with
local businesses, government agencies and other educational institutions has proven vital to
the district's success. These partnerships have built and sustained relationships benefiting
all parties involved from both an operational and financial perspective.
• Community Outreach is an essential aspect of the district. Programs for parents,
senior citizens and other community members have allowed the district to connect with
all stakeholders. Quarterly newsletters, an annual publication of district accomplishments
and special senior citizen events all serve to bring our schools to the community and
our community to the schools. Efforts to keep the community informed also is initiated
through the use of Parkland TV on Service Electric and RCN TV.
School Safety and Crisis Prevention Programs are a crucial part of the district.
Proactive programs to ensure the safety of students and staff are a top priority. In addition, a
Crisis Response Team operating in cooperation with other local school districts has proven
to be invaluable. The district has been commended for the partnerships formed with Local,
County and State Police and Emergency Management and Emergency Service Organizations.
The partnerships are enhanced by quarterly emergency management meeting with all
community emergency management leaders. Each of our school also conduct emergency
management walkthroughs so to gain valuable safety and security suggestions from our first
responders. Parkland has also approved a District -Wide Safety Administrator in charge of
district security plans and implementation.
• Technology has become a necessary component to the success of the district. Current
and updated video, voice, and data systems have supported educational goals. In addition,
they have allowed the logistical operations of the district to run in a smooth and seamless
manner. Continuous upgrading of our technology infrastructure has allowed for the process
of allowing students the opportunity to bring their own devise to school and connect to the
Parkland Network. Parkland will completed its one-to-one student computer program by the
end of the 2018-2019 school year.
• Professional Development is an ongoing priority for the Parkland School District.
Lifelong learning comes alive with the district's "Parkland Academy." The academy offers
over 250 workshops and seminars annually. This flexible year-long professional
development program for all professional and support staff coupled with a differentiated
supervision plan for teachers assures that the focus of all district initiatives is to enhance
student achievement. The Direct of Professional Development has also made available online
professional development through Honuit and other online platforms to better meet the
needs of a growing staff.
• New Teacher Induction is an important part of the district's professional
development program. High expectations balanced with an equally high level of support
serves as the basis for this program. New teachers are offered a 6 -day program in August to
orient them to the district and to review curriculum specific to their position. A total of 66
hours of professional development through the Parkland Academy are required during the
school year. Most important, they are assigned a principal and mentor teacher to support
them throughout their first year with the district during monthly meetings. This was a goal
of the Comprehensive Plan 2015-2018, and the expansion of the New Teacher Induction
Program has been in effect since 2017.
• Academic Offerings are at the heart of the district's mission. An ongoing Curriculum
and Instruction Review Cycle or CIRC is conducted in all content areas. This five step
cycle includes a revision and/or development of the curriculum, a review of published
materials, and a pre -implementation with professional development to support a full
implementation. Most important is an assessment of new or revised curriculum to ensure its
effectiveness to improve student achievement based on the Pennsylvania Core Standards.
• Career Awareness Programs are an integral part of the educational experiences provided
to students. Beginning at the elementary level, the Career Pathways Program and a
Career Shadowing Program have proven to be a valuable opportunity for students to explore
and apply skills to future.
I
ENERGY: CONTINUOUS ENERGY IMPROVEMENT STRATEGY
PURPOSE
The Parkland School District has always been proactive relative to the efficient use of resources,
including energy. In early 2014, the district embarked on an experimental program sponsored by
PPL Electric Utilities, to reduce the consumption of electricity and save the district Kilowatt hours.,
the associated dollars that go with that effort and in general become, and encourage all stakeholders
including staff, students, parents and the Parkland community as a whole, to become better
stewards of the environment. The first three years of the program proved to be quite successful. It is
now our goal to expand those efficiencies into a fourth year of the program and increase and
improve upon the savings we can realize.
AUTHORITY
As identified early on in our Continuous Energy Improvement Program, district Superintendent will
continue to function as our Energy Sponsor, providing support for the program as needed. A district
Energy Champion will oversee and coordinate activities throughout the district while each school
will continue to have a designated school Energy Champion who shall coordinate events/activities
through a Green Team comprised of building staff, students and parents.
DELEGATION OF RESPONSIBILITY
To assist the Superintendent and provide additional support to the district Energy Champion, a Core
Team comprised of the Assistant Superintendent, Assistant to the Superintendent for Operations, the
Director of School Services and the Orefield Principal (original pilot school leader) will continue to
provide leadership for the program.
GUIDELINES
Each school Energy Team will meet monthly, with meeting minutes distributed to every other
schools Energy Champion and a quarterly summary of these meetings compiled for review by the
Core Team.
OBJECTIVES
The Continuous Energy Improvement Program will continue to focus primarily on two separate, but
equally important areas of district operations:
Mechanical /Operational - Ensure that when purchasing new and/or replacement equipment the
life cycle cost of such equipment is evaluated and considered. Also, inspection of, evaluation and
replacement of -when needed -the effective operational settings/functioning of all existing equipment
will continue to be critical.
10
Behavioral/Cultural - Establish best practices relative to conservation of all kinds. On-going
training of all stakeholders is imperative, and therefore will be scrutinized continuously to ensure
optimal understanding of our efforts and results.
Planning Committee
Name
Role
Barbara Ganguzza
Administrative Assistant :Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Karen Aulisio
Administrator : Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Jeff Bartman
Administrator: Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Scott Bartman
Administrator : Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Tim Chorones
Administrator : Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Karen Dopera
Administrator : Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Michael Gehringer
Administrator : Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Crystal George
Administrator : Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Jamie Giaquinto
Administrator : Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Todd Gombos
Administrator : Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Rob Holmes
Administrator : Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Pam Kelly
Administrator : Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Terry Meehan
Administrator : Professional Education
..................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Michelle Minotti
Administrator : Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
James Moniz
Administrator : Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Tony Naradko
Administrator: Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Monica Ouly-Uhl
Administrator : Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
John Pfeiffer
Administrator : Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Jude Sandt
Administrator : Professional Education
..................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Diana Schantz
Administrator : Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Kurt Schreefer
Administrator : Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Lori Seier
Administrator : Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Tracy Smith
Administrator : Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Richard Sniscak
Administrator : Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Tamara Stavenski-Bennick
Administrator : Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Tom Stoudt
Administrator : Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Val Strock
Administrator : Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Alison Thompson
Administrator : Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Rodney Troutman
Administrator : Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
David Kennedy
Board Member : Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Lisa Roth
Board Member: Professional Education
..................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Mike Butz
Business Representative : Professional Education
Doug Leonzi
Business Representative . Professional Education
11
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Buddy Lesavoy
Business Representative : Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Janis Pany
Business Representative : Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Karen Falise
Community Representative : Professional
Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Murtuza Jaffer
Community Representative : Professional
Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Neha Laud
Community Representative : Professional
Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Laurie Lebo
Community Representative : Professional
Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Buddy Lesavoy
Community Representative : Professional
Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
David Keppel
Director of School Services : Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Andrew Kravelik
Ed Specialist - Instructional Technology
Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Lisa Nyce
Ed Specialist - Instructional Technology
Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Greg Parlo
Ed Specialist - Instructional Technology
Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Christine Bankos
Ed Specialist - School Counselor : Professional
Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Kathy Gross
Ed Specialist - School Counselor : Professional
Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Elaine Letoski
Ed Specialist - School Counselor : Professional
Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Brandi McFarland
Ed Specialist - School Counselor : Professional
Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Kelly Scurci-Neth
Ed Specialist - School Counselor : Professional
Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Lynda Strohl
Ed Specialist - School Counselor : Professional
Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Lisa Wolfe
Ed Specialist - School Counselor : Professional
Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Lynne Moller
Ed Specialist - School Nurse : Professional
Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Brian Barone
Ed Specialist - School Psychologist : Professional
Education Special Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Steve Matulevicius
Ed Specialist - School Psychologist : Professional
Education
12
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Ann Anderson
Elementary School Teacher
- Regular Education
Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Christina Apgar -Doll
Elementary School Teacher
- Regular Education
Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Jacque Cteamer
Elementary School Teacher
- Regular Education
Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Kathy Dalrymple
Elementary School Teacher
- Regular Education
Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Tina Doll
Elementary School Teacher
- Regular Education
Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Traci Falco
Elementary School Teacher
- Regular Education
Special Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Michael Frew
Elementary School Teacher
- Regular Education
Professional Education
..................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Michelle Geczi
Elementary School Teacher
- Regular Education
Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Sandy Hardy
Elementary School Teacher
- Regular Education
Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Carol Hurley
Elementary School Teacher
- Regular Education
Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Marcie Kuhns
Elementary School Teacher
- Regular Education
Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Megan Lesser
Elementary School Teacher
- Regular Education
Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Melissa Marcia
Elementary School Teacher
- Regular Education
Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Dolorea McNair
Elementary School Teacher
- Regular Education
Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Michelle Moser
Elementary School Teacher
- Regular Education
Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Nancy Nahrgang
Elementary School Teacher
- Regular Education
Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Kelly Richenbaker
Elementary School Teacher
- Regular Education
Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Daniel Ryan
Elementary School Teacher
- Regular Education
Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Julie Schultz
Elementary School Teacher
- Regular Education
Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Jennifer Sicinski
Elementary School Teacher
- Regular Education
Professional Education
13
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Meghan Thomas
Elementary School Teacher - Regular Education
Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Sarah Weaber
Elementary School Teacher - Regular Education
Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Sara Marsh
Elementary School Teacher - Special Education
Special Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Rebecca Miltenberger
Elementary School Teacher - Special Education
Special Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Leigh Navarre
Elementary School Teacher - Special Education
Special Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
All Rosenberger
Elementary School Teacher - Special Education
Special Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Christine Sarnicky
Elementary School Teacher - Special Education
Special Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
William Schooch
Hall Monitor : Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Jane Coronati
High School Teacher - Regular Education
Professional Education
..................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Michelle Gannon
High School Teacher - Regular Education
Professional Education Schoolwide Plan
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Timothy Schwarz
High School Teacher - Regular Education
Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Melodie Stinner
High School Teacher - Regular Education
Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Amy New
High School Teacher - Special Education : Special
Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Corey Bergstem
Instructional Coach/Mentor Librarian : Professional
Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Mathew DeFazio
Instructional Coach/Mentor Librarian : Professional
Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Nikki Gelfo
Instructional Coach/Mentor Librarian : Professional
Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Andrea Marzano
Instructional Coach/Mentor Librarian : Professional
Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Diane Nolfe
Instructional Coach/Mentor Librarian : Professional
Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Kathy Pearson
Instructional Coach/Mentor Librarian : Professional
Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Ruth Tice
Instructional Coach/Mentor Librarian : Professional
Education
PhyllisInstructional
Technology Director/Specialist
14
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
JR Renna
Instructional Technology Director/Specialist
Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Joelle Strahler
Intermediate Unit Staff
Member: Professional
Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Josh Abrams
Middle School Teacher
- Regular Education
Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Jill Berrigan
Middle School Teacher
- Regular Education
Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Matt Brown
Middle School Teacher
- Regular Education
Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Tom Bryant
Middle School Teacher
- Regular Education
Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Jim Haines
Middle School Teacher
- Regular Education
Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Steve Hoffman
Middle School Teacher
- Regular Education
Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Lisa Kadar
Middle School Teacher
- Regular Education
Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Barry Kushner
Middle School Teacher
- Regular Education
Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Karen Lauser
Middle School Teacher
- Regular Education
Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Dana Mancini
Middle School Teacher
- Regular Education
Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Amy Miller
Middle School Teacher
- Regular Education
Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Carlos Montes
Middle School Teacher
- Regular Education
Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Sandy Rhodes
Middle School Teacher
- Regular Education
Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Samantha Schultz
Middle School Teacher
- Regular Education
Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Maria Serina
Middle School Teacher
- Regular Education
Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Marcia Stay
Middle School Teacher
- Regular Education
Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Elsa Benincasa
Middle School Teacher
- Special Education : Special
Education
.....Brian.....Fulmer......................................................................................................................................................................................................................................................................................................_..................................................................................................................................
Middle School Teacher
Special Education . Special
15
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Erica Lutri
Middle School Teacher - Special Education : Special
Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Patrick Murphy
Middle School Teacher - Special Education : Special
Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Peter Pizzuto
Middle School Teacher - Special Education : Special
Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Katie Auriemma
Parent : Special Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Leslie Billowitch
Parent : Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Gina Clifton
Parent : Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Molly Cygan
Parent : Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Tori Duff
Parent : Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Paul Frantz
Parent : Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Michael Frew
Parent : Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Melodie Gallagher
Parent : Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Linda Gallo
Parent : Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Dawn George
Parent : Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Monica Gutman
Parent : Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Cindy James
Parent : Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Anita Kapoor
Parent : Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Melissa Leonzi
Parent : Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Joanna Midgett
Parent : Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Meredith Miller
Parent : Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Meredith Miller
Parent : Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Kristine Neel
Parent : Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Deb Newhard
Parent : Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Hilda Patton
Parent : Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Wendy Pursell
Parent : Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Carrie Weaknecht
Parent : Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Deb Wiener
Parent : Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Beverly Wilkinson
Parent : Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Cherise Yee
Parent : Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Sandi Gackenbach
PEA Associations President : Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Darvin Faust
School Resource Officer : Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Darina Fisher
Special Education Director/Specialist : Professional
Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Elizabeth Moyer
Special Education Director/Specialist : Professional
Education
16
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Andrew Weber
Special Education Director/Specialist : Special
Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Marge Evans
Student Curriculum Director/Specialist
Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Jason Henry
Student Curriculum Director/Specialist
Professional Education
..................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Diane Neikam
Student Curriculum Director/Specialist
Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Kelly Rosario
Student Curriculum Director/Specialist
Professional Education
....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Stephanie Franke
Student Services Director/Specialist : Professional
Education
.....Kell...Pa.....e........................................................................................................................................................................................................................................................................._........................................................_......................................................................................................................
g
Title I : Professional Education
17
Happikq andAlkqmnent
Elementary Education -Primary Level
Standards
Mapping
Alignment
Arts and Humanities
Accomplished
P shed
Accom lished
P
Career Education and Work
Developing
Developing
.......................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Civics and Government
Accomplished
Accomplished
PA Core Standards: English Language Arts
Accomplished
Accomplished
PA Core Standards: Literacy in History/Social Studies,
Needs
Needs
Science and Technical Subjects
Improvement
Improvement
PA Core Standards: Mathematics
Accomplished
Accomplished
Economics
Accomplished
Accomplished
Environment and Ecology
Accomplished
Accomplished
Family and Consumer Sciences
Accomplished
Accomplished
Geography
.......................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Accomplished
Accomplished
Health, Safety and Physical Education
Accomplished
Accomplished
History
Accomplished
Accomplished
Science and Technology and Engineering Education
Accomplished
Accomplished
Alternate Academic Content Standards for Math
Accomplished
Accomplished
Alternate Academic Content Standards for Reading
.......................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Accomplished
Accomplished
American School Counselor Association for Students
Accomplished
Accomplished
Early Childhood Education: Infant - Toddler - Second
Developing
Developing
Grade
English Language Proficiency ....................................................................................................................................................................................
Developing
Developing
Interpersonal Skills
................................................................................................................................................................................................................AccomP
Developing
......11She
Developing
SchoolClimate
d.....................Acco......Phshe.d..........
Explanation for standard areas checked "Needs Improvement" or "Non Existent":
This committee has identified that the PA Core Literacy in Social Studies and Science is an
area we would like to improve. We have curriculum aligned to PA standards; however, the
focus on Social Studies and Science at this level has been overshadowed by many other
initiatives. We are planning to realign and bring an integrated approach to addressing these
standards.
Elementary Education -Intermediate Level
Standards
Mapping
Alignment
Arts and Humanities
Accomplished
Accomplished
Career Education and Work
.......................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Developing
Developing
Civics and Government
Accomplished
Accomplished
PA Core Standards: English Language Arts
Accomplished
Accomplished
PA Core Standards: Literacy in History/Social Studies,
Needs
Needs
Science and Technical Subjects
Improvement
Improvement
PA Core Standards: Mathematics
Accomplished
Accomplished
Economics
Developing
Developing
Environment and Ecology
.......................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Accomplished
Accomplished
Family and Consumer Sciences
Accomplished
Accomplished
Geography
Accomplished
Accomplished
Health, Safety and Physical Education
Accomplished
Accomplished
History
Accomplished
Accomplished
Science and Technology and Engineering Education
Accomplished
Accomplished
Alternate Academic Content Standards for Math
Accomplished
Accomplished
Alternate Academic Content Standards for Reading
.......................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Accomplished
Accomplished
American School Counselor Association for Students
Accomplished
Accomplished
English Language Proficiency
Developing
Developing
Interpersonal Skills
................................................................................................................................................................................................................Accom......11Shed.....................Accom......lished..........
Developing
Developing
S.choo.l Climate
P
P
Explanation for standard areas checked "Needs Improvement" or "Non Existent":
This committee has identified that the PA Core Literacy in Social Studies and Science is an
area we would like to improve. We have curriculum aligned to PA standards, however, the
focus on Social Studies and Science at this level has been overshadowed by many other
initiatives. We are planning to realign and bring an integrated approach to addressing these
standards.
Middle Level
Standards
Mapping
Alignment
Arts and Humanities
Accomplished
Accomplished
Career Education and Work
Developing
Developing
Civics and Government
.......................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Accomplished
Accomplished
PA Core Standards: English Language Arts
Accomplished
Accomplished
PA Core Standards: Literacy in History/Social Studies,
Accomplished
Accomplished
Science and Technical Subjects
PA Core Standards: Mathematics
Accomplished
Accomplished
Economics
Accomplished
Accomplished
Environment and Ecology
Accomplished
Accomplished
Family and Consumer Sciences
......Ge.o......g .........................................................................................................................................................................................................................................AccomP......11Sh.e.d.....................Accom......
Accomplished
Accomplished
raP......hY
P lishe.d..........
19
Health, Safety and Physical Education
Accomplished
Accomplished
History
Accomplished
Accomplished
Science and Technology and Engineering Education
Accomplished
Accomplished
Alternate Academic Content Standards for Math
Accomplished
Accomplished
.......................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Alternate Academic Content Standards for Reading
Accomplished
Accomplished
American School Counselor Association for Students
Accomplished
Accomplished
English Language Proficiency
.....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................m....................................................................................................................................................................
Developing
Developing
Interpersonal Skills
Developing
Developing......
School Climate
Developing
Developing
World Language
Accomplished
...................................
AccomPlished..
Explanation for standard areas checked "Needs Improvement" or "Non Existent":
This committee has identified from a Curriculum and Instruction office and
building level
administration that these areas are not evident. We recognized as a district
if these are in
place that we will need to educate professional staff on their
High School Level
.......................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Standards
Mapping
Alignment
Arts and Humanities
Accomplished
Accomplished
Career Education and Work
.......................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Developing
Developing
Civics and Government
Accomplished
Accomplished
PA Core Standards: English Language Arts
Accomplished
Accomplished
PA Core Standards: Literacy in History/Social Studies,
Accomplished
Accomplished
Science and Technical Subjects
PA Core Standards: Mathematics
Accomplished
Accomplished
Economics
Accomplished
Accomplished
Environment and Ecology
Accomplished
Accomplished
.......................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Family and Consumer Sciences
Accomplished
Accomplished
Geography
Accomplished
Accomplished
Health, Safety and Physical Education
Accomplished
Accomplished
History
Accomplished
Accomplished
Science and Technology and Engineering Education
Accomplished
Accomplished
.......................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Alternate Academic Content Standards for Math
Accomplished
Accomplished
Alternate Academic Content Standards for Reading
Accomplished
Accomplished
American School Counselor Association for Students
Accomplished
Accomplished
English Language Proficiency
Developing
Developing
Interpersonal Skills
Developing
Developing
School Climate
Needs
Needs
...Language
.....World
Improvement ......................................
Improvement
Accomplished
Accomplished
Explanation for standard areas checked "Needs Improvement" or "Non Existent":
20
We would like to build a more positive school climate and continue the School Wide
Positive Behavior culture that is already developed in K-8.
'Adaptations
Elementary Education -Primary Level
Checked answers
• Arts and Humanities
• Civics and Government
• PA Core Standards: English Language Arts
• Economics
• Environment and Ecology
• Family and Consumer Sciences
• Geography
• Health, Safety and Physical Education
• History
• Science and Technology and Engineering Education
Unchecked answers
None.
Elementary Education -Intermediate Level
Checked answers
• Arts and Humanities
• Civics and Government
• PA Core Standards: English Language Arts
• Economics
• Environment and Ecology
• Family and Consumer Sciences
• Geography
• Health, Safety and Physical Education
• History
• Science and Technology and Engineering Education
Unchecked answers
None.
Middle Level
Checked answers
• Arts and Humanities
• Civics and Government
• Economics
• Environment and Ecology
• Family and Consumer Sciences
21
• Geography
• Health, Safety and Physical Education
• History
• Science and Technology and Engineering Education
Unchecked answers
None.
High School Level
Checked answers
• Arts and Humanities
• Civics and Government
• Economics
• Environment and Ecology
• Family and Consumer Sciences
• Geography
• Health, Safety and Physical Education
• History
• Science and Technology and Engineering Education
Unchecked answers
None.
Explanation for any standards checked:
Our Curriculum Department is currently working with teams of teachers to align curriculum
maps to PA CORE. We are also working with the Student Service Department and Guidance
Counselors to align the Career Education and Work Standards. All other areas have been
previously aligned to PA Academic Standards in K-12 and are revisited annually if any
instruction is need to change to stay aligned to the PA Academic Standards.
Curriculum
Planned Instruction
Elementary Education -Primary Level
Curriculum Characteristics Status
Objectives of planned courses, instructional units or interdisciplinary Accomplished
studies to be achieved by all students are identified for each subject area.
Content, including materials and activities and estimated instructional Accomplished
time to be devoted to achieving the academic standards are identified.
The relationship between the objectives of a planned course,
instructional unit or interdisciplinary studies and academic standards Accomplished
are identified.
Procedures for... measurement..o f.. ..........o.f.the...ob...ectives o f..a.......lan.ne.�..............................................................................................................
mastery � P Accomplished
course, instructional unit or interdisciplinary studies are identified.
22
Processes used to ensure Accomplishment:
Parkland has an established review of curriculum. We also have added a new tool called
Curriculum Connector that will have transition curriculum guides into a data base of
standard based reports. We meet regularly with teachers to tweak curriculum where we
find areas of need. The above curriculum characteristics are discussed by administration
and professional staff at regularly scheduled collaboration meetings.
Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How
the LEA plans to address their incorporation:
This narrative is empty.
Elementary Education -Intermediate Level
Curriculum Characteristics
Status
Objectives of planned courses, instructional units or interdisciplinary
Accomplished
studies to be achieved by all students are identified for each subject area.
Content, including materials and activities and estimated instructional
Accomplished
time to be devoted to achieving the academic standards are identified.
The relationship between the objectives of a planned course,
instructional unit or interdisciplinary studies and academic standards
Accomplished
are identified. ..............................................................................................................
..........o.f.the...ob...ectives
Procedures for... measurement..o f..
o f..a.......lan.ne.�
mastery � P
Accomplished
course, instructional unit or interdisciplinary studies are identified.
Processes used to ensure Accomplishment:
Parkland has an established review of curriculum. We also have added a new tool called
Curriculum Connector that will have transition curriculum guides into a data base of
standard based reports. We meet regularly with teachers to tweak curriculum where we
find areas of need. At the elementary school level, grade level teams are used to
collaborate between teachers of common content areas and administration. The meetings
address all the above curriculum needs and instructional practices. In addition, curriculum
revisions and alignment to academics standards are reviewed by staff during designated
professional development days.
Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How
the LEA plans to address their incorporation:
This narrative is empty.
23
Middle Level
.........................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Curriculum Characteristics Status
Objectives of planned courses, instructional units or interdisciplinary Accomplished
studies to be achieved by all students are identified for each subject area.
Content, including materials and activities and estimated instructional Accomplished
time to be devoted to achieving the academic standards are identified.
The relationship between the objectives of a planned course,
instructional unit or interdisciplinary studies and academic standards Accomplished
are identified.
Procedures ...for
...measurement
..o f.. ..........o.f.the...ob...ectives o f..a.......lan.ne.�..............................................................................................................
mastery � P Accomplished
course, instructional unit or interdisciplinary studies are identified.
Processes used to ensure Accomplishment:
Parkland has an established review of curriculum. We also have added a new tool called
Curriculum Connector that will have transition curriculum guides into a data base of
standard based reports. Administrative teams meet regularly with professional staff to
tweak curriculum where we find areas of need. At the middle school level, team leaders
and content teams are used to collaborate between teachers of common content areas and
administration. The meetings address all the above curriculum needs and instructional
practices
Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How
the LEA plans to address their incorporation:
This narrative is empty.
High School Level
Curriculum Characteristics Status
Objectives of planned courses, instructional units or interdisciplinary Accomplished
studies to be achieved by all students are identified for each subject area.
Content, including materials and activities and estimated instructional Accomplished
time to be devoted to achieving the academic standards are identified.
The relationship between the objectives of a planned course,
instructional unit or interdisciplinary studies and academic standards Accomplished
are identified.
Procedures... for... measurement.. of aste.r.........o.f.the...ob...ectives..of..a.........lan.ne.�l..............................................................................................................
y � P Accomplished
course, instructional unit or interdisciplinary studies are identified.
