View
0
Download
0
Category
Preview:
Citation preview
Gettysburg Area SD
District Level Plan
07/01/2019 - 06/30/2022
2
District Profile
Demographics
900 Biglerville Rd Gettysburg, PA 17325 (717)334-6254 Superintendent: Jason Perrin Director of Special Education: Kelly Dewees
Planning Process The Gettysburg Area School District utilized the Comprehensive Planning District Level Planning
Offline Guidance Tool to assist with the development of our District Plan. We recruited members for
the committee in accordance with the legislative requirements. The planning committee includes at
least six Teacher representatives (two elementary, two middle, two high school, and one special
education) chosen by the teachers; two education specialists chosen by education specialists; two
parents of children attending a school in the district appointed by the Board of School Directors; two
Local business representatives appointed by the district board; two community representatives
appointed by the district board, and two Administrative representatives chosen by the
administration. Dr. Christine Lay, Assistant Superintendent, led the process and involved the
department heads and other district employees to gather input for the plan via face-to-face meetings
and electronic communications, ie., emails, online surveys. Data was gathered during the first
semester and the committee met in early February to view the collected data. The committee
members viewed the plan and were afforded an opportunity to provide feedback regarding the data
and goals.
Mission Statement The Gettysburg Area School District, in partnership with the family and community, is
dedicated to excellence and committed to maximizing every student's opportunity to reach
their full potential for achievement. Our purpose is to provide a safe and healthy
environment in which all students can learn. We embrace our responsibility in developing a
caring school community that enables all students to become active and productive members
of our diverse and ever-changing global society.
Vision Statement
3
Gettysburg Area School District provides a safe and caring learning environment where students
develop skills to learn in an ever changing world and accept responsibility to use these skills to
achieve and graduate ready to learn, work, serve, and succeed in today's world and in a world we
cannot yet define or imagine.
Shared Values These are the values we share as a Gettysburg learning community:
Reading, writing, math and sciences are the cornerstones for everything we do
Our schools provide a safe and caring environment
Graduates possess the skills, including creativity, and knowledge to be successful in a global
society
Good character is a fundamental aspect of student learning
Technology literacy is a core component of the educational process in order to successfully
function in an ever-changing world
Educational Community
The Gettysburg Area School District is a rural district encompassing 185 square miles comprised of the
Borough of Gettysburg, Cumberland Township, Franklin Township, Freedom Township, Highland
Township, and parts of Mt. Joy Township and StrabanTownship. The Gettysburg National Military Park,
Gettysburg College and The Lutheran Theological Seminary are within the school district. Gettysburg is
within easy access to metropolitan areas such as Washington, DC, Baltimore, MD, Harrisburg, PA and
York, PA. The district serves 2900 students in three K-5 elementary buildings (Franklin Township, James
Gettys, Lincoln), one 6-8 middle school (Gettysburg Area Middle School) and one 9-12 high school
(Gettysburg Area High School). The 405 Gettysburg Area School District employees include 246
instructional staff and 159 non-instructional staff.
Planning Committee
Name Role
Frank Flamini Administrator : Professional Education
Nancy Herb Administrator : Professional Education
Shelly Lappi Administrator : Professional Education Special
Education
4
Christine Lay Administrator : Professional Education Special
Education
Jeremy Lusk Administrator : Professional Education
Jeremy Lusk Administrator : Professional Education
Matthew McFarland Administrator : Professional Education
Noah Stachelek Administrator : Special Education
Deb Bair Business Representative : Professional Education
Kim Wakefield Business Representative : Professional Education
Alisha Sanders Community Representative : Professional
Education
Jeffrey Williams Community Representative : Professional
Education Special Education
Sandy Weikert Ed Specialist - Nutrition Service Specialist :
Professional Education
Amanda Stanley Ed Specialist - School Psychologist : Special
Education
Christine Cooley Elementary School Teacher - Regular Education :
Professional Education
Beverly Bradnick Elementary School Teacher - Special Education :
Professional Education Special Education
Sam Donahue High School Teacher - Regular Education :
Professional Education
Shawn Godack High School Teacher - Regular Education :
Professional Education
Tiffany McCreary High School Teacher - Regular Education : Special
Education
Julie Myers High School Teacher - Regular Education :
Professional Education
Christina Godard High School Teacher - Special Education : Special
Education
Royce Stoner High School Teacher - Special Education : Special
Education
Shawn Waybrant High School Teacher - Special Education : Special
Education
Justin Klingler Middle School Teacher - Regular Education :
Professional Education Special Education
Leann Deardorff Middle School Teacher - Special Education :
Professional Education Special Education
Matthew Crowner Parent : Professional Education
Kate Goodnow Parent : Professional Education
5
Shannon Jones Parent : Professional Education Special Education
Joyce Thomas Parent : Professional Education
Kelly Dewees Special Education Director/Specialist : Professional
Education Special Education
Brook Hollinger Student : Professional Education
6
Core Foundations
Standards
Mapping and Alignment
Elementary Education-Primary Level
Standards Mapping Alignment
Arts and Humanities Developing Developing Career Education and Work Accomplished Accomplished
Civics and Government Needs
Improvement Needs
Improvement
PA Core Standards: English Language Arts Developing Developing
PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
Developing Developing
PA Core Standards: Mathematics Accomplished Accomplished
Economics Needs
Improvement Needs
Improvement
Environment and Ecology Developing Developing
Family and Consumer Sciences Needs
Improvement Needs
Improvement
Geography Needs
Improvement Needs
Improvement
Health, Safety and Physical Education Developing Developing
History Needs
Improvement Needs
Improvement
Science and Technology and Engineering Education Developing Developing
Alternate Academic Content Standards for Math Non Existent Non Existent
Alternate Academic Content Standards for Reading Non Existent Non Existent
American School Counselor Association for Students Developing Developing
Early Childhood Education: Infant-Toddler⟶Second Grade
Developing Developing
English Language Proficiency Developing Developing
Interpersonal Skills Developing Developing
School Climate Developing Developing
Explanation for standard areas checked "Needs Improvement" or "Non Existent":
The content standards designated as Needs Improvement (NI) are areas that are not currently assessed as part of the PSSAs and therefore have not been a priority for the elementary curriculum writing teams. We do not have Alternative Academic Standards for Math and Reading as we expect all students to achieve the PA Core Standards.
Elementary Education-Intermediate Level
7
Standards Mapping Alignment
Arts and Humanities Developing Developing Career Education and Work Accomplished Accomplished
Civics and Government Developing Developing
PA Core Standards: English Language Arts Developing Developing
PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
Developing Not answered
PA Core Standards: Mathematics Accomplished Accomplished
Economics Needs
Improvement Needs
Improvement
Environment and Ecology Developing Developing
Family and Consumer Sciences Needs
Improvement Needs
Improvement
Geography Needs
Improvement Needs
Improvement
Health, Safety and Physical Education Developing Developing
History Needs
Improvement Not answered
Science and Technology and Engineering Education Developing Developing
Alternate Academic Content Standards for Math Non Existent Non Existent
Alternate Academic Content Standards for Reading Non Existent Non Existent
American School Counselor Association for Students Developing Developing
English Language Proficiency Developing Developing
Interpersonal Skills Developing Developing
School Climate Developing Developing
Explanation for standard areas checked "Needs Improvement" or "Non Existent":
The content standards designated as Needs Improvement (NI) are areas that are not currently assessed as part of the PSSAs and therefore have not been a priority for the elementary curriculum writing teams. We do not have Alternative Academic Standards for Math and Reading as we expect all students to achieve the PA Core Standards.
Middle Level
Standards Mapping Alignment
Arts and Humanities Developing Developing Career Education and Work Developing Developing
Civics and Government Developing Developing
PA Core Standards: English Language Arts Developing Developing
PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
Developing Developing
PA Core Standards: Mathematics Developing Developing
Economics Developing Developing
Environment and Ecology Developing Developing
Family and Consumer Sciences Developing Developing
8
Geography Developing Developing
Health, Safety and Physical Education Developing Developing
History Developing Developing
Science and Technology and Engineering Education Developing Developing
Alternate Academic Content Standards for Math Non Existent Non Existent
Alternate Academic Content Standards for Reading Non Existent Non Existent
American School Counselor Association for Students Developing Developing
English Language Proficiency Developing Developing
Interpersonal Skills Developing Developing
School Climate Developing Developing
World Language Not answered Not answered
Explanation for standard areas checked "Needs Improvement" or "Non Existent":
We do not have Alternative Academic Standards for Math and Reading as we expect all students to achieve the PA Core Standards.
High School Level
Standards Mapping Alignment
Arts and Humanities Developing Developing Career Education and Work Developing Developing
Civics and Government Developing Developing
PA Core Standards: English Language Arts Developing Developing
PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
Developing Developing
PA Core Standards: Mathematics Developing Developing
Economics Developing Developing
Environment and Ecology Developing Developing
Family and Consumer Sciences Developing Developing
Geography Developing Developing
Health, Safety and Physical Education Developing Developing
History Developing Developing
Science and Technology and Engineering Education Developing Developing
Alternate Academic Content Standards for Math Non Existent Non Existent
Alternate Academic Content Standards for Reading Non Existent Non Existent
American School Counselor Association for Students Developing Developing
English Language Proficiency Developing Developing
Interpersonal Skills Developing Developing
School Climate Developing Developing
World Language Developing Developing
Explanation for standard areas checked "Needs Improvement" or "Non Existent":
We do not have Alternative Academic Standards for Math and Reading as we expect all students to achieve the PA Core Standards.
9
Adaptations
Elementary Education-Primary Level
Checked answers
None.
Unchecked answers
None.
Elementary Education-Intermediate Level
Checked answers
None.
Unchecked answers
None.
Middle Level
Checked answers
None.
Unchecked answers
None.
High School Level
Checked answers
None.
Unchecked answers
None.
Explanation for any standards checked:
This narrative is empty.
