- Southmoreland School District

Transcription

Southmoreland SD
District Level Plan
07/01/2017 - 06/30/2020
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District Profile
Demographics
200 Scottie Way
Scottdale, PA 15683
(724)887-2000
Superintendent: John Molnar
Director of Special Education: Daniel Clara
Planning Process
During the summer of 2013, each of Southmoreland's four schools, Southmoreland Primary Center,
Southmoreland Elementary School, Southmoreland Middle School, and Southmoreland High School
completed a school level School Improvement Plan. In a series of meetings occurring over the course
of the summer, the leadership teams from each school and the assistant superintendent identified
schoolwide accomplishements and concerns, and prioritized system challenges. Schools were then
able to develop four goals with action steps, strategies, and timelines for completion. The district
administrative team met on August 13, 2013. The school-level plans were presented and
commonalities were identified which became districtwide priorities and goals. The superintendent
reviewed performance and presented goals to all district staff on August 21, 2013. The assistant
superintendent met with the district leadership team (principals, 15 team leaders, guidance
counselors, union president) to further review the district plan and to specifically discuss the
execution of the improvement plans in each of the four schools.
Mission Statement
The mission of Southmoreland School district is High Quality Learning for All. We believe that you
cannot improve student learning without making adult learning a priority. In order for students to
learn at the highest levels they ever have, we believe in developing a results-oriented collaborative
culture of a strong Professional Learning Community--a culture committed to building the collective
capacity of all staff to fulfill our distirct's learning mission.
Vision Statement

All students will successfully complete every course and every grade level and will
demonstrate proficiency on local, state, and national assessments.

We will eliminate the gaps in student achievement that are connected to socioeconomic and
IEP status.
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
We will create the conditions that promote the ongoing, job-embedded professional learning
vital to the continuous improvement of educators.