Processes used to ensure Accomplishment:
Parkland has an established review of curriculum. We also have added a new tool called
Curriculum Connector that will have transition curriculum guides into a data base of
standard based reports. We meet regularly with teachers to tweak curriculum where we
find areas of need. At the high school level, Professional Learning Communities are used to
collaborate between teachers of common content areas and administration. The meetings
address all the above curriculum needs and instructional practices
24
Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How
the LEA plans to address their incorporation:
This narrative is empty.
Modification andAcccmmc'icn
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.
Teachers will be developing instruction containing modifications and accommodations that
allow all students to master a rigorous standard aligned curriculum. Teachers will be using
units and lessons that focus on addressing the PA Core Standards. Each building has
defined data teams to help develop individual learning paths for each student. All
professional staff use performance data from Parkland's Performance Tracker Data Base to
adjust instruction where needed. An established RtII program is in place in the elementary
schools and student action planning is in place in the middle schools and high school. The
teachers use all aspects of the data collected to make decisions on differentiated instruction
in the classroom.
Instructional Strati�gies
Checked Answers
• Formal classroom observations focused on instruction
• Walkthroughs targeted on instruction
• Annual Instructional evaluations
• Instructional Coaching
Unchecked Answers
• Peer evaluation/coaching
Regular Lesson Plan Review
Checked Answers
• Not Reviewed
Unchecked Answers
• Administrators
• Building Supervisors
• Department Supervisors
• Instructional Coaches
25
Provide brief explanation of LEA's process for incorporating selected strategies:
Parkland's Differentiated Supervision Plan allows teachers to choose a method of
supervision that enables them to explore, in depth, new ideas or interests that will enable
them to refine their teaching skills and promote professional growth. Tenured individuals
must participate in the focused method every 3-5 years, requiring one formal observation,
and non -tenured are formally observed twice per year. In addition they can choose from
the Self -Directed model or Cooperative model. An Intensive Supervision Plan is in place for
any staff member that requires close supervision and assistance in their teaching craft.
Through the use of My Learning Plan, administrators complete formal observations using
the Danielson Framework. This framework promotes professional discussions between
staff member and administrator. Walkthroughs are conducted throughout the year as well.
The Curriculum and Instruction department along with administrators and teachers
continually evaluate how effective the curriculum is and make adjustments as needed. RTII
teachers and Reading Specialists work closely with teachers at the elementary level and
assist them in improving instruction and implementing best practices. Grade level meetings
with the Core team take place on a regular basis to discuss instructional practices and
student progress. Each middle school has a Data and Instructional Specialist that
continually works with team leaders and classroom teachers to review data and refine
instruction. In addition, the Technology Integration Specialist works with all middle school
teachers to assist them with the implementation of our Parkland Ready 21 Plan and our 1:1
initiative. At the high school level, there is an Instructional Supervisor and an Instructional
Coach that work with Department Chairs to lead Professional Learning Communities
focusing on data, content, and sharing classroom practices and teaching strategies.
Provide brief explanation for strategies not selected and how the LEA plans to address their
incorporation.
Professional staff are not evaluated by peers, but peer coaching is in place at all levels in the
form of Reading Specialists and RTII Teachers at the elementary level, Team Leaders, Data
and Instructional Specialists and Technology Integrations Specialists at the middle level,
and Instructional Supervisor, Instructional Coach, and Department Chairs at the high school
level.
Lesson Plans are currently not reviewed regularly. Building principals may review them
during a classroom observation or a walkthrough. In addition, a teacher can choose to
submit them as evidence of planning and preparation as part of Domain 1 of the
observation and evaluation process. Regular review of lesson plans would be part of
negotiations with the union.
26
Responsiveness to Student Needs
Elementary Education -Primary Level
Instructional Practices Status
Structured grouping practices are used to meetstudent needs. Full Implementation
g p gp p
Flexible instructional time or other schedule -related practices are used Full Implementation
to meet student needs.
Implemented in 50%
Differentiated instruction is used to meet student needs. or more of district
classrooms
A variety of practices that may include structured grouping, flexible Implemented in 50%
scheduling and differentiated instruction are used to meet the needs ofor more of district
gifted students. classrooms
If necessary, provide further explanation.
Differentiation of instruction at the elementary level is implemented in various ways in
order to meet the needs of students. Students are placed in differentiated reading groups
enabling them to have access to grade level text during whole group instruction and
material that is at their instructional level during differentiated reading time. Groups are
fluid and provide the opportunity for students to read text at the level that will best meet
their needs at a given time. Many of our teachers differentiate math instruction within their
classroom, but this is an area we are working to strengthen through professional
development offerings. In addition, there is a 45 minute period built into every day for
intervention or enrichment based on individual student needs. With the implementation of
full day kindergarten, we have a 30 minute I/E block for Language Arts and a 20 minute I/E
block for math daily during which time classroom teachers and Titlel/DRP assistants
provide additional support to students. Gifted students participate in a pull out program
that provides enrichment instruction. Gifted students are challenged in the regular
classroom, however, we are currently looking closely at our elementary gifted program to
better align the enrichment provided to enhance what is being taught in the classroom. A
student can participate in accelerated math if they qualify based on testing.
Elementary Education -Intermediate Level
Instructional Practices
Status
Structured grouping practices are used to meet student needs.
Full
Implementation
Flexible instructional time or other schedule -related practices are used
Full
to meet student needs.
Implementation
Implemented in
Differentiated instruction is used to meet student needs.
50% or more of
district
classrooms
A variety of practices that may include structured grouping, flexible
Implemented in
50% or more of
scheduling and differentiated instruction are used to meet the needs of
district
gifted students.
classrooms
27
If necessary, provide further explanation.
In addition to all that is in place for the primary level, students in grades 3, 4, and 5 may
participate in our accelerated math program, where the "jump" a grade and receive
instruction above their current grade level. There is a screening process in place to identify
candidates and qualifying students are further assessed to determine whether they are
capable of skipping to the next grade level for math.
Middle Level
Instructional Practices
Status
Structured grouping practices are used to meet student needs.
Full
Implementation
Flexible instructional time or other schedule -related practices are used
Full
to meet student needs.
Implementation
Implemented in
Differentiated instruction is used to meet student needs.
50% or more of
district
A variety of practices that may include structured grouping, flexible
classrooms
A variety of practices that may include structured grouping, flexible
Full
scheduling and differentiated instruction are used to meet the needs of
Implementation
gifted students.
If necessary, provide further explanation.
Students at the middle level are grouped heterogeneously for the most part, although within
that group the very highest students and very lowest students are grouped among the
teams to enable support services to push in or pull out to meet the needs of the
students. Differentiation occurs in some classrooms to better meet the varied ability levels
of students: however, this is an area we are working to strengthen through additional
professional development offerings to staff. Students at the 7th and 8th grade level can
choose classes that are gifted and high potential. In addition, students can test into
advanced math classes. There is a "Period V built into the schedule to allow time for
intervention or enrichment. The middle school implemented 1:1 initiative this year along
with the addition of Schoology further enhancing differentiation of instruction.
High School Level
Instructional Practices
Status
Structured grouping practices are used to meet student needs.
Full
Implementation
Flexible instructional time or other schedule -related practices are used
Full
to meet student needs.
Implementation
Implemented in
Differentiated instruction is used to meet student needs.
50% or more of
district
classrooms
A variety of practices that may include structured grouping, flexible
Full
scheduling and differentiated instruction are used to meet the needs of
Implementation
gifted students.
wt
If necessary, provide further explanation.
Students at the high school level are grouped by ability. Courses are offered at varied ability
levels; college prep, gifted/high potential, and honors/AP. Math lab and NHS tutors are
available every period and after school for any student experiencing difficulty. In addition,
teachers utilize data from pre-tests and PVAAS to help them plan for differentiation within
the classroom and to assist them in preparation of Algebra 1, Biology, and 10th grade
Language Arts Keystones. A remediation program is designed for any student that is
unsuccessful with the Keystone.
Recruitment
Describe the process you implement to recruit and assign the most effective and highly
qualified teachers in order to meet the learning needs of students who are below
proficiency or are at risk of not graduating.
The District's Human Resources Office advertises and recruits for open positions. There are
numerous methods used to recruit candidates ranging from job postings on the district
website, utilizing social media outlets such as Facebook and Twitter, to advertising in
educational publications and contacting colleges directly. In addition, administrators attend
job fairs each year in an effort to recruit top teachers from various colleges. We are also
very fortunate to be well respected in the area and therefore we receive hundreds of
applications from interested candidates. Administrators review and rank applications
every year to determine the most qualified candidates to be granted a mini interview. From
that group of individuals, only those top candidates qualify for a full interview with
administrators from the respective level. The interview process is rigorous and competitive
and allows us to have highly qualified staff filling our positions. At the elementary level,
building principals determine teaching assignments. A great deal of time and consideration
is placed on determining student placement within classrooms. The core team reviews
student information and determines the best placement of each student based on their
individual needs. At the middle and high school level, student placement is determined by
the guidance counselor and building administrators based on the students' course selection
and their individual needs.
Assessments
Oca (Wafluation lits frt merit
Course Completion
SY 19/20 SY 20/21
SY 21/22
Total Courses
37.00��������������������������������������������� 37.00
37.00
.................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
English
4.00 4.00
4.00
Mathematics
3.00 3.00
3.00
Social Studies
4.00 4.00
4.00
Science
3.00 3.00
3.00
Physical Education
4.00 4.00
4.00
.................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Health
4.00 4.00
4.00
Music, Art, Family & Consumer Sciences, Career and
Technical Education
6.00 6.00
6.00
Electives
9.00 9.00
9.00
Minimum /o Grade Required for Credit (Numerical Answer)60.00
60.00
60.00
29
Graduation RequirementSpecifics
We affirm that our entity requires demonstration of proficiency or above in each of the
following State academic standards: English Language Arts and Mathematics, Science and
Technology and Environment and Ecology, as determined through any one or a
combination of the following:
Checked answers
• Completion of secondary level coursework in English Language Arts (Literature),
Algebra I and Biology in which a student demonstrates proficiency on the associated
Keystone Exam or related project -based assessment if § 4.4(d)(4) (relating to
general policies) applies.
Unchecked answers
• Locally approved and administered assessments, which shall be independently and
objectively validated once every 6 years. Local assessments may be designed to
include a variety of assessment strategies listed in § 4.52 (c) and may include the use
of one or more Keystone Exams. Except for replacement of individual test items that
have a similar level of difficulty, a new validation is required for any material
changes to the assessment. Validated local assessments must meet the following
standards:
I. Alignment with the following State academic standards: English Language
Arts (Literature and Composition); Mathematics (Algebra I) and
Environment and Ecology (Biology).
II. Performance level expectations and descriptors that describe the level of
performance required to achieve proficiency comparable to that used for the
Keystone Exams.
III. Administration of the local assessment to all students, as a requirement for
graduation, except for those exempted by their individualized education
program under subsection (g), regarding special education students, or
gifted individualized education plan as provided in § 16.32 (relating to
GIEP).
IV. Subject to appropriations provided bylaw, the cost to validate local
assessments shall be evenly divided between the school district, AVTS or
charter school, including a cyber -charter school, and the Department. If the
Department does not provide sufficient funding to meet its share, local
assessments submitted for validation shall be deemed valid until a new
validation is due to the Department.
V. The Department will establish a list of entities approved to perform
independent validations of local assessments in consultation with the Local
Assessment Validation Advisory Committee as provided in § 4.52(f).
30
VI. School boards shall only approve assessments that have been determined to
meet the requirements of this subsection by an approved entity performing
the independent validation. If a school district, AVTS or charter school,
including a cyber -charter school, uses a local assessment that has not been
independently validated, the Secretary will direct the school entity to
discontinue its use until the local assessment is approved through
independent validation by an approved entity.
• Completion of an Advanced Placement exam or International Baccalaureate exam
that includes academic content comparable to the appropriate Keystone Exam at a
score established by the Secretary to be comparable to the proficient level on the
appropriate Keystone Exam.
• Not Applicable. Our LEA does not offer High School courses.
Standards WA
TD
NAT DA
PSW
Other
���������������������������������������������������������������������������������������������������������������������������������������������������������
Arts and Humanities
X������������������������������������������������������������������������������������������������������������������������������
Career Education and Work
X
Civics and Government
X
PA Core Standards: English
X
X
Language Arts
PA Core Standards: Literacy in
History/Social Studies, Science and
X
X
Technical Subjects
PA Core Standards: Mathematics
X
X
Economics
X
..............................................................................................................................................................................................................................................................................................................................................................................................................................................................
Environment and Ecology
X
Family and Consumer Sciences
X
Geography
X
Health, Safety and Physical
X
X
Education
History
X
Science and Technology and
X
Engineering Education
World Language
31
Methods and Measures
Summative Assessments
Summative Assessments
EEP
EEI
ML
HIS
Algebra I Keystone Exam
EEP
EEI
X
X
Biology Keystone Exam
X
Literature Keystone Exam
X
X
...............................................................................................................................................................................................................................................................................................................................................................................................................................................
Finals
X
X
End of Unit Tests
X
X
X
X
PSSA Assessments
X
X
X
Biology Quarterly Assessments
X
Wonders Unit Assessment
X
X
...............................................................................................................................................................................................................................................................................................................................................................................................................................................
Wonders Quarterly Benchmark
X
X
ML
HIS
Algebra I Midterm
X
X
X
X
Biology.Midterm..................................................................................................................................................................................................................................................................................................................................................X..
...1.0....................................................................................................................................................................................................................................................................................................................................X..
...Grade
X
X
X
X
Literature
X
X
X
X
Benchmark Assessments
Benchmark Assessments
EEP
EEI
ML
HIS
Study Island Literature Benchmark
X
Study Island Math Benchmark
X
X
Study Island Reading Benchmark
X
Math Benchmark
X
X
Wonders Reading/Writing Benchmark
X
X
......Stud.........Ls1and...B.1O.10Benchmark ......................................................................................................................................................................................................................................................................X..................
Y �'
Formative Assessments
Formative Assessments
EEP
EEI
ML
HIS
Quizzes
X
X
X
X
Projects
X
X
X
X
STAR
X
X
X
X
...................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Study Island
X
X
Compass Learning
X
X
WondersWeekly ........Assessments............................................................................................................................................X.....................................X...........................................................................................................
Diagnostic Assessments
Diagnostic Assessments
EEP
EEI
ML
HIS
III III III III III III III III III III III III III III III III III III
Read 180 I III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III
III III III III III III III III III III III III III III III III III III
III III III III III III III III III III III III III III III III III III III III I
II III III III III III III III III III III III X
II III III III III III III III III III III 111 11'
X
STAR
X
X
X
X
.......................................................................................................................................................................................................................................................................................................................................................................................X..................
Math 180
32
Validation of Implemented Assessments
Validation Methods
EEP
EEI
ML
HS
External Review
X
Intermediate Unit Review
...................................................................................................................................................................................................................................................................................................................................................................................................................................................................
LEA Administration Review
X
X
X
X
.......................................................................................................................................................................................................................................................................................................................................................................................................................................................
Building Supervisor Review
X
X
X
X
..Review ..........................................................................................................................................................................................................................................................................X..................
.....Department ..Supervisor ...................................................................................X.....................................X.....................................X.....................................X..................
.............Review
Professional Learning Community
Instructional Coach Review
.....................................................................................................................................
Teacher Peer Review
Provide brief explanation of your process for reviewing assessments.
Grade level and content level teams meet with the curriculum department to review district
wide assessments. Professional staff from across the district and grade levels develop,
review and align assessments to the PA Core Standards.
Building and grade level teams meet regularly to review and analyze student and building
data and assessments.
Administrative Teams regularly review and analyze building and district data and
assessments.
Development and Validation of Local Assessments
If applicable, explain your procedures for developing locally administered assessments and
how they are independently and objectively validated every six years.
This narrative is empty.
Collection and Dissemination
Describe your system to collect, analyze and disseminate assessment data efficiently and
effectively for use by LEA leaders and instructional teams.
All common assessments, standardized assessments, state assessments and benchmark
scores are collected and stored on the district data warehousing system. This data
warehousing system named Performance Tracker provides longitudinal data and profiles
for individual students, grades, teams, departments, and schools. Based on the type of data
being collected, it is either uploaded in mass by vendors, district personnel, or individually
by a student's teacher. Performance Tracker allows professional staff to make critical
instructional decisions based on multiple student data sources. Collaboration among
professional staff is a critical component in this process. Data teams from all levels across
the district meet regularly to analyze student data. Team meetings and professional
learning communities have allowed staff to jointly analyze student data and design
instructional programs to meet the needs of the district's diverse population of learners.
33
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.
After data teams or teachers identify students' areas of weakness and specific needs,
teachers use formative assessment to address the needs through differentiated
instruction in the classroom and/or by placing students with similar need in a group to
receive remediation or a specific intervention. Students may receive remediation within
several different programs: the intervention and enrichment period, before and after
school tutoring sessions, prep classes, help lab, or through a variety of after school camps.
To assist students who have not demonstrated achievement at a proficient level or higher,
the remediation help they receive may be teacher directed or computer assisted.
Assessment Data Uses
Assessment Data Uses
EEP
EEI
ML
HS
Assessment results are reported out by PA
assessment anchor or standards -aligned learning
X
X
X
X
objective.
Instructional practices are identified that are linked to
student success in mastering specific PA assessment
X
X
X
X
anchors, eligible content or standards -aligned
learning objectives.
Specific PA assessment anchors, eligible content or
standards -aligned learning objectives are identified
for those students who did not demonstrate sufficient
X
X
X
X
mastery so that teachers can collaboratively create
and/or identify instructional strategies likely to
increase mastery....................................................................................................................................................
......Lnstructional.........ractices...o.�.l
..........................................................................
f1e.�...o.r...a.�a......te.�...to
p p
X
X
X
X
increase student mastery.
Provide brief explanation of the process for incorporating selected strategies.
Curriculum is aligned to PA assessment anchors or standard -aligned learning objectives.
Assessment results are reported out by these same objectives. Instructional practices are
driven by the needs of the students determined by the analysis of the data. Identified areas
that were not demonstrated to mastery are retaught, reviewed and practiced. The
Intervention and Enrichment period at the elementary and middle school level and the use
of online programs at all levels are a few of the resources educators use with students
to provide mastery of identified objectives. Keystone remediation and summer tutoring is
available to support students in achieving proficiency.
Provide brief explanation for strategies not selected and how you plan to address their
incorporation.
This narrative is empty.
34
Distribution of SuijiijititiveAssessijietitResult,g
Distribution Methods
EEP
EEI
ML
HS
CourseP1ann1ngGuides
X
Directing Public to the PDE & other Test -related
X
X
X
X
Websites
Individual Meetings
X
X
X
X
Letters to Parents/ Guardians
X
X
X
X
Local Media Reports
X
X
X
X
Website
X
X
X
X
...................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Meetings with Community, Families and School Board
X
X
X
X
Mass Phone Calls/Emails/Letters
X
X
X
X
Newsletters
X
X
X
X
.........................................................................................................................................................................................................................X.....................................X......................................X.....................................X..................
...Releases
......Press
SchoolCalendar .................................................................................................................................................................................................................X.....................................X.....................................X.....................................X..................
Student Handbook
...........................................................................................
Provide brief explanation of the process for incorporating selected strategies.
Summative assessment information is distributed to the public in multiple ways.
Varying processes are used depending on the distribution method. Principals, The
Community Relations Department, and The Data Assessment Department work together to
inform the public about our summative assessments and the data associated with them.
Social media celebrates academic achievement of district and schools.
Provide brief explanation for strategies not selected and how the LEA plans to address their
incorporation.
District principals meet yearly to revise student handbooks. Summative information will
be added to the next edition of the student handbook at both the elementary and middle
school levels. The necessary information will be included with the new revisions.
Middle School principals and guidance counselors meet yearly to update the Course
Planning Guide for the middle school. Summative information will be added to the
document during the revision process.
The Course Planning Guide is a document that does not exist and is not needed at the
elementary level.
Seas and SupportiveSchools
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.
35
The Parkland School District superintendent has a very clear vision for student
achievement that is explicitly expressed each year. Each month the administration
including principals and department heads meet as an instructional leadership group to
discuss methods and strategies to enhance student achievement. As a result, each building
and the district offices have a unified approach as to how to assist students who are
struggling to meet academic student achievement targets. The district utilizes assessments
that benchmark student progress. School data teams then analyze the data to determine if
there are curricular deficits or sub groups of students who have not reached the desired
benchmark scores. In addition to monitoring academic performance, all schools
have Student Assistance Program Teams that monitor student social, emotional, and
behavioral needs. Schools develop individual action plans to address areas of relative
weakness or to enhance student success in all areas. Attendance is also closely monitored
and student attendance improvement plans are implemented should they be deemed
necessary.
At the elementary level, a response to intervention and instruction or multi -tiered system of
support format is used. A universal screener, the STAR assessment, is used within the first
weeks of school. Students who are identified as being at risk based on the screener and past
assessments are identified. The schools have implemented a daily intervention and
enrichment period in the school to assist all students to either be remediated or enriched on
targeted skills. Research based interventions are applied to students in need of tier 2 or
tier 3 services. Students' progress is monitored to determine if they are making sufficient
progress. Grade level teams meet regularly to discuss the data, analyze student progress,
and make appropriate revisions to their academic program. Elementary schools use Title
services, district remedial services, teachers for English Language Learners, and special
education support to assist their students. In addition, all schools have a full time reading
specialist and .5 of a response to intervention and instruction teacher to assist their
teams. All elementary schools also have trained Student Assistance Program teams to
address social, emotional, and behavioral needs of students. Wellness programs are also
incorporated into all elementary schools to enhance student health and understanding of
proper nutrition and exercise. Career exploration activities start as early as kindergarten
and progress throughout the elementary years via guidance lessons and curricular
activities. All schools incorporate a schoolwide positive behavior program to encourage
good behavior and promote a safe environment for all. Teachers in kindergarten and first
grade are all trained in mindfulness and incorporate it into their classrooms to encourage
self-awareness and behavioral control.
At the middle school level, the students are placed on academic teams. The teams of
teachers meet regularly to discuss their students and the progress toward academic goals.
The middle schools also use school wide assessments through Study Island and STAR to
determine which students are at benchmark and which are not. An intervention and
enrichment period occurs four times out of a six day cycle to address individual student
needs. In addition, the school has remedial courses through PSSA reading and PSSA math
for students who qualify. The middle schools also meet to analyze their assessments and to
develop action plans to enhance student growth. There are district remedial programs and
special education services available. A data and instructional specialist as well as a reading
specialist is assigned to each building to provide assistance to teachers and students. The
student assistance program, counseling staff, and psychologists assist students who may
have social emotional or substance abuse hurdles that impede their academic
progress. Guidance lessons cover a variety of student issues which include but are not
36
limited to suicide awareness and prevention, career exploration, and drug/alcohol
prevention. The middle schools have a strong anti -bullying program in place which follows
the OLWEUS model.
The high school has a very strong and varied curriculum that meets the needs of students
with varied interests and abilities. They also use assessments through individual
disciplines and with Study Island. The school has math labs, tutors through the National
Honor Society, and a variety of remedial courses that are designed to assist students who
have not reached proficiency in the Keystone tests. In addition, the school has a data team
that targets areas in need of growth and establishes an action plan to address these
needs. Individual departments meet as professional learning communities to troubleshoot
problems and enhance student growth. Students with mental health issues or social
emotional concerns are assisted through a counseling staff, the Student Assistance Program
teams, and psychological services. Various seminars are provided throughout the year to
address student needs. Some of these seminars are coping with stress, resiliency training,
and mindfulness techniques. A cyber program is also available to students who may need
this type of instruction for various reasons.
The district's curriculum and instruction department, student services department, and
technology department meet with school staffs regularly to assist in providing state of the
art resources and instructional interventions as required by the buildings.
Programs, Strategies and Actions
EEP
EEI
ML
HIS
Bi�enniallUdate�dandExecute�dMe�mo�ra�ndu�mo�f����������������������������������������������
y p
X
X
X
X
Understanding with Local Law Enforcement
School -wide Positive Behavioral Programs
X
X
X
Conflict Resolution or Dispute Management
X
X
X
X
Peer Helper Programs
X
X
X
X
Safety and Violence Prevention Curricula
X
X
X
X
Student Codes of Conduct
X
X
X
X
...................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Comprehensive School Safety and Violence
X
X
X
X
Prevention Plans
...................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Purchase of Security -related Technology
X
X
X
X
Student, Staff and Visitor Identification Systems
X
X
X
X
Placement of School Resource Officers
X
X
Student Assistance Program Teams and Training
X
X
X
X
Counseling Services Available for all Students
X
X
X
X
...................................................................................................................................................................................................
...S......stem for the Management
..Web -based
Internet y g
X
X
X
X
Student Discipline
37
Explanation of strategies not selected and how the LEA plans to address their
incorporation:
Parkland School District does have a school -wide positive behavior support program at the
elementary schools and middle schools. The high school will be exploring within the next
two years the use of evidenced based practices for increasing positive school climate and
discipline. This exploration could include attending workshops by the IU and or Pattan on
School -wide positive behavior supports.