Curriculum
Planned Instruction
Elementary Education-Primary Level
Curriculum Characteristics Status
Objectives of planned courses, instructional units or interdisciplinary studies to be achieved by all students are identified for each subject area.
Developing
Content, including materials and activities and estimated instructional time to be devoted to achieving the academic standards are identified.
Developing
10
The relationship between the objectives of a planned course, instructional unit or interdisciplinary studies and academic standards are identified.
Developing
Procedures for measurement of mastery of the objectives of a planned course, instructional unit or interdisciplinary studies are identified.
Developing
Processes used to ensure Accomplishment:
Select teachers have been working to align curriculum with the new Pennsylvania Core Standards frameworks.
Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation:
NA
Elementary Education-Intermediate Level
Curriculum Characteristics Status
Objectives of planned courses, instructional units or interdisciplinary studies to be achieved by all students are identified for each subject area.
Developing
Content, including materials and activities and estimated instructional time to be devoted to achieving the academic standards are identified.
Developing
The relationship between the objectives of a planned course, instructional unit or interdisciplinary studies and academic standards are identified.
Developing
Procedures for measurement of mastery of the objectives of a planned course, instructional unit or interdisciplinary studies are identified.
Developing
Processes used to ensure Accomplishment:
Select teachers have been working to align curriculum with the new Pennsylvania Core Standards frameworks.
Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation:
NA
Middle Level
Curriculum Characteristics Status
Objectives of planned courses, instructional units or interdisciplinary studies to be achieved by all students are identified for each subject area.
Developing
Content, including materials and activities and estimated instructional time to be devoted to achieving the academic standards are identified.
Developing
The relationship between the objectives of a planned course, Developing
11
instructional unit or interdisciplinary studies and academic standards are identified.
Procedures for measurement of mastery of the objectives of a planned course, instructional unit or interdisciplinary studies are identified.
Developing
Processes used to ensure Accomplishment:
Select teachers have been working to align curriculum with the new Pennsylvania Core Standards frameworks.
Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation:
NA
High School Level
Curriculum Characteristics Status
Objectives of planned courses, instructional units or interdisciplinary studies to be achieved by all students are identified for each subject area.
Developing
Content, including materials and activities and estimated instructional time to be devoted to achieving the academic standards are identified.
Developing
The relationship between the objectives of a planned course, instructional unit or interdisciplinary studies and academic standards are identified.
Developing
Procedures for measurement of mastery of the objectives of a planned course, instructional unit or interdisciplinary studies are identified.
Developing
Processes used to ensure Accomplishment:
Select teachers have been working to align curriculum with the new Pennsylvania Core Standards frameworks.
Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation:
NA
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.
All teachers, special education teachers and specialist have been training in the
instructional and planning model, Learning Focused School. A key component of this
framework for curriculum development (curriculum maps and student learning maps) is
focused upon access for all learners. The key components include scaffolding instruction,
12
semantic maps and previewing of the learning. Additionally, students with IEPs and/or ELL
needs are clustered and supported by Learning-support and/or reading support staff
during the core instructional block. These research-based instructional strategies allow all
students to access and master a rigorous standards aligned curriculum.
Instruction
Instructional Strategies
Checked Answers Formal classroom observations focused on instruction
Walkthroughs targeted on instruction
Annual Instructional evaluations
Unchecked Answers
Peer evaluation/coaching
Instructional Coaching
Regular Lesson Plan Review
Checked Answers Administrators
Unchecked Answers Building Supervisors
Department Supervisors
Instructional Coaches
Not Reviewed
Provide brief explanation of LEA's process for incorporating selected strategies.
GASD is implementing the Act 82 Educator Effectiveness as published in Section 1123 of the School Code.
Provide brief explanation for strategies not selected and how the LEA plans to address their incorporation.
GASD recently hired instructional coaches, effective with the 2018-2019 school year. In addition, the Department Heads do not observe or review lesson plans.
Responsiveness to Student Needs
Elementary Education-Primary Level
Instructional Practices Status
Structured grouping practices are used to meet student needs. Full
Implementation
13
Flexible instructional time or other schedule-related practices are used to meet student needs.
Full Implementation
Differentiated instruction is used to meet student needs.
Implemented in 50% or more of
district classrooms
A variety of practices that may include structured grouping, flexible scheduling and differentiated instruction are used to meet the needs of gifted students.
Implemented in 50% or more of
district classrooms
If necessary, provide further explanation. (Required explanation if column selected was
RtII, cluster grouping, and flexible grouping are examples of instructional practices at the elementary level.
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 to meet student needs.
Full Implementation
Differentiated instruction is used to meet student needs.
Implemented in 50% or more of
district classrooms
A variety of practices that may include structured grouping, flexible scheduling and differentiated instruction are used to meet the needs of gifted students.
Implemented in 50% or more of
district classrooms
If necessary, provide further explanation. (Required explanation if column selected was
RtII, cluster grouping, and flexible grouping are examples of instructional practices at the elementary level.
Middle Level
Instructional Practices Status
Structured grouping practices are used to meet student needs.
Implemented in 50% or more of
district classrooms
Flexible instructional time or other schedule-related practices are used to meet student needs.
Implemented in 50% or more of
district classrooms
Differentiated instruction is used to meet student needs.
Implemented in 50% or more of
district classrooms
14
If necessary, provide further explanation. (Required explanation if column selected was
This narrative is empty.
High School Level
Instructional Practices Status
Structured grouping practices are used to meet student needs.
Implemented in 50% or more of
district classrooms
Flexible instructional time or other schedule-related practices are used to meet student needs.
Implemented in 50% or more of
district classrooms
Differentiated instruction is used to meet student needs.
Implemented in 50% or more of
district classrooms
A variety of practices that may include structured grouping, flexible scheduling and differentiated instruction are used to meet the needs of gifted students.
Implemented in 50% or more of
district classrooms
If necessary, provide further explanation. (Required explanation if column selected was
This narrative is empty.
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.
It is the intent of the Gettysburg Area School District to provide highly qualified, diverse professional staff to meet the changing needs of our student population. The Human Resource Department is constantly striving to advertise, recruit, and hire staff that are qualified and certified with the appropriate Pennsylvania Certification in the field they will be instructing. It is imperative to use various resources of recruiting, to include but not limited to, specialized publications such as PSBA School Leader News, Pennsylvania Association of School Business Officials monthly newsletter, etc., as well as local newspapers, college career centers, District website, and direct contact with student teacher advisors. School administrators work closely with the Human Resource Department in identifying the specific needs of each school when a position becomes available. It is the goal of the District to obtain staff that are 100% highly qualified and certified each school year. Extensive interviewing practices are used with a team of qualified administrators and
A variety of practices that may include structured grouping, flexible scheduling and differentiated instruction are used to meet the needs of gifted students.
Implemented in 50% or more of
district classrooms
15
Department Chairpersons included. It is our goal to possess and retain the most qualified staff possible to meet the needs of all students
Assessments
Local Graduation Requirements
Course Completion SY 19/20 SY 20/21 SY 21/22
Total Courses 28.00 28.00 28.00 English 4.00 4.00 4.00
Mathematics 3.50 3.50 3.50
Social Studies 4.00 4.00 4.00
Science 3.50 3.50 3.50
Physical Education 4.00 4.00 4.00
Health 4.00 4.00 4.00
Music, Art, Family & Consumer Sciences, Career and Technical Education
3.00
3.00
3.00
Electives 6.00 6.00 6.00
Minimum % Grade Required for Credit (Numerical Answer)
65.00
65.00
655.00
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: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.
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:
16
I. Alignment with the following State academic standards: English Language
Arts (Literature and Composition); Mathematics (Algebra I) and
Environment and Ecology (Biology).
II. Performance level expectations and descriptors that describe the level of
performance required to achieve proficiency comparable to that used for the
Keystone Exams.
III. Administration of the local assessment to all students, as a requirement for
graduation, except for those exempted by their individualized education
program under subsection (g), regarding special education students, or
gifted individualized education plan as provided in §16.32 (relating to
GIEP).
IV. Subject to appropriations provided by law, the cost to validate local
assessments shall be evenly divided between the school district, AVTS or
charter school, including a cyber-charter school, and the Department. If the
Department does not provide sufficient funding to meet its share, local
assessments submitted for validation shall be deemed valid until a new
validation is due to the Department.
V. The Department will establish a list of entities approved to perform
independent validations of local assessments in consultation with the Local
Assessment Validation Advisory Committee as provided in §4.52(f).
VI. School boards shall only approve assessments that have been determined to
meet the requirements of this subsection by an approved entity performing
the independent validation. If a school district, AVTS or charter school,
including a cyber-charter school, uses a local assessment that has not been
independently validated, the Secretary will direct the school entity to
discontinue its use until the local assessment is approved through
independent validation by an approved entity.
Unchecked answers
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.
Local Assessments
Standards WA TD NAT DA PSW Other
Arts and Humanities X X X X Career Education and Work X X X X X X
17
Civics and Government X X
PA Core Standards: English Language Arts
X X X
X
PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
X
X
X
X
PA Core Standards: Mathematics X X X X
Economics X X
Environment and Ecology X X X
Family and Consumer Sciences X X X
Geography X X
Health, Safety and Physical Education
X X
X
History X X X
Science and Technology and Engineering Education
X X
X
World Language X X X
Methods and Measures
Summative Assessments
Summative Assessments EEP EEI ML HS
PSSAs X X Keystone Exams X X
Benchmark Assessments
Benchmark Assessments EEP EEI ML HS
DIBELS Next X X DIBELS Math Early Release X X X
Core Literacy Program (Journeys) Assessments X X
Heggerty Phonemic Awareness X
Kidwriting X
Core Literacy Program (Journeys) Benchmark Writing Assessments
X
Formative Assessments
Formative Assessments EEP EEI ML HS
Everyday Mathematics Unit Assessments X X X Core Literacy Program (Journeys) Weekly Assessments
X X
Fundations Weekly Assessments X
18
Diagnostic Assessments
Diagnostic Assessments EEP EEI ML HS
Classroom Diagnostic Tools (CDTs) X X X iREady Math and Reading X
95% Group X
Validation of Implemented Assessments
Validation Methods EEP EEI ML HS
External Review Intermediate Unit Review
LEA Administration Review X X X X
Building Supervisor Review X X X X
Department Supervisor Review X X X X
Professional Learning Community Review X
Instructional Coach Review
Teacher Peer Review X X X X
Provide brief explanation of your process for reviewing assessments.