We recognize that effective effort is the main determinant of achievement and will constantly
promote effort-based learning in our practices, policies, and behaviors.
Shared Values
We will implement the 3 Big Ideas of a Professional Learning Community with fidelity.
1. A Focus on Learning
2. Through Developing our Collaborative Culture
3. A Focus on Results
We will demonstrate respect and belief in students through the promotion of effort-based learning.
Educational Community
Located 49 miles southeast of Pittsburgh, Southmoreland was formed by the 1964 jointure of the
Scottdale and East Huntington school districts. The District is comprised of four small political
subdivisions in two separate counties: East Huntingdon Township and Scottdale Borough in
southern Westmoreland County and Everson Borough and Upper Tyrone Township in northern
Fayette County. The total area of the school district is 42 square miles and the 2010 census
population was 15,199. Fayette County is one of the poorest counties in the state
and the various measures of income (median household, per capita, and mean earnings) are all
below the state and national averages.
This rural community has been heavily influenced throughout its history by the agricultural, coal,
railroad, and manufacturing industries. At the beginning of the twentieth century, Scottdale,
Pennsylvania was the center of Henry Clay Frick’s coke interests. Used in the steel-making process,
this fuel derivative of coal provided the region with a brief period of affluence. Approximately
30,000 coke ovens in southwestern Pennsylvania were surrounded by hundreds of coal mines, and
Scottdale was considered the financial center of the county. The area’s economy declined, however,
prior to the Great Depression and has never recovered. The town’s population has decreased to just
over 4000 since reaching its peak of over 6000 in 1940.
Southmoreland has a population of just under 2000 students housed in four schools: a K-1
primary center, a 2-5 elementary, a 6-8 middle school, and a 9-12 high school.
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Planning Committee
Name
Kim Albright
Carrie Bisher
Charles Brittain
Grace Burke
Joseph Cappa
Jean Champlain
Jean Champlain
Daniel Clara
Doug Craig
Lindsay DiCasolo
Nancy Dove
Lisa Fratto
Andrea Hanford
Candy Hawkins
Josephine Kauffman
Julie Kaylor
David Keefer
Richard Kriger
Daniel Krofcheck
Patty Kropff
Leslie Kuhns
John Lee
Ken Leighty
Richard Love
Vincent Mascia
Role
Elementary School Teacher - Regular Education :
Professional Education
High School Teacher - Regular Education
High School Teacher - Regular Education
Parent : Special Education
Business Representative : Professional Education
High School Teacher - Special Education : Special
Education
High School Teacher - Special Education
Administrator : Professional Education Special
Education
Elementary School Teacher - Regular Education
High School Teacher - Regular Education :
Ed Specialist - School Counselor : Professional
Education
Ed Specialist - School Counselor : Professional
Education
Community Representative : Professional
Education
Middle School Teacher - Regular Education :
High School Teacher - Regular Education :
Administrator
Parent : Professional Education
Administrator : Professional Education
Middle School Teacher - Regular Education :
Middle School Teacher - Regular Education
Administrator
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Theodore Mizik
Allison Pawlikowsky
Jackie Polakovsky
Cynthia Poorbaugh
Gia Poska
Brian Pritts
Nicole Pruchnic
Timothy Scott
Tracy Showman
Steve Simon
Gene Spadaro
Tawnia St.Amant
Jennifer Tarasky
Stacie Weaver
Tammy Wesolowski
Meghan Whytsell
Amy Wolfe
Jennifer Zeffiro
Amy Zimmerman
Ed Specialist - School Counselor
Elementary School Teacher - Special Education
Parent : Professional Education
Middle School Teacher - Regular Education : Special
Education
Middle School Teacher - Special Education
Administrator
Business Representative : Professional Education
Community Representative : Professional
Education
Administrator
Ed Specialist - School Counselor
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Core Foundations
Standards
Mapping and Alignment
Elementary Education-Primary Level
Standards
Arts and Humanities
Career Education and Work
Civics and Government
PA Core Standards: English Language Arts
PA Core Standards: Literacy in History/Social
Studies, Science and Technical Subjects
PA Core Standards: Mathematics
Economics
Environment and Ecology
Family and Consumer Sciences
Geography
Health, Safety and Physical Education
History
Science and Technology and Engineering
Education
Alternate Academic Content Standards for Math
Alternate Academic Content Standards for
Reading
American School Counselor Association for
Students
Early Childhood Education: InfantToddler→Second Grade
English Language Proficiency
Interpersonal Skills
School Climate
Mapping
Alignment
Accomplished
Accomplished
Accomplished
Developing
Accomplished
Accomplished
Accomplished
Developing
Developing
Developing
Developing
Accomplished
Accomplished
Accomplished
Accomplished
Accomplished
Accomplished
Developing
Accomplished
Accomplished
Accomplished
Accomplished
Accomplished
Accomplished
Accomplished
Accomplished
Accomplished
Accomplished
Accomplished
Accomplished
Non Existent
Non Existent
Accomplished
Accomplished
Accomplished
Accomplished
Developing
Accomplished
Accomplished
Developing
Explanation for standard areas checked "Needs Improvement" or "Non Existent":
Primary level standards from the American School Counselor Association are currently
being researched for possible curricular inclusion.
Elementary Education-Intermediate Level
Standards
Arts and Humanities
Mapping
Alignment
Accomplished
Accomplished
7
Economics
Geography
History
Education
Reading
Students
School Climate
Accomplished
Accomplished
Developing
Accomplished
Accomplished
Developing
Developing
Developing
Developing
Accomplished
Accomplished
Non Existent
Accomplished
Accomplished
Accomplished
Developing
Accomplished
Accomplished
Non Existent
Accomplished
Accomplished
Accomplished
Accomplished
Accomplished
Accomplished
Accomplished
Accomplished
Accomplished
Non Existent
Non Existent
Accomplished
Accomplished
Developing
Accomplished
Accomplished
Developing
Family and Consumer Sciences is not taught at the elementary level (2-5).
Elementary level standards from the American School Counselor Association are currently
being researched for possible curricular inclusion.
Middle Level
Standards
Arts and Humanities
Economics
Geography
History
Mapping
Alignment
Accomplished
Accomplished
Accomplished
Developing
Accomplished
Accomplished
Accomplished
Developing
Developing
Not answered
Developing
Accomplished
Accomplished
Accomplished
Accomplished
Accomplished
Accomplished
Developing
Accomplished
Accomplished
Accomplished
Accomplished
Accomplished
Accomplished
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Education
Reading
Students
School Climate
World Language
Developing
Developing
Accomplished
Accomplished
Accomplished
Accomplished
Non Existent
Non Existent
Accomplished
Non Existent
Developing
Accomplished
Accomplished
Non Existent
Developing
Accomplished
Middle level standards from the American School Counselor Association are currently being
researched for possible curricular inclusion.
Interpersonal skills are not taught as a stand-alone curriculum at the middle level.
High School Level
Standards
Arts and Humanities
Economics
Geography
History
Education
Reading
Students
School Climate
World Language
Mapping
Alignment
Accomplished
Accomplished
Accomplished
Accomplished
Accomplished
Accomplished
Accomplished
Accomplished
Accomplished
Accomplished
Accomplished
Accomplished
Accomplished
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Accomplished
Accomplished
Accomplished
Accomplished
Accomplished
Accomplished
Accomplished
Accomplished
Accomplished
Accomplished
Developing
Developing
Non Existent
Non Existent
Non Existent
Non Existent
Non Existent
Non Existent
Accomplished
Non Existent
Developing
Accomplished
Accomplished
Non Existent
Developing
Accomplished
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There lacks a clear understanding of what "alternate academic content standards" would be
at the high school level.
HIgh school standards from the American School Counselor Association are currently being
researched for possible curricular inclusion.
Interpersonal skills are not taught as a stand-alone curriculum at the high school level.
Adaptations
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Arts and Humanities
PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
Economics
Geography
History
Science and Technology and Engineering Education
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Arts and Humanities
Economics
Geography
History
Middle Level
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Arts and Humanities
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Economics
Geography
History
High School Level
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Arts and Humanities
Economics
Geography
History
Explanation for any standards checked:
Standards for any specific curricular area serve as resource and a guide for developing
curriculum. Standards are never treated as the
curriculum, thus students are always expected to learn beyond the identified standards in
any specific area.
Curriculum
Planned Instruction
Curriculum Characteristics
Objectives of planned courses, instructional units or
interdisciplinary studies to be achieved by all students are
identified for each subject area.
Content, including materials and activities and estimated
instructional 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
Procedures for measurement of mastery of the objectives of a
planned course, instructional unit or interdisciplinary studies are
Status
Accomplished
Accomplished
Accomplished
Accomplished
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identified.
Processes used to ensure Accomplishment:
Teachers are assigned to grade level and/or department teams in grades K-12. Teachers
meet as a routine and regular part of their school day to ensure a guaranteed and viable
curriculum for all students. Teachers engage in the Team Learning Process. This is the
process through which each team, as part of an ongoing cycle: 1) develops team norms; 2)
clarifies the essential skills that students must know for each unit of instruction; 3) maps
curriculum; 4) develops multiple common assessments with benchmarks; 5) analyzes the
results and identifies/implements improvement strategies; and 6) develops SMART goals
based on assessment results. Careful monitoring of each team's journey as they cycle
through the Team Learning Process is the mechanism through which a focus on learning is
both maintained and enhances.
Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How
the LEA plans to address their incorporation:
This narrative is empty.
identified.
Status
Accomplished
Accomplished
Accomplished
Accomplished
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Middle Level
identified.
Status
Accomplished
Accomplished
Accomplished
Accomplished
High School Level
Status
Accomplished
Accomplished
Accomplished
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identified.
Accomplished
Modification and Accommodations
Explain how planned instruction contains modifications and accommodations that allow all
students at all mental and physical ability levels to access and master a rigorous standards
aligned curriculum.
Students in the regular instructional program receive a curriculum which is guaranteed and
viable, meaning that students receive instruction related to the same essential objectives
regardless of which teacher is teaching the class. Teachers of the same subject, grade level,
and/or content area reach a consensus on what students need to know and must be able to
do. The district in grades K-12 also provides intervention and enrichment support for
students who struggle with any particular skill or those students in need of extra challenge.
This block of time is built into the school schedules and occurs in support of (rather than in
place of) regular instruction. Students with IEPs or other disabilities are included into the
regular curriculum, with necessary supports as needed, to the greatest extent possible. In
addition to the Intervention/Enrichment period, these students also may receive regular
resource assistance that supports regular instruction.
Instruction
Instructional Strategies
 Formal classroom observations focused on instruction
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 Annual Instructional evaluations
 Peer evaluation/coaching
Regular Lesson Plan Review
 Administrators
Provide brief explanation of LEA's process for incorporating selected strategies.
Southmoreland School District is a proponent of Dr. Richard DuFour's Professional Learning
Community model of building collaborative team structures to improve student learning. A
PLC is defined as educators committed to working collaboratively in ongoing processes of
collective inquiry and action research to achieve better results for the students they serve.
Professional learning communities operate under the assumption that the key to improved