An SRO officer is assigned to the high school and another officer is assigned to the middle
schools. At the elementary level, currently two of the buildings have a resource officer via
the township. The district has also incorporated a new program entitled POLICE PALS. This
program allows police officers to enter elementary schools and be visible in the school
environment. In addition, the officers are offered either breakfast or lunch as they are
patrolling their areas. This program has allowed elementary schools to have the
relationship with a police officer and to recognize that they are a valuable community
resource.
Describe your entity's awareness activities conducted annually to inform the public
of the gifted education services and programs offered (newspaper, student
handbooks, school website, etc.)
The Parkland School District believes that active screening and progress monitoring are
essential aspects of ensuring student's educational success from kindergarten through high
school. As a result of utilizing universal screeners, benchmark assessments, state testing,
and curriculum based assessments, teams of professionals are able to gather information to
assist with gifted candidate identification. The results of these assessments are shared with
parents via reports, phone calls and meetings. The district also promotes its gifted program
in the student handbooks, website, newsletters, and course selection books. Students who
are top performers academically or have been recommended by the teachers/parents due
to outstanding classroom performance are individually screened through by the Gifted
Identification Screening Team (GIST). Parents are notified that their child has
demonstrated exemplary performance, which suggests that they may be in need of Gifted
Education. During this screening process, multiple data points are collected in order to
pinpoint a student's academic, intellectual, and behavioral functioning. This is accomplished
through: review of academic records; administration of individual curriculum based tests;
completion of Gifted Rating Scales; and soliciting narrative input from both classroom
teachers and parents. Once this information is collected, the GIST reviews the information
and makes a determination whether the student is in need of specially designed instruction.
Based on the data, the GIST may also determine that the educational needs of the student
may be addressed through regular education. Students that demonstrate a need for
specially designed instruction are referred for a formal assessment by the school
psychologist.
Wt
The formal assessment follows the guidelines as defined in Pa. Code Chapter 16: Special
Education for Gifted Students. Once the formal assessments are completed, they are
considered in conjunction with the information collected through the screening process by
the Gifted Multidisciplinary Team for determination of the student's eligibility as a Mentally
Gifted Student. If the student is determined to be eligible, then a Gifted Individual Education
Plan is developed. If the student is determined to be ineligible, the student is provided
enrichment opportunities through classroom differentiation in order to meet their
educational needs.
Parkland School District's gifted education program offers enrichment opportunities
through the teachers of gifted and through differentiation of regular education curriculum.
At the elementary level, five teachers of gifted provide a pull-out and/or push in program
which is differentiated into activities based upon the standards. The emphasis of the
program is on developing higher order thinking skills, research skills, and problem solving.
The middle school provides a pull out program in sixth grade through application level
skills enhancing the regular education program. Students in seventh and eighth grade are
able to select academic courses based on their interest and aptitude level. The gifted/high
potential courses provide more challenging activities and questioning techniques than the
regular program. Students in high school are able to choose between gifted high potential
courses, honors, and advanced placement options.
Describe your entity's process for locating students who are thought to be gifted and
may be in need of specially designed instruction (screening).
All schools have data teams which not only identify struggling students but also high
achieving students. Screening comes through the analysis of various assessments such as
universal screeners, benchmark assessments, state assessments, curriculum based
assessments, and parent /teacher input. Parents are notified that their child has
demonstrated exemplary performance which suggests that they may be in need of Gifted
Education. During this process multiple data points are collected in order to pinpoint a
student's academic, intellectual, and behavioral functioning.
Describe your entity's procedures for determining eligibility (through multiple
criteria) and need (based on academic strength) for potentially mentally gifted
students (evaluation).
Various academic assessments and parent/teach input are reviewed by the Gifted
Identification Screening Team. A psychologists administers various assessments to
determine IQ achievement levels, strengths and needs. All information is shared and
together the team determines eligibility along with the parent.
Describe the gifted programs* being offered that provide opportunities for
acceleration, enrichment or both. *The word "programs" refers to the continuum of
services, not one particular option.
At the elementary level math acceleration is offered to eligible students as well as gifted
pull-out and push in services. The language arts curriculum also has advanced leveled
coursework and students also have computer assisted programs that progress at their rate
of acquisition. At the middle school level, students have the ability to accelerate in math as
well. Students also may participate in honors classes in English, Social Studies, and Science.
The high school has an amazing array of opportunities for high achievers. There are
numerous AP courses, honors courses, and gifted high potential courses. The high school
also provides opportunities for students to dual enroll in local colleges for credit.
39
Developmental Services
Developmental Services
EEP
EEI
ML
HS
Academic Counseling
g
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
X
...................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Career Development/ Planning
X
X
X
X
Coaching/Mentoring
X
X
X
X
Compliance with Health Requirements -i.e.,
X
X
X
X
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/MTSS
X
X
X
..Appraisal .............................................................................................................................................................X.....................................X.....................................X.....................................X..................
.....Wellness/Health
Explanation of developmental services:.
WtWnostic, Intervention and Referral Services
Diagnostic, Intervention and Referral Services
EEP
EEI
ML
HS
Accommodations and Modifications
X
X
X
X
Administration of Medication
X
X
X
X
...................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Assessment of Academic Skills/Aptitude for Learning
X
X
X
X
Assessment/Progress Monitoring
X
X
X
X
Casework
X
X
X
X
Crisis Response/Management/Intervention
X
X
X
X
Individual Counseling
X
X
X
X
Intervention for Actual or Potential Health Problems
X
X
X
X
Placement into Appropriate Programs
X
X
X
X
...................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Small Group Counseling -Coping with life situations
X
X
X
X
Small Group Counseling -Educational planning
X
X
X
X
Small Group Counseling -Personal and Social
X
X
X
X
Development
Special Education Evaluation
X
X
X
X
...Program .......................................................................................................................................................X.....................................X.....................................X.....................................X..................
......Student ..Assistance
40
Explanation of diagnostic, intervention and referral services:
Parkland School District integrates various procedures, systems, and structures to provide
diagnostic, intervention, and referral services across all grade levels. Some of the methods
of providing these services are consistent between the elementary, middle, and high school
levels. Other aspects of these services are uniquely provided to address the differing needs
amongst the grade levels.
Elementary Level
At the elementary level, necessary accommodations and modifications to a student's
educational program are identified via data collection and good communication with
parents and teachers.. The Response to Intervention and Instruction (RTII) or MTSS model
is followed. Teams utilize educational data to assess students' needs and recommend tiered
interventions. A Multidisciplinary Evaluation (MDE) may also be utilized. This process
comprehensively assesses a student to evaluate a suspected disability and determine the
degree of educational need. It is through this process that student's eligibility for special
education services or a Chapter 15 service agreement is determined. Assessment of
academic skills, assessment of aptitude for learning and progress monitoring are
accomplished by the use of formative, summative, diagnostic, and benchmark assessments.
These include the use of universal screeners, academic probes, and standardized
assessments. Data from these assessments are stored and may be accessed and analyzed
from state and district data warehousing programs.
Medication administration at all levels is accomplished by the district health department
guidelines that require physician orders for the prescription. At all levels actual and
potential health problems are addressed through school resources, which include at least
one certified school nurse in each school building, a district physician, and through
collaborative efforts with community health providers. Various health screenings are
conducted on a scheduled basis at the elementary level. Health educational initiatives by
the district include flu -prevention, concussion awareness and management, and healthy
lifestyle choices (such as the "Wellementary" program at the elementary level).
Crisis response, management, and intervention procedures are developed in each building.
These procedures guide actions based upon potential threats and risks to the health, safety,
and welfare of the school community. Further, district staff are trained members of the
Carbon Lehigh Intermediate Unit's flight team which is a regional team available to assist in
crisis response. The district has established relationships with various community agencies
and first responders to partner in responding to crises. In addition, two elementary schools
have resources officers and the other elementary schools have Police PAL programs in place
whereby local police officers are welcome to visit the schools.
At the elementary level, casework is provided by various professionals depending upon the
area of need such as academic, social/emotional, behavioral, and accessing community
supports and services. These professionals include school counselors, school psychologists,
district consultants, the home and school visitor, and teaching staff. Counseling
interventions at the elementary level are offered to address student's needs. Counseling
services are offered in individual sessions and group sessions (ex. "lunch bunches") and
may address coping with life situations, educational planning, and personal and social
development. Each elementary school has a school counselor and there are three school
psychologists at the elementary level. All of the elementary buildings have teams that are
SAP trained.
41
Secondary Level (Middle and High School)
At the secondary level, necessary accommodations and modifications to a student's
educational program are identified via two potential pathways. The first pathway at the
middle school level is the grade level teams, which utilize educational data to assess
students' needs and recommend and develop action plans. The first pathway at the high
school level is the Child Study teams which utilize educational data to assess students'
needs and recommend and develop action plans. The second pathway for both the middle
and high school levels is through the Multidisciplinary Evaluation (MDE) process that
comprehensively assesses a student to evaluate a suspected disability and determine the
degree of educational need. It is through this process that student's eligibility for special
education services or a Chapter 15 Service Agreement is determined. Assessment of
academic skills and aptitude for learning and progress monitoring are accomplished by the
use of formative, summative, diagnostic, and benchmark assessments. These include the
use of classroom assessments, academic probes, and standardized assessments. Data from
these assessments are stored and may be accessed and analyzed from state and district data
warehousing programs.
Medication administration at all levels is accomplished by the district health department
guidelines that require physician orders for the prescription. At all levels actual and
potential health problems are addressed through school resources, which include at least
one certified school nurse in each school building, a district physician, and through
collaborative efforts with community health providers. Various health screenings are
conducted on a scheduled basis at the secondary level. Health educational initiatives by the
district include flu -prevention, concussion awareness and management, and healthy
lifestyle choices.
Crisis response, management, and intervention procedures are developed in each building.
These procedures guide action based upon potential threats and risks to the health, safety,
and welfare of the school community. Further, district staff are trained members of the
Carbon Lehigh Intermediate Unit's flight team which is a regional team available to assist in
crisis response. The district has established relationships with various community agencies
and first responders to partner in responding to crises. This has included first responder
drills at each of the three secondary schools. In addition, two School Resource Officers from
the South Whitehall Police Department are housed within the middle and high school
buildings.
At the secondary level, casework is provided by various professionals depending upon the
area of need such as academic, social/emotional, behavioral, and accessing community
supports and services. These professionals include school counselors, school psychologists,
district consultants, the home and school visitor, and teaching staff. Counseling
interventions at the secondary level are offered to address student's needs. Counseling
services are offered in individual sessions and group sessions and may address coping with
life situations, educational planning, and personal and social development. The middle
school have 6.5 school counselors and two psychologist. The high school has eleven school
counselors and two school psychologists who provide these services. Additionally, at the
high school level the district has partnered with a community mental health service
provider, who offers the opportunity for on-site mental health treatment services. It is
anticipated that this partnership may grow to service all levels and include additional
community mental health providers.
42
The Student Assistance Program has been operational since the start of SAP programs in
Pennsylvania. The SAP team functions to identify students with needs that create barriers
to learning and provide referrals to appropriate services. At the high school level the SAP
offers group counseling as an intervention to address various topics as well as offering the
typical SAP services.
Consultation and Coordination Services
Consultation and Coordination Services
EEP
EEI
ML
HS
Alternative Education
X
X
X
X
Case and Care Management
X
X
X
X
Community Liaison
X
X
X
X
...................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Community Services Coordination (Internal or
X
X
X
X
External)
...................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Coordinate Plans
X
X
X
X
Coordination with Families (Learning or Behavioral)
X
X
X
X
Home/Family Communication
X
X
X
X
Managing Chronic Health Problems
X
X
X
X
Managing IEP and 504 Plans
X
X
X
X
Referral to Community Agencies
X
X
X
X
Staff Development
X
X
X
X
...................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Strengthening Relationships Between School
X
X
X
X
Personnel, Parents and Communities
...................................................................................................................................................................................................................................................................................................................................................................................................................................................................
System Support
X
X
X
X
.....................................................................................................................................................................................X.....................................X.....................................X.....................................X..................
.....Truancy Coordination
Explanation of consultation and coordination services:
A variety of professionals within Parkland School District oversee and engage in
consultation and coordination activities. While the approach and methodology of these
activities are tailored to the developmental needs of students at the elementary and
secondary levels, the procedures and responsible staff are generally consistent between the
grade levels. Professionals within the Student Services department in different roles
collaborate to ensure the integration of these services within the educational program.
Alternative education services at all levels has been provided in the necessary situations
through contracts with alternative education sites in the region including alternative
education schools and Carbon Lehigh Intermediate Unit classrooms. In addition, at the
secondary level alternative education services have been provided to students with the
district's cyber program and Parkland Behavior Support Program. At all levels, school
counselors, school psychologists, the home and school visitor, consultants, school nurses,
special education teachers, and Students Service administrators have provided case
management services, community liaison and coordination services, family coordination,
home/school communication, community referrals, staff development, and system
relationship building and support. At all levels, the professional roles involved with these
activities is determined based upon the area of need (i.e. academic,
social/emotional/behavioral, health, etc.). The district uses varied avenues to provide and
publicize these services that include communication through newsletters, trainings and
43
workshops for community members, interagency and interdisciplinary networking, and
participation in county -level committees.
At the elementary and secondary levels, managing chronic health problems is accomplished
by collaborating with families and their medical providers. Within the school setting, school
nurses, school counselors, and school psychologists assess and communicate to teachers the
health considerations and academic needs that may be manifested as the result of a chronic
health condition. Students with chronic health conditions may have plans such as a health
care plan, action re-entry plan, 504, or IEP developed to support them dependent upon the
degree of need created by a chronic health condition. Furthermore, the district's central
office oversees homebound instruction services for students with chronic health conditions
that renders a student medically unable to attend school. In recent years, the district's
cyber program has also become another option that may be considered.
At all levels IEP and 504 management is guided by federal and state regulations. The
process for referral, assessment, and implementation of special education services and 504
plans within the district is detailed in the Student Services Procedure Manual. IEPs and 504
plans are managed by five Student Services administrators in conjunction with the building
level administrators. At the building level, special education teachers manage IEPs and
school counselors, school psychologists, and school nurses manage 504 plans.
At both the elementary and secondary level, truancy is addressed based upon the state
guidelines and district policies. Based upon the frequency of absences, truancy is addressed
progressively by requiring medical excusals, the development of a Student Attendance
Improvement Plan and citation for truancy. The district has partnered with K&S to provide
families with assistance for improving attendance. Emphasis by staff is placed upon home-
school collaboration and removing attendance barriers when addressing truancy.
Parkland has a collaborative relationship with many community agencies. The district
counselors work with the county children and youth agencies, probation, the Office of drug
and alcohol, and the agencies for intellectually disabled students. In addition, the district is
coordinates prevention oriented activities with the Center for Humanistic Change, the
Weller Center, and various hospitals and behavioral health providers such as Kids Peace.
Communication of Educational Opportunities
Communication of Educational Opportunities
EEP
EEI
ML
HIS
Course P1ann�1�nGuide�s��������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������XX������������������������������������
g
...................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Directing Public to the PDE & Test -related Websites
X
X
X
X
Individual Meetings
X
X
X
X
Letters to Parents/Guardians
X
X
X
X
Local Media Reports
X
X
X
X
Website
X
X
X
X
Meetings with Community, Families and Board of
X
X
X
X
Directors
Mass Phone Calls/Emails/Letters
X
X
X
X
Newsletters
X
X
X
X
...................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Press Releases
X
X
X
X
School Calendar
X
X
X
X
StudentHandbook .....................................................................................................................................................................................................X.....................................X.....................................X.....................................X..................
44
Communication of Student Health Needs
Communication of Student Health Needs
EEP
EEI
ML
HS
Individual Meetings
g
X
X
X
X
Individual Screening Results
X
X
X
X
Letters to Parents/Guardians
X
X
X
X
Website
X
X
X
X
Meetings with Community, Families and Board of
X
X
X
X
Directors
Newsletters
X
X
X
X
...................................................................................................................................................................................................................................................................................................................................................................................................................................................................
School Calendar
X
X
X
X
StudentHandbook .....................................................................................................................................................................................................X.....................................X.....................................X......................................X..................
Frequency of Communication
Elementary Education - Primary Level
• More than once a month
Elementary Education - Intermediate Level
• More than once a month
Middle Level
• Quarterly
High School Level
• Monthly
Collabora tion for In terven tions
Describe the collaboration between classroom teachers and individuals providing
interventions regarding differing student needs and academic progress.
Parkland is very focused in their ability to organize and offer opportunities for teachers to
meet as a team. At the elementary level, teachers are provided with grade level teaming
time where they can analyze assessment data and determine appropriate interventions.
Teachers are supported by the building principal, reading specialist, and response to
intervention teachers to make sure that student need is addressed. Teachers are provided
time to share positive strategies and resources to meet the needs of all learners.
The middle school teachers are provided team planning time in which student data is
reviewed and analyzed. Students are assigned to teams and the group is headed by a team
leader who coordinates the discussions. Curricular items, student action plans, and social
emotional concerns are addressed through the grade level team. Parents are provided
access to student data and assignments through Home Access Center and Schoology. The
middle has implemented a one to one initiative in which each student is provided a
computer for both school and home use.
45
The high school is able to meet by department in a professional learning community. The
teachers again review data to determine areas of strengths and needs and to determine
which students require remediation in particular areas of instruction. This information
assists teachers in their classes and also provides information to the school as to the need
for various remediation focus or courses to boost student achievement.
Throughout the entire district, the teams are supported by counselors, psychologists, and
nurses to assist and collaborate with the teachers to address their needs and assure
academic progress. A multidisciplinary team is chaired by the school psychologist at all
schools to conduct special education eligibility determinations. Teachers, and parents are
mandatory members of these teams. In addition, psychologists, nurses, and counselors also
manage protected handicapped service agreements mandated by federal and state laws to
provide accommodations with students with a health related disability.
Teachers are also able to network with each other through an extensive professional
development program and in-service opportunities. Finally, the district technology
department has fostered collaboration through on line forms, network share drive, google
docs, and Schoology.
C0111111unitV coordination
Describe how you accomplish coordination with community operated infant and toddler
centers, as well as preschool early intervention programs. In addition, describe the
community coordination with the following before or after school programs and services
for all grade levels, including pre -kindergarten, if offered, through grade 12.
1. Child care
2. After school programs
3. Youth workforce development programs
4. Tutoring
Parkland has a strong relationship with the community operated child care centers. The
district web site lists the child care agencies and schools under the community tab of the
district web site. Each elementary school has the feeder programs listed. Parkland
reaches out to the pre-schools and day cares on an annual basis to inform them of the
kindergarten registration dates and any pertinent changes that may be proposed. The
district is a strong proponent for early childhood education. Pre -K Counts is also located in
one of our buildings as well as a few Early Intervention IU classrooms.
In addition, the YMCA offers "Y Care" in many of the elementary buildings. This before and
after school service is available to families and provides assistance for homework,
opportunity for healthy snacks, and physical activity.
Teachers are required to attend 25 hrs. of certified training annually. Elementary world
language, Build Your Amour Fitness Club, and student council also serve extracurricular
functions at the elementary level. At the middle school an activity period is built into the
schedule whereby students are encouraged to participate in self-selected enrichment
opportunities. The middle school also has after school fitness programs and tutoring
46
sessions. At the high school, there are 67 clubs available for student participation. There is
tutoring daily after school and during school.
The Youth Workforce development programs are fulfilled through Lehigh County Technical
Institute. They provide opportunities for high school students to participate in cooperative
vocational endeavors whereby a student can receive credit while working in an area of
focus. In addition, the student can receive credit in the diversified occupations through
LCTI as well. The Intermediate unity provides work based learning programs, and Project
Search for students with a defined disability. The district continues to explore
opportunities for students to gain employment and to learn about entrepreneurial
opportunities such as in emerging health careers and engineering. At the high school a job
fair is held in the spring for juniors and seniors to gain summer employment and possibly
beyond.
The district provides a tutoring list to counselors, secretaries, and principals to forward to
parents upon request.
Preschool Agency Coordination
Explain how the LEA coordinates with agencies that serve preschool age children with
disabilities.
Address coordination activities designed to identify and serve children with
disabilities and the supports and accommodations available to ensure both physical
and programmatic access.
Address pre -kindergarten programs operated directly by the LEA and those
operated by community agencies under contract from the LEA.
Describe how the LEA provides for a smooth transition from the home setting and
any early childhood care or educational setting the students attend, to the school
setting.
The Parkland School District collaborates with various community agencies and providers
to serve preschool age students with disabilities. For students from birth to 3 years of age
the Parkland School District provides services through the Lehigh County Department of
Welfare. Students who are 3 years of age to age 5 are provided with services through the
Carbon Lehigh Intermediate Unit.
The Parkland School District is made aware of a child who may be eligible for special
education Early Intervention Services through a referral from a person who has regular
contact with the child. Parents, relatives, daycare or preschool teachers, physicians, or
other professionals may refer a child. Once a child is referred, the contracted agency
determines the need for, and type of an evaluation that a child may require. If a child is
determined to be eligible as a result of the evaluation, under the guidelines of the federal
law (the Individuals with Disabilities Education Act (IDEA), the student will receive services
that are both free and appropriate. Timely transition meetings are regularly scheduled and
held with representatives of the Department of Welfare and the Carbon Lehigh
47
Intermediate Unit to provide a continuity of program from birth to three years of age and 3
to 5 years of age.
Prior to a student's entrance into school age programming, the Carbon Lehigh Intermediate
Unit schedules a transition meeting between the Parkland School District and the families
who are receiving services through Early Intervention. At that time, the Parkland School
District receives the information pertaining to the student and conducts an evaluation as
defined in Pa. Code Chapter 14: Special Services and Programs, to determine eligibility for
school age programing. If a child is identified as eligible, they will then be provided school
age special education services. If the child is not determined eligible, then educational
recommendations are shared with the receiving teachers to assist in the student's transition
to school age programming.
Materials and Resources
Description of Haterials and Resources
Elementary Education -Primary Level
Material and Resources Characteristics
Aligned and supportive of academic standards, progresses level to level
and demonstrates relationships among fundamental concepts and skills
...............................................................................................................................................................................................................................................................................................................................................................
A robust supply of high quality aligned instructional materials and
resources available
...............................................................................................................................................................................................................................................................................................................................................................
Accessibility for students and teachers is effective and efficient
...............................................................................................................................................................................................................................................................................................................................................................
Differentiated and equitably allocated to accommodate diverse levels of
student motivation, performance and educational needs
Provide explanation for processes used to ensure Accomplishment.
We Ilb( lllieve qUalllity° rnatermak and reSOU ces sUppo tIlli arriiiirii Illsy
Status
Accomplished
......................................................................
Accomplished
......................................................................
Accomplished
......................................................................
Accomplished
• Enhancing instruction, supporting and enriching curriculum, and aiding students in the
achievement of the Pennsylvania Academic State Standards.
• Creating technologically literate graduates prepared to meet the challenges and
expectations of the global information -age society.
• Encouraging life-long learning and enabling students to become independent learners,
critical thinkers, and contributing citizens.
• Facilitating the students' ability to access, analyze, synthesize and present information.
• Fostering a positive orientation to the future, enabling students to handle new
technologies and constant change.
• Providing equitable educational opportunities for all students.
• Offering on-going professional development to enhance the technological skills of staff,
administration and the Parkland community.
wt
I4 llliillllllmmm(Jllt Oi tllllis Visioriii w; illllll er14lblk! lIaflll l druid StUderits to m ead� li tlllieim academic
poteriitial and W llllll swwl)Iwcwct OUr staf'iwui carryiwuig OUt Www qUaUty° edUcatiwww14progcar
I�Ie atwwcwws OfOUr distm ici: twwclllswui0logy ll[)ased rnateriaN and resOU ces
• 11 Gb Internet connection through CLIU 21
• High-speed Internet 2 connection through CLIU 21
• 1 GB full duplex Ethernet between all buildings
• 220 TB Storage Area Network (SAN)
• Over 10,000 networked devices
• Virtualized server and desktop environment
• District -wide energy management solutions
• Computer access in every room in all buildings
• Ratio of students to computers is 1:1
• Laptop computers for all teachers and professional staff
• Computers located in classrooms, labs and library
• Computer platform matches need. We use both Windows and Macintosh computers.
• More than 650 "intelligent classrooms" - all instructional areas - equipped with either
an interactive whiteboard and projector or interactive whiteboard projector.
• Cisco centrally managed wireless network (802.11ac)
I.°Illwwwneriiitary q'clllswwwwllls
• Libraries/media centers are now "smart" classrooms equipped with a mobile computer
lab and a class set of Chromebooks for access to digital content; at the elementary level
students may access books from home or school using the Follett eBook Library System.
In addition, each media center now has a makerspace to foster more inquiry -based
learning.
• 2 iPod Touch carts in each building
• 10-11 mobile carts per building; by 2019 these carts will be largely replaced by
Chromebooks for each student in grades 2-5 and iPads for each student in grades K-1.
• Special area computers for art, music, gifted, learning support
• Variety of applications that integrate technology into the curriculum (e.g. ST Math,
Wonders, STAR Reading Assessment Tool). All of our applications and practices are
focused on expanding personalized learning options for students. All applications are
now accessible to students and staff through our Single Sign -on (SSO) Portal known as
CLEVER.