GASD intends to implement validation methods as part of the Standards of Learning (SOL) for non-designated Keystone and PSSA courses. The process will be developed and implemented beginning in the 2014-15 school year.
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.
GASD implemented validation methods as part of the Standards of Learning (SOL) for non-
designated Keystone and PSSA courses beginning in the 2014-15 school year.
Collection and Dissemination
Describe your system to collect, analyze and disseminate assessment data efficiently and effectively for use by LEA leaders and instructional teams.
Use of Performance Tracker, emetric, data teams, professional development hours,
Classroom Diagnostic Tests, PVAAS, leadership goals, Individual Action Plans, SMART Goals
Data Informed Instruction
19
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.
DIBELS Next (three times a year for all grades) is used as an early indicator of student
performance in the area of reading. DIBELS Math Early Release is used as an early indicator
of students performance in the areas of math computation and math concepts. Core
Program Benchmark assessments) are used as a curriculum-based assessment to monitor
student performance on the content. DAZE (three times a year for grades 3-5) is used as a
tool to measure comprehension. Standard protocol interventions are available for Tiered
Intervention groups as prescribed by the data. Specialized staff, classroom teachers and/or
paraprofessionals that have benefited from professional development provide the
instruction to the students. On-going progress monitoring is conducted for students
identified for tiered interventions.
Assessment Data Uses
Assessment Data Uses EEP EEI ML HS
Assessment results are reported out by PA assessment anchor or standards-aligned learning objective.
X
X
X
X
Instructional practices are identified that are linked to student success in mastering specific PA assessment anchors, eligible content or standards-aligned learning objectives.
X
X
X
X
Specific PA assessment anchors, eligible content or standards-aligned learning objectives are identified for those students who did not demonstrate sufficient mastery so that teachers can collaboratively create and/or identify instructional strategies likely to increase mastery.
X
X
X
X
Instructional practices modified or adapted to increase student mastery.
X X X X
Provide brief explanation of the process for incorporating selected strategies.
Standard protocol interventions are available for Tiered Intervention groups as prescribed by the data. Specialized staff, classroom teachers and/or paraprofessionals that have benefited from professional development provide the instruction to the students.
Provide brief explanation for strategies not selected and how you plan to address their incorporation.
NA
Distribution of Summative Assessment Results
Distribution Methods EEP EEI ML HS
20
Course Planning Guides
Directing Public to the PDE & other 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 School Board X X X X
Mass Phone Calls/Emails/Letters
Newsletters X X X X
Press Releases X X X X
School Calendar X X X X
Student Handbook
Provide brief explanation of the process for incorporating selected strategies.
Selected strategies have proven to be the most effective methods to distribute information about summative assessments to the public.
Provide brief explanation for strategies not selected and how the LEA plans to address their incorporation.
Unselected strategies are either not in use in the GASD or not designed for the purpose of distributing information about summative assessments to the public. Some strategies are not published at a time that is conducive with sharing the results of the summative assessments. We prefer to share this information in a timely manner.
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.
The GASD does not currently have any schools that do not meet the annual student
achievement targets. The elementary schools complete the Title I School-wide Plan in
the Comprehensive School Plans, via the resources provided by PDE annually. Schools
relying upon these support systems have had success making annual student achievement
targets the following school year. Continued growth in student achievement is
demonstrated by the use of a standards aligned curriculum, materials and resources that
support the curriculum, implementation of the curriculum with fidelity
21
Programs, Strategies and Actions
Programs, Strategies and Actions EEP EEI ML HS
Biennially Updated and Executed Memorandum of Understanding with Local Law Enforcement
X X X X
School-wide Positive Behavioral Programs X X X X
Conflict Resolution or Dispute Management X
Peer Helper Programs X X
Safety and Violence Prevention Curricula X X X X
Student Codes of Conduct X X X X
Comprehensive School Safety and Violence Prevention Plans
X X X X
Purchase of Security-related Technology X X X X
Student, Staff and Visitor Identification Systems X X X X
Placement of School Resource Officers X X X X
Student Assistance Program Teams and Training X X X X
Counseling Services Available for all Students X X X X
Internet Web-based System for the Management of Student Discipline
X X X X
Explanation of strategies not selected and how the LEA plans to address their incorporation:
This narrative is empty.
Screening, Evaluating and Programming for Gifted Students
Describe your entity’s awareness activities conducted annually to inform the public of the gifted education services and programs offered (newspaper, student handbooks, school website, etc.)
The district's identification process has two distinct pathways. The first path to identification starts with a comprehensive child find process that utilizes universal screening data in literacy and math. This data is collected three times a year, September, January, and May. Students who perform at the 90th percentile or higher (or determined cut-offs for which local percentiles are not available) are identified by the grade level teams and appropriate instruction is planned for them at their instructional level in literacy, math, or both. Documentation is collected whenever enrichment or acceleration is provided. If the student's needs are being met through the on or above grade level instruction, the child's progress is monitored. If the grade level team determines that the child is in need of more intensive services, or a pace that is beyond the scope of what the grade/course level teacher can provide, then the grade level team can refer the student for the second level of screening. During the universal screening process, students who meet the established cut-offs in the minimum number of areas, are also further screened with a WASI-II as well as a teacher completed Gifted Checklist created from items on the Renzulli-Hartman scale. Students will earn points for where they place on the WASI-II and how their teachers rate them, this scale process will require a minimum of 4 points to move on to evaluation. All student data collected (from level 1 and 2 screening, as well as any documentation surrounding
22
completion of differentiated work) will be reviewed by the district level data team. The district level team may review data from other students if there are suspected factors that may mask giftedness, in which case documentation of those factors must also be accessible for the team. From this level, Permission to Evaluate (PTE) is distributed to the parents and upon receipt of a signed PTE, the evaluation process is started. The school psychologist will begin the paperwork by opening a new Gifted Written Report and will conduct the psychological. Other members of the Gifted Multidisciplinary Evaluation (GMDE) Team will be notified that the file has begun so that information collected can be populated. Input from the parent, as well as the student as deemed appropriate, will be collected. Further information from teachers other than those surveyed during the second level of the screening may be necessary if the student exhibits strength in a particular content area. The classroom teacher (and literacy specialist if needed) will also establish the instructional grade level of the student in both literacy and math. During the process, all members of the team will be asked to consider factors that may mask giftedness and report those to the team. Once the report is completed the GMDE Team will meet to review it. If it is determined that the student's IQ indicates potential giftedness, and a review of the multiple criteria supports an identification, the team will consider if the student is in need of specially designed instruction. If it is determined that the student meets the criteria for identification, and exhibits a need for specially designed instruction beyond the scope of the general education setting, the team will conclude the report by making recommendations to the Gifted Individualized Education Plan in the academic strength area(s) of the student. It is important to note that the GMDE team will include the parents. If it is determined that the child is not gifted, or gifted and not in need of specially designed instruction, the team will review any current recommendations for instruction based on the student's academic need and be sure to communicate those recommendations to the appropriate teachers. The second pathway begins with a referral from a parent and the process begins with a PTE being distributed to the parents. Once the district is in receipt of the signed PTE, then the evaluation timeline starts and the Gifted Multi-Disciplinary Team has 60 days to collect the same information detailed above. Information from the Universal Screening layer can be added to the Gifted Written Report, but it is not necessary to complete the Gifted Screening Tool (WASI-II). As part of the evaluation process, the Renzulli-Hartman scales will be collected from the student’s teachers.
Describe your entity’s process for locating students who are thought to be gifted and may be in need of specially designed instruction (screening).
The district's identification process has two distinct pathways. The first path to identification starts with a comprehensive child find process that utilizes universal screening data in literacy and math. This data is collected three times a year, September, January, and May. Students who perform at the 90th percentile or higher (or determined cut-offs for which local percentiles are not available) are identified by the grade level teams and appropriate instruction is planned for them at their instructional level in literacy, math, or both. Documentation is collected whenever enrichment or acceleration is provided. If the student's needs are being met through the on or above grade level instruction, the child's progress is monitored. If the grade level team determines that the child is in need of more intensive services, or a pace that is beyond the scope of what the grade/course level teacher can provide, then the grade level team can refer the student for the second level of screening.
23
Describe your entity’s procedures for determining eligibility (through multiple criteria) and need (based on academic strength) for potentially mentally gifted students (evaluation).
Input from the parent, as well as the student as deemed appropriate, will be collected. Further information from teachers other than those surveyed during the second level of the screening may be necessary if the student exhibits strength in a particular content area. The classroom teacher (and literacy specialist if needed) will also establish the instructional grade level of the student in both literacy and math. During the process, all members of the team will be asked to consider factors that may mask giftedness and report those to the team. Once the report is completed the GMDE Team will meet to review it. If it is determined that the student's IQ indicates potential giftedness, and a review of the multiple criteria supports an identification, the team will consider if the student is in need of specially designed instruction. If it is determined that the student meets the criteria for identification, and exhibits a need for specially designed instruction beyond the scope of the general education setting, the team will conclude the report by making recommendations to the Gifted Individualized Education Plan in the academic strength area(s) of the student. It is important to note that the GMDE team will include the parents. If it is determined that the child is not gifted, or gifted and not in need of specially designed instruction, the team will review any current recommendations for instruction based on the student's academic need and be sure to communicate those recommendations to the appropriate teachers.
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.