learning for students is continuous, job-embedded learning for educators (DuFour, DuFour,
Eaker, & Many, 2006).
Provide brief explanation for strategies not selected and how the LEA plans to address their
incorporation.
Southmoreland teachers and administrators continuously engage in action research in
applying best practice within the profession. As research in the fleld is connected to
aforementioned strategies for improving student learning, due consideration will be given
for possible implementation.
Responsiveness to Student Needs
Instructional Practices
Structured grouping practices are used to meet student needs.
Flexible instructional time or other schedule-related practices are
used to meet student needs.
Differentiated instruction is used to meet student needs.
A variety of practices that may include structured grouping, flexible
scheduling and differentiated instruction are used to meet the
needs of gifted students.
Status
Full
Implementation
Full
Implementation
Full
Implementation
Full
Implementation
If necessary, provide further explanation. (Required explanation if column selected was
Status
Full
Implementation
Full
Implementation
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Full
Implementation
Full
Implementation
Middle Level
Status
Full
Implementation
Full
Implementation
Full
Implementation
Full
Implementation
High School Level
Status
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
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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.
Title I funds are used for extended school day programs in grades 3-12 in literacy and math.
The student is matched with the classroom teacher, who is the individual most cognizant of
the student's unlearned skills. This program operates after school two times per week for
two hours per session.
Assessments
Local Graduation Requirements
Course Completion
SY 17/18
SY 18/19
SY 19/20
Total Courses
English
Mathematics
Social Studies
Science
Physical Education
Health
Music, Art, Family &
Consumer Sciences,
Career and Technical
Education
Electives
Minimum % Grade
Required for Credit
(Numerical Answer)
Graduation Requirement Specifics
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:No graduation requirement specifics have been identified.
Local Assessments
Standards
Arts and Humanities
WA
TD
X
X
X
X
NAT
DA
PSW
Other
X
X
X
X
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PA Core Standards: English
Language Arts
PA Core Standards: Literacy in
History/Social Studies, Science
and Technical Subjects
Economics
Geography
Health, Safety and Physical
Education
History
Science and Technology and
Engineering Education
World Language
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Methods and Measures
Summative Assessments
Summative Assessments
EEP
PSSA Math, Reading, Science, Writing
Keystone Algebra, Literature, Biology
EEI
ML
X
X
HS
X
Benchmark Assessments
Benchmark Assessments
DIBELS
4-Sight
EEP
EEI
ML
HS
X
X
Formative Assessments
Formative Assessments
Teachers collarboratively create common
formative assessments in all core subject areas
EEP
EEI
ML
HS
X
X
X
X
EEP
EEI
ML
HS
X
X
Diagnostic Assessments
Diagnostic Assessments
Classroom Diagnostic Tool
Validation of Implemented Assessments
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Validation Methods
External Review
Intermediate Unit Review
LEA Administration Review
Building Supervisor Review
Department Supervisor Review
Professional Learning Community Review
Instructional Coach Review
Teacher Peer Review
EEP
EEI
ML
HS
X
X
X
X
X
X
X
X
X
X
X
X
Provide brief explanation of your process for reviewing assessments.
Teachers meet in grade levels teams and departments as a routine and regular part of daily
schedule. Common formative assessments are created and given at pre-determined times in
order to assess student learning and program efficacy. Teachers meet regularly to analyze
the results of these 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.
Teachers meet in grade levels teams and departments as a routine and regular part of daily
schedule. Common formative assessments are created and given at pre-determined times in
order to assess student learning and program efficacy. Teachers meet regularly to analyze
the results of these assessments.
Collection and Dissemination
Describe your system to collect, analyze and disseminate assessment data efficiently and
effectively for use by LEA leaders and instructional teams.
In all schools, K-12, teachers are organized into teams as part of our Professional Learning
Community process. As a regular part of the teaming process, teams meet routinely to
collect analyze, and disseminate assessment data. Teams interact with common assessment
data, 4-sight, CDT, eMetric, PVAAS, etc., in order to identify struggling/advanced learners,
and to make instructional program decisisons.
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.
Students who have not demonstrated achievement of the academic standards at a proficient
level or higher are identified and selected for the Intervention and Enrichment (I/E) period.
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I/E occurs K-12 as a daily block of time as a regular part of the school schedule. Students in
the elementary schools are re-grouped according to non-proficient, proficient, and students
in need of enrichment. The particiular skill is isolated and students are presented additional
instruction on either the unlearned or enriched skill. In middle school and high school,
students are able to meet with the specific teacher for additional instruction centered on the
unlearned or skill for enrichment. In grades k-12, nonproficient students are given an
Individual Student Learning Plan (ISLP) to detail the specific skill, instructional strategies to
be used, and the exit criteria for demonstrating proficiency.
Assessment Data Uses
Assessment Data Uses
Assessment results are reported out by PA
assessment anchor or standards-aligned learning
objective.
Instructional practices are identified that are
linked to student success in mastering specific PA
assessment 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 mastery so that teachers
can collaboratively create and/or identify
instructional strategies likely to increase mastery.
Instructional practices modified or adapted to
increase student mastery.
EEP
EEI
ML
HS
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Provide brief explanation of the process for incorporating selected strategies.
Teachers meet on a continuous basis to plan and implement curriculum, and to plan
common assessments to measure student learning and instructional program effectiveness.
During team meetings (at least once in a six day cycle in all K-12 grades) teachers analyze
common assessment results, analyze PVAAS data, and analyze other summative results such
as PSSA and Keystone data.
Provide brief explanation for strategies not selected and how you plan to address their
incorporation.
All strategies have been selected as incorporated strategies.
Distribution of Summative Assessment Results
Distribution Methods
Course Planning Guides
Directing Public to the PDE & other Test-related
Websites
EEP
EEI
ML
HS
X
X
X
X
X
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Individual Meetings
Letters to Parents/Guardians
Local Media Reports
Website
Meetings with Community, Families and School
Board
Mass Phone Calls/Emails/Letters
Newsletters
Press Releases
School Calendar
Student Handbook
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Provide brief explanation of the process for incorporating selected strategies.
Engaging parents and the community is a selected goal for each of our individual schools in
their respective school improvement plans. Individual schools are systematic in notifying
parents of how students are achieving learning targets.
Provide brief explanation for strategies not selected and how the LEA plans to address their
incorporation.
Southmoreland Primary Center, Southmoreland Elementary School, and Southmoreland
Middle School are presently working to develop course of study guides for their respective
schools. Reprising a newsletter at the district level is being discussed.
Safe and Supportive Schools
Assisting Struggling Schools
Describe your entity’s process for assisting schools that either do not meet the annual
student achievement targets or experience other challenges, which deter student
attainment of academic standards at a proficient level or higher.
If your entity has no struggling schools, explain how you will demonstrate continued
growth in student achievement.
In 2011-12 and 2012-13 Southmoreland planned for growth in student achievement by
using the Southmoreland Summits as a means for school and district improvement
planning. Southmoreland Summits are an opportunity for principals to present their
school's past and current levels of student achievement, review their plans for improving
achievement, and receive feedback and suggestions from their peers. The summits also
allow the district to better understand the distinct needs, goals, programs, and direction of
all schools. Summits are a dialogue from which all participants grow and improve for the
benefit of the children of Southmoreland School District. Moreover, in 2012-13
Southmoreland High School, as a school in Improvement I status, completed PDEs
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comprehensive plan for school improvement. Although the other district schools are not
struggling, all schools completed the PDE school improvement plan in the summer of 2013.
With the assistant superintendent, principals were assisted by their respective leadership
teams from each building.
Programs, Strategies and Actions
Programs, Strategies and Actions
Biennially Updated and Executed Memorandum of
Understanding with Local Law Enforcement
School-wide Positive Behavioral Programs
Conflict Resolution or Dispute Management
Peer Helper Programs
Safety and Violence Prevention Curricula
Student Codes of Conduct
Comprehensive School Safety and Violence
Prevention Plans
Purchase of Security-related Technology
Student, Staff and Visitor Identification Systems
Placement of School Resource Officers
Student Assistance Program Teams and Training
Counseling Services Available for all Students
Internet Web-based System for the Management
of Student Discipline
EEP
EEI
ML
HS
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Explanation of strategies not selected and how the LEA plans to address their
incorporation:
The assistant superintendent will meet with principals and discuss the viability of peer
support programs in the primary, elementary, and middle schools.
Southmoreland School District does not utilize school resource officers in the primary,
elementary, and middle schools.
Southmoreland Primary Center does not have a Student Assistance Program.
Identifying and Programming for Gifted Students
1. Describe your entity's process for identifying gifted children.
2. Describe your gifted special education programs offered.
Southmoreland School District ensures through the following processes as outlined in
Pennsylvania School Code (specifically, Chapter 16.21) whether a student is mentally gifted.
This term includes a person who has an IQ of 130 or higher or when multiple criteria as set
forth in Chapter 16 and in Department Guidelines indicate gifted ability. Determination of
gifted ability will not be based on IQ score alone. Deficits in memory or processing speed, as
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indicated by testing, cannot be the sole basis upon which a student is determined to be
ineligible for gifted special education. A person with an IQ score lower than 130 may be
admitted to gifted programs when other educational criteria in the profile of the person
strongly indicate gifted ability. Determination of mentally gifted must include an
assessment by a certified school psychologist. Screening tools may in include, but are not
limited to, the following measures: Wechsler Intelligence Scale for Children, the StanfordBinet Intelligence Scale, the Woodcock-Johnson Test for Cognitive Abilities/Achievement,
the Brigance Screening tool, DIBELS, and others.
Multiple criteria indicating gifted ability include:
(1) A year or more above grade achievement level for the normal age group in one or
more subjects as measured by Nationally normed and validated achievement tests able to
accurately reflect gifted performance. Subject results shall yield academic instruction levels
in all academic subject areas.
(2) An observed or measured rate of acquisition/retention of new academic content or
skills that reflect gifted ability.
(3) Demonstrated achievement, performance or expertise in one or more academic areas
as evidenced by excellence of products, portfolio or research, as well as criterion-referenced
team judgment.
(4) Early and measured use of high level thinking skills, academic creativity, leadership
skills, intense academic interest areas, communications skills, foreign language aptitude or
technology expertise.
(5) Documented, observed, validated or assessed evidence that intervening factors such
as English as a second language, disabilities defined in 34 CFR 300.8 (relating to child with a