49
id&k! Sdlio0s
• Libraries/media centers are now "smart" classrooms equipped with a mobile computer
lab and Kindles for access to digital content; at the secondary level students may access
books from home or school using a service called OverDrive. In addition, each media
center now has a makerspace to foster more inquiry -based learning.
• Classroom computer labs for Information Technology and Technology Education
• Special area computers for art, music, gifted, learning support and family consumer
sciences
• Emphasis is on Information Technology and Project Lead the Way
• Software programs included Schoology, NearPod, Google Docs, Microsoft Office 365,
Read 180, Accelerated Reader, EduType, and Study Island. All applications are now
accessible to students and staff through our Single Sign -on (SSO) Portal known as
CLEVER.
• Lab -oriented classes are offered in each grade; projects from all curricular areas are
integrated with information technology skills, with projects becoming progressively
more challenging each year
• 1:1 computing environment starting in the Fall of 2018
• 13 computer labs at high school for art, business education, music, programming,
technology education and Project Lead the Way
• Mini -labs for career resource room, science, broadcasting, special education, technology
education, family & consumer sciences, and driver education
• Students use technology to participate in dual enrollment courses through a partnership
with LCCC; online courses in World Languages (Arabic, Chinese, Japanese) are also
supported
• Software programs included Schoology, NearPod, Google Docs, Microsoft Office 365,
Read 180, Accelerated Reader, EduType, and Study Island. All applications are now
accessible to students and staff through our Single Sign -on (SSO) Portal known as
CLEVER.
Explanation for any row checked "Needs Improvement" or "Non Existent". How the LEA
plans to address their incorporation:
This narrative is empty.
6111
Elementary Education -Intermediate Level
.........................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Material and Resources Characteristics Status
Aligned and supportive of academic standards, progresses level to level Accomplished
and demonstrates relationships among fundamental concepts and skills
A robust supply of high quality aligned instructional materials and Accomplished
resources available
Accessibility for students and teachers is effective and efficient Accomplished
Differentiated and e......uitabl..... allocated to accommodate diverse levels of ....................................................
equitably Accomplished
student motivation, performance and educational needs
Provide explanation for processes used to ensure Accomplishment.
I.°Ierneriiitary SdlioOs
• Libraries/media centers are now "smart" classrooms equipped with a mobile computer
lab and a class set of Chromebooks for access to digital content; at the elementary level
students may access books from home or school using the Follett eBook Library System.
In addition, each media center now has a makerspace to foster more inquiry -based
learning.
• 2 iPod Touch carts in each building
• 10-11 mobile carts per building; by 2019 these carts will be largely replaced by
Chromebooks for each student in grades 2-5 and iPads for each student in grades K-1.
• Special area computers for art, music, gifted, learning support
• Variety of applications that integrate technology into the curriculum (e.g. ST Math,
Wonders, STAR Reading Assessment Tool). All of our applications and practices are
focused on expanding personalized learning options for students. All applications are
now accessible to students and staff through our Single Sign -on (SSO) Portal known as
CLEVER.
Explanation for any row checked "Needs Improvement" or "Non Existent". How the LEA
plans to address their incorporation:
To address issues of digital equity, additional Chromebook carts will be added in the fall of
2018 and each elementary student will have access to a device by fall of 2019.
51
Middle Level
.........................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Material and Resources Characteristics
Status
Aligned and supportive of academic standards, progresses level to level
Developing
and demonstrates relationships among fundamental concepts and skills
A robust supply of high quality aligned instructional materials and
Accomplished
resources available
Accessibility for students and teachers is effective and efficient
Accomplished
......................................
equitably
Differentiated and e......uitabl..... allocated to accommodate diverse levels of
Developing
student motivation, performance and educational needs
Provide explanation for processes used to ensure Accomplishment.
• To address issues of digital equity, and allow for more personalized learning for all
students, each high school student was issued a Chromebook device in the fall of 2017.
• Libraries/media centers are now "smart" classrooms equipped with a mobile computer
lab and Kindles for access to digital content; at the secondary level students may access
books from home or school using a service called OverDrive. In addition, each media
center now has a makerspace to foster more inquiry -based learning.
• Classroom computer labs for Information Technology and Technology Education
• Special area computers for art, music, gifted, learning support and family consumer
sciences
• Emphasis is on Information Technology and Project Lead the Way
• Software programs included Schoology, NearPod, Google Docs, Microsoft Office 365,
Read 180, Accelerated Reader, EduType, and Study Island. All applications are now
accessible to students and staff through our Single Sign -on (SSO) Portal known as
CLEVER.
• Lab -oriented classes are offered in each grade; projects from all curricular areas are
integrated with information technology skills, with projects becoming progressively
more challenging each year
Explanation for any row checked "Needs Improvement" or "Non Existent". How the LEA
plans to address their incorporation:
Through the Parkland Ready 21 initiative, a great deal of progress has been made to provide
the materials and resources necessary to have a more rigorous and personalized learning
experience for our students. Personalized computing is a model in which every student has
his/her own personal learning device. The benefits of this approach include:
52
• Students can collaborate in real time and have access to information that is updated as it
occurs.
• Teachers have automatic grading and data analytics, allowing them to tactically use
their time where it is needed most - with students.
• Teachers will have to spend less time on scheduling carts of computers and can instead
focus on what they do best - teach.
• Students can create, highlight, categorize, and keep their course materials in a variety of
multimedia formats that are immediately available and searchable.
• Students with advanced skills are able to expand their skills and knowledge by working
at their own pace.
• Students with learning differences are better able to keep pace with classmates because
they can utilize technology to meet their individual learning needs. More information
regarding this program can be found on our district website at
httD://WWW.Darklandsd.org/pr21
High School Level
Material and Resources Characteristics Status
Aligned and supportive of
standards progresses level to level and
g pp ' p g Developing
demonstrates relationships among fundamental concepts and skills
............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
A robust supply of high quality aligned instructional materials and resources available Accomplished
........................................................................
Accessibility for students and teachers is effective and efficient Accomplished
Differentiated and e......uitabl...... allocated to accommodate diverse levels of student ............................................
q y Developing
motivation, performance and educational needs
Provide explanation for processes used to ensure Accomplishment.
• To address issues of digital equity, and allow for more personalized learning for all
students, each high school student will be issued a Chromebook device in the fall of
2018.
• 13 computer labs at high school for art, business education, music, programming,
technology education and Project Lead the Way
• 30 mobile carts for technology integration in the classroom
• Use of Kindles in the high school media center for student access to digital books
• Mini -labs for career resource room, science, broadcasting, special education, technology
education, family & consumer sciences, and driver education
53
• Students use technology to participate in dual enrollment courses through a partnership
with LCCC; online courses in World Languages (Arabic, Chinese, Japanese) are also
supported.
• In our high school, materials and resources are supportive of most standards and target
the fundamental concepts and skills. Materials and resources are accessible to all
teachers.
All schools have access to calculators, scanners, USB microscopes, a variety of mobile
technologies. laptop computers, and Classroom Performance System (CPS) units. In
addition, over the summer the technology department made significant upgrades to the
network Storage Area Network (SAN), increasing the amount of storage space and also
implementing a new software architecture called Virtual Desktop Infrastructure (VDI)
that will allow students and staff to access both files and software (such as Microsoft
Office) from home or school. It also helps provide a consistent menu of applications for
students to use for classroom projects regardless of the device they are using. This new
approach is part of our Open Campus initiative which allows students and staff to bring
their personal devices to school, and to date we've had almost 2000 devices successfully
register on the Open Campus network. Our goal is to ensure all students have access to a
personal learning device over the next three years.
Explanation for any row checked "Needs Improvement" or "Non Existent". How the LEA
plans to address their incorporation:
Through the Parkland Ready 21 initiative, a great deal of progress has been made to provide
the materials and resources necessary to have a more rigorous and personalized learning
experience for our students. Personalized computing is a model in which every student has
his/her own personal learning device. The benefits of this approach include:
• Students can collaborate in real time and have access to information that is updated as it
occurs.
• Teachers have automatic grading and data analytics, allowing them to tactically use
their time where it is needed most - with students.
• Teachers will have to spend less time on scheduling carts of computers and can instead
focus on what they do best - teach.
• Students can create, highlight, categorize, and keep their course materials in a variety of
multimedia formats that are immediately available and searchable.
• Students with advanced skills are able to expand their skills and knowledge by working
at their own pace.
• Students with learning differences are better able to keep pace with classmates because
they can utilize technology to meet their individual learning needs. More information
regarding this program can be found on our district website at
http://www.parklandsd.org/pr21
54
SAS Incorporation
Elementary Education -Primary Level
Standards
Status
Implemented
Arts and Humanities
50% or more of
district
classrooms
Implemented in
Career Education and Work
50% or more of
district
classrooms
Implemented in
Civics and Government
50% or more of
district
classrooms
PA Core Standards: English Language Arts
Full
Implementation
PA Core Standards: Literacy in History/Social Studies, Science and
Full
Technical Subjects
Implementation
PA Core Standards: Mathematics
Full
Implementation
Implemented in
Economics
50% or more of
district
classrooms
Implemented in
Environment and Ecology
50% or more of
district
classrooms
.........................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Implemented in
Family and Consumer Sciences
50% or more of
district
classrooms
Implemented in
Geography
50% or more of
district
classrooms
Health, Safety and Physical Education
Full
Implementation
Implemented in
History
50% or more of
district
classrooms
Science and Technology and Engineering Education
Full
Implementation
Implemented in
Alternate Academic Content Standards for Math
50% or more of
district
60
Further explanation for columns selected:
This narrative is empty.
Elementary Education -Intermediate Level
classrooms
Standards
Implemented in
Alternate Academic Content Standards for Reading
50% or more of
Arts and Humanities
district
classrooms
Implemented in
American School Counselor Association for Students
50% or more of
Career Education and Work
district
classrooms
Implemented in
Early Childhood Education: Infant - Toddler - Second Grade
50% or more of
Civics and Government
district
classrooms
Implemented in
English Language Proficiency
50% or more of
PA Core Standards: Literacy in History/Social Studies, Science and
district
Technical Subjects
....................................................................................................................................................................................................................................................................................................................................................................................................................Full...................................
classrooms
PA Core Standards: Mathematics
Implemented in
Interpersonal Skills
50% or more of
district
classrooms
.........................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Implemented in
School Climate
50% or more of
district
classrooms
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Elementary Education -Intermediate Level
Standards
Status
Implemented
Arts and Humanities
50% or more of
district
classrooms
Implemented in
Career Education and Work
50% or more of
district
classrooms
Implemented in
Civics and Government
50% or more of
district
classrooms
PA Core Standards: English Language Arts
Full
Implementation
PA Core Standards: Literacy in History/Social Studies, Science and
Full
Technical Subjects
....................................................................................................................................................................................................................................................................................................................................................................................................................Full...................................
Implementation
PA Core Standards: Mathematics
Implementation
091
Further explanation for columns selected:
Implemented in
Economics
50% or more of
district
classrooms
Implemented in
Environment and Ecology
50% or more of
district
classrooms
Implemented in
Family and Consumer Sciences
50% or more of
district
classrooms
Implemented in
Geography
50% or more of
district
classrooms
.........................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Health, Safety and Physical Education
Full
.........................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Implementation
Implemented in
History
50% or more of
district
classrooms
Science and Technology and Engineering Education
Full
Implementation
Implemented in
Alternate Academic Content Standards for Math
50% or more of
district
classrooms
Implemented in
Alternate Academic Content Standards for Reading
50% or more of
district
classrooms
Implemented in
American School Counselor Association for Students
50% or more of
district
classrooms
Implemented in
English Language Proficiency
50% or more of
district
classrooms
Implemented in
Interpersonal Skills
50% or more of
district
classrooms
.........................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Implemented in
School Climate
50% or more of
district
classrooms
Further explanation for columns selected:
6�
This narrative is empty.
Middle Level
Standards
Status
Implemented
Arts and Humanities
50% or more of
district
classrooms
Implemented in
Career Education and Work
50% or more of
district
classrooms
Implemented in
Civics and Government
50% or more of
district
classrooms
.........................................................................................................................................................................................................................................................................................................................................................................................................................................................................
PA Core Standards: English Language Arts
.........................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Full
Implementation
PA Core Standards: Literacy in History/Social Studies, Science and
Full
Technical Subjects
Implementation
PA Core Standards: Mathematics
Full
Implementation
Implemented in
Economics
50% or more of
district
classrooms
Environment and Ecology
Full
Implementation
Implemented in
Family and Consumer Sciences
50% or more of
district
classrooms
Implemented in
Geography
50% or more of
district
classrooms
Health, Safety and Physical Education
Full
Implementation
Implemented in
History
50% or more of
district
classrooms
Science and Technology and Engineering Education
Full
Implementation
Implemented in
Alternate Academic Content Standards for Math
50% or more of
district
classrooms
601
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High School Level
Implemented in
Alternate Academic Content Standards for Reading
50% or more of
district
Arts and Humanities
classrooms
Implemented in
American School Counselor Association for Students
50% or more of
district
Career Education and Work
classrooms
Implemented in
English Language Proficiency
50% or more of
district
Civics and Government
classrooms
Implemented in
Interpersonal Skills
50% or more of
PA Core Standards: English Language Arts
district
classrooms
.........................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Implemented in
School Climate
50% or more of
Technical Subjects
district
PA Core Standards: Mathematics
classrooms
Implemented in
World Language
50% or more of
district
classrooms
Further explanation for columns selected:
This narrative is empty.
High School Level
Standards
Status
Implemented in
Arts and Humanities
50% or more of
district
classrooms
Implemented in
Career Education and Work
50% or more of
district
classrooms
Implemented in
Civics and Government
50% or more of
district
classrooms
PA Core Standards: English Language Arts
Full
Implementation
PA Core Standards: Literacy in History/Social Studies, Science and
Full
Technical Subjects
Implementation
...................................
PA Core Standards: Mathematics
Full
Implementation
=0
Implemented in
Economics
50% or more of
district
classrooms
Environment and Ecology
Full
Implementation
Implemented in
Family and Consumer Sciences
50% or more of
district
classrooms
Implemented in
Geography
50% or more of
district
classrooms
Health, Safety and Physical Education
Full
Implementation
Implemented in
History
50% or more of
district
classrooms
.........................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Science and Technology and Engineering Education
.........................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Full
Implementation
Implemented in
Alternate Academic Content Standards for Math
50% or more of
district
classrooms
Implemented in
Alternate Academic Content Standards for Reading
50% or more of
district
classrooms
Implemented in
American School Counselor Association for Students
50% or more of
district
classrooms
Implemented in
English Language Proficiency
50% or more of
district
classrooms
Implemented in
Interpersonal Skills
50% or more of
district
classrooms
Implemented in
School Climate
50% or more of
district
classrooms
.........................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Implemented in
World Language
50% or more of
district
classrooms
Further explanation for columns selected:
This narrative is empty.
The free PA Educator Dashboard Early Warning System and Intervention Catalog (PA
EWS/IC) utilizes the metrics of Attendance, Behavior and Course grades to identify students
who may be on a path to dropping out of school. Please indicate your selection of the
following options.
Not answered
Professional Education
Characteristics
EEP
EEI
ML
HIS
District's Professional Education Characteristics
EEP
EEI
ML
HIS
Enhances the educators content knowledge in the
X
X
X
X
area of the educator's certification or assignment.
X
X
X
X
Increases the educator's teaching skills based on
effective practice research, with attention given to
X
X
X
X
interventions for struggling students.
Increases the educator's teaching skills based on
effective practice research, with attention given to
X
X
X
X
interventions for gifted students.
X
X
X
X
Provides educators with a variety of classroom -based
assessment skills and the skills needed to analyze and
X
X
X
X
use data in instructional decision making. .......................................................................................................................................................................................
E.m..........educators...to...work effectively
Empowers y p
X
X
X
X
and community partners.
District's Professional Education Characteristics
EEP
EEI
ML
HIS
ProvideIII III III III III III III III III III III III III III III III III III III III I III III III s the knowleII III III III III III I III III III III III III III III III III III III III III III III III III III dgI III III e II III III III I III III III III III III
and I III skillI III III III III III III III III III III s to think I III III III III III III I III III III III III III III III III III III III III III III III III aria lan
g P
III III III III III III III III III III III III III III III III III III III III III III III III III III III
strategically, ensuring that assessments, curriculum,
instruction, staff professional education, teaching
X
X
X
X
materials and interventions for struggling students
are aligned to each other, as well as to Pennsylvania's
academic standards.
Provides the knowledge and skills to think and plan
strategically, ensuring that assessments, curriculum,
instruction, staff professional education, teaching
X
X
X
X
materials and interventions for gifted students are
aligned to each other, as well as to Pennsylvania's
academic standards.
Provides leaders with the ability to access and use
X
X
X
X
appropriate data to inform decision making.
Empowers leaders to create a culture of teaching and
X
X
X
X
learning, with an emphasis on learning.
......Instructs...the..leader..n..mana.......n........resources...fo.r......................................................................................
.
.............................................................
.......................................................................
managing
X
X
XX
effective results.
61
Provide brief explanation of your process for ensuring these selected characteristics.
In Parkland school district we have a strong professional development program, offering
over 300 academies for teachers per school year. In addition, we offer various online PD
opportunities for our staff. Teachers have opportunities to take graduate level courses or
participate in conferences, IU courses or Parkland Academy classes. We have many
administrators in Parkland that were teachers first. We encourage and provide support for
teacher leaders who are interested in leadership roles. Differentiated instruction and
formative assessment are focus areas that directly impact teaching and learning. In
addition strategies to increase the student's depth of knowledge are integrated in all
academic areas.
Provide brief explanation for strategies not selected and how you plan to address their
incorporation.
One of the growing areas of need is helping our teachers with personalizing instruction and
incorporating 21st Century Skills into the classroom. Collaboration, Creativity, Critical
Thinking and Communication are critical skills our students need to be successful in life.
Through results from a Clarity Bright Bytes, this has been identified as an area of focus
moving forward. Inquiry based education supports these skills. Focusing PD on inquiry
based learning will support both personalized learning and 21st Century Skills.
Ed uca tor..isci in eAct.12 6, 71.
Provides educators with mandated reporter training, totaling 3 hours, every 5 years as
outlined in Act 126.
Questions
The LEA has conducted the required training on:
8/28/2013 In addition, new staff complete this training as a requirement when they are
hired.
The LEA plans to conduct the required training on approximately:
8.......2.......2.0.1.8.... Start .. the... next..c......cle...o.f mandate.d...re........r..tra.inin...............................................................................................................................................................
/9 / Y Porteg
Provides educators with four (4) hours of professional development in youth suicide
awareness and prevention every five (5) years for professional educators in grades six
through twelve as outlined in Act 71.
Questions
The LEA has conducted the training on:
9/1/2015 One hour PD provided
...........................................................................................................................................................................................................................................................................................................................................................................................................................................................................
8/30/2016 One hour PD provided
The LEA plans to conduct the training on approximately:
8/28/2018 One hour PD planned
8/27/2019 One hour PD planned
9/1/2020 ...........................Start..the...next..c......cle...o.f. suicide.. awareness PD...fo.r..staff...................................................................................................................................................
Y
Provides educators with four (4) hours of professional development every five (5) years for
professional educators that are teaching the curriculum in which the Child Exploitation
Awareness Education program is incorporated as outlined in Act 71.
62
Questions
The
LEA
has
conducted
tn�etrai�nno�n�.
g
9/1/2015 One hour PD provided
8/30/2016 One hour PD provided
The LEA plans to conduct the training on approximately:
8/28/2018 One hour PD planned
8/27/2019 One hour PD planned
9/1/2020
Start.. the... next..cY......cle...of child exploitation awareness
PD...for
..ff
sta................................................................................................
Checked answers
• Professional Development activities are based upon detailed needs assessments that
utilize student assessment results to target instructional areas that need strengthening.
• Using disaggregated student data to determine educators' learning priorities.
• Professional Development activities are based upon detailed needs assessments that
utilize student assessment results to target curricular areas that need further alignment.
• Professional Development activities are developed that support implementation of
strategies identified in your action plan.
• Clear expectations in terms of teacher practice are identified for staff implementation.
• The LEA has a systemic process that is used to validate whether or not providers have
the capacity to present quality professional development.
• Administrators participate fully in all professional development sessions targeted for
their faculties.
• Every Professional development initiative includes components that provide ongoing
support to teachers regarding implementation.
• The LEA has an ongoing monitoring system in place (i.e. walkthroughs, classroom
observations).
Unchecked answers
• 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.
Professional Education is evaluated to show its impact on teaching practices and
student learning.
63
Provide brief explanation of your process for ensuring these selected characteristics.
Professional development is typically focused on new initiatives and needs expressed by
teachers and administrators via a needs assessment and focused discussions at the school
and district level. Data driven discussions take place at all levels where teachers use
student data to determine needs and come up with strategies for improvement. District
wide data is also analyzed to determine district trends and provide professional education
that targets the determined areas of need. Administrators attend professional education
opportunities or receive the information in leadership meetings. Administrators monitor
new initiatives and focused areas of professional development via observations and
walkthroughs.
Provide brief explanation for strategies not selected and how you plan to address their
incorporation.
An area of need identified is the evaluation of professional education to evaluate the overall
effectiveness of the professional development initiative. We started this process by creating
a walkthrough form for administrators to use when monitoring instruction in their schools.
To further this process, we'd like to have continued conversations with building level
administrators to ensure they have the training necessary to monitor the effectiveness of a
professional development initiative.
Induction pr(koraill
Checked answers
• Inductees will know, understand and implement instructional practices validated by the
LEA as known to improve student achievement.
• Inductees will assign challenging work to diverse student populations.
• Inductees will know the basic details and expectations related to LEA -wide initiatives,
practices, policies and procedures.
• Inductees will know the basic details and expectations related to school initiatives,
practices and procedures.
• Inductees will be able to access state curriculum frameworks and focus lesson design on
leading students to mastery of all state academic standards, assessment anchors and
eligible content (where appropriate) identified in the LEA's curricula.
• Inductees will effectively navigate the Standards Aligned System website.
• Inductees will know and apply LEA endorsed classroom management strategies.
• Inductees will know and utilize school/LEA resources that are available to assist
students in crisis.
• 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.
64
Unchecked answers
None.
Provide brief explanation of your process for ensuring these selected characteristics.
Each inductee participates in 6 days (36 hours) of orientation in August. The mentor
teacher joins the inductee for portions of the 6 days. Inductees have the opportunity to
attend monthly new teacher study groups and meets regularly with the mentor teacher.
Both the inductee and the mentor teacher receive a Teacher Induction Plan guide and
program documents that require completion and submission to the building principal by
May 30th. All new professional staff receive some sort of mentorship. Even if they have
already been through a formal induction process and they are not new to teaching, if they
are new to Parkland, they are assigned a mentor to assist them through their first year as a
Parkland teacher. The district is working to transition all induction paperwork, PD and
accountability to an online course in Schoology. In addition, our new staff meets face to face
monthly with various district leaders for added support.
Provide brief explanation for strategies not selected and how you plan to address their
incorporation.
This narrative is empty.
Needs of Inductees
Checked answers
• Frequent observations of inductee instructional practice by supervisor to identify
needs.
• Regular meetings with mentors or coaches to reflect upon instructional practice to
identify needs.
• Student PSSA data.
• Standardized student assessment data other than the PSSA.
• Classroom assessment data (Formative & Summative).
• Inductee survey (local, intermediate units and national level).
• Review of inductee lesson plans.
• Review of written reports summarizing instructional activity.
• Submission of inductee portfolio.
• Knowledge of successful research -based instructional models.
• Information collected from previous induction programs (e.g., program evaluations and
second -year teacher interviews).
Mel
Unchecked answers
• Frequent observations of inductee instructional practice by a coach or mentor to
identify needs.
Provide brief explanation of your process for ensuring these selected characteristics.
Administrators at the building level spend time with new teachers by frequent
observations, including walkthroughs; lesson plans are reviewed periodically throughout
the school year. Through these observations, principals use the information to have focused
conversations with teachers to help summarize the instructional activity and provide
feedback. Mentor teachers and inductees meet at least once a month to discuss
instructional practices and discuss any needs or questions the inductee may have. Through
meetings with the mentor teacher or through collaborative planning meetings, inductees
become very familiar with their student data and use it to guide instruction. The monthly
teacher study group sessions focus on research based instructional needs, to help build the
inductees repertoire of effective instructional practices. Inductees have an opportunity to
evaluate the program at the end of the year and submit that information to the district
induction council. All program documents are submitted as the inductee portfolio and
reviewed yearly. If an employee has participated in another induction program, we review
these on an individual basis and determine if credit is awarded for time spent in another
induction program. We house previous documentation in their personnel file.
Provide a brief explanation for strategies not selected and your plan to address their
incorporation.
Although visits to the mentor teacher classroom by the inductee or visits to the inductee
classroom by the mentor teacher are occurring in small pockets and encouraged, we would
like to strengthen this part of the New Teacher Induction program. We plan to require at
least two observations in the first year of teaching in Parkland. Conversations with the
building principals will encourage them to support this aspect of induction and provide the
necessary coverage to accomplish this goal. We'd like to expand those observations to allow
our coaches and specialists opportunities to observe the new teacher and provide feedback.