GASD relies upon the MTSS system to prescribe the continuum of services. Once it’s been determined by the teacher through pre-assessment that the student has mastered unit concepts; differentiation might include a change in pace, content, task, or product. Other considerations at Tier I include:
Compacted Curriculum Units
Independent Learning Contracts
Activity Menus
Learning Centers
Differentiated Assignments (in lieu of classroom assignments)
Cluster Grouping
Flexible Grouping
Professional Development for general education teachers
If a student requires more intensive support, as evidenced by the data, Tier 2 could include:
24
• Individualized change of pace, content, task or environment that might be outside of
the classroom
Acceleration in one content area while sustaining current grade level placement
Advanced course material typically one year above grade level
Advanced Skill group instruction
Support is in addition to differentiated instruction in Tier I
For a limited percentage of the population who require the most intensive support, Tier 3 could
look like this:
Individualized change of pace, content, task, or environment that may be outside of
grade level or even school depending on age of student
Acceleration in multiple classes
Advanced course material
In addition to differentiated instruction in Tier I at the grade level the student is
currently working at.
Developmental Services
Developmental Services EEP EEI ML HS
Academic Counseling X X X X Attendance Monitoring X X X X
Behavior Management Programs X X X X
Bullying Prevention X X X X
Career Awareness X X X X
Career Development/Planning X X X X
Coaching/Mentoring X X X X
Compliance with Health Requirements –i.e., Immunization
X X X X
Emergency and Disaster Preparedness X X X X
Guidance Curriculum X X X X
Health and Wellness Curriculum X X X X
Health Screenings X X X X
Individual Student Planning X X X X
Nutrition X X X X
Orientation/Transition X X X X
RTII/MTSS X X X
Wellness/Health Appraisal X X X X
25
Explanation of developmental services:
NA
Diagnostic, Intervention and Referral Services
Diagnostic, Intervention and Referral Services EEP EEI ML HS
Accommodations and Modifications X X X X Administration of Medication X X X X
Assessment of Academic Skills/Aptitude for Learning X X X X
Assessment/Progress Monitoring X X X X
Casework X X X X
Crisis Response/Management/Intervention X X X X
Individual Counseling X X X X
Intervention for Actual or Potential Health Problems X X X X
Placement into Appropriate Programs X X X X
Small Group Counseling-Coping with life situations X X X
Small Group Counseling-Educational planning X X X X
Small Group Counseling-Personal and Social Development
X X X
Special Education Evaluation X X X X
Student Assistance Program X X X X
Explanation of diagnostic, intervention and referral services:
NA
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 External)
X X X X
Coordinate Plans X X X X
Coordination with Families (Learning or Behavioral) X X X X
Home/Family Communication X X X X
Managing Chronic Health Problems X X X X
Managing IEP and 504 Plans X X X X
Referral to Community Agencies X X X X
Staff Development X X X X
Strengthening Relationships Between School Personnel, Parents and Communities
X X X X
System Support X X X X
26
Truancy Coordination X X X X
Explanation of consultation and coordination services:
NA
Communication of Educational Opportunities
Communication of Educational Opportunities EEP EEI ML HS
Course Planning Guides X X Directing Public to the PDE & Test-related Websites X X X X
Individual Meetings X X X X
Letters to Parents/Guardians X X X X
Local Media Reports X X X X
Website X X X X
Meetings with Community, Families and Board of Directors
X X X X
Mass Phone Calls/Emails/Letters X X X X
Newsletters X X X X
Press Releases X X X X
School Calendar X X X X
Student Handbook X X X X
Communication of Student Health Needs
Communication of Student Health Needs EEP EEI ML HS
Individual Meetings X X X X Individual Screening Results X X X X
Letters to Parents/Guardians X X X X
Website X X X X
Meetings with Community, Families and Board of Directors
X X X X
Newsletters X X X X
School Calendar X X X X
Student Handbook X X X X
Frequency of Communication
Elementary Education - Primary Level
Monthly
Elementary Education - Intermediate Level
Monthly
27
Middle Level
Monthly
High School Level
More than once a month
Collaboration for Interventions
Describe the collaboration between classroom teachers and individuals providing interventions regarding differing student needs and academic progress.
Initial collaboration comes with overall data review and discussion with grade level
teachers and support teachers. This information is then further reviewed by school-wide
data teams. A plan for interventions is developed by the data team. Intervention teachers
progress monitor and report to classroom teachers, data team, and parents regarding
progress of students. Twice a month grade level teachers meet with support teachers to
discuss and adjust intervention needs.
Community Coordination
Describe how you accomplish coordination with community operated infant and toddler centers, as well as preschool early intervention programs. In addition, describe the community coordination with the following before or after school programs and services for all grade levels, including pre-kindergarten, if offered, through grade 12.
1. Child care 2. After school programs 3. Youth workforce development programs 4. Tutoring
Dr. Lay, the assistant superintendent, serves on the Adams County School
Readiness/Transition committee to assist with the transition from early learning childhood
care to the school setting. This committee meets biannually to discuss ways to build
partnerships with community agencies to ensure students enter the GASD ready to learn. A
major responsibility of this committee is to plan the annual Bridging the Gap
seminar. During this seminar agencies come together to collaboratively work on issues
impacting early learning and the transition to kindergarten. The GASD sends
representatives to the seminar to both share and receive information to assist us with
transition issues.
Additionally, elementary school administrators meet annually with our preschool center
directors to obtain information about the students' early learning experiences and possible
needs the students may have in advance of the school year. Head Start students spend a day
in the elementary classroom "Moving Up Day" to experience what the school year start will
be like.
28
After school programs are conducted in the elementary buildings for six weeks in the fall
and six weeks in the spring. These programs provide a wide variety of activities based on
student interests and community resources such as Wellspan, Gettysburg College, YWCA,
and PA Arts Council. Students in 3rd - 5th grades are given the opportunity to engage in
activities both on- and off-site.
Several tutoring programs are offered in each elementary building. Big Brothers and Big
Sisters of Adams County provide after school tutoring and mentoring once a week
throughout the school year. This program primarily focuses on at-risk students.
The middle school also operates an after-school tutoring program. Additional after school
enrichment opportunities. An eighth grade service learning program is supported by the
community.
The high school has several programs sponsored and supported by community
organizations. In an effort to recognize academic achievement for all students, the high
school has developed the STARS program which is underwritten by local organizations such
as Herff-Jones, Gettysburg Pediatrics, Harrisburg Area Community College, and the
Gettysburg Optimists. The high school also has service organizations sponsored by the
Kiwanis (Key Club). An annual college and career fair hosted at Gettysburg College and
regular college application open houses and events to assist families with the college
application process. The high school also supports an after-school tutoring program with
peer support provided by the National Honor Society. Community members support bi-
annual mock interviews, job-shadowing and work partnership internship experiences.
Preschool Agency Coordination
Explain how the LEA coordinates with agencies that serve preschool age children with disabilities.
1. Address coordination activities designed to identify and serve children with
disabilities and the supports and accommodations available to ensure both physical and programmatic access.
2. Address pre-kindergarten programs operated directly by the LEA and those operated by community agencies under contract from the LEA.
3. Describe how the LEA provides for a smooth transition from the home setting and any early childhood care or educational setting the students attend, to the school setting.
Dr. Lay, the assistant superintendent, serves on the Adams County School
Readiness/Transition committee to assist with the transition from early learning childhood
care to the school setting. This committee meets biannually to discuss ways to build
partnerships with community agencies to ensure students enter the GASD ready to learn. A
major responsibility of this committee is to plan the annual Bridging the Gap seminar.
During this seminar agencies come together to collaboratively work on issues impacting
early learning and the transition to kindergarten. The GASD sends representatives to the
seminar to both share and receive information to assist with transition issues.
29
GASD is the host site for the Adams County Tech Prep Early Learning Center. This program
offers families in the Adams County area a low-tuition pre-kindergarten learning
opportunity. The pre-kindergarten program is conducted by the students in the early
childhood career pathway with oversight provided by the Family and Consumer Sciences
teacher. Dr. Lay is a member of the occupational advisory committee for the Early Learning
program and provide support to ensure a smooth transition from this early learning
program to the school setting.
Additionally, GASD hosts kindergarten registration annually in March to afford time for us
to plan for the students' arrival. Following registration, students are screened for
information regarding their learning readiness levels. This information assists local
building administrators with placing students in cluster groups within the general
education setting and to plan for possible interventions. Every effort is made to provide
early intervention in an attempt to prevent future learning difficulties.
Over the summer, school administrators, kindergarten teachers, and guidance counselors
conduct home visits to meet the incoming kindergarten students and their families at their
homes. This unique experience provides great insight regarding the student's background
and allows home-school connections to develop prior to launching the student's formal
learning years.
Materials and Resources
Description of Materials and Resources
Elementary Education-Primary Level
Material and Resources Characteristics Status
Aligned and supportive of academic standards, progresses level to level and demonstrates relationships among fundamental concepts and skills
Developing
A robust supply of high quality aligned instructional materials and resources available
Developing
Accessibility for students and teachers is effective and efficient Developing
Differentiated and equitably allocated to accommodate diverse levels of student motivation, performance and educational needs
Developing
Provide explanation for processes used to ensure Accomplishment.
The district consistently is reviewing current resources to align with the PA Core Standards based upon student outcomes (data).
Explanation for any row checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation:
NA
Elementary Education-Intermediate Level
30
Material and Resources Characteristics Status
Aligned and supportive of academic standards, progresses level to level and demonstrates relationships among fundamental concepts and skills
Developing
A robust supply of high quality aligned instructional materials and resources available
Developing
Accessibility for students and teachers is effective and efficient Developing
Differentiated and equitably allocated to accommodate diverse levels of student motivation, performance and educational needs
Developing
Provide explanation for processes used to ensure Accomplishment.
The district consistently is reviewing current resources to align with PA Core Standards based upon student outcomes (data).