disability), gender or race bias, or socio/cultural deprivation are masking gifted abilities.
Developmental Services
Developmental Services
Academic Counseling
Attendance Monitoring
Behavior Management Programs
Bullying Prevention
Career Awareness
Career Development/Planning
Coaching/Mentoring
Compliance with Health Requirements –i.e.,
Immunization
Emergency and Disaster Preparedness
Guidance Curriculum
Health and Wellness Curriculum
Health Screenings
Individual Student Planning
EEP
EEI
ML
HS
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
23
Nutrition
Orientation/Transition
RTII/MTSS
Wellness/Health Appraisal
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Explanation of developmental services:
The aformentioned services are integrated into the K-12 curriculum as noted above.
Diagnostic, Intervention and Referral Services
Diagnostic, Intervention and Referral Services
Accommodations and Modifications
Administration of Medication
Assessment of Academic Skills/Aptitude for
Learning
Assessment/Progress Monitoring
Casework
Crisis Response/Management/Intervention
Individual Counseling
Intervention for Actual or Potential Health
Problems
Placement into Appropriate Programs
Small Group Counseling-Coping with life
situations
Small Group Counseling-Educational planning
Small Group Counseling-Personal and Social
Development
Special Education Evaluation
Student Assistance Program
EEP
EEI
ML
HS
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
EEP
EEI
ML
HS
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Explanation of diagnostic, intervention and referral services:
Consultation and Coordination Services
Consultation and Coordination Services
Alternative Education
Case and Care Management
Community Liaison
Community Services Coordination (Internal or
External)
Coordinate Plans
Coordination with Families (Learning or
Behavioral)
24
Home/Family Communication
Managing Chronic Health Problems
Managing IEP and 504 Plans
Referral to Community Agencies
Staff Development
Strengthening Relationships Between School
Personnel, Parents and Communities
System Support
Truancy Coordination
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
EEP
EEI
ML
HS
Explanation of consultation and coordination services:
Communication of Educational Opportunities
Communication of Educational Opportunities
Course Planning Guides
Directing Public to the PDE & Test-related
Websites
Individual Meetings
Local Media Reports
Website
Meetings with Community, Families and Board of
Directors
Mass Phone Calls/Emails/Letters
Newsletters
Press Releases
School Calendar
Student Handbook
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
EEP
EEI
ML
HS
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Communication of Student Health Needs
Communication of Student Health Needs
Individual Meetings
Individual Screening Results
Website
Meetings with Community, Families and Board of
Directors
Newsletters
School Calendar
Student Handbook
25
Frequency of Communication
Elementary Education - Primary Level
 Yearly
Elementary Education - Intermediate Level
 Yearly
Middle Level
 Yearly
High School Level
 Yearly
Collaboration for Interventions
Describe the collaboration between classroom teachers and individuals providing
interventions regarding differing student needs and academic progress.
The collaborative structure we have developed in Southmoreland School District, following
Dr. Richard DuFour's Professional Learning Community Model, requires that the classroom
teacher of the child is the exact individual who provides the intervention, during the school
day, for struggling learners.
Community Coordination
Describe how you accomplish coordination with community operated infant and toddler
centers, as well as preschool early intervention programs. In addition, describe the
community coordination with the following before or after school programs and services
for all grade levels, including pre-kindergarten, if offered, through grade 12.
1.
2.
3.
4.
Child care
After school programs
Youth workforce development programs
Tutoring
Southmoreland School District has a joint arrangement with the local YMCA to provide
before school and after school services for elementary children at Southmoreland
Elementary.
Preschool Agency Coordination
26
Explain how the LEA coordinates with agencies that serve preschool age children with
disabilities.
1. Address coordination activities designed to identify and serve children with
disabilities and the supports and accommodations available to ensure both physical
and programmatic access.
2. Address pre-kindergarten programs operated directly by the LEA and those
operated by community agencies under contract from the LEA.
3. Describe how the LEA provides for a smooth transition from the home setting and
any early childhood care or educational setting the students attend, to the school
setting.
The Southmoreland School District works closely with the Westmoreland Intermediate Unit
and its Early Intervention program to identify student needs as they begin their primary
schooling with us. We schedule meetings in the spring with the parents and the current
providers to review data and to ensure continuum of care as needed for students who have
been identified. The The Southmoreland School District coordinates a meeting in the fall
with all local childcare providers and Pre-K programs to discuss our curriculum and
structure and to identify what common core skills we will be addressing as students begin
their formal learning in our system. We plan with those groups monthly visits and evening
activities in the spring to ensure that students are frequently in the building and that they
are able to connect with the school before they formally enter our school. These activities
include "Read With Me at SPC" as well as our Kindergarten Kickoff and Screenings. We
produce handbooks that include pictures of our staff, our building and classrooms, and
distribute those to our parents and students so that they are able to review them and know
who we are before arriving in the fall to begin with us.
Materials and Resources
Description of Materials and Resources
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.
Status
Accomplished
Accomplished
Accomplished
Accomplished
27
Teams of teachers, on a continuous basis, participate in the team learning process. During
this on-going process of collective inquiry teachers work in teams to: 1) Identify essential
outcomes all students must learn in each content area at each grade level during the school
year, semester, and each unit of instruction; 2) Create common pacing guides and
curriculum maps that each teacher implements; 3) Develops multiple common formative
assessments; 4) Establish a target score all students must achieve to demonstrate
proficiency in each skill on each common formative assessment; 5) Administer the common
assessment and analyze results; 6) Identify programmatic improvement strategies and
develop SMART goals that target identified areas.
Explanation for any row checked "Needs Improvement" or "Non Existent". How the LEA
plans to address their incorporation:
and skills
resources available
Status
Accomplished
Accomplished
Accomplished
Accomplished
Middle Level
Status
Accomplished
28
and skills
resources available
Accomplished
Accomplished
Accomplished
High School Level
and skills
resources available
Status
Accomplished
Accomplished
Accomplished
Accomplished
29
SAS Incorporation
Standards
Arts and Humanities
PA Core Standards: Literacy in History/Social Studies, Science and
Technical Subjects
Economics
Geography
Status
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
30
History
Alternate Academic Content Standards for Reading
American School Counselor Association for Students
Early Childhood Education: Infant-Toddler→Second Grade
School Climate
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Further explanation for columns selected "
Standards
Arts and Humanities
Status
Implemented in
50% or more of
district
classrooms
31
Technical Subjects
Economics
Geography
History
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
32
School Climate
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Middle Level
Standards
Arts and Humanities
Technical Subjects
Status
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
33
Economics
Geography
History
School Climate
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
34
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
World Language
High School Level
Standards
Arts and Humanities
Technical Subjects
Economics
Status
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
35
Geography
History
School Climate
World Language
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
Implemented in
50% or more of
district
classrooms
36
Characteristics
District’s Professional Education Characteristics
Enhances the educator’s content knowledge in the
area of the educator’s certification or assignment.
Increases the educator’s teaching skills based on
effective practice research, with attention given to
interventions for struggling students.
Increases the educator's teaching skills based on
effective practice research, with attention given to
interventions for gifted students.
Provides educators with a variety of classroombased assessment skills and the skills needed to
analyze and use data in instructional decision
making.
Empowers educators to work effectively with
parents and community partners.
District’s Professional Education Characteristics
Provides the knowledge and skills to think and
plan strategically, ensuring that assessments,
curriculum, instruction, staff professional
education, teaching materials and interventions
for struggling students are aligned to each other,
as well as to Pennsylvania’s academic standards.
Provides the knowledge and skills to think and
plan strategically, ensuring that assessments,
curriculum, instruction, staff professional
education, teaching materials and interventions
for gifted students are aligned to each other, as
well as to Pennsylvania's academic standards.
Provides leaders with the ability to access and use
appropriate data to inform decision making.
Empowers leaders to create a culture of teaching
and learning, with an emphasis on learning.
Instructs the leader in managing resources for
effective results.
EEP
EEI
ML
HS
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
EEP
EEI
ML
HS
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Provide brief explanation of your process for ensuring these selected characteristics.
"The best professional development occurs in a social and collaborative setting rather than
in isolation, is ongoing and sustained rather than infrequent and transitory, is jobembedded rather than external, occurs in the context of the real work of the school and
classroom rather than in off-site workshops or courses, focuses on results (that is, evidence
of improved student learning) rather than activities or perceptions, and is systematically
aligned with school and district goals rather than random.
--DuFour, DuFour, Eaker, (2008). Revisiting Professional Learning Communities at Work. (p.
369-370). Bloomington, IN:Solution Tree Press.
37
incorporation.
Strategies Ensuring Fidelity
 Professional Development activities are based upon detailed needs assessments that
utilize student assessment results to target instructional areas that need strengthening.
 Using disaggregated student data to determine educators’ learning priorities.
 Professional Development activities are based upon detailed needs assessments that
utilize student assessment results to target curricular areas that need further
alignment.
 Professional Development activities are developed that support implementation of
strategies identified in your action plan.
 Clear expectations in terms of teacher practice are identified for staff implementation.
 An implementation evaluation is created, based upon specific expectations related to
changes in teacher practice, which is used to validate the overall effectiveness of the
professional development initiative.
 The LEA has a systemic process that is used to validate whether or not providers have
the capacity to present quality professional development.
 Administrators participate fully in all professional development sessions targeted for
their faculties.
 Every Professional development initiative includes components that provide ongoing
support to teachers regarding implementation.
 The LEA has an ongoing monitoring system in place (i.e. walkthroughs, classroom
observations).
 Professional Education is evaluated to show its impact on teaching practices and
student learning.
"The best professional development occurs in a social and collaborative setting rather than
in isolation, is ongoing and sustained rather than infrequent and transitory, is jobembedded rather than external, occurs in the context of the real work of the school and
classroom rather than in off-site workshops or courses, focuses on results (that is, evidence
of improved student learning) rather than activities or perceptions, and is systematically
aligned with school and district goals rather than random.
--DuFour, DuFour, Eaker, (2008). Revisiting Professional Learning Communities at Work. (p.
369-370). Bloomington, IN:Solution Tree Press.
incorporation.
38
Induction Program