Mentor Characteristics
Checked answers
• Pool of possible mentors is comprised of teachers with outstanding work performance.
• Potential mentors have similar certifications and assignments.
• Potential mentors must model continuous learning and reflection.
• Potential mentors must have knowledge of LEA policies, procedures and resources.
• Potential mentors must have demonstrated ability to work effectively with students and
other adults.
•.
• Potential mentors must be willing to accept additional responsibility.
• Mentors must complete mentor training or have previous related experience (e.g.,
purpose of induction program and role of mentor, communication and listening skills,
coaching and conferencing skills, problem -solving skills and knowledge of adult
learning and development).
• Mentors and inductees must have compatible schedules so that they can meet regularly.
Unchecked answers
None.
Provide brief explanation of your process for ensuring these selected characteristics.
The Human Resource Department works with the building principals to identify mentor
teachers who meet specific qualifications. A list of qualifications for the mentor teacher is
listed in the New Teacher Induction guide. Mentors are required to be trained and learn the
expectations of being a mentor. If needed, the mentor teachers meet with the Director of
HR and the Director of Curriculum, Instruction and Professional Development mid -year to
help support their work.
Provide brief explanation for characteristics not selected and how you plan to address their
incorporation.
This narrative is empty.
................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Topics
Aug-
Oct- Dec- Feb- Apr- Jun -
Sep
Nov Jan Mar May Jul
Code of Professional Practice and Conduct for
X
Educators
Assessments
X
X X
Best Instructional Practices
X
X X X X
Safe and Supportive Schools
X
X
................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Standards
X
Curriculum
X
Instruction
X
X X X X
Accommodations and Adaptations for diverse
X
X X
learners
Data informed decision making ......................................................................X............................................................................................................................................................................
X
X X
Materials...a.nd...Resource.S...fo.r...Lnstructio.n
....................................................................................................................................................................................................................................................
......Lf..necessary, provide further explanation.
Mentor teachers meet with their new teacher at least one time
per month. A list of topics,
by month, is given to the teachers as a guide for discussion.
In addition, new teachers
attend study groups monthly that focus on effective
instructional
strategies.
M
Identify the procedures for monitoring and evaluating the Induction program.
The district induction council conducts an evaluation of the induction program at the end of
each school year. The evaluation is based on the records of participation and program
completion. The new teacher, the mentor teacher, and the building administrator complete
a Program Assessment document and submits it to the district coordinator. The
information gained from these documents, help inform the evaluation. In addition to the
program assessment, all parties must complete and/ or sign off on the Verification of
Program completion. This document includes dates of monthly mentor and inductee
meetings, participation in the New Teacher Study Groups, participation in district
professional development offerings, attendance at school and community events,
participation in the focused observation model of differentiated supervision, and new
teacher participation in classroom visits to the mentor teacher's classroom or other
teacher's classrooms.
Recortfikq Process
Identify the recording process for inductee participation and program completion. (Check
all that apply)
Checked answers
• Mentor documents his/her inductee's involvement in the program.
• A designated administrator receives, evaluates and archives all mentor records.
• School/LEA maintains accurate records of program completion and provide a
certificate or statement of completion to each inductee who has completed the
program.
• LEA administrator receives, tallies, and archives all LEA mentor records.
• Completion is verified by the LEA Chief Executive Officer on the Application for
Level 2 Certification.
Unchecked answers
None.
t
Special Education
Special Education Student5
Total students identified: 1456
IdentificationMethod
Identify the District's method for identifying students with specific learning disabilities.
Parkland School District (PSD) follows federal and state regulatory guidelines in assessing
and identifying students as having one or more of the 13 school-age exceptionalities
recognized in Pennsylvania. For the identification of a Specific Learning Disability (SLD),
PSD uses the discrepancy model, by which there needs to exists a severe discrepancy
between the student's intellectual ability and academic achievement that is not the result of
an intellectual disability, emotional disturbance, or other factors such as visual, hearing or
motor disabilities, or of environmental, cultural, or economic disadvantage.
While a parent, guardian, or any member of a student's educational team can request an
evaluation for Chapter 14 (Special Education) services, referrals are typically made through
one of the district's multi -tiered system of support (MTSS) processes. These pre -referral
processes involve universal screening and benchmark testing of all students, as well as
more frequent data collection for targeted students. Through regular data -analysis and
team collaboration, students are identified for direct intervention in the regular education
setting and monitored regularly to evaluate progress. If progress is insufficient, the MTSS
team refers the student for Chapter 14 testing. Upon receipt of written consent from the
student's parent or caregiver, a school psychologist coordinates and oversees the MDE
process. The MDE team may consist of, but is not limited to, the school psychologist, school
counselor, nurse, reading specialist, special education teacher, regular education teacher,
related service providers, the parent/guardian, and the student. Upon completion of a
Multidisciplinary Evaluation (MDE), Special Education supports and services are
recommended if the team determines that the student, (1) has a school-age disability, and
(2) will be unable to obtain meaningful educational benefit without specially designed
instruction.
Enrollment
Review the Enrollment Difference Status. If necessary, describe how your district plans to
address any significant disproportionalities.
The data is publicly available via the PennData website. You can view your most recent
report. The link is:
htt s:/Zpenndata.hb g.psu.edu ZPublicReporting/DataataGlance tabid 2523/Default.aspx
Mee
According to the 2016-2017 Special Education Data Report, PSD reported a total special
education enrollment of 1,422 students, or 15.3% of the total enrollment of 9,309, which is
slightly below the state average of 16.5% special education enrollment. Below are district
percentages of special education enrollment by disability, as they compare to state
averages.
Autism: 9.4% PSD, 10.7% PA
Deaf -Blindness: --- PSD, 0% PA
Emotional Disturbance: 4.1% PSD, 8.5% PA
Hearing Impairment Including Deafness: 1.5% PSD, 1.0% PA
Intellectual Disability: 2.6% PSD, 6.5% PA
Multiple Disabilities: 1.2% PSD, 1.1% PA
Orthopedic Impairment: -- % PSD, 0.2% PA
Other Health Impairment: 12.7% PSD, 14.9% PA
Specific Learning Disability: 47% PSD, 41.8% PA
Speech and Language Impairment: 21.2.4% PSD, 14.7% PA
Traumatic Brain Injury: --- PSD, .2% PA
Visual Impairment Including Blindness: --- PSD, 0.4% PA
While there is disproportionality between the state and district enrollment percentages for
students with Emotional Disturbance, Specific Learning Disability, and Speech and
Language Impairment, the district is confident in the validity of its evaluation and
identification process. These differences are thought to be a reflection of the community
populations that comprise the district, and not an issue of invalid identification
procedures. Non -Resident Students erskq
1. How does the District meet its obligation under Section 1306 of the Public School Code as
the host District at each location?
2. How does the District ensure that students are receiving a free appropriate public
education (FAPE) in the least restrictive environment (LRE)?
3. What problems or barriers exist which limit the District's ability to meet its obligations
under Section 1306 of the Public School Code?
Parkland School District acknowledges its obligation to educate students who reside in
its geographic area, including all students living in group homes. PSD maintains a
cooperative relationship with agencies, including ongoing communication with
individual caseworkers to ensure an open and collaborative working relationship. When
a new 1306 facility moves into our district, a meeting is coordinated to establish open
and on-going collaboration, and to ensure that students are expediently enrolled and
placed in the district upon arrival at the 1306 facility. For students who reside at
KidsPeace National Center for Children in Crisis, a residential treatment facility (RTF)
within the District's boundaries, PSD maintains a PDE -approved agreement with
KidsPeace and Salisbury Area School District (SASD) by which SASD assumes the
general host district responsibilities.
70
Upon student arrival in a 1306 facility and registration at the student's neighborhood
school, PSD works in close collaboration with caseworkers and agencies to ensure a
smooth and seamless a process, to the maximum extent possible. If the student is
indicated as having an Individualized Education Program, or other services as the result
of a disability, the district immediately requests records from the previous educational
entity and conducts a review to determine the most appropriate placement for the
provision of comparable services, in the least restrictive environment possible. If it is
determined that additional data is needed in order to provide a free and appropriate
public education (FAPE), the district will initiate the evaluation or re-evaluation
process, while providing comparable services in the interim -time between evaluation,
determination, and program recommendation.
It is not uncommon for an agency to have incomplete educational records, and obtaining
them from past entities continues to be an ongoing difficulty with Section 1306
students, perhaps due to the transient nature of this unique population. Additionally,
determining who has educational rights and making sure that the right people are able
to participate in the placement process can sometimes be a significant challenge. There
are times, for example, that a parent continues to have educational rights but is not able
to be located in order to participate and provide the necessary consent. In these
circumstances, the district works with the 1306 staff and any caseworkers and agencies
involved in order to enroll and program for the student as quickly as possible.
Incarcerated Students Overskqht
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).
While there currently are no correctional facilities within the District's boundaries, PSD
complies with section 1306.2(a) regulations, which require that persons under the age of 21
who are incarcerated shall be eligible for educational services in the same manner and the
same extent as a student who has been expelled. Incarcerated students under the age of 17
are still subject to compulsory school attendance laws. Pursuant to 1306 regulations, the
"host" district (the district in which the facility is located) would provide services to
applicable students and, typically, charge PSD according to their tuition rate.
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
71
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.)
Refer to and discuss the SPP targets and the district's percentages in the Indicator 5
section - Educational Environments. Also discuss the number of students placed out of
the district and how those placements were determined to assure that LRE
requirements are met.
(1) The general education setting and curriculum is the first consideration in every special
education programming decision. According to the 2016-2017 Special Education Data
Report, 63% of PSD students are educated inside the regular classroom for more than 80%
of the school day, as compared to a state average of 62.4%. Only 3.7% of students are in
regular classes for less than 40% of the school day, compared to a state average of 9.0%,
and 1.6% are educated in "other settings," compared to a state average of 6.9%.
To ensure that each student is educated in his/her least restrictive environment, IEP teams
start with a consideration of supplementary aids and services that may enable the student
to make meaningful progress on his/her IEP goals alongside of his/her peers without
disabilities. When necessary, this will include consultation and collaboration with outside
agencies and or the CLIU21 to, for example, initiate and Assistive Technology screening or
SETT process. These supplementary aids and services, along with a consideration of any
possible harmful effects of inclusion within the general education setting, are used to
determine the most appropriate setting for each individual student. It should be noted that
these careful considerations ensure that LRE requirements are fulfilled, even when it is
determined that a student would benefit from time outside of the general education setting.
In addition to the Director of Student Services, a Supervisor of Special Education, a
Supervisor of Health and Wellness, and three Special Education Coordinators, PSD employs
two education specialists/consultants who provide support and training to teams to ensure
that students are educated in their neighborhood schools and within the general education
classroom to the maximum extent appropriate. An Autistic Support Consultant works with
teams that provide support to students on the Autism Spectrum, and a Behavior Specialist
works with teams to assist with students with behavioral difficulties. Additionally, the
district employs a home-school visitor (licensed social worker) who assists families in
coordinating supports outside of school and collaborates with agencies to ensure
appropriate communication and provision of services in and out of school.
This model provides PSD staff with professional development, site-based training,
consultation, technical assistance and, when appropriate, direct -instruction and
intervention to individual students and/or groups of students. Along with on-site
opportunities for professional development, PSD administrators and specialists regularly
participate in training sessions offered by PDE/PaTTAN through the CLIU21, as well other
training entities.
72
(2) In collaboration with PaTTAN, CLIU21, and our Curriculum and Instruction department,
PSD offers evidence -based curriculum and models of support, and a continuum of services
to meet the needs of all students. Most recently, the district has added curriculum tools and
instructional methodologies such as Math180, ST Math, Reading Plus, Lexia Reading, and
the Competent Learner Model (CLM). By the end of the 2017-18 school year, our third year
of CLM training and assistance through PaTTAN and CLIU21, two district employees will be
certified CLM coaches, capable of expanding the CLM model of instruction throughout the
district, to classrooms and teams who support students with significant needs.
Additionally, PSD continues training and implementation of various multi -tiered system of
support (MTSS) models. Our response to instruction and intervention (RTII) initiative
continues at the elementary level and is expanding to include a standardized model for
behavior. At the secondary level, an intervention period was added to the middle school
master schedule during the 2016-17 school year, and the high school master schedule
during the 2017-18 school year. Collaboration for designing and implementing an MTSS
model for behavior at the secondary level is currently in -progress at the secondary level.
Through interdepartmental collaboration between the Student Services, Technology and
Curriculum and Instruction departments, PSD has implemented the first stage of a district -
wide 1:1 initiative, by which all students will have a personal technology device (laptop
computer or tablet). This has enabled the district to meet a variety of needs through the
Universal Design for Learning (UDL) framework, a methodology of instruction that is based
on accommodating a variety of individual learning differences within the regular education
setting.
According to the most recent Special Education Data report, PSD met all three targets for
SPP #5, Educational Environments. This marks the 4th consecutive year that the district
has met all three educational environment targets. In terms of out -of -district placements,
the district works collaboratively with parents/caregivers and the CLIU21 to determine if
and when such placements are appropriate. Prior to considering a change in programming,
however, PSD first looks to ensure that all available resources have been exhausted within
the student's current placement setting. Once a student is placed in an out -of -district
setting, the IEP team reviews the appropriateness of the setting and considers a return to
district -programming at least annually.
Beha vior Support Services
1. Provide a summary of the District policy on behavioral support services including, but
not limited to, the school wide positive behavior supports (PBS).
2. Describe training provided to staff in the use of positive behavior supports, de-
escalation techniques and responses to behavior that may require immediate
intervention.
3. If the district also has School -Based Behavioral Health Services, please discuss it.
73
(1) The PSD board -approved policy #233, Suspension and Expulsions, provides stipulations
for suspensions, expulsions and exclusions, including necessary due -process rights, in
accordance with PA state regulations. Additionally, the policy recognizes that suspensions,
expulsions, and exclusions of special education students is governed by the Individuals with
Disabilities Education Act (IDEA) and relevant state regulations. The two school -board
policies that specifically address behavior and discipline for special education (113.1,
Discipline of Students with Disabilities and 113.2, Behavior Supports) were last revised on
December 3, 2013.
In addition to school -board policies regarding discipline and behavior, the PSD Student
Services department created the following training memorandums and documents, after a
2015-2016 cyclical monitoring review with the Bureau of Special Education (BSE).
1. Manifestation Determination Procedure
Referral to Law Enforcement Procedure
Use of Physical Restraints for Students with Disabilities Procedure
4. Required Action following a Physical Restraint
In regard to school -wide behavior supports (SWPBS), the elementary level staff has
received training from the CLIU21 on developing a SWPBS program. Each elementary
school has developed behavioral expectations for several geographic areas, including the
classroom, hallway, cafeteria, bathrooms, bus and playground. At the start of each school
year, students, administrators, and faculty review the expectations in each area. While
significance is given to accountability and consequences for inappropriate choices, the main
emphasis the District's SWPBS is on the recognition of positive choices and positive
behavior. Each faculty member, including administrators, teachers, support staff, cafeteria
staff, playground aids and bus drivers, actively look for positive behaviors and are trained to
provide immediate positive reinforcement for exceptional citizenship.
In the event that a student continues to struggles given the first tier of the SWPBS, the
program includes a second-tier, behavior intervention process to assist students in
managing their behavior. Typically, the need for intervention is evidenced by repeated
office discipline referrals in short periods of time. A student who is struggling can receive
booster lessons on the expectations, individual incentive plans, and/or support from
additional staff, such as guidance counselors, to provide small -group and/or individual
instruction on coping strategies, decision-making, social skills.
Building on the success of the SWPBS program at the elementary level, the district has
begun extending its principals and key components to the intermediate and secondary
levels (6-12).
(2) For crisis situations that pose immediate threat, staff members from each building and
level are trained in verbal and physical de-escalation strategies through a program called
Crisis Prevention Intervention (CPI). Utilizing PSD employees who have completed
74
instructor certifications through CPI, training sessions are offered at least twice each school
year, with mandatory participation required from select special education and regular
education faculty.
Additionally, as mentioned previously, the Student Services department has created
training documents and conducted training sessions for district administrators, faculty, and
staff regarding appropriate responses to crisis situation.
(3) In regard to behavioral health services, the District partners with K/S MST, Inc. to
provide truancy intervention and Multisystemic Therapy (MST) services to students and
families, in conjunction with Lehigh County Children & Youth, behavioral health, and mental
health care agencies. The District also partners with the Children's Integrated Center for
Success (CICS) to allow families to access private -insurance funded mental/behavioral
health therapies during the school day and within our high school building.
Intensive ntert e ` nsurkI . rd to Place Students
1. If the LEA is having difficulty ensuring FAPE for an individual student or a particular
disability category, describe the procedures and analysis methods used to determine
gaps in the continuum of special education supports, services and education placement
options available for students with disabilities.
2. Include information detailing successful programs, services, education placements as
well as identified gaps in current programs, services, and education placements not
available within the LEA. Include an overview of services provided through interagency
collaboration within the LEA.
3. Discuss any expansion of the continuum of services planned during the life of this plan.
The District works very closely with the agencies to collaboratively develop plans for
students and families, including the CLIU21, the Office of Developmental Programs,
Intellectual Disabilities Services, Lehigh County Mental Health, Lehigh County Children and
Youth Services, Lehigh County Juvenile Probation, as well as private providers. When the
District experiences difficulty programming for a particular student, the LEA contacts the
CLIU and any county or private agencies involved with the student. This contact is typically
initiated by the District's Home -School Visitor (Licensed Social Worker) or other LEA -
representative, such as the Special Education Supervisor, Special Education Coordinator,
School Psychologist, or Guidance Counselor. When appropriate, the District will contact the
Lehigh County CASSP coordinator to help facilitate a working relationship between all
parties and agencies. A meeting, or series of meetings, would be scheduled to bring all
parties together to discuss the issues. The District would be an active member of the
interagency team to help build an appropriate program for a difficult to place child.
Based on individual need, behavioral health providers are invited into schools to observe
students and to share their expertise with educational teams in regard to strategies and
educational programming.
75
The District's relationship with various agencies, as well as on-going professional
development, has resulted in an increased awareness of the need for more unique
programming for difficult to place students. In recent years, the District has actively
pursued communication, collaboration, and partnership with outside agencies in order to
better support a growing variety of student needs. For the start of the 2015-2016 school -
year, the District added a full-time Act 93 position, "Supervisor of Health and Wellness." In
addition to assuming supervision responsibilities for district nursing staff, wellness
programs, and the coordination of Chapter 15 Service Agreements, this administrator
actively collaborates with medical providers and outside agencies regarding specific
students, as well as general programs and resources that could benefit students with unique
and significant needs.
As previously discussed, PSD employs two district -wide consultants/specialists and a
home- school visitor to work with teams in dealing with students with more significant
needs. To varying degrees, each professional acts as a liaison between county agencies,
service providers, the family, and the district to help program for students. One of the
primary goals of this support model is to build and maintain the capacity to program for and
support students who may otherwise be considered for more restrictive placements. Each
of these positions are vital resources for teams struggling with more significant needs while.
In regard to gaps in programming and plans to expand the continuum of services offered
within the LEA, the District continuously examines its special education population and
plans for trends and needs that change over time. Additionally, the District's Director of
Student Services, Supervisor of Special Education, and Supervisor for Health and Wellness
participate in regular "Facilities Planning" sessions with the CLIU21. During these sessions,
members from the 14 -district consortium discuss trends in student needs and plan for
future programming. For the 2017-18 school year, the District added a second Emotional
Support classroom at the high school level, in order to adequately program for students
with behavioral needs and lower student -to -staff ratios. Likewise, to meet the needs of
students transitioning from Early Intervention to school-age services, the District partnered
with CLIU21 to add a K-2 Multiple Disabilities Support (MDS) classroom. In January of
2018, based on the number of resident -students supported by this classroom, the District
decided to assume supervision of the classroom. As we monitor the progress and continued
needs of students supported by this program, the District will consider expanding the MDS
continuum to other grade levels.
Describe the strengths and highlights of your current special education services and
programs. Include in this section directions on how the district provides trainings for staff,
faculty and parents.
As part of the planning process, the Special Education Plan committee, as well as other
District teachers, administrators, support staff, and parents completed an online survey.
76
Part of the survey asked participants to identify strengths and highlights of the District's
current special education services and programs. The following areas were noted.
1. Implementation of the Student Assistance Program (SAP), across all buildings, as a
process to mobilize school and community resources to remove barriers to learning,
such as drug use and mental health issues.
2. Partnership with the Children's Integrated Center for Success (CICS) to bring private
insurance -based mental health services to Parkland High School.
3. Implementation of a multi -tiered system of behavior support across elementary and
middle school buildings, including mindfulness instruction in Tier 1 at the kindergarten
and first grade levels.
4. Expansion of academic RtII/MTSS to the middle school level through the addition of an
intervention period. In addition to providing necessary support to students with and
without disabilities, this process has enabled students who require supplemental or
replacement instruction to miss less regular education instruction each day.
5. Curriculum resources: PSD continuously evaluates and expands its catalogue of
research -based assessment and instructional tools. Since the submission of the 2015-
18 special education plan, the district has added and/or expanded upon STAR Reading,
STAR Math, Unique Learning Systems, Fundations Reading, Lexia Reading, Reading Plus,
Math180, the Competent Learner Model, Aimsweb Writing, and Zones of Regulation.
6. Increased Training for Support Staff members—during the 2016-17 school year, the
Student Services department began facilitating a series of para -education trainings that
focus on current best -practices, such as presuming competency and providing support
without building dependency. In the 2017-18 school year, the district implemented a
"Classroom Support Walk-through" tool, through which administrators and specialists
can observe practices in action and provide meaningful, immediate "on-the-job"
feedback.
7. Implementation and expansion of the Competent Learner Model (CLM), a research -
based support model designed for students with Autism and other significant needs.
PSD is currently in its 4th year of implementation and has been working with PATTAN
and CLIU21 to certify two CLM "coaches" who can then turnkey the model to other
classrooms.
8. Least Restrictive Environment (LRE)—the District has met the State Performance Plan
(SPP) target for educational environments for the past 4 school years. PSD includes
students with disabilities in the general education setting and curriculum to the
maximum extent appropriate, but not at the detriment to quality services and programs.
9. Continued partnership with the Lehigh Carbon Community College (LCCC) for students
with significant needs. The District is currently in year 5 of a successful mentoring
77
program that partners Parkland High School students with significant disabilities with
LCCC mentors who are enrolled in education courses. The mutually beneficial
partnership aims to combine valuable life -skills training with an authentic college
experience for PHS students, on the LCCC campus, while offering an irreplaceable
hands-on experience to college students who wish to enter the education profession.
10. Peer Assisted Learning Support (PALS) - the PALS program pairs students with
significant disabilities with peers without disabilities for academic assistance and
mutually beneficial social interaction. The program is extremely popular among
students, teachers and parents at the high school level.
11. Elementary Teacher Education Program (ETEP) - ETEP provides opportunities for
Parkland High School Students who are planning to pursue education as a career to visit
elementary schools and assist in classrooms.
12. Transition support - while the district employs measures to assure successful
succession from one grade level to the next, extra care and assistance is employed
during grade level advancements that involve a change in building, such Kindergarten to
grade 1; grade 5 to grade 6; and grade 8 to grade 9. These years involve parent and
team meetings, building visitations, and any other supports necessary given individual
student needs. The procedures are revisited each year and adjusted as needed to
ensure as seamless a transition as possible.
13. Child Find Procedures - with growing RtII and MTSS models throughout elementary
and secondary levels, research -based progress monitoring tools, annual public
notification, as well as procedures in place to monitor attendance and respond to parent
requests, the District is constantly improving upon already successful Child Find
procedures.
14. Staff Development - the special education department offers many traditional and non-
traditional training opportunities. Sessions are offered after school hours, as well as via
technology, such as in webcast of online video format, in order to maximize flexibility
and potential reach. Additionally, monthly special education meetings at each school
provide special education administrators the opportunity to train staff members on new
items and reinforce previously discussed items.
HE
Baas and SupportiveSchools .rant
The LEA has verified the following Assurances:
• Implementation of a comprehensive and integrated K-12 program of student services based
on the needs of its students. (in compliance with 12.41a )
• Free Education and Attendance (in compliance with 12.1)
• School Rules (in compliance with 12.3)
• Collection, maintenance and dissemination of student records (in compliance 12.31a and
12.32)
• Discrimination (in compliance with 12.4)
• Corporal Punishment (in compliance with 12.5)
• Exclusion from School, Classes, Hearings (in compliance with 12.6, 12.7, 12.8)
• Freedom of Expression (in compliance with 12.9)
• Flag Salute and Pledge of Allegiance (in compliance with 12.10)
• Hair and Dress (in compliance with 12.11)
• Confidential Communications (in compliance with 12.12)
• Searches (in compliance with 12.14)
• Emergency Care and Administration of Medication and Treatment (in compliance with 35
P.S. & 780-101-780-144)
• Parents or guardians are informed regarding individual survey student assessments and
provided a process for refusal to participate (consistent with & 445 of the General Education
Provisions Act f20 U.S.C.A. § 1232hj 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 12.41e )
• Development and Implementation of Local Wellness Program (in compliance with Public
Law 108-265, Section 204)
0 Early Intervention Services System Act (if applicable) (11 P.S. § 875-101-875-503)
79
• Establishment and Implementation of Student Assistance Programs at all of levels of the
school system (in compliance with 24 PS 15-1547)
• Acceptable Use Policy for Technology Resources
• Providing career information and assessments so that students and parents or guardians
might become aware of the world of work and career options available.