Explanation for any row checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation:
NA
Middle Level
Material and Resources Characteristics Status
Aligned and supportive of academic standards, progresses level to level and demonstrates relationships among fundamental concepts and skills
Developing
A robust supply of high quality aligned instructional materials and resources available
Developing
Accessibility for students and teachers is effective and efficient Developing
Differentiated and equitably allocated to accommodate diverse levels of student motivation, performance and educational needs
Developing
Provide explanation for processes used to ensure Accomplishment.
The district consistently is reviewing current resources to align with the PA Core Standards based upon student outcomes (data).
Explanation for any row checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation:
NA
High School Level
Material and Resources Characteristics Status
Aligned and supportive of academic standards, progresses level to level and demonstrates relationships among fundamental concepts and skills
Developing
A robust supply of high quality aligned instructional materials and resources available
Developing
Accessibility for students and teachers is effective and efficient Developing
31
Provide explanation for processes used to ensure Accomplishment.
The district is consistently reviewing current resources to align with the PA Core Standards based upon student outcomes (data).
Explanation for any row checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation:
NA
SAS Incorporation
Elementary Education-Primary Level
Standards Status
Arts and Humanities
Implemented in 50% or more of
district classrooms
Career Education and Work
Implemented in 50% or more of
district classrooms
Civics and Government
Implemented in 50% or more of
district classrooms
PA Core Standards: English Language Arts
Implemented in 50% or more of
district classrooms
PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
Implemented in 50% or more of
district classrooms
PA Core Standards: Mathematics
Implemented in 50% or more of
district classrooms
Economics
Implemented in 50% or more of
district classrooms
Environment and Ecology
Implemented in 50% or more of
district classrooms
Differentiated and equitably allocated to accommodate diverse levels of student motivation, performance and educational needs
Developing
32
Family and Consumer Sciences
Implemented in 50% or more of
district classrooms
Geography
Implemented in 50% or more of
district classrooms
Health, Safety and Physical Education
Implemented in 50% or more of
district classrooms
History
Implemented in 50% or more of
district classrooms
Science and Technology and Engineering Education
Implemented in 50% or more of
district classrooms
Alternate Academic Content Standards for Math
Implemented in 50% or more of
district classrooms
Alternate Academic Content Standards for Reading
Implemented in 50% or more of
district classrooms
American School Counselor Association for Students
Implemented in 50% or more of
district classrooms
Early Childhood Education: Infant-Toddler First & Second Grade
Implemented in 50% or more of
district classrooms
English Language Proficiency
Implemented in 50% or more of
district classrooms
Interpersonal Skills
Implemented in 50% or more of
district classrooms
School Climate
Implemented in 50% or more of
district classrooms
Further explanation for columns selected:
33
The GASD has also relied upon other resources for the purposes of planning for student achievement.
Elementary Education-Intermediate Level
Standards Status
Arts and Humanities
Implemented in 50% or more of
district classrooms
Career Education and Work
Implemented in 50% or more of
district classrooms
Civics and Government
Implemented in 50% or more of
district classrooms
PA Core Standards: English Language Arts
Implemented in 50% or more of
district classrooms
PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
Implemented in 50% or more of
district classrooms
PA Core Standards: Mathematics
Implemented in 50% or more of
district classrooms
Economics
Implemented in 50% or more of
district classrooms
Environment and Ecology
Implemented in 50% or more of
district classrooms
Family and Consumer Sciences
Implemented in 50% or more of
district classrooms
Geography
Implemented in 50% or more of
district classrooms
Health, Safety and Physical Education
Implemented in 50% or more of
district classrooms
History Implemented in
34
50% or more of district
classrooms
Science and Technology and Engineering Education
Implemented in 50% or more of
district classrooms
Alternate Academic Content Standards for Math
Implemented in 50% or more of
district classrooms
Alternate Academic Content Standards for Reading
Implemented in 50% or more of
district classrooms
American School Counselor Association for Students
Implemented in 50% or more of
district classrooms
English Language Proficiency
Implemented in 50% or more of
district classrooms
Interpersonal Skills
Implemented in 50% or more of
district classrooms
School Climate
Implemented in 50% or more of
district classrooms
Further explanation for columns selected "
The GASD has also relied upon other resources for the purposes of planning for student achievement.
Middle Level
Standards Status
Arts and Humanities
Implemented in 50% or more of
district classrooms
Career Education and Work
Implemented in 50% or more of
district classrooms
Civics and Government Implemented in 50% or more of
district
35
classrooms
PA Core Standards: English Language Arts
Implemented in 50% or more of
district classrooms
PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
Implemented in 50% or more of
district classrooms
PA Core Standards: Mathematics
Implemented in 50% or more of
district classrooms
Economics
Implemented in 50% or more of
district classrooms
Environment and Ecology
Implemented in 50% or more of
district classrooms
Family and Consumer Sciences
Implemented in 50% or more of
district classrooms
Geography
Implemented in 50% or more of
district classrooms
Health, Safety and Physical Education
Implemented in 50% or more of
district classrooms
History
Implemented in 50% or more of
district classrooms
Science and Technology and Engineering Education
Implemented in 50% or more of
district classrooms
Alternate Academic Content Standards for Math
Implemented in 50% or more of
district classrooms
Alternate Academic Content Standards for Reading
Implemented in 50% or more of
district classrooms
American School Counselor Association for Students Implemented in 50% or more of
36
district classrooms
English Language Proficiency
Implemented in 50% or more of
district classrooms
Interpersonal Skills
Implemented in 50% or more of
district classrooms
School Climate
Implemented in 50% or more of
district classrooms
World Language
Implemented in 50% or more of
district classrooms
Further explanation for columns selected:
The GASD has also relied upon other resources for the purposes of planning for student achievement.
High School Level
Standards Status
Arts and Humanities
Implemented in 50% or more of
district classrooms
Career Education and Work
Implemented in 50% or more of
district classrooms
Civics and Government
Implemented in 50% or more of
district classrooms
PA Core Standards: English Language Arts
Implemented in 50% or more of
district classrooms
PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects
Implemented in 50% or more of
district classrooms
PA Core Standards: Mathematics
Implemented in 50% or more of
district classrooms
37
Economics
Implemented in 50% or more of
district classrooms
Environment and Ecology
Implemented in 50% or more of
district classrooms
Family and Consumer Sciences
Implemented in 50% or more of
district classrooms
Geography
Implemented in 50% or more of
district classrooms
Health, Safety and Physical Education
Implemented in 50% or more of
district classrooms
History
Implemented in 50% or more of
district classrooms
Science and Technology and Engineering Education
Implemented in 50% or more of
district classrooms
Alternate Academic Content Standards for Math
Implemented in 50% or more of
district classrooms
Alternate Academic Content Standards for Reading
Implemented in 50% or more of
district classrooms
American School Counselor Association for Students
Implemented in 50% or more of
district classrooms
English Language Proficiency
Implemented in 50% or more of
district classrooms
Interpersonal Skills
Implemented in 50% or more of
district classrooms
School Climate Implemented in 50% or more of
district
38
classrooms
World Language
Implemented in 50% or more of
district classrooms
Further explanation for columns selected:
The GASD has also relied upon other resources for the purposes of planning for student achievement.
Early Warning System
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
District’s Professional Education Characteristics EEP EEI ML HS
Enhances the educator’s content knowledge in the area of the educator’s certification or assignment.
X X X X
Increases the educator’s teaching skills based on effective practice research, with attention given to interventions for struggling students.
X
X
X
X
Increases the educator's teaching skills based on effective practice research, with attention given to interventions for gifted students.
X
X
X
X
Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision making.
X
X
X
X
Empowers educators to work effectively with parents and community partners.
X X X X
District’s Professional Education Characteristics EEP EEI ML HS
Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other, as well as to Pennsylvania’s
X
X
X
X
39
academic standards. Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for gifted students are aligned to each other, as well as to Pennsylvania's academic standards.
X
X
X
X
Provides leaders with the ability to access and use
appropriate data to inform decision making. X X X X
Empowers leaders to create a culture of teaching and
learning, with an emphasis on learning. X X X X
Instructs the leader in managing resources for
effective results. X X X X
Provide brief explanation of your process for ensuring these selected characteristics.
Gettysburg Area School District elementary schools have Title I School-wide plans in which parents are involved as part of the Title I requirements. Surveys are conducted after each professional development session in order to align training with teacher and staff needs. In addition, Gettysburg Area School District participates in the Adam's County Consortium for teacher and staff professional development in order to maximize offerings for our teachers and staff.
Provide brief explanation for strategies not selected and how you plan to address their incorporation.
NA
Educator Discipline Act 126, 71
Provides educators with mandated reporter training, totaling 3 hours, every 5 years as outlined in Act 126.
Questions
The LEA has conducted the required training on:
8/31/2018
The LEA plans to conduct the required training on approximately:
2/12/2018
8/18/2023
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:
2/15/2016
The LEA plans to conduct the training on approximately:
40
Provides educators with four (4) hours of professional development every five (5) years for professional educators that are teaching the curriculum in which the Child Exploitation Awareness Education program is incorporated as outlined in Act 71.
Questions
The LEA has conducted the training on:
10/11/2018
The LEA plans to conduct the training on approximately:
12/7/2018
Strategies Ensuring Fidelity
Checked answers
Professional Development activities are based upon detailed needs assessments that utilize student assessment results to target instructional areas that need strengthening.
Using disaggregated student data to determine educators’ learning priorities. Professional Development activities are based upon detailed needs assessments that
utilize student assessment results to target curricular areas that need further alignment.
Professional Development activities are developed that support implementation of strategies identified in your action plan.
Clear expectations in terms of teacher practice are identified for staff implementation.
An implementation evaluation is created, based upon specific expectations related to changes in teacher practice, which is used to validate the overall effectiveness of the professional development initiative.
The LEA has a systemic process that is used to validate whether or not providers have the capacity to present quality professional development.
Administrators participate fully in all professional development sessions targeted for their faculties.