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.

Inductees will know and implement the principles of Dr. Richard DuFour's
Professional Learning Community Model of using collaborative team structures to
improve student learning and achievement.
Inductees are assigned to a grade level and/or department team when they begin their
assigment in the district.The team structure allows for a very successful indoctrination into
the "Southmoreland way." Furthermore the team structure provides great support for new
teachers to the school/district. Additionally, inductees are also assigned a mentor from their
school/grade level/content area. The formal mentoring process engages the inductee
through a series of formal activities designed to successfully transition the inductee into the
school and their teaching assignment.
incorporation.
39
Needs of Inductees

Frequent observations of inductee instructional practice by a coach or mentor to
identify needs.

Frequent observations of inductee instructional practice by supervisor to identify
needs.

Regular meetings with mentors or coaches to reflect upon instructional practice to
identify needs.

Student PSSA data.

Standardized student assessment data other than the PSSA.

Classroom assessment data (Formative & Summative).

Review of inductee lesson plans.

Review of written reports summarizing instructional activity.

Submission of inductee portfolio.

Knowledge of successful research-based instructional models.
All teacher inductees are assigned a mentor and participate in a formal program that occurs
during their first year of service. The induction program features frequent peer
observations by the inductee along with observations conducted by the mentor.
Furthermore, the mentor and inductee engage in professional book studies pertaining to Dr.
Richard DuFour's Professional Learning Community model of building collaborative team
structures to improve student learning.
Provide brief explanation for strategies not selected and you plan to address their
incorporation.
Inductee surveys related to their experience and interviews with second year teachers will
be incorporated into the induction plan beginning in 2013-2014.
Mentor Characteristics




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.
40
 Potential mentors must have demonstrated ability to work effectively with students and
other adults.
 Potential mentors must be willing to accept additional responsibility.
 Mentors and inductees must have compatible schedules so that they can meet
regularly.
The assistant superintendent works with principals to ensure potential mentors possess the
above referenced characteristics.
Provide brief explanation for characteristics not selected and how you plan to address their
incorporation.
All of our teachers work in collaborative teams as a regular and routine practice within the
district. This culture of collaboration serves to enhance communication and listening skills,
coaching and conferencing skills, problem-solving skills and knowledge of adult learning
and development.
Induction Program Timeline
Topics
Code of Professional Practice and Conduct for
Educators
Assessments
Best Instructional Practices
Safe and Supportive Schools
Standards
Curriculum
Instruction
Accommodations and Adaptations for diverse
learners
Data informed decision making
Materials and Resources for Instruction
Aug- Oct- Dec- Feb- Apr- JunSep Nov Jan Mar May Jul
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
If necessary, provide further explanation.
The above topics are addressed concurrently throughout the school year, both within the
inductee/mentor relationship and through the inductee's inclusion in the teaming
structures of the Professional Learning Community model.
Monitoring Evaluating and Induction Program
Identify the procedures for monitoring and evaluating the Induction program.
41
The assistant superintendent communicates regularly with mentors and inductees to
monitor the progress of the formal plan. A timeline of completion for activities in included
within the plan.
Recording Process
Identify the recording process for inductee participation and program completion. (Check
all that apply)

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.
Special Education
Special Education Students
Total students identified: 332
Identification Method
Identify the District's method for identifying students with specific learning disabilities.
The Southmoreland School District identifies students with specific learning disabilities in
accordance with Chapter 14 using the discrepancy model. Students who are suspected of
having a specific learning disability are recommended to the multidisciplinary team for
evaluation by the classroom or content area teacher or the parent. Classroom data is
reviewed and a determination is made regarding the student's achievement pursuant to
his/her age or ability to meet state approved grade-level benchmarks or standards. If it is
determined that the student is not achieving as noted, a classroom observation is conducted
by someone other than the classroom teacher and the school psychologist administers a
battery of reliable and valid standardized assessments that are designed to measure both
intellectual ability and achievement. The psychologist then analyzes the results of the
standardized assessments to determine a discrepancy between ability and achievement and
reports these results to the multidisciplinary team. The team then determines whether or
not there is a significant discrepancy between ability and achievement. The team also
42
determines whether or not the lack of achievement is the result of Intellectual Disability,
sensory deficit, emotional disturbance, culture, limited English proficiency, environmental
or economic disadvantage, or lack of appropriate instruction. If the team determines that
the student is not Intellectual Disabled, that a discrepancy exists between ability and
achievement, and that the discrepancy is not the result of one of the aforementioned factors,
the team identifies the student as having a specific learning disability.
Enrollment
Review the Enrollment Difference Status. If necessary, describe how your district plans to
address any significant disproportionalities.
The data is publicly available via the PennData website. You can view your most recent
report. The link is: http://penndata.hbg.psu.edu/BSEReports
The district reflects no current discrepancies as they relate to enrollment differences.
Non-Resident Students Oversight
1. How does the District meet its obligation under Section 1306 of the Public School
Code as the host District at each location?
2. How does the District ensure that students are receiving a free appropriate public
education (FAPE) in the least restrictive environment (LRE)?
3. What problems or barriers exist which limit the District's ability to meet its
obligations under Section 1306 of the Public School Code?
Currently, there are no non-residential facilities within the borders of the Southmoreland
School District. Should a facility be established in the future within the district, the
Southmoreland School District will comply with Section 1306 of the Public School Code to
ensure FAPE and LRE.
Incarcerated Students Oversight
Describe the system of oversight the District would implement to ensure that all
incarcerated students who may be eligible for special education are located, identified,
evaluated and when deemed eligible, are offered a free appropriate public education
(FAPE).
There are currently no 1306.2 facilities within the Southmoreland School District. Should a
Southmoreland School District student be incarcerated in the county facility, the district
would work with the host district t provide all salient records, information, and
documentation, and would collaborate with the host district to establish and monitor
curriculum appropriate for the student.
Least Restrictive Environment
43
1. Describe the District procedures, which ensure that, to the maximum extent
appropriate, children with disabilities, including those in private institutions, are
educated with non-disabled children, and that removal from the regular education
environment only occurs when education in that setting with supplementary aids
and services, cannot be achieved satisfactorily.
2. Describe how the District is replicating successful programs, evidence-based
models, and other PDE sponsored initiatives to enhance or expand the continuum of
supports/services and education placement options available within the District to
support students with disabilities access the general education curriculum in the
least restrictive environment (LRE). (Provide information describing the manner in
which the District utilizes site-based training, consultation and technical assistance
opportunities available through PDE/PaTTAN, or other public or private agencies.)
3. Refer to and discuss the SPP targets and the district's percentages in the Indicator 5
section - Educational Environments. Also discuss the number of students placed out
of the district and how those placements were determined to assure that LRE
requirements are met.
1. Students suspected of having a disability will participate in a multidisciplinary
evaluation. The IEP team examines the results of the MDE and determines placement
options, considering continuum of service levels. Students are first considered for
placement in programs providing FAPE in the LRE with supplemental aides and services.
When placement outside of the regular education environment is considered, LRE and
distance from the home and school are considerations. Students whose disabilities permit
them to be educated in buildings with their non-disabled peers participate in the regular
education program as deemed appropriate by the IEP team.
2.
Facility Name
Type of Facility Type of Service
Mount Pleasant Area School
Neighboring
District- Norvelt Elementary
School Districts
School
Hempfield Area School District
Neighboring
- West Point Elementary
School Districts
School
Special
Clairview School
Education
Centers
Special
Clelian Heights School
Education
Centers
Adelphoi Village School
Other
Agape Day Treatment
Other
# of
Students
Placed
Emotional Support
2
Autistic Support
2
Autistic/Life
Skills/Emotional Support
Physical Support
15
Autistic Support; Life SKills,
6
Physical Support
Emotional Support
Day Treatment
5
1
44
Bellefaire JCB/ Monarch
Boarding School
AYS Day Treatment
Other
Autistic Support
Other
Day Treatment
Instruction in the
Instruction in the Home
Instruction in the Home
Home
Special
NHS Autism School
Education
Autistic Support
Centers
Approved
Pressley Ridge Day School
Emotional Support
Private Schools
Western Pennsylvania School Approved
Deaf & Hard of Hearing
for the Deaf
Private Schools Support
Greensburg Partial
Other
Day Treatment
Hospitalization Program
Southwood Psychiatric
Other
Hospital
Hospital
New Directions Partial
Other
Day Treatment
Hosptitalization Program
Mount Pleasant Area School Neighboring
ITES Emotional Support
District
School Districts Classroom for grades7-12
Greensburg Salem School
Neighboring
ITES Emotional Support
District
School Districts Classroom for grades K-5
3.
1
0
1
2
1
2
2
1
2
0
0
Behavior Support Services
Provide a summary of the District policy on behavioral support services including, but not
limited to, the school wide positive behavior supports (PBS). Describe training provided to
staff in the use of positive behavior supports, de-escalation techniques and responses to
behavior that may require immediate intervention. If the district also has School-Based
Behavioral Health Services, please discuss it.
Southmoreland School District uses the following services to provide behavioral supports to
students:

School Based Mental Health

St. Vincent Prevention Program

ESAP

SAP
45
Our ESAP and SAP programs are powerful support pieces that bolster student supports
within our schools. Students at all levels receive additional lessons and support through our
St. Vincent Prevention program. In 2012, Southmoreland School District began a
partnership with School Based Mental Health to offer supports for at-risk students that is
maintained throughout the year, including summer.
Intensive Interagency/Ensuring FAPE/Hard to Place Students
1. If the LEA is having difficulty ensuring FAPE for an individual student or a particular
disability category, describe the procedures and analysis methods used to
determine gaps in the continuum of special education supports, services and
education placement options available for students with disabilities.
2. Include information detailing successful programs, services, education placements
as well as identified gaps in current programs, services, and education placements
not available within the LEA. Include an overview of services provided through
interagency collaboration within the LEA.
3. Discuss any expansion of the continuum of services planned during the life of this
plan.
1. In the event that the Southmoreland School District could not provide FAPE for a student,
the district has and intends to utilize partnerships with agencies including, but not limited
to Westmoreland Case Management, Westmoreland Intermediate Unit, Pressley Ridge,
Ridgeview Academy (Robert Ketterer Charter School), Pace School, Chestnut Ridge Mental
Health, the ARC of Westmoreland, Westmoreland Human Opportunities, Pathfinder School,
Goodwill Industries, Craig Academy, Latrobe Mental Health, Southwood Hospital, CASSP,
Clelian Heights School, Student Assistance, St. Vincent College, Adelphoi Village, New
Directions School, Allegheny Intermediate Unit, AYS Day Treatment, Northwest Human
Services, Agape Day Treatment, and Centerville Clinic. To date, the district has been able to
place hard to place students in appropriate educational settings using one or more of the
aforementioned agencies.
The Southmoreland School District collaborates either regularly, or on an as-needed basis,
with numerous agencies including, but not limited to Westmoreland Case Management, the
Westmoreland Intermediate Unit, Pressley Ridge, Ridgeview Academy, The ARC,
Westmoreland Human Opportunities, Goodwill Industries, Craig Academy, Pace School,
Chestnut Ridge Mental Health, Latrobe Mental Health, CASSP, Clelian Heights School,
Student Assistance (SAP), Adelphoi Village, New Directions School, Allegheny Intermediate
Unit, Pathfinder School, Agape Day Treatment, Southwood Hospital, Northwest Human
Services, and Centerville Clinic. To date, the district has been able to place hard to place
students in an appropriate educational setting using one or more of the aforementioned
agencies. Many of these collaborative situations are formalized through contracts and/or
agreements, while others are used on an as-needed basis.
The Southmoreland School District maintains rapport with each of the aforementioned
agencies. Meetings are scheduled between the school district, parents, and the appropriate
agency to ensure that each child's needs are met. The district sends representation to
46
hearings and meetings as appropriate. Lines of communication remain open, and the
district stands ready and willing to assist any agency that may be working with one of its
students.
By virtue of its size, the Southmoreland School District cannot provide in-house appropriate
educational opportunities for each of its students because some students require
specialized placements that cannot be accommodated in the home school. Therefore the
district contracts and/or collaborates with numerous agencies including, but not limited
to Westmoreland Case Management, the Westmoreland Intermediate Unit, Pressley Ridge,
Ridgeview Academy, The ARC, Westmoreland Human Opportunities, Goodwill Industries,
Craig Academy, Pace School, Chestnut Ridge Mental Health, Latrobe Mental Health, CASSP,
Clelian Heights School, Student Assistance (SAP), Adelphoi Village, New Directions School,
Allegheny Intermediate Unit, Pathfinder School, Agape Day Treatment, Southwood Hospital,
Northwest Human Services, New Directions and Centerville Clinic.
The Southmoreland School District collaborates with health and human service agencies
enumerated elsewhere in this document. Such collaboration includes the development of
coordinated service plans for those students who are in need of services other than
education. Plan development encompasses both types of services to be provided and
funding streams. The district only funds those services that are related to the educational
component of the plan.
2. Southmoreland School District provides an Autistic Support classroom for students in
Grades K-1 at the Primary Center and Grades 2-4 at Southmoreland Elementary. This
program provides our Autistic students the participate in the regular education curriculum
and environment to the greatest extent. Research indicates that our interventions at this
stage of the student's academic development is the most impactful and appropriate.
Students are supported with their nondisabled peers and participate in the curriculum with
support as needed.
3. Southmoreland School District has entered into a contract with School Based Mental
Health to provide students with access to additional supports related to emotional needs
and behavioral concerns. SBMH is currently working in Southmoreland Elementary,
Southmoreland Middle and Southmoreland HIgh School.
Strengths and Highlights
Describe the strengths and highlights of your current special education services and
programs. Include in this section directions on how the district provides trainings for staff,
faculty and parents.
Southmoreland School District provides an Autistic Support classroom for students in
Grades K-1 at the Primary Center and Grades 2-4 at Southmoreland Elementary. This
program provides our Autistic students the participiate in the regular education curriculum
and environment to the greatest extent. Research indicates that our interventions at this
stage of the student's academic development is the most impactful and appropriate.
Students are supported with their nondisabled peers and particpate in the curriculum with
support as needed.
47
Southmoreland School District has entered into a contract with School Based Mental Health
to provide students with access to additional supports related to emotional needs and
behavioral concerns. SBMH is currently working in Southmoreland Elementary,
Southmoreland Middle and Southmoreland HIgh School.
Southmoreland School District has taken a progressive approach to speech in our K-1
building. Using a scheduled part of our six day cycle, all students receive a period of speech
with our speech teacher. Research indicates that nearly all of our students can benefit from
a structured lesson to practice difficult patterns and sounds. Furthermore, this program
affords our identified speech students another opportunity for practice in small group
settings with their non-identified peers.
In 2012, Southmoreland and Mount Pleasant Area School Districts, respectively, are hosting
combined parent trainings for our exceptional students and their parents. Two
meetings have been held this spring. Two are slated for the fall of 2013, and two more are
scheduled for the spring of 2014.
In 2012, Southmoreland School District was commended by Ron Tomalis, Secretary of
Education for the Commonwealth of Pennsylvania, for the performance of our special needs
students, who have achieved academically at the same rate or better than their typical peers
for three years consecutively. This is a source of great pride for our school system which has
truly embraced full inclusion as our standard and high quality learning for all of our
students.
48
Assurances
Safe and Supportive Schools Assurances
No policies or procedures have been identified.
Special Education Assurances
No policies or procedures have been identified.
24 P.S. §1306 and §1306.2 Facilities
There are no facilities.
Least Restrictive Environment Facilities
Facility Name
Agape Day Treatment
Clairview School
Clelian Heights
New Directions
Greensburg Partial at
Centerville Clinic
Dr. Robert Ketterer School at
Adelphoi
WIU 7 Emotional Support
Class at Norvelt Elementary
Monarch School of Jewish
Childrens' Bureau
NHS Autism School
IU 7 Classroom at Wendover
Middle School
Western Pennsylvania School
for the Deaf
Pressley Ridge Day School
Other
Special Education
Centers
Special Education
Centers
Special Education
Centers
Other
ES
LS, ES, AS
Number of
Students Placed
2
12
AS, LS
3
ES
2
ES
2
Other
ES
1
Neighboring
School Districts
Out-of-State
Schools
Special Education
Centers
Neighboring
School Districts
Approved Private
Schools
Special Education
Centers
ES
4
AS
1
AS, ES
3
AS
1
Type of Facility
Type of Service
Deaf and Hard of Hearing 1
Impaired -- Full time
ES
1
49
Special Education Program Profile
Program Position #1
Operator: School District
PROGRAM SEGMENTS
Location/Building
Grade
Building
Type
Southmoreland
Primary Center
An
Elementary
School
Building
Southmoreland
Primary Center
An
Elementary
School
Building
Southmoreland
Primary Center
An
Elementary
School
Building
Southmoreland
Primary Center
An
Elementary
School
Building
A building in
which
General
Education
programs
are operated
A building in
which
General
Education
programs
are operated
A building in
which
General
Education
programs
are operated
A building in
which
General
Education
programs
are operated
Service
Type
Age
Range
Caseload
FTE
Itinerant
Learning
Support
6 to 6
1
0.12
Full-Time
Special
Education Class
Autistic
Support
6 to 7
2
0.25
Supplemental
(Less Than
80% but More
Than 20%)
Learning
Support
6 to 6
2
0.25
Supplemental
(Less Than
80% but More
Than 20%)
Autistic
Support
6 to 7
3
0.38
Service
Type
Age
Range
Caseload
FTE
Itinerant
Learning
Support
7 to 8
7
0.64
Supplemental
(Less Than
80% but More
Than 20%)
Learning
Support
9 to 9
4
0.36
Age
Range
Caseload
FTE
10 to
11
1
Support
Program Position #2
PROGRAM SEGMENTS
Location/Building
Grade
Building
Type
Southmoreland
Primary Center
An
Elementary
School
Building
Southmoreland
Elementary School
An
Elementary
School
Building
A building in
which
General
Education
programs
are operated
A building in
which
General
Education
programs
are operated
Support
Program Position #3
PROGRAM SEGMENTS
Location/Building
Southmoreland
Grade
An
Building
Type
A building in
Support
Supplemental
Service
Type
Learning
50
Elementary School
Elementary
School
Building
which
General
Education
programs
are operated
(Less Than
80% but More
Than 20%)
Support
11
Program Position #4
PROGRAM SEGMENTS
Location/Building
Southmoreland
Elementary School
Grade
Building
Type
An
Elementary
School
Building
A building in
which
General
Education
programs
are operated
Age
Range
Caseload
FTE
10 to
11
10
1
Service
Type
Age
Range
Caseload
FTE
Learning
Support
7 to 9
13
1
Service
Type
Age
Range
Caseload
FTE
Learning
Support
10 to
11
7
1
Service
Type
Age
Range
Caseload
FTE
Itinerant
Autistic
Support
8 to 10
5
0.46
Supplemental
Autistic
9 to 11
3
0.27
Support
Supplemental
(Less Than
80% but More
Than 20%)
Service
Type
Learning
Support
Program Position #5
PROGRAM SEGMENTS
Location/Building
Southmoreland
Elementary School
Grade
Building
Type
An
Elementary
School
Building
A building in
which
General
Education
programs
are operated
Support
Supplemental
(Less Than
80% but More
Than 20%)
Program Position #6
PROGRAM SEGMENTS
Location/Building
Southmoreland
Elementary School
Grade
Building
Type
An
Elementary
School
Building
A building in
which
General
Education
programs
are operated
Support