Special Education Assurances
The Local Education Agency (District) has verified the following Assurances:
• Implementation of a full range of services, programs and alternative placements available to
the school district for placement and implementation of the special education programs in
the school district.
• Implementation of a child find system to locate, identify and evaluate young children and
children who are thought to be a child with a disability eligible for special education residing
within the school district's jurisdiction. Child find data is collected, maintained and used in
decision-making. Child find process and procedures are evaluated for its effectiveness. The
District implements mechanisms to disseminate child find information to the public,
organizations, agencies and individuals on at least an annual basis.
• Assurances of students with disabilities are included in general education programs and
extracurricular and non-academic programs and activities to the maximum extent
appropriate in accordance with an Individualized Education Program.
• Compliance with the PA Department of Education, Bureau of Special Education's report
revision notice process.
• Following the state and federal guidelines for participation of students with disabilities in
state and district -wide assessments including the determination of participation, the need
for accommodations, and the methods of assessing students for whom regular assessment is
not appropriate.
• Assurance of funds received through participation in the medical assistance reimbursement
program, ACCESS, will be used to enhance or expand the current level of services and
programs provided to students with disabilities in this local education agency.
EC
24P S §1306 and §1306 2 Facilities
................................................................................................................................................................................................................................................................................................................................................................................................
Facility Name Facility Type Services Provided By .........................Student....Count
Valley Youth House Nonresident Parkland School 6
/ n
PATHS Group Home District
.
KidsPeace.........................................................................N.... KidsPeace 1
onresident
Least Restrictive Environment
Facilities
.......................................................................................................................................................................................................................................................................................................................................................................................................................................Number
Facility Name
Type of Facility
Type of Service
..of........................
Students Placed
Catasauqua H1�gh School
Neighboring School
Multiple Disabilities
2
Districts
..................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Weisenberg Elementary
Neighboring School
Multiple Disabilities
3
School
Districts
..................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Northern Lehigh High
Neighboring School
Multiple Disabilities
1
School
Districts
..................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Good Shepherd Hospital
Other
Life Skills - Project Search
1
St. Luke's Hospital
Other
Life Skills - Project Search
2
Lower Macungie Middle
Neighboring School
LSS
3
School
Districts
Lehigh County Enhanced
Special Education
Autistic Support
3
Autism
Centers
Southern Lehigh High
Neighboring School
Emotional Support
1
School
Districts
Lehigh Learning and
Special Education
Emotional Support
7
Achievement School
Centers
Allentown Center
Special Education
Emotional Support
3
Learning and
Centers
Achievement School
Western PA School for
Approved Private
Deaf/Hard of Hearing
1
the Deaf
Schools
Hogan Learning Academy
Special Education
Autistic Support
1
Centers
Catasauqua High School
Neighboring School
MDS
2
Districts
Instruction in the Home
Instruction in the Home
Instruction in the Home
2
Lehigh Learning
Approved Private
Emotional Support and
2
Academy
Schools
Learning Support
Northwestern Lehigh
Neighboring School
LSS
4
Middle School
Districts
Macungie Elementary
Neighboring School
LSS
1
School
Districts
Salisbury High School
Neighboring School
MDS
1
Districts
.....Cedar
..Nursing .....................................Other
..Brook
......................................................................................................LSS
.....................................................................................................1...............................................................................................
....... VIP
Home
HI
Special Education Program Profile
Program Position #1
Operator. School District
PROGRAM DETAILS
Type: Class and Position
Implementation Date: September 8, 2015
Reason for the proposed change: This is a temporary move for 1 year due to
construction in the building.
PROGRAM SEGMENTS
...............................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Type of Support Level of Support Age Range
Caseload ......FTE.....
Itinera"nt LeIII III III aII III III III IrI III III nI III III III iI III n su ort 10 to 12
g pp
5 0.II 25
Locations:
Cetronia................................................................An..Elementa.r..............................................A..buildi.n........in..which..Genera1.....................................................................................................................................
Y g
Elementary School School Building Education programs are operated
...................................................................................................................................................................................................................................................
Type of Support Level of Support Age Range
Caseload FTE
Supplemental (Less Than Learning Support 10 to 10
8 0.75
80% but More Than 20%)
.............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Locations:
.............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Cetronia Elementary School An Elementary A building in which General
School Building Education programs are
operated
Program Position #2
Operator. School District
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
Type of Level of Support Age Range
Caseload FTE
Support
Itinerant Emotional Support 14 to 18
5 0.5
Locations:
................................................................................................
...General
...Education
Parkland..H.1......h.....................A..Senio.r...H.1......h..School............A..bu ldin........in.. which
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10 0.5
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Locations:
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School Building Education programs are
operated
W,
Program Position #3
Operator. School District
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
.....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................FTE.....
Type of Support Level of Support Age Range
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....................................................................................................................................................................................................................
Type of Support Level of Support Age Range
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1 0.25
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Locations:
.............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Schnecksville Elementary An Elementary A building in which General
School School Building Education programs are
operated
Program Position #4
Operator. School District
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
................................................................ ...... ......
... ..... ..............................................................................................................................................................................................
...... ...................................................................
........ .......
Type of Support Level of Support Age Range
Caseload FT.E....
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....................................................................................................................................................................................................................
Type of Support Level of Support Age Range
Caseload .....FT.E....
Supplemental (Less Less ThanLearning Su pport 6 to 9
1 0.5
80% but More Than 20%)
Locations:
Cetronia Elementary School An Elementary A building in which General
School Building Education programs are
operated
W
Program Position #5
Operator. School District
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Type of Support Level of Support Age Range
Caseload ......FTE.....
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Locations:
Cetronia Elementary School An Elementary A building in which General
School Building Education programs are
operated
Type of Support Level of Support Age Range
Caseload FTE
Itinerant Learning Support 10 to 12
..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
3 0.25
Locations:
Cetro.n1a................................................................An..Elementary A g .................................................. buildin in which General
Elementary School School Building Education programs are operated
Program Position #6
Operator. School District
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
...............................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Type of Support Level of Support Age Range
Caseload ......FTE.....
III III III III III III III I 111 1111 111 111 111 111 111 111 111 111 111 111 111 111 11
Itinerant Learningsupport 7to1111 0
III III III I
2 0.25
Locations:
Cetronia................................................................An..Elementa.r..............................................A..buildi.n........in..which..Genera1.....................................................................................................................................
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....................................................................................................................................................................................................................
Type of Support Level of Support Age Range
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pp ental ( g pp 7 to 10
8 0.75
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Locations:
Cetronia Elementary School An Elementary A building in which General
School Building Education programs are
operated
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Program Position #7
Operator. School District
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
...............................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Type of Support Level of Support Age Range
Caseload ......FTE.....
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0�.25����������
Locations:
Fo......elsville..........................................................An..EIementa.r.............................................A..buiIdi.n........in..which..Genera1..................................................................................................................................
E Y g
Elementary School School Building Education programs are operated
....................................................................................................................................................................................................................
Type of Support Level of Support Age Range
Caseload ......FTE.....
Sulem��e�SST�na�n��������������������������������������� rniLeansuo�rt����������������������
pp ental ( g pp 11 to 12
8 0.75
80% but More Than 20%)
Locations:
Fogelsville Elementary An Elementary A building in which General
School Building Education programs are
operated
Program Position #8
Operator. School District
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
..........................................................................................................................................................................................................................................................
Type of Support Level of Support Age Range
Caseload ......FTE.....
Itinerant Lea�rni�nsuo�rt��������������������������������������������������� 9to104������������������������������������������������������������������������������������������
g pp
0�.25����������
Locations:
Fo......elsville...........................................An..Elementa.r.................................................A..bu Idin........in..whlch...GeneraIgY g
Elementary School Building Education programs are operated
...............................................................................................................................................................................................................................................................................................................................FTE.....
Type of Support Level of Support Age Range
Caseload
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pp ental ( g pp 8 to 12
12 0.75
80% but More Than 20%)
1 ustification. Students are not instructed in the same room at same time outside of the 3........Year
variance.
Locations:
Fogelsville Elementary An Elementary A building in which General
School School Building Education programs are
operated
Program Position #9
Operator. School District
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
...............................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Type of Support Level of Support Age Range
Caseload ......FTE.....
��
ItinerantLea�rni�nsuo�rt8to93�������������������������������������������������������������������������������������������
g pp
0�.25����������
Locations:
Fo......elsville..........................................................An..EIementa.r.............................................A..buiIdi.n........in..which..Genera1..................................................................................................................................
E y g
Elementary School School Building Education programs are operated
....................................................................................................................................................................................................................
Type of Support Level of Support Age Range
Caseload ......FTE.....
Sulem��e�SST�na�n��������������������������������������� rniLeansuo�rt����������������������
pp ental ( g pp 6 to 8
6 0.75
80% but More Than 20%)
Locations:
Fogelsville Elementary An Elementary A building in which General
School School Building Education programs are
operated
Program Position #10
Operator. School District
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
..................................................................................................................................................................................................................................................................................................................
S
Type of Support Level of Support Age Range
..............................................................FTE.....
Caseload
��
ItinerantLea�rni�nsuo�rt������������������������������������������������ 6to91�������������������������������������������������������������������������������������������
g pp
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Locations:
aindl...Elementar..................An..EIementa.r.............................................. ..A..bu Idin........in..whlch...General..........................................................................................................................................
1 y y g
School School Building Education programs are operated
....................................................................................................................................................................................................................
Type of Support Level of Support Age Range
Caseload ......FTE.....
Sulem��e�SST�na�n��������������������������������������� rniLeansuo�rt����������������������
pp ental ( g pp 6 to 9
8 0.75
80% but More Than 20%)
Locations:
Jaindle Elementary School An Elementary A building in which General
School Building Education programs are
operated
M
Program Position #11
Operator. School District
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Type of Support Level of Support Age Range
Caseload ......FTE.....
��
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g pp
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Locations:
aindl...Elementar..................An..EIementa.r............................................... .A..bu Idin........in..which...General..........................................................................................................................................
1 y y g
School School Building Education programs are operated
....................................................................................................................................................................................................................
Type of Support Level of Support Age Range
Caseload ......FTE.....
Sulem��e�SST�na�n��������������������������������������� rniLeansuo�rt����������������������
pp ental ( g pp 10 to 12
8 0.75
80% but More Than 20%)
Locations:
Jaindl Elementary An Elementary A building in which General
School Building Education programs are
operated
Program Position #12
Operator. School District
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
Type of Level of Support Age Range
Caseload FTE
Support
Itinerant Learning Support 9 to 10
2 0.25
..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Locations:
aindl.......................................................An..Elementar ......School............xi;uildi.n.......an..which..Genera1...E ducatio.n..................................................................................................
1 y g
Elementary Building programs are operated
....................................................................................................................................................................................................................
Type of Support Level of Support Age Range
Caseload ......FTE.....
Sulem��e�SST�na�n��������������������������������������� rniLeansuo�rt����������������������
pp ental ( g pp 9 to 10
13 0.75
80% but More Than 20%)
Locations:
Jaindl Elementary An Elementary A building in which General
School Building Education programs are
operated
Program Position #13
Operator. School District
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
.............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Type of Level of Support
Age Range
Caseload FTE
Support
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Itinerant g pp
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Locations:
Ironton..................................................An..Elementa.r........Schoo.1...........A..buildi.n........1n..which..General...Education..............................................................................................
Y g
Elementary Building programs are operated
....................................................................................................................................................................................................................
Type of Support Level of Support
Age Range
Caseload .....FT.E....
Supplemental (Less Less ThanLearning Su pport
10 to 12
9 0.5
80% but More Than 20%)
..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Locations:
Ironton ElementaryAn Elementary
A building in which General
School Building
Education programs are
operated
Program Position #14
Operator. School District
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
Type of Level of Support
Age Range
Caseload FTE
Support
Itinerant Learning Support 8 to 10
1 0.25
..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Locations:
...........A..building ........in..which General Educatio.n..............................................................................................
Ironton..................................................An Elementa.rY ........School
Elementary Building programs are operated
...................................................................................................................................................................................................................................................
Type of Support Level of Support
Age Range
Caseload FTE
Supplemental (Less Than Learning Support
8 to 10
11 0.75
80% but More Than 20%)
Locations:
Ironton Elementary An Elementary
A building in which General
School Building
Education programs are
operated
HE
Program Position #15
Operator. School District
PROGRAM DETAILS
Type: Class
Implementation Date: September 1, 2016
Reason for the proposed change: Redistricting and additional of Full -Day
kindergarten
PROGRAM SEGMENTS
Type of
Level of Support
Age Range
Caseload
FTE
Support
Itinerant
Learning Support
9 to 11
3
0.25
.............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Locations:
Kernsvill.e .............................An
Elementary ........Scho.ol.............A..building
........in..which General Educatio.n.....................................................................................................
Building programs are operated
Type of Support
Level of Support
...................................................................................................................................................................................................................................................
Age Range
Caseload
FTE
Supplemental (Less Than
Learning Support
9 to 11
12
0.75
80% but More Than 20%)
Locations:
Kernsville
An Elementary
A building in which General
School Building
Education programs are
operated
Program Position #16
Operator. School District
PROGRAM DETAILS
Type: Class
Implementation Date: September 1, 2016
Reason for the proposed change: Redistricting and addition of Full
Day Kindergarten
PROGRAM SEGMENTS
Type of
Level of Support
Age Range
Caseload
FTE
Support
Itinerant Learning Support 11 to 12
1 0.25
Locations:
Kernsville.............................An
.......... Elementa.r........Scho.o.l.............A..buildi.n........1n..which..Gener
Y
g al...E ducatio.n.....................................................................................................
Building programs are operated
Type of Support
Level of Support
...................................................................................................................................................................................................................................................
Age Range
Caseload
FTE
Supplemental (Less Than
Learning Support
11 to 12
10
0.75
80% but More Than 20%)
.............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Locations:
.............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Kersville
An Elementary
A building in which General
School Building
Education programs are
operated
M
Program Position #17
Operator. School District
PROGRAM DETAILS
Type: Class and Position
Implementation Date: September 2, 2014
Reason for the proposed change: To accommodate the addition of another regular
education classroom in the same hallway.
PROGRAM SEGMENTS
Type of Support
Level of Support
..................................................................................................................................................................................................................................................
Age Range
Caseload
FTE
Supplemental (Less Than
Learning Support
8 to 10
5
0.5
80% but More Than 20%)
..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Locations:
..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Kernsville
An Elementary
A building in which General
School Building
Education programs are
operated
Type of Support
Level of Support
Age Range
Caseload
FTE
Full -Time Special
Learning Support
8 to 11
1
0.5
Education Class
Locations:
Kernsville.................................................................An...Elementary
............................................A..building
...............................................................................................................................
........in.. which
...General
School BuildingEducation
programs are operated
Program Position #18
Operator. School District
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
Type of
..............................................................................................................................................................................................................................................................................................................................................................................................................................
Level of Support
Age Range
Caseload
FTE
Support
Itinerant Learning Support
pp 6to8
5 0.25
Locations:
Kernsville.............................An..El
ementarY ........Scho ol.............A..buildi.
n........1g n..which..Genera1...E ducatio.n.....................................................................................................
Building programs are operated
Type of Support
Level of Support
...................................................................................................................................................................................................................................................
Age Range
Caseload
FTE
Supplemental (Less Than
Learning Support
8 to 9
9
0.75
80% but More Than 20%)
Locations:
Kernsville
An Elementary
A building in which General
School Building
Education programs are
operated
M
Program Position #19
Operator. School District
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
Type of Level of Support Age Range Caseload
FTE
Support
Itinerant Learning Support 7 to 9 6
0.25
Locations:
..GeneralEducatio.n.....................................................................................................
Kratzer..........................................An..Elementa.rY........Schoo.l.............A..building ........in..which
Building programs are operated
...................................................................................................................................................................................................................................................
Type of Support Level of Support Age Range Caseload
FTE
Supplemental (Less Than Learning Support 7 to 9 10
0.65
80% but More Than 20%)
Locations:
Kratzer An Elementary A building in which General
School Building Education programs are
operated
Type of Support Level of Support Age Range Caseload
FTE
Full -Time Special Learning Support 7 to 8 1
0.1
Education Class
Locations:
.............................................................................An Elementa.rY ............................................A..building ........in..which Genera1...............................................................................................................................
Kratzer An
School Building Education programs are operated
Program Position #20
Operator. School District
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
.................................................................................................................................................................................................................................................................................................................................................................................................................................
Type of Level of Support Age Range Caseload
FTE
Support
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g pp
Kratzer An Elementar..... School A building in which General Education .......... are
Y g programs
Building operated
........................................................................................................................................................................................................................................................
Type of Support Level of Support Age Range Caseload
FTE
Supplemental (Less Than Learning Support 9 to 11 9
0.5
80% but More Than 20%)
Kratzer...............................................................................................................An..Elementa.r.............................A..buildin........in..which...General... Education
Y g programs
School Building are operated
91
Program Position #21
Operator. School District
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
...............................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Type of Support Level of Support
Age Range
Caseload ......FTE.....
��
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g pp
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Locations:
Orefield..Middle ...................A..Middle...Schoo.1.....................A..buildi.n........1n..which..Genera1..Education.........................................................................................................
g
School Building programs
are operated
.........................I'll"" ..............illl.............................................................................................................................................................................................................................................................................................
Type of Support Level of
Age Range
Caseload FTE
Support
Supplemental Less ThanLearn.
pp ( Ing
13 to 14
11 0.75
80% but More Than 20%) Support
.............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Locations:
Orefield Middle School A Middle
A building in which General
School Building
Education programs are
operated
Program Position #22
Operator. School District
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support
Age Range
Caseload FTE
Itinerant Learning Support 14 to 15
22 0.5
...............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Locations:
.........................................................................................................
...General
...Education
uldng ........in..which
Orefield. Mid dl e...................A...Middle...Schoo.1......................A..building
School Building programs are operated
Type of Support Level of
Age Range
Caseload FTE
Support
Supplemental (Less Than Learning
14 to 16
4 0.5
80% but More Than 20%) Support
Locations:
...............................................................................................................................................................................................................................................................................................................................................
Orefield Middle A Middle
A building in which General
School Building
Education programs are
operated
W,
Program Position #23
Operator. School District
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
.............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Type of Level of Support
Age Range
Caseload FTE
Support
Itinerant Learning Support12 to 13
pp
12 0.25
Locations:
Orefield..........................................A..Middle...School......................... A..buildi.n........in..which..General..Educatio.n....................................................................................................................
g
Middle Building programs are operated
Type of Support Level of
Age Range
Caseload FTE
Support
Supplemental (Less Than Learning
12 to 13
11 0.75
80% but More Than 20%) Support
.............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Locations:
Orefield Middle A Middle
A building in which General
School Building
Education programs are
operated
Program Position #24
Operator. School District
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support
Age Range
Caseload FTE
Itinerant Learning Support 14 to 15
15 0.3
...............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Locations:
......................A..building ........in..which...General...Educatio.n.........................................................................................................
...School
Orefield Middle....................A.. Middle
School Building programs are operated
Type of Support Level of
Age Range
Caseload FTE
Support
Supplemental (Less Than Learning
14 to 15
10 0.7
80% but More Than 20%) Support
Locations:
..................................................................................................................................................................................................................................................................................................................................................
Orefield Middle A Middle
A building in which General
School Building
Education programs are
operated
93
Program Position #25
Operator. School District
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
.............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Type of Level of Support
Age Range
Caseload FTE
Support
Itinerant Learning Support12 to 13
pp
10 0.25
Locations:
Orefield..........................................A..Middle...School......................... A..buildi.n........in..which..General..Educatio.n....................................................................................................................
g
Middle Building programs are operated
Type of Support Level of
Age Range
Caseload FTE
Support
Supplemental (Less Than Learning
12 to 13
15 0.75
80% but More Than 20%) Support
.............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Locations:
Orefield Middle A Middle
A building in which General
School Building
Education programs are
operated
Program Position #26
Operator. School District
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of
Age Range
Caseload FTE
Support
Supplemental (Less Than Learning
13 to 15
12 1
80% but More Than 20%) Support
Locations:
..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Orefield Middle A Middle
A building in which General
School Building
Education programs are
operated
94
Program Position #27
Operator. School District
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
.............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Type of Level of Support Age Range
Caseload FTE
Support
Itinerant Learning Support
pp 13 to 14
8 0.25
Locations:
Orefield..........................................A..Middle...Schoo.l.........................A..buildi.n........in..which..General..Educatio.n....................................................................................................................
g
Middle Building programs are operated
Type of Support Level of Age Range
Caseload FTE
Support
Supplemental (Less Than Learning 13 to 14
13 0.75
80% but More Than 20%) Support
.............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Locations:
Orefield Middle A Middle A building in which General
School Building Education programs are
operated
Program Position #28
Operator. School District
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
Type of Level of Support Age Range
Caseload FTE
Support
Itinerant Learning Support 18 to 20
28 1
Locations:
............. A.. building ........in..which General Educatio.n..........................................................................................................
..School
...High
............................................................A..Senior
PHIS
Building programs are operated
Program Position #29
Operator. School District
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
Type of Level of Support Age Range
Caseload FTE
Support
III III III III III III III
ItiInIII III III III eIII III III rIII aI III III III nI III III III tI III III III III III III III III III III III III III III III III III III III III I III III III III III LeIII III III aII III III III rII III III nII III III III iI III u su ort 17 to 18
g pp
27 0.II 75
Locations:
............................................................A..Senio.r...H.1......h..School.............A..buildi.n........in.. which.. General Educatio.n...........................................................................................................
High g
Building programs are operated
95
......................................................................................................................................................................................................................................................................................................................................................
Type of Support Level of
Age Range
Caseload FTE
Support
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Supplemental ( g
17 to 18
���������������� 0.25
1
80% but More Than 20%) Support
Locations:
PHS A Senior High
A building in which General
School Building
Education programs are
operated
Program Position #30
Operator. School District
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
Type of Level of Support
Age Range
Caseload FTE
Support
Itinerant Learning Support 17 to 19
28 0.75
Locations:
............................................................A..S............. ............. .. . ........ ..w .
emorH1ghSchooAuildinn...........................................................................................................
g in hich General
Building programs are operated
..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Type of Support Level of
Age Range
Caseload FTE
Support
Supplemental (Less Than Learning
17 to 19
1 0.25
80% but More Than 20%) Support
Locations:
PHS A Senior High
A building in which General
School Building
Education programs are
operated
Program Position #31
Operator. Intermediate Unit
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Type of Level of Support
Age Range
Caseload FTE
Support
Iti�nera�nt��������������������������������������������������������������� L�earni�ns�uort15to1�87������������������������������������������������������������������������������������������
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nn..........................................................................................................
........1g n..whi........... ..Genera1..E duca
LCTL........................................................A..Selo r..H. .1 . g ....h.. S.cho.o.1............. A .. buildi. n............
.tio.
Building programs are operated
M
Program Position #32
Operator. Intermediate Unit
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Type of Level of Support Age Range
Caseload FTE
Support
������������������������������������������������
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Locations:
LCTL........................................................A..Senio.r...H.1.....h..School.............A..buildi.n........1n..which..Genera1...E ducatio.n..........................................................................................................
E g
Building programs are operated
Program Position #33
Operator. School District
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Type of Level of Support Age Range
Caseload FTE
Support
Itinerant Learning Support 17 to 19
21 0.75
Locations:
............................................................A..S............. ............. .. . ........ ..w .
emorH1EhSchooAuildinn...........................................................................................................
g in hich General
Building programs are operated
Type of Support Level of Age Range
Caseload FTE
Support
Supplemental (Less Than Learning 17 to 19
1 0.25
80% but More Than 20%) Support
..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Locations:
..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
PHS A Senior High A building in which General
School Building Education programs are
operated
Program Position #34
Operator. School District
PROGRAM DETAILS
Type: Position
Implementation Date: October 2, 2015
Reason for the proposed change: Reduce caseload of Emotional Support teacher and
improve student/teacher ratio
97
PROGRAM SEGMENTS
Type of Level of Support
Age Range
Caseload FTE
Support
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15to18
������������I������������������������������������������������������������������������������� ����������I��I�I�I�II�II�II�II�11�1
18 0.5�
Locations:
.............
...High
..School
P.H.S............................................................A..Senior
A.. building ........in..which General Educatio.n..........................................................................................................
Building
programs are operated
.......................................................................................................................................................................................................................
Type of Support Level of Support Age Range
III III III III III III 111 1111 111 111 111 111plemental 11 111 111 111 111 111 111 111 111 111 111 111 111 111 111 111 111 111 111 111 111 III
Caseload .....FT.E....