Every Professional development initiative includes components that provide ongoing support to teachers regarding implementation.
The LEA has an ongoing monitoring system in place (i.e. walkthroughs, classroom observations).
Professional Education is evaluated to show its impact on teaching practices and student learning.
Unchecked answers
None.
Provide brief explanation of your process for ensuring these selected characteristics.
Professional development activities are approved based upon the alignment to school and district goals. Surveys are conducted to ensure that the professional development is based upon the needs of teachers and staff. School administrators conduct walk-through as well as monitor expectations for the implementing school and district initiatives. School and
10/11/2021
41
district administrators monitor implementation of professional development activities through the use of lesson plans, formal and informal observation, and walk-throughs. For non-certified staff such as nursing monitoring is done through compliance of specific Professional Development tasks such as CPR certification. Schools also align and monitor instruction based upon data during district-wide data days as well as during school team meetings.
Provide brief explanation for strategies not selected and how you plan to address their incorporation.
NA
Induction Program
Checked answers
Inductees will know, understand and implement instructional practices validated by
the LEA as known to improve student achievement.
Inductees will assign challenging work to diverse student populations.
Inductees will know the basic details and expectations related to LEA-wide
initiatives, practices, policies and procedures.
Inductees will know the basic details and expectations related to school initiatives,
practices and procedures.
Inductees will be able to access state curriculum frameworks and focus lesson
design on leading students to mastery of all state academic standards, assessment
anchors and eligible content (where appropriate) identified in the LEA's curricula.
Inductees will effectively navigate the Standards Aligned System website.
Inductees will know and apply LEA endorsed classroom management strategies.
Inductees will know and utilize school/LEA resources that are available to assist
students in crisis.
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.
Unchecked answers
None.
Provide brief explanation of your process for ensuring these selected characteristics.
The Adams County Teacher Induction Program is planned and coordinated by a planning committee made up of one representative from each of the six Adams County School Districts. This Induction Committee plays an important role in the following:
42
1. Developing the Teacher Induction Plan,
2. Publishing a Teacher Induction Notebook for participants,
3. Designing and conducting joint teacher induction workshops and seminars, and
4. Recommending induction activities to be carried out at the district and building
level.
The Adams County Induction Program begins with a total of three days, with the first two
days focusing on the Learning Focused Schools framework. The remaining day focuses on
“Preparing for School,” which includes presentations on: the “Code of Conduct,” “Teacher
Effectiveness,” “Child Abuse,” and other topics determined to be a focus for that year. The
County Induction includes bi-monthly meetings with the following focused topics:
October (County-wide in-service day) - Day 3 of Learning Focused School
October - Diversity
December - Community Resources
February - Emerging Needs
April - Final Reflection
In addition to the county-wide meetings, all new teachers meet within their home districts
for additional training. The Adams County induction program helps teachers to more
effortlessly acclimate so that they may accomplish the overall goal of educating students.
The goals for the induction program are:
to acclimate new employees to the school district procedures and policies
to provide resources, a time and place to ask questions, solve problems, and voice
concerns
to provide proper support and training in relation to the position
to problem solve regarding stressors experienced by new teachers
to enhance and expand teacher strategies inside the classroom
These goals are accomplished through monthly meetings, classroom observations, and
carefully selected mentors.
Provide brief explanation for strategies not selected and how you plan to address their
incorporation.
NA
43
Needs of Inductees
Checked answers
Frequent observations of inductee instructional practice by a coach or mentor to
identify needs.
Frequent observations of inductee instructional practice by supervisor to identify
needs.
Regular meetings with mentors or coaches to reflect upon instructional practice to
identify needs.
Student PSSA data.
Standardized student assessment data other than the PSSA.
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).
Unchecked answers
None.
Provide brief explanation of your process for ensuring these selected characteristics.
The Adam's County Teacher Induction Program is planned and coordinated by a planning committee made up of one representative from each participating school entity. The Induction Consortium provides each inductee with a comprehensive manual focusing on Consortium and local goals based upon best practices. Seminars conducted under the auspices of the Adams County Teacher Induction Program are designed to address some of the general concerns faced by all beginning teachers. The seminars, scheduled throughout the school year, provide opportunities to meet and share first year experiences with beginning teachers from other schools and school entities. Specific needs of individual beginning teachers are assessed at the building level both formally and informally throughout the school year. At the Adams County Teacher Induction Program level, induction participants are asked to identify additional seminar topics at mid-year. These recommendations are used to develop an "Emerging Needs Seminar" to take place in the spring of the year.
44
Provide a brief explanation for strategies not selected and your plan to address their incorporation.
NA
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 selection of mentors will be guided by the “Essential Qualities of a Mentor Teacher”: a. Knowledge and skills in the classroom. b. A commitment to the teaching profession and service to children. c. Instructional leadership. d. The ability to teach the district standards-based curriculum. e. The use of appropriate, effective problem-solving techniques. f. The use of a variety of instructional, classroom organizational, management and grouping techniques, g. The ability to convey enthusiasm for a subject to students. h. A willingness to give special attention to students requiring assistance. i. Success in fostering excellent student performance. j. The ability to give and receive constructive criticism. k. The ability to effectively communicate with colleagues, parents and students. l. Knowledge of policies and procedures within the specific school building. Further, the GASD will seek to recruit mentor teachers who: a. Are tenured. b. Hold an Instructional II Certificate. c. Have taught a minimum of two years with the school entity. d. Are recognized and respected by colleagues. e. Teach at the same grade level or in the same subject area as the beginning teacher. f. Are assigned to classrooms in close proximity to the beginning teacher.
45
Provide brief explanation for characteristics not selected and how you plan to address their incorporation.
NA
Induction Program Timeline
Topics Aug- Sep
Oct- Nov
Dec- Jan
Feb- Mar
Apr- May
Jun- Jul
Code of Professional Practice and Conduct for Educators
X
Assessments X X
Best Instructional Practices X X X X
Safe and Supportive Schools X X
Standards X X X
Curriculum X
Instruction X X
Accommodations and Adaptations for diverse learners
X
Data informed decision making X X
Materials and Resources for Instruction X
If necessary, provide further explanation.
NA
Monitoring and Evaluating the Induction Program
Identify the procedures for monitoring and evaluating the Induction program.
Each beginning teacher is expected to attend all Adams County workshops, seminars, local induction activities and building induction team meetings. In addition, beginning teachers must meet local expectations regarding peer visitations and maintain a log of induction activities’ that provides the documentary base for entries on the Teacher Induction Criteria for Completion Form. This form, which includes a record of attendance for all consortium seminars, district and building level meetings and peer visitations, must be signed by all members of the building-level induction team and then submitted to the school district office for verification of completion of the program. All courses are uploaded to the Act 48 System. The GASD will maintain records of those beginning teachers completing the induction process by:1) giving each beginning teacher completing the program certification of this accomplishment,2) placing a copy of the certification with the signed Teacher Induction Criteria for Completion Form in the teacher’s personnel file. Participants in each County Induction Seminar will be asked to evaluate the effectiveness with which it achieved its intended goals/objectives. Summaries of the responses to these instruments will be reviewed annually by the County Induction Council as a means of making recommendations for program improvement. In addition, induction participants may be surveyed on an
46
ongoing basis as well as at the end of the school year to determine the effectiveness of local level induction activities and the appropriateness of topics.
Recording Process
Identify the recording process for inductee participation and program completion. (Check all that apply)Checked answers
Mentor documents his/her inductee's involvement in the program.
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.
Unchecked answers
A designated administrator receives, evaluates and archives all 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: 424
Identification Method
Identify the District's method for identifying students with specific learning disabilities.
The Gettysburg Area School District follows federal and state regulatory guidelines for
assessing students for specific learning disabilities. The district has a universal screening
process in the area of reading and mathematics that takes place three times per year for
students in grades kindergarten through fifth. For those students who are not meeting
benchmark grade-level indicators, research-based interventions are provided in order to
address the area of deficit through a multi-tiered system of support. For those students who
are receiving interventions, a strategic progress monitoring system is provided to measure
growth in the regular education curriculum. In kindergarten through twelfth, there is a set
time in each school day where support is provided through a RTII/MTSS model. At the
kindergarten through fifth grades, each grade has a set intervention period each school day
where in-class or pull-out interventions are provided dependent on the intensity the
student demonstrates a need to receive. At the Middle School, a resource period is
scheduled at the start of each school day for students to receive intervention support. High
school students have a resource period at the end of each day to receive teacher support.
47
The Gettysburg Area School District uses a Discrepancy Model in the initial evaluation of a
"thought to be" exceptional student for the identification of a specific learning disability
(SLD). The SLD identification for the Discrepancy Model is "...a process that examines
whether a student exhibits a pattern of strengths and weaknesses, relative to intellectual
ability as defined by a severe discrepancy between ability and achievement (Discrepancy
Model) or relative to age or grade."(§14.125[a][2][ii]).
The evaluation process is designed to assess the needs of the child and may consist of
developmental, educational, and psychological assessments in addition to a review of
intervention data and progress within the interventions. Evaluation data is gathered by
parents, teachers, specialists, professional support staff and related services providers.
Additional assessments and input is gathered through observations and rating scales to help
incorporate information regarding social-emotional functioning, executive functioning,
behavior, adaptive skills and memory.
The evaluation report brings together all information and findings concerning the
educational needs and strengths of the student. The evaluation report makes
recommendations as to whether the student is exceptional and makes suggestions
regarding an appropriate educational program. Eligibility recommendations are based on
the documentation of a severe discrepancy between cognitive ability and academic
achievement. The identification process for a Specific Learning Disability includes the
exclusionary factors of vision, hearing, or motor problems, emotional disturbance,
environmental, intellectual disability, socioeconomic status, lack of instruction, cultural
factors, inadequate rate of improvement or limited English proficiency. Team members have
an equal opportunity to provide information to the multidisciplinary team process, agree
or disagree with the recommendations and submit a dissenting opinion to be included
in the multidisciplinary team evaluation report. The multidisciplinary team forwards the
results of the evaluation report to the individual educational planning team and the
Individual Educational Program (IEP) is developed to provide instructional goals, specially
designed instruction and the related services as outlined in the evaluation report in
accordance with the student's educational placement.