Supplemental
(Less Than
80% but More
Than 20%)
Program Position #7
PROGRAM SEGMENTS
Location/Building
Grade
Building
Type
Southmoreland
Elementary School
An
Elementary
School
Building
Southmoreland
An
A building in
which
General
Education
programs are
operated
A building in
Support
51
Elementary School
Elementary
School
Building
Southmoreland
Elementary School
An
Elementary
School
Building
which
General
Education
programs are
operated
A building in
which
General
Education
programs are
operated
(Less Than 80%
but More Than
20%)
Support
Supplemental
(Less Than 80%
but More Than
20%)
Autistic
Support
9 to 10
3
0.27
Age
Range
Caseload
FTE
Program Position #8
PROGRAM SEGMENTS
Location/Building
Grade
Building
Type
Support
Service
Type
Southmoreland
Middle School
A Middle
School
Building
Supplemental
(Less Than 80%
but More Than
20%)
Emotional
Support
13 to
13
1
0.06
Southmoreland
Middle School
A Middle
School
Building
Itinerant
Learning
Support
12 to
12
1
0.06
Southmoreland
Middle School
A Middle
School
Building
A building in
which
General
Education
programs are
operated
A building in
which
General
Education
programs are
operated
A building in
which
General
Education
programs are
operated
Supplemental
(Less Than 80%
but More Than
20%)
Learning
Support
11 to
13
14
0.88
Age
Range
Caseload
FTE
Program Position #9
PROGRAM SEGMENTS
Location/Building
Grade
Building
Type
Southmoreland
Middle School
A Middle
School
Building
Southmoreland
Middle School
A Middle
School
Building
A building in
which General
Education
programs are
operated
A building in
which General
Education
programs are
operated
Support
Service
Type
Itinerant
Learning
Support
13 to
13
1
0.1
Supplemental
(Less Than 80%
but More Than
20%)
Learning
Support
13 to
15
9
0.9
Support
Service
Age
Caseload
FTE
Program Position #10
PROGRAM SEGMENTS
Location/Building
Grade
Building
52
Type
Southmoreland
Middle School
A Middle
School
Building
Southmoreland
Middle School
A Middle
School
Building
A building in
which General
Education
programs are
operated
A building in
which General
Education
programs are
operated
Type
Range
Itinerant
Learning
Support
13 to
14
5
0.38
Supplemental
(Less Than 80%
but More Than
20%)
Learning
Support
13 to
15
8
0.62
Support
Service
Type
Age
Range
Caseload
FTE
PROGRAM SEGMENTS
Location/Building
Grade
Building
Type
Southmoreland
Middle School
A Middle
School
Building
Southmoreland
Middle School
A Middle
School
Building
Southmoreland
Middle School
A Middle
School
Building
A building in
which
General
Education
programs are
operated
A building in
which
General
Education
programs are
operated
A building in
which
General
Education
programs are
operated
Itinerant
Emotional
Support
12 to
12
1
0.08
Itinerant
Learning
Support
13 to
14
2
0.17
Supplemental
(Less Than 80%
but More Than
20%)
Learning
Support
13 to
15
9
0.75
Age
Range
Caseload
FTE
PROGRAM SEGMENTS
Location/Building
Grade
Southmoreland
High School
A Senior
High
School
Building
Southmoreland
High School
A Senior
High
School
Building
Southmoreland
High School
A Senior
High
School
Building
Building
Type
A building in
which
General
Education
programs are
operated
A building in
which
General
Education
programs are
operated
A building in
which
General
Education
programs are
Support
Service
Type
Itinerant
Emotional
Support
14 to
14
1
0.06
Itinerant
Learning
Support
16 to
16
2
0.1
Supplemental
(Less Than 80%
but More Than
20%)
Emotional
Support
17 to
17
1
0.06
53
Southmoreland
High School
A Senior
High
School
Building
operated
A building in
which
General
Education
programs are
operated
Supplemental
(Less Than 80%
but More Than
20%)
Learning
Support
15 to
18
14
0.78
Age
Range
Caseload
FTE
PROGRAM SEGMENTS
Location/Building
Southmoreland
High School
Grade
Building
Type
A Senior
High
School
Building
A building in
which
General
Education
programs are
operated
Southmoreland
A Senior
A building in
High School
High
which
School
General
Building
Education
programs are
operated
Southmoreland
A Senior
A building in
High School
High
which
School
General
Building
Education
programs are
operated
Justification: Students are supported at grade level.
Southmoreland
A Senior
A building in
High School
High
which
School
General
Building
Education
programs are
operated
Support
Service
Type
Full-Time
Special
Education Class
Learning
Support
16 to
16
1
0.06
Itinerant
Emotional
Support
16 to
17
3
0.16
Itinerant
Learning
Support
14 to
19
9
0.5
Supplemental
(Less Than 80%
but More Than
20%)
Learning
Support
14 to
18
5
0.28
Age
Range
Caseload
FTE
PROGRAM SEGMENTS
Location/Building
Grade
Southmoreland
High School
A Senior
High
School
Building
Southmoreland
High School
A Senior
High
School
Building
Building
Type
A building in
which General
Education
programs are
operated
A building in
which General
Education
programs are
operated
Support
Service
Type
Itinerant
Learning
Support
18 to
18
1
0.08
Supplemental
(Less Than 80%
but More Than
20%)
Learning
Support
15 to
18
12
0.92
54
PROGRAM SEGMENTS
Location/Building
Southmoreland
High School
Grade
Building
Type
A Senior
High
School
Building
A building in
which
General
Education
programs are
operated
Southmoreland
A Senior
A building in
High School
High
which
School
General
Building
Education
programs are
operated
Southmoreland
A Senior
A building in
High School
High
which
School
General
Building
Education
programs are
operated
Justification: Students are grouped by grade.
Support
Service
Type
Age
Range
Caseload
FTE
Itinerant
Emotional
Support
16 to
16
1
0.04
Itinerant
Learning
Support
16 to
18
4
0.08
Supplemental
(Less Than 80%
but More Than
20%)
Learning
Support
14 to
19
18
0.88
Age
Range
Caseload
FTE
PROGRAM SEGMENTS
Location/Building
Grade
Southmoreland
High School
A Senior
High
School
Building
Southmoreland
High School
A Senior
High
School
Building
Building
Type
A building in
which General
Education
programs are
operated
A building in
which General
Education
programs are
operated
Support
Service
Type
Itinerant
Learning
Support
17 to
17
2
0.14
Supplemental
(Less Than 80%
but More Than
20%)
Learning
Support
15 to
18
12
0.86
Age
Range
Caseload
FTE
PROGRAM SEGMENTS
Location/Building
Grade
Southmoreland
Middle School
A Middle
School
Building
Southmoreland
Elementary School
An
Elementary
School
Building
Building Type
Support
Service
Type
A building in
which General
Education
programs are
operated
A building in
which General
Education
programs are
operated
Itinerant
Speech and
Language
Support
11 to
12
4
0.1
Itinerant
Speech and
Language
Support
9 to 12
36
0.9
55
Operator: Intermediate Unit
PROGRAM SEGMENTS
Grade
Building
Type
Support
Service
Type
Age
Range
Caseload
FTE
Southmoreland
Primary Center
An
Elementary
School
Building
Full-Time
Special
Education Class
Life
Skills
Support
7 to 8
6
0.75
Southmoreland
Primary Center
An
Elementary
School
Building
A building in
which
General
Education
programs are
operated
A building in
which
General
Education
programs are
operated
Supplemental
(Less Than 80%
but More Than
20%)
Life
Skills
Support
6 to 7
2
0.25
Support
Service
Type
Age
Range
Caseload
FTE
Full-Time
Special
Education
Class
Life
Skills
Support
10 to
13
5
1
Service
Type
Age
Range
Caseload
FTE
Location/Building
PROGRAM SEGMENTS
Location/Building
Southmoreland
Elementary School
Grade
Building Type
An
Elementary
School
Building
A building in
which General
Education
programs are
operated
PROGRAM SEGMENTS
Location/Building
Grade
Building
Type
Support
Southmoreland
Middle School
A Middle
School
Building
Supplemental
(Less Than 80%
but More Than
20%)
Deaf and
Hearing
Impaired
Support
10 to
14
5
0.8
Southmoreland
Middle School
A Middle
School
Building
A building in
which
General
Education
programs are
operated
A building in
which
General
Education
programs are
operated
Full-Time
Special
Education Class
Deaf and
Hearing
Impaired
Support
17 to
17
1
0.2
Special Education Support Services
Support Service
Personal Care Aide for Autistic Support student
Teacher
FTE
Location
Southmoreland Elementary
School
1
56
Instructional Support Aide for Autistic Support
classroom
classroom
classroom
classroom
Instructional Support Aide for Learning Support
Classroom
Director of Student Support Services K-12
Classroom
Personal Care Aide
Classroom
Paraprofessional
Paraprofessional
Southmoreland Primary Center
1
Southmoreland Primary Center
1
School
School
School
Southmoreland School District
School
Southmoreland High School
1
School
1
1
1
1
1
1
1
1
Special Education Contracted Services
Special Education Contracted Services
School Psychologist
Physical Therapist
Occupational Therapist
Operator
Intermediate Unit
Intermediate Unit
Intermediate Unit
Amt of Time per Week
4 Days
3 Hours
9 Hours
57
Needs Assessment
Record School Patterns
Question:
After reviewing school level accomplishments and systemic challenges, what patterns can you
identify among your schools?
What other information do you still need to assess?
Answer:
After reviewing school level accomplishments and systemic challenges we have identified the need
to continue to tighten the focus in two important areas. These areas have been transformed into
district level goals for 2013-2014.
Establish a system that fully insures that:
1) effective instructional practices are being implemented throughout the district
2) standards aligned curricula is implemented throughout the district
District Accomplishments
Accomplishment #1:
Southmoreland Primary Center is identified as a National Model of a Professional Learning
Community at Work by allthingsplc.info
Accomplishment #2:
Southnmoreland Elementary School is identified as a National Model of a Professional Learning
Community at Work by allthingsplc.info.
Accomplishment #3:
Southnmoreland Middle School is identified as a National Model of a Professional Learning
Community at Work by allthingsplc.info.
Accomplishment #4:
Southnmoreland High School is identified as a National Model of a Professional Learning Community
at Work by allthingsplc.info.
Accomplishment #5:
Southmoreland Elementary School is a 2013 National Blue Ribbon School of Excellence.
Accomplishment #6:
58
Southmoreland Middle School is a 2012-2013 MetLife-NASSP National Breakthrough School.
Accomplishment #7:
Southmoerland High School is a 2012 US News and World Report Best High Schools Bronze Award
recipient.
District Concerns
Concern #1:
PVAAS growth in grade 4 math.
Concern #2:
Reading achievement in grade 6.
Concern #3:
PVAAS growth in middle school writing.
Concern #4:
Concern #5:
Keystone Biology achievement in high school.
Concern #6:
Keystone Algebra achievement in high school.
Prioritized Systemic Challenges
Systemic Challenge #1 (Guiding Question #1) Establish a district system that fully ensures
consistent implementation of standards aligned curricula across all schools for all students.
Aligned Concerns:
PVAAS growth in grade 4 math.
59
PVAAS growth in middle school writing.
Keystone Biology achievement in high school.
Keystone Algebra achievement in high school.
60
District Level Plan
Action Plans
Goal #1: Establish a district system that fully ensures consistent implementation of
standards aligned curricula across all schools for all students.
Indicators of Effectiveness:
Type: Annual
Data Source: PSSA and Keystone achievement data
Specific Targets: 85% achievement in grade 4 and 6 reading; 60% in
Keystone biology; 70% in Keystone Algebra
Type: Interim
Data Source: 4Sight and Classroom diagnostic Tool
Specific Targets: Improvement from baseline assessment proficiency
scores in subsequent assessments throughout the year.
Strategies:
Professional Learning Community--Team Learning Process
Description:
Throughout the district we will continue to tighten our focus on
implementing the team learning process in each of the district's schools
and across the district. The Team Learning Process involves:





Developing team norms
Identifying Big Ideas/Essential Questions
Mapping Curriculum
Developing multiple formative common assessments with benchmarks
Implementing common assessment system consistenly across all
subjects/grades
61



Analysis of assessment results
Identification of students for intervention and enrichment services and
implementation of instructional program recommendations
Development of SMART goals based on assessment results
SAS Alignment: Standards, Assessment, Curriculum Framework,
Instruction, Materials & Resources
Implementation Steps:
Southmoreland School District Collaborative Teaming
Description:
Collaborative teams meet as a routine and regular practice, during the
school, day to plan and implement the team learning process.
Start Date: 8/21/2013
End Date: 6/3/2014
Program Area(s): Professional Education
Supported Strategies:

Professional Learning Community--Team Learning Process
62
Appendix: Professional Development Implementation
Step Details
No Professional Development Implementation Steps have been identified for Southmoreland SD.
63
District Level Affirmations
We affirm that this District Level Plan was developed in accordance, and will comply with the
applicable provisions of 22 Pa. Code, Chapters 4, 12, 16, and 49. We also affirm that the contents are
true and correct and that the plan was placed for public inspection in the school district/AVTS
offices and in the nearest public library until the next regularly scheduled meeting of the board or
for a minimum or 28 days whichever comes first.
We affirm that the responses in the Professional Education Core Foundations and the Professional
Development Implementation Steps focus on the learning needs of each staff member to enable all
staff members meet or exceed the Pennsylvania academic standards in each of the core subject
areas.
No signature has been provided
Board President
Superintendent/Chief Executive Officer
64
Special Education Affirmations
We also affirm our understanding that any requests for any deviations from the Chapter 14
regulations, standards, policies, and procedures must be made in writing to the Pennsylvania
Department of Education. The school district understands that the Special Education Component of
the District Level Plan will be approved by PDE in accordance with the following criteria as set forth
in 22 Pa. School Code § 14.104 and as part of the District Level Plan:
1. There are a full range of services, programs and alternative placements available to the
school district for placement and implementation of the special education programs in the
school district.
2. The school district has adopted a child find system to locate, identify and evaluate young
children and children who are thought to be a child with a disability eligible for special
education residing within the school district's jurisdiction. Child find data is collected,
maintained, and used in decision-making. Child find process and procedures are evaluated
for its effectiveness. The school district implements mechanisms to disseminate child find
information to the public, organizations, agencies, and individuals on at least an annual basis.
3. The school district has adopted policies and procedures that assure that students with
disabilities are included in general education programs and extracurricular and nonacademic 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.
Board President
65
Superintendent/Chief Executive Officer

- Southmoreland School District

Transcription

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