Su Sup�eSS Than Eotional
pp ( 15 to 18
5 0.5
80% but More Than 20%) Support
Locations:
Parkland High School A Senior
High A building in which General
School Building
Education programs are
operated
Program Position #35
Operator. School District
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Type of Level of Support
Age Range
Caseload FTE
Support
Iti�nera�nt��������������������������������������������������������������� L�earni�ns�uort1�to1�825������������������������������������������������������������������������������
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............................................................A..Senio.r...H.1g .....h..School.............A..buildi.
n............
........1g n..which..Genera1...E ducatio.n..........................................................................................................
Building
programs are operated
Program Position #36
Operator. School District
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Type of Level of Support
Age Range
Caseload FTE
Support
Iti�nera�nt��������������������������������������������������������������� L�earni�ns�uort15to1723������������������������������������������������������������������������������
g pp
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............................................................A..Senio.r...H.1g .....h..School.............A..buildi.
n............
........1g n..which..Genera1...E ducatio.n..........................................................................................................
Building
programs are operated
M
Program Position #37
Operator. School District
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Type of Level of Support Age Range
Caseload FTE
Support
������������������������������������������������
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Locations:
............................................................A..Senio.r...H.1.....h..School.............A..buildi.n........1n..which..Genera1...E ducatio.n..........................................................................................................
E g
Building programs are operated
Program Position #38
Operator. School District
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Type of Level of Support Age Range
Caseload FTE
Support
Itinerant Learning Support 15 to 19
17 0.5
Locations:
............................................................A..Senio.r...H.1E .....h..School.............A..buildi. n............
........1g n..which..Genera1...E ducatio.n..........................................................................................................
Building programs are operated
Type of Support Level of Age Range
Caseload FTE
Support
Supplemental (Less Than Learning 15 to 17
5 0.5
80% but More Than 20%) Support
.............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Locations:
.............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
PHS A Senior High A building in which General
School Building Education programs are
operated
Program Position #39
Operator. School District
PROGRAM DETAILS
Type:
Implementation Date:
M
PROGRAM SEGMENTS
Type of Level of Support Age Range
Caseload FTE
Support
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Locations:
............. A.. building ........in..which General Educatio.n..........................................................................................................
...High
..School
P.H.S............................................................A..Senior
Building programs are operated
Program Position #40
Operator. Intermediate Unit
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
...........................................................................................................................................................................................................................................................................................................................................................................................................................
Type of Level of Support Age Range
Caseload FTE
Support
Itinerant Learning Support 15 to 19
pp
7 1
Locations:
.......... A.. building ........in..which General Educatio.n..........................................................................................................
..High
...School
LCTL..........................................................A..Senior
Building programs are operated
Program Position #41
Operator. School District
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
Type of Level of Support Age Range
Caseload FTE
Support
III III III III III III III III III III I III III III III III III III III III III III III III III III III III III III III III III III III I III III
Itinerant Learning su pport 17 to 20
13 0.5
Locations:
..School............. A.. building ........in..which General Educatio.n..........................................................................................................
...High
P.H.S............................................................A..Senior
Building programs are operated
.....................................................................................................................................................................................................................................................................................................................................................
Type of Support Level of Age Range
Caseload FTE
Support
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Supplemental ( Ing 17 to 20
8 0.5
80% but More Than 20%) Support
Locations:
PHS A Senior High A building in which General
School Building Education programs are
operated
100
Program Position #42
Operator. School District
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
Type of Level of Support Age Range
Caseload FTE
Support
Itinerant Learning Support 16 to 17
22 1
Locations:
.............A..building ........in.. which.. General Educatio.n..........................................................................................................
...H.1g ......h.. School
P.H.S............................................................A..Senior
Building programs are operated
Program Position #43
Operator. School District
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Type of Level of Support Age Range
Caseload FTE
Support
Itinerant Learning Support 16 to 17
24 0.75
Locations:
............................................................A..S............. ...........................................................................................................
..General
...Education
emorH1ghSchoo.............A..uildi.ng........in.. which
Building programs are operated
Type of Support Level of Age Range
Caseload FTE
Support
Supplemental (Less Than Learning 16 to 17
1 0.25
80% but More Than 20%) Support
..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Locations:
..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
PHS A Senior High A building in which General
School Building Education programs are
operated
101
Program Position #44
Operator. School District
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
.............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Type of Support Level of Age Range
Caseload FTE
Support
Supplemental (Less Than Learning 14 to 17
14 0.8
80% but More Than 20%) Support
Locations:
PHS A Senior High A building in which General
School Building Education programs are
operated
Type of Support Level of Support Age Range
Caseload FTE
Full -Time Special Learning Support 14 to 17
1 0.2
Education Class
...............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Locations:
....................................................................................................................................
...General
...High
.....................................A..building ........in.. which
P.H.S.................................................................................................A.. Senior
School Building Education programs are operated
Program Position #45
Operator. School District
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
Type of Level of Support Age Range
Caseload FTE
Support
Itinerant Learning Support 16 to 18
4 0.3
Locations:
.............A..building ........in..which General Educatio.n..........................................................................................................
..School
...High
P.H.S............................................................A..Senior
Building programs are operated
Type of Support Level of Age Range
Caseload FTE
Support
Supplemental (Less Than Learning 16 to 19
12 0.7
80% but More Than 20%) Support
Locations:
PHS A Senior High A building in which General
School Building Education programs are
operated
102
Program Position #46
Operator. School District
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
.............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Type of Level of Support
Age Range
Caseload FTE
Support
Itinerant Learning Support
pp 6to9
6 0.25
Locations:
Parkwa..........................................An..Elementa.r........Schoo.1.............A..buildi.n........1n..which..Genera1...E ducatio.n.....................................................................................................
Y Y g
Manor Building programs
are operated
Type of Support Level of Support
....................................................................................................................................................................................................................
Age Range
Caseload ......FTE.....
Su Less Than Learn.
Supplemental ( Ing Support
6 to 9
12 0.75
80% but More Than 20%)
.............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Locations:
Parkway Manor An Elementary
A building in which General
School Building
Education programs are
operated
Program Position #47
Operator. School District
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
Type of Level of Support
Age Range
Caseload FTE
Support
Itinerant Learning Support 9 to 11
4 0.4
.............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Locations:
....................................................................................................
...General
.............A..building ........in.. which
...Education
Parkway ..........................................An Elementa.rY ........School
Manor Building programs are operated
Type of Support Level of Support
..................................................................................................................................................................................................................................................
Age Range
Caseload FTE
Supplemental (Less Than Learning Support
9 to 11
8 0.5
80% but More Than 20%)
Locations:
Parkway Manor An Elementary
A building in which General
School Building
Education programs are
operated
103
Type of Support Level of Support Age Range
Caseload FITE
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Education Class
..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Locations:
Parkwa........Mano.r...................................An..Elementa.r.........................................A..buildi.n........1n..which..Genera1...............................................................................................................................
Y Y g
School Building Education programs are operated
Program Position #48
Operator. School District
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
Type of Level of Support Age Range
Caseload FTE
Support
Itinerant Learning Support 9 to 11
7 0.5
.............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Locations:
....................................................................................................
Parkwa..........................................An..Elementa.r........Scho.o.l.............A..buId1n........1.n..whlch...General...E ducation
Y Y g
Manor Building programs are operated
....................................................................................................................................................................................................................
Type of Support Level of Support Age Range
Caseload .....FT.E....
Supplemental (Less Less ThanLearning Su PPort 9 to 11
s 0.5
80% but More Than 20%)
Locations:
Parkway ManorAn Elementary A building in which General
School Building Education programs are
operated
Program Position #49
Operator. School District
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
Type of Level of Support Age Range
Caseload FTE
Support
Itinerant Learning Support 10 to 11
5 0.25
Locations:
Schnecksville...................An..EIementar........School.............A..buildin........in..which...General...Educatio.n................................................................................................
Y g
Building programs are operated
104
....................................................................................................................................................................................................................
Type of Support Level of Support Age Range
Caseload ......FTE.....
Su(LessrniLeansuo�rt����������������������
pp ental ( g pp 10 to 11
9 0.75
80% but More Than 20%)
.............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Locations:
Schnecksville An Elementary A building in which General
........................................................................................
School Building Education programs are
operated
Program Position #50
Operator. School District
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
Type of Level of Support Age Range
Caseload FTE
Support
Itinerant Learning Support 11 to 12
...............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
3 0.25
Locations:
Schnecksville..................An..Elementar......School...........A..bu ld n........in..which...General...Educatio.n....................................................................................................
Y g
Building programs are operated
Type of Support Level of Age Range
Caseload FTE
Support
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pp ental ( g 8 to 12
9 0.75
80% but More Than 20%) Support
...
justification: Case management only - students are not instructed at the same time
outside of a 3
year variance
Locations:
Schnecksville A Middle A building in which General
School Building Education programs are
operated
Program Position #51
Operator. School District
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
....................................................................................................................................................................................................................................................................................................................
Type of Level of Support Age Range
Caseload FTE
Support
Itinerant Lea�rni�nsuo�rt������������������������� 13to1�4���18�
g pp
0.4�������������������
Locations:
SMS..............................................................A.. Middle ..School.........................A..buildin........in.. which... General...E ducatio.n....................................................................................................................
g
Building programs are operated
105
Type of Support Level of Age Range
Caseload FTE
Support
Supplemental (Less Than Learning 13 to 14
7 0.5
80% but More Than 20%) Support
..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Locations:
SMS A Middle A building in which General
School Building Education programs are
operated
Type of Support Level of Age Range
Caseload FTE
Support
Full -Time Special Learning 13 to 14
1 0.1
Education Class Support
Locations:
SMS.............................................................................................. .....A..Middle... Schoo.1.................A..bu ld n........in..which...General...........................................................................................................................................
g
Building Education programs are operated
Program Position #52
Operator. School District
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
....................................................................................................................................................................................................................................................................................................................
Type of Level of Support Age Range
Caseload FTE
Support
Itinerant Lea�rni�nsuo�rt������������������������� 12to1�4���1��
g pp
0.4�������������������
Locations:
SMS..............................................................A.. Middle ..School.........................A..buildin........in.. which... General...E ducatio.n....................................................................................................................
g
Building programs are operated
.............................................................................................................................................................................................
Type of Support Level of Age Range
Caseload FTE
Support
Su(LessrniLean������������������������������������������������������������������������������������� 12to1�4���9�
pp
PP ental ( g
0.6
80% but More Than 20%) Support
Locations:
...................................................................................................................................................................................................................................................................................................................................................
SMS A Middle A building in which General
School Building Education programs are
operated
Program Position #53
Operator. School District
PROGRAM DETAILS
Type:
Implementation Date:
106
PROGRAM SEGMENTS
Type of Support Level of
Age Range
Caseload FTE
Support
Su(LessrniLean�������������������������������������������������������������������������������������
PP ental ( g
12to1510������������������������������������������������������������������������������
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80% but More Than 20%) Support
Locations:
SMS A Middle
A building in which General
School Building
Education programs are
operated
Program Position #54
Operator. School District
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
....................................................................................................................................................................................................................................................................................................................
Type of Level of Support
Age Range
Caseload FTE
Support
Itinerant Learning Support 13 to 14
11 0.4
Locations:
SMS..............................................................A..Middle..School......................... A..bu iain........in..which...General...Educatio.n....................................................................................................................
g
Building programs are operated
..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Type of Support Level of
Age Range
Caseload FTE
Support
Supplemental (Less Than Learning
13 to 15
12 0.6
80% but More Than 20%) Support
Locations:
..................................................................................................................................................................................................................................................................................................................................................
SMS A Middle
A building in which General
School Building
Education programs are
operated
Program Position #55
Operator. School District
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
....................................................................................................................................................................................................................................................................................................................
Type of Level of Support
Age Range
Caseload FTE
Support
Itinerant Lea�rni�nsuo�rt������������������������� 1�4to15���15�
g pp
0.5��������������������
Locations:
SMS..............................................................A.. Middle ..School.........................A..buildin........in..
g
which... General...E ducatio.n....................................................................................................................
Building programs are operated
107
Type of Support Level of
Age Range
Caseload FTE
Support
Supplemental (Less Than Learning
14 to 15
7 0.5
80% but More Than 20%) Support
..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Locations:
SMS A Middle
A building in which General
School Building
Education programs are
operated
Program Position #56
Operator. School District
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
....................................................................................................................................................................................................................................................................................................................
Type of Level of Support
Age Range
Caseload FTE
Support
Itinerant Learning Support 13 to 15
14 0.4
..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Locations:
......................... A.. building ........in..
...School
SMS.............................................................A.. Middle
....................................................................................................................
...General
...Education
which
Building programs are operated
Type of Support Level of
Age Range
Caseload FTE
Support
Supplemental (Less Than Learning
13 to 15
10 0.6
80% but More Than 20%) Support
Locations:
..................................................................................................................................................................................................................................................................................................................................................
SMS A Middle
A building in which General
School Building
Education programs are
operated
Program Position #57
Operator. School District
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Type of Level of Support
Age Range
Caseload FTE
Support
Itinerant Lea�rni�nsuo�rt������������������������� 12to131�4�����������������������������������������������������������������������������
g pp
0.4�������������������
Locations:
SMS............................................................ .. ......................... ..........
..... ... ................................
................AMiddleSchoolAbuldnginwhichGeneralEducation
Building programs are operated
Type of Support Level of
Age Range
Caseload FTE
Support
Supplemental (Less Than Learning
12 to 13
12 0.6
80% but More Than 20%) Support
..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Locations:
SMS A Middle
A building in which General
School Building Education programs are
operated
Program Position #58
Operator. School District
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of
Age Range
Caseload FTE
Support
Supplemental (Less Than Life Skills
17 to 19
3 0.4
80% but More Than 20%) Support
Locations:
...............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
PHS A Senior High
A building in which General
School Building Education programs are
operated
Type of Support Level of Support
Age Range
Caseload FTE
Full -Time 5e�c�1�a1LlfeSkill�ss�uo�rt1�to1�880.���������������������
P pp
Education Class
Locations:
..H1......g h.....................................A..building
P.H.S.................................................................................................A.. Senior
....................................................................................................................................
........in.. which
..General
School BuildingEducation
programs are operated
Program Position #59
Operator. Intermediate Unit
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support
Age Range
Caseload FTE
Full -Time Special Multiple Disabilities
5 to 8
3 0.5
Education Class Support
Locations:
Kratzer..Elementar..........................An..Elementa.r............................................A..bu
Y Y
Idin........in..whlch...General.............................................................................................................................
g
School Building
Education programs are operated
109
Type of Support Level of Support Age Range
IMu
Caseload FITE
Full Time S ec a1 e D 1 1 1 II III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III
Isab�l�t�es 8 to 11
1 111 111 111 111 111 111 111 ilI 111 11'
III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III III 111 11' 01 111 111 111 .1 111 5pp
4
Education Class Support
..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Locations:
K.. .......................... .. .............................................ild............. ...........................
ratzerElementarY An INuinginwhichGeneral..................................................................................................
School School Building Education programs are operated
Program Position #60
Operator. School District
PROGRAM DETAILS
Type:
Implementation Date
PROGRAM SEGMENTS
Type of Level of Support Age Range
Caseload FTE
Support
Itinerant Speech and Language
p6 to 12
32 1
Support .....rou......ed
......ear
justification: Students are case mana......e.d.b........the...same teacher, but not outside
g Y � grouped
of 3 age
Y g
range.
.............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Locations:
. . ........................... ........Schoo.l.............A..build.ing........in..whch...General...E ducatio.n.....................................................................................................
Cetronia.........An... Elementary
Building programs are operated
Program Position #61
Operator. Intermediate Unit
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
Type of Level of Support Age Range
Caseload FTE
Support
nera�nt��������������������������������������������������������������� 5e�ech�����a�n�d��������a�nuae���������������������� 5to1122������������������������������������������������������������������������������
P E g
0.8��������������������
Support ....rou......ed
.......
justification: Students are case -managed b........the same teacher, but not outside
g Y grouped
of 3 -year
range.
.............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Locations:
.............A..building in.. which... General Educatio.n....................................................................................................
Fo......gelsville............................An...Elementary .........School
Building programs are operated
..................................................................................................................................................................................................................................................
Type of Support Level of Support Age Range
Caseload FTE
Supplemental (Less Than Speech and 5 to 6
1 0.2
80% but More Than 20%) Language Support
Locations:
Fogelsville An Elementary A building in which General
School Building Education programs are
operated
110
Program Position #62
Operator. School District
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
...............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Type of Level of Support Age Range
Caseload FTE
Support
nera�nr��������������������������������������������������������������������� 5e�e�cnau�a��auuaesto114�3������������������������������������������������������������������������������
P g g
0.8��������������������
Support .....rou......ed
......g
justification: Students are case -managed b...... the same teacher, but not outside of 3 -year
Y , grouped
range.................................................................................................................................. ...................
.""'I'll .......... ........... I ........... . .............................................................................................................................................................................................................................................................................................................................................................................................
"'I'l................................................................................................................................................................................................................................................
. ............................................................
Locations:
................................................ ..b.u.ildin.g.......in..which...General...Educatio.n.................................................................................................
aind1.......An...ElementarY.........School.............A
1.
Elementary Building programs are operated
....................................................................................................................................................................................................................
Type of Support Level of Support Age Range
Caseload .....FT.E....
Sulem�ental��e�SST�nause�echand����������������������������������������������������������������������������������� 5to�2�������������������������������������������������������������������������������������������
PP ( P
pp
0.2
80% but More Than 20%) Language Support
..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Locations:
Jaindl An Elementary A building in which General
School Building Education programs are
operated
Program Position #63
Operator. School District
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
Type of Level of Support Age Range
Caseload FTE
Support
Itinerant Speech and Language
p5to11
23 0.8
Support
ustification. Students are case -managed b...... the same teacher, but not.....rou......ed outside of 3.......ear
1 g y � grouped 3-year
............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Locations:
.....................................................................................................
...Education
...General
.............A..building ........in.. which
Ironton..........................................An...Elementary ........School
Building programs are operated
..................................................................................................................................................................................................................................................
Type of Support Level of Support Age Range
Caseload FTE
Supplemental (Less Than Speech and 5 to 6
2 0.2
80% but More Than 20%) Language Support
Locations:
Ironton An Elementary A building in which General
School Building Education programs are
operated
111
Program Position #64
Operator. School District
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
.............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Type of Level of Support Age Range
Caseload FTE
Support
Itinerant Speech and Language
p5to11
30 1
Support ......rou......ed
outside of 3....... g Y , grouped Year
justification: Students are case -managed b...... the same teacher, but not
range.
Locations:
.....................................................................................................
...Education
.............A..building in.. which
...General
Kernsville.............................An...Elementary ........School
Building programs are operated
Program Position #65
Operator. School District
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
.............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Type of Level of Support Age Range
Caseload FTE
Support
Itinerant Speech and Language
p5to11
30 0.8
Support
justification: Students are case -managed b...... the same teacher, but not.....rou......ed outside of 3....... g Y , grouped Year
range.
............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Locations:
. ......................................... ... ......................... .............. ... . .....................................................................................................
KratzerAn Elementary AbUildinginwh chGeneralEducation
Building programs are operated
..................................................................................................................................................................................................................................................
Type of Support Level of Support Age Range
Caseload FTE
Supplemental (Less Than Physical Support 3 to 5
3 0.2
80% but More Than 20%)
..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Locations:
..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Kratzer An Elementary A building in which General
School Building Education programs are
operated
112
Program Position #66
Operator. School District
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
Type of Level of Support
Age Range
Caseload FTE
Support
Itinerant Speech and Language
III 11 to 14
14 1
Support
Locations:
OMS.........................................................A..Middle...Schoo.1......................................A..bu
.........................................................................................................
Iding ........in..whlch...GeneraI Education
Building
programs are operated
Program Position #67
Operator. School District
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
...............................................................................................................................................................................................................................................................................................................................................................................................................................
Type of Level of Support
Age Range
Caseload FTE
Support
Itinerant Speech and Language e
p g g
16 to 17
3 1
Support
..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Locations:
............................................................A..Senio.r...H.ig ......h.. School
...............A..building
.........................................................................................................
...Education
........in.. which... General
Building
programs are operated
Program Position #68
Operator. School District
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
..............................................................................................................................................................................................................................................................................................................................................................................................................................
Type of Level of Support
Age Range
Caseload FTE
Support
e
Itinerant Speech and Language
p g g
5 to 11
29 1
Support
......rou......ed
outside of 3.......ear g Y grouped 3-y
1 ustification. Students are case -managed b...... the same teacher, but not ear
Locations:
.............A..building
ParkwaY ..........................................An...Elementary ........School
.....................................................................................................
...General
...Education
........in..which
Manor Building
programs are operated
113
Program Position #69
Operator. School District
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
.Type of Support Level of Support Age Range
CaseloItinerant5e�echand
P
I
5to1130������������������������������������������������������������������������������
0�.7�5����������
Language Support
......rou......ed
ustification. Students are case-mana......ed
1 g
b...... the same teacher, but not outside of 3.......ear
y � grouped 3-year
Locations:
Schnecksville.......................................An...Elementary ..............................................A..building
......................................................................................................................................
...General
in.. which
Elementary School Building
Education programs are operated
...............................................................................................................................................................................................................................................................................................................................................................
Type of Level of Support
Age Range
Caseload FTE
Support
p5to11
Itinerant Speech and Language
5 0.25
Support
.......
justification: Students are case -managed
g
b........the same teacher, but not.....rou......ed outside of 3 -year
Y grouped
range.
.............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Locations:
.............A..building
Kernsville..............................An...Elementary ........School
...GeneralEducatio.n.....................................................................................................
in..which
Building
programs are operated
Program Position #70
Operator. School District
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
Type of Level of Support
Age Range
Caseload FTE
Support
Itinerant Speech and Language III
12 to 14
9 1
Support
...............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Locations:
......................................A..building
...School
SMS..........................................................A.. Middle
.........................................................................................................
........in.. which
...General
...Education
Building
programs are operated
114
Program Position #71
Operator. Intermediate Unit
PROGRAM DETAILS
Type: Class and Position
Implementation Date: September 4, 2018
Reason for the proposed change: To make room for an additional regular education
classroom. The proposed location has been reviewed and approved by our BSE
representative on 6/21/18.
Present Class Location: Schnecksville Elementary School, Room 1 S
Proposed Class Location: Schnecksville Elementary School, Room 24
Length of time class has been in present location: 2 Years
PROGRAM SEGMENTS
.................................................................................................................................................................................................................................................................
Type of Support Level of Support Age Range Caseload FTE
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and
Hearin
��������������������������������������������������������������������� 8to12������������������������������������������������������������������������������������������� 1��������������������������������������
g
Impaired Support
ustification. Case -management on1...... Students do not receive su...........ort In .....rou......s beyond a 3 .......ear
1 g y PP groups y 3-y
ear
Locations:
Schnecksville An Elementary School A building in which General
Elementary School Building Education programs are
operated
Program Position #72
Operator. Intermediate Unit
PROGRAM DETAILS
Type: Class and Position
Implementation Date: September 2, 2014
Reason for the proposed change: Another location is needed to keep a team
together.
PROGRAM SEGMENTS
Type of Level of Support Age Range Caseload FTE
Support
Itinerant Deaf and Hearing 12 to 14 6 1
Impaired Support
Locations:
SMS.........................................................A.. Middle
...School
.................................................A..building ........in..which General Educatio.n...............................................................................................
Building programs are operated
Program Position #73
Operator. Intermediate Unit
PROGRAM DETAILS
Type:
Implementation Date:
115
PROGRAM SEGMENTS
Type of
Level of Support
Age Range
Caseload FTE
Support
Itinerant
II III HII III III III III eII III III aI III III III IrIII I iIII III n EII
Deaf and
15 to 19
III III III III III III III III III III 111 11'
11 1
Impaired Support
................................................................................................................................................................................................................................................................................................
Locations:
...........................................................A..Senio.r...H.1E
......h.. School
..........................A..building
..GeneralEducatio.n...............................................................................................
........in..which
Building
programs are operated
Program Position
#74
Operator. Intermediate Unit
PROGRAM
DETAILS
Type:
Implementation Date:
PROGRAM
SEGMENTS
Type of
..............................................................................................................................................................................................................................................................................................................................................................................................................................
Level of Support
Age Range
Caseload FTE
Support
Iti�nera�nt������������������������������������������������������������
B1�Indo�rVisual�1�
Y
1�4to1�41
0�.02����������
Impaired Support
Locations:
OMS.........................................................A..M...
...............................................
iddle School
............... ... ..................................................................................................
AbuldnEinwhichGeneral Education
Building
programs are operated
.............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Type of
Level of Support
Age Range
Caseload FTE
Support
Itinerant
Blind or Visually
6 to 8
3 0.1
Impaired Support
Locations:
Kratzer.........................................An..EIementar
Y ........School.....................A..buiIdin
g ........i n..whlch...GeneraI Educatio.n.............................................................................................
Building
programs are operated
Type of
Level of Support
Age Range
Caseload FTE
Support
Itinerant
Blind or Visually
12 to 14
2 0.13
Impaired Support
Locations:
SMS..........................................................A..