The GASD utilizes the discrepancy model for identifying students with learning disabilities.
The district’s K-5 buildings utilize a tiered intervention system for students not meeting
benchmark. Data teams in each K-5 building consider a child’s response to research-based
interventions that have been implemented over time with fidelity. Progress monitoring
data utilizes a goal that is based on rate of improvement and takes into account if the rate of
improvement is sufficient to close the gap between current progress and grade level
expectations. This information is utilized to determine appropriate referrals for evaluation
of a possible specific learning disability.
While interventions for reading begin in the classroom with the classroom teacher, those
students who are in need of a more intensive intervention receive one appropriate to their
needs through flexible grouping or during time allotted for direct instruction in the specific
48
skill deficit. Students in need of a particular intervention that cannot be met in the above
mentioned formats receives additional intensive intervention specific to their needs. When
the need for intervention goes beyond the regular classroom, reading teachers, special
education teachers, and paraprofessionals assist in delivering the needed intervention.
The process for determining what intervention a student needs and what level of intensity
is determined by building level data teams and grade level teams. Building level teams
consist of the principal, school psychologist, special education teachers, and reading
specialists and sometimes guidance. In all of the elementary buildings, benchmark
assessments are administered three times per year. After benchmark assessments have
been completed, building level data teams meet to analyze the data and determine which
students are in need of an intervention and what specific intervention they may need.
These recommendations are shared with grade level teams (who work with a liaison from
the building level data team) to determine a grade level action plan or goal to assist all
students. Based on the area of need, students are recommended for additional support
through Tier 2, or Tier 3 interventions. Progress monitoring data is collected for students at
each Tier: Tier 2 progress monitoring is completed every other week and Tier 3 progress
monitoring is collected weekly at a minimum. Goals are set for students within an
intervention based on ROI—rate of improvement. Progress within the intervention is
monitored (typically 6-8 data points) and recommendations for movement within the Tier
system are based on a student’s progress or lack of progress. Students who have not shown
progress within a Tier 3 intervention (that has been implemented with fidelity) may be
recommended for further assessment to determine eligibility and need for specially
designed instruction.
Teams exist at the K-12 level to act as the vehicle that gathers data on a particular student and
recommend interventions. If a student is experiencing difficulty in the classroom academically,
behaviorally, and/or socially, the classroom teacher or interventionist will implement
adaptations or strategies to address the difficulty the student is experiencing. The teacher
documents and progress monitors the student’s progress or lack of progress. If the student is
not making progress, the teacher/interventionist presents the data and refers the student to the
building level team. At the K-5 level the principal, reading specialists, special education teacher,
school counselor, school psychologist and speech clinician make up the team. At the middle
school level (6-8) the students are placed on teams and the process is called CPS,
collaborative problem solving and the team of teachers, guidance counselor, principal or
assistant principal and the student meet during common planning time to discuss a student who
has been referred to CPS. The make-up of the 9-12 teams are the student's teachers, special
education department chair, grade level principal, and guidance counselor. The teams on each
level review the teacher's data and may suggest additional time for the strategies that are being
used, suggest additional or other strategies or additional support for the classroom
teacher. The elementary and middle school teams reconvene weekly to assess the progress or
lack of progress the student is making. The high school team does not have a process and uses a
child study team meeting as a referral process. If the student has not made progress, the teams
at the K-8 level make a recommendation to proceed to multidisciplinary evaluation. In the
49
above mentioned system for referral questions that continue to exist include the duration of a
given intervention and the number of research-based interventions prior to referral.
Enrollment
Review the Enrollment Difference Status. If necessary, describe how your district plans to address any significant disproportionalities.
The data is publicly available via the PennData website. You can view your most recent report. The link is: https://penndata.hbg.psu.edu/PublicReporting/DataataGlance/tabid/2523/Default.aspx
Not significantly disproportionate.
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?
As the host district for Hoffman Homes, GASD is responsible for providing the Hoffman
Homes student with an appropriate special education program and staff whose training is
consistent with IDEA and Chapter 14. Regarding educational placement decisions, GASD, as
the LEA, Hoffman Academy (PAL school), and the parent discuss and consider a full
continuum of educational placement options to determine the least restrictive environment
for each student. The team first considers a regular education placement with the full range
of supplementary aids and services in the district. Next, the team discusses and determines
the appropriate type and level of support for the special education student at Hoffman. The
final educational placement decision for a student with an IEP is made on an individual
basis and by the IEP team which includes input from parents, home district and GASD. GASD
will place a student in a regular or special education program in a regular public school
unless a court order requires that the student be educated at the residential facility; a
current IEP and NOREP requires a full-time emotional support placement, the student is
currently expelled from their last educational placement due to a weapons offense; or if the
student is deemed unsafe by the treating psychiatrist to attend public school. Placements
are in accordance with IDEA and federal and state disciplinary protections referenced in the
BEC’s on Alternative Education for Disruptive Youth and Enrollment of Students. For
students requiring full-time special education placement in ES, the educational
component is provided by Hoffman Academy. GASD with Hoffman Academy make
decisions regarding the goals, programming, and educational placement for each student.
The student’s resident school district is kept informed regarding the student’s educational
plans. No barriers exist which limit the district in meeting the obligations under 1306.
50
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).
Gettysburg Area School District, in cooperation with the Adams County Prison and the
Lincoln Intermediate Unit 12 provides ongoing services for all incarcerated students who
are or may be eligible for special educational services to ensure that they are offered a free
and appropriate public education. The district provides support for procedures that are
established in the facility by the Lincoln intermediate unit staff to identify anyone eligible
for special education services. Students may be evaluated while incarcerated if there is a
reason to believe the youth may be disabled and in need of specially designed instruction.
Students who may be eligible for special education are located, identified, and evaluated.
Those students already identified are provided re-evaluation services, psychological
services and counseling services as needed. LIU procedures are established and followed in
order to notify school districts when school age youth enter the facilities. Students are
eligible for a diploma when the home school district superintendent with the high school
principal determines that the work completed by the student meets the school district
criteria for graduation.
Least Restrictive Environment
1. Describe the District procedures, which ensure that, to the maximum extent
appropriate, children with disabilities, including those in private institutions, are educated with non-disabled children, and that removal from the regular education environment only occurs when education in that setting with supplementary aids and services, cannot be achieved satisfactorily.
2. Describe how the District is replicating successful programs, evidence-based models, and other PDE sponsored initiatives to enhance or expand the continuum of supports/services and education placement options available within the District to support students with disabilities access the general education curriculum in the least restrictive environment (LRE). (Provide information describing the manner in which the District utilizes site-based training, consultation and technical assistance opportunities available through PDE/PaTTAN, or other public or private agencies.)
3. Refer to and discuss the SPP targets and the district's percentages in the Indicator 5 section - Educational Environments. Also discuss the number of students placed out of the district and how those placements were determined to assure that LRE requirements are met.
Least Restrictive Environment 34 CFR §300.114
Ensuring Maximum Integration
1. Gettysburg Area School District provides a continuum of service options for students with
disabilities. To ensure that students with disabilities are educated with non-disabled peers
to the greatest extent possible the continuum of services begins with total inclusion of
51
students into regular education classes in the district with supplementary aids and services.
Co-teaching is in place on the primary and secondary levels. In addition, the learning
support program utilizes paraprofessionals in the regular classroom environment to
provide the supplementary aids and services necessary to ensure that all the identified
students are receiving instruction in the least restrictive environment. Due to significant
skill deficits in reading, some students who are well below grade level in reading at the high
school level are offered replacement English in grades 9-12. The curriculum in the
replacement class is based on PA Common Core, but is delivered at a pace that is
commensurate with the students' abilities. These students cannot access their grade level’s
regular education classroom in English even with supplementary aids and services, but with
curricular modifications and the necessary support, they are able to access the regular
education classes in other subject areas, such as social studies and science. Targeting the
five big areas of reading for all students including our special needs students who are below
proficient is an attempt to ensure that students identified with a disability make adequate
progress.
In the special education program interventions, such as Early Reading Intervention (ERI),
are used in kindergarten and first grade to intervene with all students who exhibit deficits in
phonemic awareness. In grades K-3, all students participate in the Fundations program as part
of the core curriculum. In addition to receiving Fundations in the core, students who are
struggling can receive additional Fundations intervention or a replacement Fundations program
at a lower level. Other scientifically evidence based programs, such as the Wilson Reading
System, can be delivered targeting students (grade 3 and above) who have serious deficits in
phonemic awareness and phonics skills. Other interventions available include: Horizons,
Corrective Reading, PASP, Rewards. Fluency is addressed in grades K-6 in the special
education programs through the Read Naturally program, Great Leaps, or Six-minute
Solution which is delivered by both special education teachers and Para educators. For
students who have deficits in comprehension SOAR to SUCCESS is offered as an intervention
program. The READ 180 program, by Scholastic, was implemented in 2010 for the 6-12
special education students and those regular education students who need an intervention
for comprehension. Students attend READ 180 classes based on the results of the SRI
screener and their lexile levels. SYSTEMS 44, a program by Scholastic is available at the
middle school for students with lexile levels less than 300 and based on SPI (phonics
inventory) results. Everyday Math is taught in all regular K-6 grades and is supported
through co-teaching and guided math groups for students with disabilities. Four weeks of
summer school is offered to students performing below proficient especially targeting the
special education population, in order to address their reading and math deficits, as well as a
preview to support their grade level core math and reading curriculum program.