...............................................A..building
...School
Middle
.................................................................................................
...Education
........in..which
... General
Building
programs are operated
Type of
...............................................................................................................................................................................................................................................................................................................................................................................................................................
Level of Support
Age Range
Caseload FTE
Support
Itinerant
B1�Indo�rVi�suall�����
Y
9to9��1
0�.02����������
Impaired Support
Locations:
Parkwa.........................................An..Elementa.r........Schoo.1.....................A..buildi.n.......an..which..General
Y
Y
E Educatio.n..............................................................................................
Manor
Building
programs are operated
116
Type of
Level of Support
Age Range
Caseload FTE
Support
Itinerant
Blind or Visually
19 to 19
1 0.13
.............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Impaired Support
Locations:
...........................................................A..Se.mo.r..H1......h...Schoo.1.......................A..bu
E
...Educatio.n.................................................................................................
ldin........in..which... General
g
Building
programs are operated
Program Position
#75
Operator. Intermediate Unit
PROGRAM
DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
Type of
Level of Support
Age Range
Caseload FTE
Support
Itinerant
Deaf and Hearing
8 to 10
2 0.1
..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Impaired Support
Locations:
Cetro.nia....................................An
.......................A..building
Elementa.rY ........School
............................................................................................
........in.. which
...General
...Education
Building
programs are operated
Type of
Level of Support
Age Range
Caseload FTE
Support
nera�nt
���������������������������������������������������������������������������������������������
Deaf and Hearing
5to92�������������������������������������������������������������������������������������������
0.2��������������������
Impaired Support
.....rou......s
......g
justification: Case management on1...... Students
Y
are not provided su............ort in beyond 3 -year
P PP groups Y
range.
Locations:
Fo......gelsville...........................An...Elementary
.........School.......................
............................................................................................
...General
...Education
A.. building ........in.. which
Building
programs are operated
Type of
................................................................................................................................................................................................................................................................................................................................................................................................................................
Level of Support
Age Range
Caseload FTE
Support
Itinerant
Deaf and Hearing
6 to 6
1 0.1
Impaired Support
Locations:
Ironton........................................An..Elementa.r........Scho.o.1.......................A..buildin........in..which...General...E
Y
g ducatio.n............................................................................................
Building
programs are operated
Type of
.................................................................................................................................................................................................................................................................................................................................................................
Level of Support
Age Range
Caseload FTE
Support
Itinerant
Deaf and""' Hearin
Hearing
1Oto 10
1 0.1
Impaired Support
Locations:
1 aindl..................................................An..Elementa.r........Scho.o.1.......................A..buildin........in..which...General...E
Y
g ducatio.n............................................................................................
Building
programs are operated
117
Type of
Level of Support Age Range
Caseload
FTE
Support
Itinerant
Deaf and Hearing 8 to 10
2
0.1
..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Impaired Support
Locations:
Kernsville............................An..Elementa.r........Scho.o.1.......................A..bu
ldin........in..which...General...Educatio.n............................................................................................
Y g
Building programs are operated
Type of
Level of Support Age Range
Caseload
FTE
Support
Itinerant
Deaf and Hearing 8 to 8
1
0.06
Impaired Support
Locations:
Kratzer.........................................An..Elementar......School.......................A..buiIdin........in..whlch...GeneraI
............................................................................................
Y g Education
Building programs are operated
Type of
Level of Support Age Range
Caseload
FTE
Support
Itinerant
Deaf and Hearing 11 to 13
3
0.12
Impaired Support
Locations:
OMS........................................................A..Middle...Schoo.1................................................xi;uildi.n.......an..which..Gener
g a1...E ducatio.n................................................................................................
Building programs are operated
Type of
.................................................................................................................................................................................................................................................................................................................................................................
Level of Support Age Range
Caseload
FTE
Support
Itinerant
Deaf and Hearing 9 to 10
2
0.1
Impaired Support
Locations:
ParkwaY
11,111,11,
An..Elementa.r........Schoo.1........................A..bui1din........in..whlch...General...E ducatio.n............................................................................................
Y g
Manor
Building programs are operated
..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Type of
Level of Support Age Range
Caseload
FTE
Support
Itinerant
��������������������������������������������������������������������������������������������� 11to1�44������������������������������������������������������������������������������������������
Deaf and Hearing
0�.12����������
Impaired Support
............ ............................b......
......
1 ustification. Case
e
management only. Students are not Pro�ided suPPort in grouPs
eYond 3 Year
range.
Locations:
SM.S.........................................................An...Elementary
.............................................................................................
...Education
.........School....................... A.. building ........in.. which
...General
Building programs are operated
118
Program Position #76
Operator. Intermediate Unit
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
Type of Level of Support Age Range
Caseload FTE
Support
Itinerant Deaf and Hearing 16 to 17
2 0.2
Impaired Support
Locations:
...........................................................A..Senio.r...H.1......h..Schoo1..........................A..buildi.n........in..which..General Educatio.n...............................................................................................
g g
Building programs are operated
Program Position #77
Operator. Intermediate Unit
PROGRAM DETAILS
Type: Class
Implementation Date: September 2, 2014
PROGRAM SEGMENTS
Type of Support Level of Support Age Range
Caseload FTE
Full -Time Special Multiple Disabilities 6 to 8
6 1
Education Class Support
Locations:
Parkwa........Manor...................................An..Elementa.r............................................A..buildi.n........in..which..Genera1...............................................................................................................................
Y Y g
School Building Education programs are operated
Program Position #78
Operator. School District
PROGRAM DETAILS
Type: Class
Implementation Date: September 2, 2014
PROGRAM SEGMENTS
Type of Support Level of Age Range
Caseload FTE
Support
ISlIII III eII III III mIII III III III eII III III III nIII III III III tIII III aIII III III lII III III III I III III Less Thau AIII III III III uIII III III III tIII III iIII III sIII III III tII III iIII IIc Su ort II III III III III III III 15 to 18
PP � pp
II III III III III III III III III III III 111 11'
1
80% but More Than 20%)
Locations:
Parkland High School A Senior High A building in which General
School Building Education programs are
operated
119
Program Position #79
Operator. School District
PROGRAM DETAILS
Type: Position
Implementation Date: September 8, 2015
PROGRAM SEGMENTS
..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Type of Support Level of
Age Range
Caseload FTE
Support
Supplemental (Less Than Learning
11 to 14
17 1
80% but More Than 20%) Support
Locations:
...................................................................................................................................................................................................................................................................................................................................................
Springhouse Middle School A Middle
A building in which General
School Building
Education programs are
operated
Program Position #80
Operator. School District
PROGRAM DETAILS
Type: Class and Position
Implementation Date: September 6, 2016
PROGRAM SEGMENTS
Type of Support Level of Support
...................................................................................................................................................................................................................................................
Age Range
Caseload FTE
Supplemental (Less Than Learning Support
7 to 10
8 0.75
80% but More Than 20%)
Locations:
Ironton Elementary School An Elementary
A building in which General
.......................................................................................
School Building
Education programs are
operated
..............................................................................................................................................................................................................................................................................................................................................................................................................................
Type of Level of Support
Age Range
Caseload FTE
Support
Itinerant Learning Support
pp 8to8
1 0.25
Locations:
.............A..buildi.ng
Ironton.........................................An Elementa.rY ........School
........in..which General Educatio.n.....................................................................................................
Building programs are operated
Program Position #81
Operator. School District
PROGRAM DETAILS
Type: Class and Position
Implementation Date: September 6, 2016
120
PROGRAM SEGMENTS
..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Type of Support
Level of Support Age Range Caseload ......FTE.....
Supplemental (
Su Less Than
Learn.
Ing Support 10 to 11
5 0.25
80% but More Than 20%)
Locations:
.............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Schnecksville Elementary
An Elementary A building in which General
School
School Building Education programs are
operated
...............................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Type of Support Level of Support Age Range Caseload ......FTE.....
Itinerant Learning
su PPort 10 to 11
9 0.75
Locations:
...........................................A..building ........in.. which
..General
Schnecksville.....................................................An.. Elementary
............................................................................................................................
Elementary SchoolSchool Building Education programs are operated
Special Education Support Services
...........................................................................................................................................................................................................................................................................................................................................................................................Teacher
..FTE..................................................
Support Service
Location
SupervisorSpecialEducation
p p
District wide
1
Supervisor of Health and
District wide
1
Wellness
School Psychologist
Elementary Schools(Cetronia,
3
Fogelsville, Ironton, Kernsville,
Kratzer, Jaindl, Parkway Manor,
Schnecksville)
School Psychologist
Springhouse and Orefield
2
Middle Schools
School Psychologist
Parkland High School
2
Special Education Coordinator
K-12
3
..................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Director of Student Services
District Wide
1
Home and School Visitor
District Wide
1
Autistic Support Consultant
District Wide
1
Behavior Specialist
District Wide
1
Paraprofessionals
District wide
59
Teaching Assistants
District wide
59
Guidance Counselors
Parkland High School
11
..................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Guidance Counselor
Springhouse Middle School
3
Guidance Counselor
Orefield Middle School
3
...Counslo.r.........................................................................Elementar.........Schools......................................................................8...........................................................................................................................................................
......Guidance
Y
121
Special Education Contracted Services
Special Education Contracted
Operator
Amount of Time per Week
Services
Occupational Therapy Services
Intermediate Unit
119 Hours
Physical Therapy
Intermediate Unit
37.5 Hours
Adaptive Physical Education
Intermediate Unit
6.5 Hours
Interpreters
Intermediate Unit
90 Hours
Audiology
Intermediate Unit
18 Hours
Orientation and Mobility
Intermediate Unit
1 Hours
.................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Work Based Learning
Intermediate Unit
5 Days
Academic Center LCTI Itinerant
Intermediate Unit
150 Minutes
Learning Support ..................................................................................Intermediate...
........................................................................3.0.0...
....................................................................................................
Career Alternative
Unit
Minutes
Program(CAP) Itinerant
Emotional Support
.....................................................................................................................
122
Record School Patterns
Question:
After reviewing school level accomplishments and systemic challenges, what patterns can you
identify among your schools?
What other information do you still need to assess?
Answer:
Patterns in the area of accomplishments:
Strong School -Wide Positive Support Program at the elementary school level.
Strong Performance Profile scores in all buildings -81 to 94.
Strong educational partnerships with parent community.
Identifiable PVASS growth in sub -groups on various state assessments throughout the school
district.
Data driven decisions made to develop individual instructional plans for students—RTII.
Positive School building cultures.
Vast amount of technologies readily available for student usage.
Patterns of Concerns:
PVASS Advanced Population showing smallest amount of growth on various PSSA assessment across
all grade levels as well as with Keystone exams.
Building level team collaboration opportunities.
Lack of sufficient Time to review student data and use of data to make decisions.
Need for Differentiation of Instruction.
Engaging families in school program.
Clear and comprehensive Professional Development program.
Time needed to analyze data.
PVASS Growth of students in the advanced category on PSSA and Keystone assessments decreasing.
Use of Technology in an effective manner.
123
District ; cc plush sets
.cconinII Iishnienl #1
........................................................................................................................
• Implementation of Full Day Kindergarten
• Added two Data and Instructional Specialists and a Technology Integration Specialist at the
middle schools
• Implementation of the 1:1 initiative at the middle schools and Schoology
• Added an Instructional Coach and Instructional Supervisor at the high school
• Streamlined the process for Math acceleration in grades 3, 4, 5
• Implementation of "Period V - an intervention and enrichment period at the middle schools
• National Honor Society tutors available for tutoring every period and after school at the high
school
• Revision of academic levels to promote equity and excellence by dropping "applied" level
courses
• Updates to PA Core Standards and Resources: English Language Arts & Mathematics
• Updates to the Health, Safety and Physical Education Curriculum
• Emphasis on the Career Education and Work Standards
• Implementation and documentation for Act 126 & Act 71
• More PD offerings including various online options
• Systematic process to propose professional development put in place
• Professional Development and Guidance for Mentors established
• School Wide Positive Behavior Support fully implemented in elementary and middle schools
• The practice of mindfulness implemented in grades K - 2
• Implementation of seminars and mentorship at the high school
• Implementation of various safety items including cameras on the school busses
0 Participation and partnerships with various community committees.
124
.cconinII Iishnienl #2
• Hiring process and interview process
• Inclusionary philosophy for students with special needs with a committed and
compassionate staff
• Coordination with regular education curriculum and professional development
• Only 1.2% of special needs students are placed in out -of -district settings
• Health, counseling and psychological services are reducing barriers for individual students
and providing interventions when required
• Procedures established for all assessments
• Curriculum revisions that align to the PA Core Standards
• Focus on Instructional Leadership through Teacher Effectiveness (Danielson
Framework/Teachscape)
• District infrastructure is strong and will be augmented even further
• Building -level technology support is making a difference
• Attractive, clean facilities that are structurally sound
• Commitment of capital funds to keep facilities modern and up-to-date
• Safety/security procedures in place for the safety of all students, staff and visitors
• First rate equipment and a commitment to replace older equipment and buses
• Sound accounting practices
• Financial management that decreases the chances of fraud and initiates transparency
• AA bond rating/positive bond refundings
• District policy and accompanying Administrative Regulations regarding safety and security
are updated and current
• Unified security/communications systems
• Increased security with improved screening of visitors
• Addition of School Resource Officer at the Middle Schools
• The Parkland Police Pals program
• Anti -bullying training
125
.cconinII Iishnienl # i
................................................................................................................................................................................................................................... .
Training for mentor teachers to ensure our new teachers are provided the support necessary.
.cconinII Iishnienl # 4
................................................................................................................................................................................................................................... .
Understanding the new School Performance Profile to assist all students to grow and succeed
.cconinII Iishnienl # 5
............................................................................................................................................................................................................................................. .
Shifting assessment alignment to PA Core Standards; keeping up with the transitions occurring in
education now and in the future
.cconinII Iishnienl
............................................................................................................................................................................... .
Providing researched -based curriculum in an inclusionary environment
.cconinII Iishnienl #
...................................................................................................................................................................................................................................... .
Providing systemic supports to all students with a prevention focus; increasing state reporting
requirements (PIMS)
District Concerns
Concern #1
....................................................................................................................................................................................................................... .
Increased enrollment resulting in congested schools and aging buildings and equipment.
Maintain first responder meetings within all buildings; Continue to practice and review crisis plans.
Revision and review of fire drill procedures to ensure student's safety.
Concern #3��
Continue to seek out ways to better communicate both internally and to our school community
Concern #4��
Continue to provide relevant, effective Professional Development/training focusing strategically on
professional development to support staff s needs. Inconsistent evaluation process for Parkland
Academies.
Differentiated instruction and personalized learning in ALL classrooms to ensure all students receive
what they need to grow academically. Lack of consistent administrative walkthroughs.
126
Concern #&
District wide Gifted Programming updates.
Concern #
School Wide Positive Behavior Support (SWPBS) program at the High School Level. PD for district
employees on Trauma Informed Schools.
Concern 8
K - 5 Social Studies and Science Curriculum alignment to the PA Core Standards: Literacy in Social
Studies and Science.
Concern #
Increasing enrollment of English Language Learners.
Prioritized Systemic Challenges
Systemic Challenge #1 (Guiding Question #2) Establish a district system that fully ensures the
consistent implementation of effective instructional practices across all classrooms in each school.
Aligned Concerns:
Maintain first responder meetings within all buildings; Continue to practice and review
crisis plans. Revision and review of fire drill procedures to ensure student's safety.
Differentiated instruction and personalized learning in ALL classrooms to ensure all
students receive what they need to grow academically. Lack of consistent administrative
walkthroughs.
District wide Gifted Programming updates.
K - 5 Social Studies and Science Curriculum alignment to the PA Core Standards: Literacy
in Social Studies and Science.
Increased enrollment resulting in congested schools and aging buildings and equipment.
Increasing enrollment of English Language Learners.
127
Systemic Challenge #2 (Guiding Question #10) Establish a district system that fully ensures
professional development is focused, comprehensive and implemented with fidelity.
Aligned Concerns:
Continue to seek out ways to better communicate both internally and to our school
community
Continue to provide relevant, effective Professional Development/training focusing
strategically on professional development to support staff s needs. Inconsistent
evaluation process for Parkland Academies.
School Wide Positive Behavior Support (SWPBS) program at the High School Level. PD
for district employees on Trauma Informed Schools.
Increasing enrollment of English Language Learners.
128
Action Plans
Goal #1: Establish a district system that fully ensures the consistent implementation of
effective instructional practices across all classrooms in each school.
Indicators of Effectiveness:
Type: Annual
Data Source: STAR Screening Data, Building grade level goals, Benchmark data, PSSA,
Keystone, Study Island, Common Assessments
Specific Targets: Increased student achievement and growth from all students.
Strategies:
Differentiating Instruction
Description:
Empirical validation of differentiated instruction as a package was not found;
however, a large number of testimonials and classroom examples of positive effects
have been reported. (Sources: Learning Styles: Concepts and Evidence,
httD://WWW.DsvcholoL-icalscience.org/iournals/DSDi/PSPI 9 3..pdf;
Learning Styles, httD://en.wikiDedia.org/wiki/LearninL- styles#cite note -33 ;
WWC: Assisting Students Struggling with Reading: Response to Intervention and
Multi -Tier Intervention in the Primary Grades,
httD://ies.ed.gov/ncee/WWC/Ddf/Dractice uides/rti reading g 021809. df
Differentiated Instruction Reexamined, httD://www.heDg.org/hel/article/499;
Investigating the Impact of Differentiated Instruction in Mixed Ability Classrooms,
httD://www.icsei.net,Licsei2Ol 1-,4Full%2OPaDers0155.pdf )
SAS Alignment: Instruction
Implementation Steps:
Empower teachers to use Differentiated Instruction and Personalized
Learning to ensure all students are growing academically.
129
Description:
A focus of PD for the district will be to increase the use of differentiated instruction
and personalized learning for all classrooms in the Parkland School District.
Start Date: 9/3/2019 End Date: 6/17/2022
Program Area(s): Professional Education, Special Education, Student Services,
Gifted Education, Educational Technology
Supported Strategies:
• Differentiating Instruction
Increase Administrative Walkthroughs
Description:
Administrators will conduct walkthroughs to monitor the implementation of
differentiated instruction in the classroom with a focus on the Danielson
Framework for Teaching and personalized learning.
Start Date: 9/3/2019 End Date: 6/17/2022
Program Area(s): Professional Education, Educational Technology
Supported Strategies:
• Differentiating Instruction
New School
Description:
In order to minimize our concern of congested schools and aging buildings, a new
school will be built and upgrades to current schools need to be planned and acted
upon.
Start Date: 9/3/2019 End Date: 9/7/2021
Program Area(s): Student Services, Educational Technology
Supported Strategies:
• Differentiating Instruction
Safety & Security
Description:
Maintain first responder meetings within all buildings and continue to practice and
review crisis plans. In addition, fire drill procedures will be reviewed and revised to
ensure the safety of our students and staff.
Start Date: 9/3/2019 End Date: 6/17/2022
Program Area(s): Student Services
Supported Strategies:
• Differentiating Instruction
English Learners Goal Setting
Description:
EL teachers will set goals for their students and keep track of their progress through
progress monitoring.
Start Date: 9/3/2019 End Date: 6/17/2022
Program Area(s): Professional Education, Educational Technology
Supported Strategies:
• Differentiating Instruction
130
District Wide Gifted Program Updates
Description:
The gifted program will be reviewed and revisions will be made to ensure our
program is rigorous and challenging, while still supporting student's needs in the
classroom.
Start Date: 9/3/2019 End Date: 6/17/2022
Program Area(s): Special Education, Student Services
Supported Strategies:
• Differentiating Instruction
K - 5 Social Studies and Science Curriculum Alignment to the PA Core Literacy in Social Studies
and Science standards
Description:
A committee will review the elementary social studies and science curriculum and
suggest revisions to the curriculum and resources used in the elementary
classrooms. Implementation of the selected resources and designed curriculum will
take place the following year.
Start Date: 9/3/2019 End Date: 6/18/2021
Program Area(s): Professional Education, Special Education, Student Services,
Educational Technology
Supported Strategies:
• Differentiating Instruction
Goal #2: Establish a district system that fully ensures professional development is focused,
comprehensive and implemented with fidelity.
Indicators of Effectiveness:
Type: Interim
Data Source: Professional Development survey results, PD feedback form after
attendance at academy, PSSA, Keystone Exams
Specific Targets: Increased student achievement and growth
Strategies:
Instructional Coaching: The Principles of Partnership
Description: Kansas Coaching Project: Instructional coaches are on-site professional
developers who teach educators how to use proven instructional methods. To be
successful in this role, coaches must be skilled in a variety of roles, including public
relations guru, communicator extraordinaire, master organizer and, of course, expert
educator. (Source: htt :l/instructional coach. org about/about-coaching Resource:
http:ZZeffectivestrategies.wiki.caiu.org/Professional+Development)
SAS Alignment: Instruction
Substantial Professional Development
Description:
The Southwest Regional Educational Laboratory found that substantial professional
development showed a positive impact upon student achievement (substantial =
greater than 14 hours of focused professional development delivered via workshops
131
or summer institutes, supported by follow-up sessions and all delivered by
professional developers rather than train -the -trainer approaches). (Source:
http:llies.ed. ov/ncee ediabs/re ions/southwestZpdf/rei 2007033.pdf)
Resource: htt :/effectivestrategies.wiki.caiu.orq/Pro fessional +Development
SAS Alignment: Instruction
Implementation Steps:
Communication
Description:
Continue to seek out ways to better communicate both internally and to our school
community.
Start Date: 6/4/2019 End Date: 6/17/2022
Program Area(s): Professional Education, Educational Technology
Supported Strategies:
• Substantial Professional Development
Professional Development Evaluation
Description:
Through the PD committee, a formal evaluation of Parkland Academies will be
implemented.
Start Date: 9/3/2019 End Date: 6/18/2021
Program Area(s): Professional Education, Educational Technology
Supported Strategies:
• Substantial Professional Development
School Wide Positive Behavior Support and Trauma Informed Schools
Description:
Implement SWPBS at the high school level. Provide professional development for all
K - 12 staff on Trauma Informed Schools.
Start Date: 9/3/2019 End Date: 6/17/2022
Program Area(s): Professional Education, Special Education, Student Services,
Educational Technology
Supported Strategies:
• Instructional Coaching: The Principles of Partnership
• Substantial Professional Development
Teaching English Learners
Description:
With an increase in our EL population we want to ensure classroom teachers have
the strategies and skills to work with EL students.
Start Date: 9/3/2019 End Date: 6/17/2022
Program Area(s): Professional Education
Supported Strategies:
• Instructional Coaching: The Principles of Partnership
Substantial Professional Development
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140
We affirm that this District Level Plan was developed in accordance, and will comply with the
applicable provisions of 22 Pa. Code, Chapters 4, 12, 16, and 49. We also affirm that the contents are
true and correct and that the plan was placed for public inspection in the school district/AVIS
offices and in the nearest public library until the next regularly scheduled meeting of the board or
for a minimum or 28 days whichever comes first.
We affirm that the responses in the Professional Education Core Foundations and the Professional
Development Implementation Steps focus on the learning needs of each staff member to enable all
staff members meet or exceed the Pennsylvania academic standards in each of the core subject
areas.
David M. Kennedy, Board President
Richard T. Sniscak, Superintendent/Chief Executive Of
141
We also affirm our understanding that any requests for any deviations from the Chapter 14
regulations, standards, policies, and procedures must be made in writing to the Pennsylvania
Department of Education. The school district understands that the Special Education Component of
the District Level Plan will be approved by PDE in accordance with the following criteria as set forth
in 22 Pa. School Code § 14.104 and as part of the District Level Plan:
1. There are a full range of services, programs and alternative placements available to the school
district for placement and implementation of the special education programs in the school
district.
2. The school district has adopted a child find system to locate, identify and evaluate young
children and children who are thought to be a child with a disability eligible for special education
residing within the school district's jurisdiction. Child find data is collected, maintained, and
used in decision-making. Child find process and procedures are evaluated for its effectiveness.
The school district implements mechanisms to disseminate child find information to the public,
organizations, agencies, and individuals on at least an annual basis.
3. The school district has adopted policies and procedures that assure that students with
disabilities are included in general education programs and extracurricular and non-academic
programs and activities to the maximum extent appropriate in accordance with an
Individualized Education Program.
4. The school district will comply with the PA Department of Education, Bureau of Special
Education's revision notice process.
5. The school district follows the state and federal guidelines for participation of students with
disabilities in state and district -wide assessments including the determination of participation,
the need for accommodations, and the methods of assessing students for whom regular
assessment is not appropriate.
6. The school district affirms the Pennsylvania Department of Education that funds received
through participation in the medical assistance reimbursement program, ACCESS, will be used to
enhance or expand the current level of services and programs provided to students with
disabilities in this local education agency.
We affirm that the school district has completed a 28 day public inspection and comment period as
required under 22 PA Code § 4.13 (d) prior to the school entity's governing board approval and
submission to the Department of Education (Bureau of Special Education).
David M. Kennedy, Board President
Richard T. Sniscak, Superintendent/Chief Executive Of