Secondary transition services in the special education program also help to ensure that
students with disabilities are educated with non-disabled students by providing on-site job
programs, agency assistance, vocational classes and access to Junior ROTC. The high school
special education teachers participate in the Adams County Transition Council. They
organize and coordinate the vocational services with the Office of Vocational Rehabilitation
and junior students with special needs. The district's guidance counselors are actively
52
involved with the transition component of the IEP and work with the teachers to assist the
special needs students. The district offers tech prep programs in Culinary Arts, Building
Trades, Allied Health, Law Enforcement/Police Science, Diesel Mechanics, and Early
Learning. They also offer a program of study in Agriculture. The tech prep teachers
participate in the IEP team planning and meetings for the special needs students who attend
the vocational programs. The district also has a Junior ROTC program which supports the
special needs students who join the program. Gettysburg High School students with
IEPs have been participating in the PAS program offered through Harrisburg Community
College (HACC), Gettysburg campus and the Office of Rehabilitation (OVR). Promoting
Academic Success or (PAS) is a course designed to provide special education students an
opportunity to earn a college credit and introduce the rigor and expectations of post-
secondary education. The secondary special education teachers participate in on-going
transition training for Indicators 13 and 14 through PaTTAN.
The continuum of services is further enhanced with Lincoln Intermediate classes for those
students who cannot access the regular education curriculum. Students whose needs go
beyond what can be offered in the regular education classes with supplementary aids and
services attend IU operated classes contracted by the school district. In these settings,
disabled peers are educated with non-disabled peers to the greatest extent possible. Some
students in IU classes are supported with paraprofessionals or personal care assistants who
accompany them to the regular education classes when appropriate. Vocational and job
training sites are also available through IU programs, such as the LIU#12 York Learning
Center, on-site locations at the local Outlet Center and other locations.
In keeping with the former state initiative “Include Me from the Start”, the district has
included Kindergarten students with Intellectually Disability and Autism and in Learning
Support settings using the support of paraprofessionals, IU behavioral consultants, and
providing professional development to regular education and Learning Support teachers.
GASD students whose needs cannot be met in regular education or special IU classes
with supplementary aids and services are those students who have been recommended for
residential, partial or special programs. The district contracts with the facility or IU to
deliver the educational component while the student is not in the regular education setting.
Ultimately a transition plan can be implemented when the student is able to return to public
school.
2.
The district first began discussing Response to Instruction and Intervention
in 2006-07. Many aspects of RtII were put into place between 2008 and 2011. The RtII
initiative blossomed in 2011 at the elementary level with the goal of developing a well-
integrated system to connect general education curriculum, reading and Title I services, and
special education services. Each elementary building created a data team to include special
education teachers, reading specialists, gifted teachers, ELL teachers, school psychologist,
guidance counselor and principal. The following RtII components exist at GASD:
Reading: aligned to standards and is research based-delivered with fidelity
(Common Core Training- last spring and summer)
53
Universal screening K-5 (DIBELSNext)- administered by trained staff
Universal Screening K-5 (DIBELSMath)- administered by trained staff
Differentiated instruction at Tier 1—Core curriculum—co-teaching
• Research based tiered interventions (tier 2 and 3)- training on-going and on as-
needed basis
Progress monitoring in reading (DIBELS and Aimsweb)—students performing
below benchmark—can be weekly, bi-weekly, monthly—use to see if student is
responding to intervention (Aimsweb training offered in February)
90 minute reading block for all students
Regular data team meetings to review benchmark and progress monitoring data
(data based decision making) for Tier movement
Grade level action plans (SMART goals) –collaboration between general education
teachers and specialists
Continuum of interventions (5 areas of reading)
30 minutes of intervention time for reading
Math= 60+ uninterrupted minutes per day, push in and pull out interventions
Math core curriculum is aligned to PA common Core standards and delivered with
fidelity
Parents are informed about tiered instruction through Title 1 overview, informational
letters about interventions, quarterly report cards and progress monitoring updates.
Franklin Township Elementary consulted with LIU and participated in RtII training
throughout school year 2011-2012. Professional development is ongoing and job-
embedded through collaborative discussions, meetings, summer training offerings, and
through other opportunities offered by PATTAN, LIU, and PDE.
The high school athletic department offers Allied Sports teams in three disciplines, golf, bowling and track & field. Students with disabilities are partnered with mentor athletes who participate side by side. Varsity status is recognized and honored. Participation rates continue to increase, especially in bowling. This is modeled after the Howard County (MD) Allied Sports program, which differs somewhat from Special Olympics Unified Sports. 3. Refer to and discuss the SPP (state performance plan) and district indicator 5
percentages
According to the most recent Special Education Data Report 2015-16, Gettysburg Area School District has
exceeded the state average for SE Student Educated inside the Regular Class 80% or more with 71.9% an
54
increase from 66.3% at the onset of this plan. This indicator has improved and held above the state rate
over the last five reporting years.
Year SE inside
regular
classroom 80%
Less than 40% SE Other
settings
2015-16 71.8 13.0 7.2
2014-15 72.8 8.9 7.4
2013-14 70.1 10.9 8.1
2012-13 66.3 10.3 6.6
2011-12 66.6 7.6 5.1
2010-11 56.7 (did not
meet)
7.7 19.2
The district has successfully included students with autism in the regular education classroom, as well as
kindergartners with ID in the learning support setting through the use of supplementary aids and services
such as personal care assistants and learning support. The district Learning Support teachers have
embraced inclusion to the maximum extent possible. The high school students in LIU classes for Life Skills
and Autistic Support participate in numerous community and school related opportunities.
The district Data Report for 2015-16 indicates an above average rate of 13.0% for special
education students inside the Regular Class <40%. This number is higher than the previous
year. The District entered into a Corrective Action Plan to address LREJanuary 2016. The
plan was successfully closed in June 2017. Actions included closely monitoring the accuracy
of LRE calculations using the PaTTAN provided annotated IEP and Calculation guide.
Programs operated by the LIU #12 as transition placements for 18+ year olds were
inaccurately calculating % of time in community as "Outside Regular Education". Students
in SE in Other Settings (placements outside the public school) has decreased since 2013-14
but still exceeds the state average. Work continues in this area by addressing student
progress and returning them to the least restrictive environment as they make gains. The
area of mental health continues to be a barrier for many of these students who are educated
in full time placements outside the public school. Additionally students entering the district
from other districts or from out of state with significant needs addressed in current IEPs
must be placed appropriately even if that means outside the public school setting. In 2016-
17, the number of Instruction Conducted in the Home doubled (form 2 to 4) while student
in Public Separate Facilities decrease by one third (21-13)
The most difficult students to place are often identified as having significant mental health
concerns in combination with an identified disability. Several students have been placed in
Residential Treatment Facilities (RTF), Partial Hospitalization Programs (PHP) or Inpatient
Hospitalizations (all outside our county) and upon discharge it is determined not to be
appropriate to return to their previous special education class or placement. The district
participates in discharge planning meetings, IEP meetings, periodic updates and
Reauthorization / Review meetings to ensure that the student’s needs will be met in the
55
proposed placement. Finding appropriate placement options for our students with severe
mental health and behavioral issues in a nearby or neighboring county is difficult. While we
have options in Fair Share classes for children with multi-disabilities through the LIU#12,
there are students who require more support than is available. The district works closely
with the county office of MH/IDD; however our local County Child and Adolescent Service
System Program (CASSP) has been terminated in Adams County.
Behavior Support Services
1. Provide a summary of the District policy on behavioral support services including, but not limited to, the school wide positive behavior supports (PBS).
2. Describe training provided to staff in the use of positive behavior supports, de- escalation techniques and responses to behavior that may require immediate intervention.
3. If the district also has School-Based Behavioral Health Services, please discuss it.
The Gettysburg Area School District Policy 113 (Special Education) and Administrative
Guidelines 113.2 (Behavior Support: Restraint Procedure) supports the use of positive,
rather than negative, measures for behavior support programs and provides for the use of
restraint as a last resort. The use of Positive School Wide Behavior Support is present in all
district buildings. A Functional Behavior Assessment is conducted for Special Education
students who are in need of additional (Tier 3) behavior support. Teachers, guidance
counselors and aides are trained in the use of de-escalation techniques so that the use of
restraints is only used as of last resort. Positive Behavior Support Plans incorporate the use
of teaching replacement behaviors and skills to children with disabilities and include
progressive consequences as needed. Functional Behavior Assessment and Individual positive
behavior support plans are developed and implemented for students who have demonstrated a need and
whose behaviors interfere with academic progress.
The district has put into place the foundation and belief that school-wide positive behavior supports can
and do reduce discipline incidents, increase school attendance and address the needs of many children in a
more systematic approach. The Gettysburg Area High School was the first district school to receive training
in School-wide Positive Behavior Support (SWPBS) at the LIU. Topics include reinforcing the expectations
of the high school, promoting diversity, equality, bullying prevention, dedication, perseverance.
Gettysburg Area Middle School was the next school trained in SWPBS in 2014-15. Core team members
have studied the SWPBS program at the high school and are implementing many of the same concepts and
lessons, geared to younger teens.
Each elementary school has implemented a school-wide positive behavior support plan to reinforce school
rules and reward positive behavior. These buildings have not received formal training in SWPBS, but have
many of the core components of RtII for behavior in place, such as:
School-wide universal screening (SRSS) by guidance counselor to identify students in need of
behavior support (see below for explanation)
Small groups of students are created by guidance counselor to address student needs (Tier 2/3)
56
Guidance Counselor whole class lessons on character traits (6 pillars-character counts)—Tier 1
Faculty and Staff nominate students for good character
Each elementary school has developed school wide rules and positive reward system.
Typical behavior management strategies, using such tools as behavior cards, picture
schedules and other strategies designed by the child’s teacher, guidance counselor and /or
psychologist address students whose needs can be met at the Tier 1or Tier 2 level. A
Functional Behavior Assessment is conducted for children who do not respond to typical
behavior management strategies. The data informs the team who will develop a Positive
Behavior Support Plan.
The Bullying Prevention Program, which has been incorporated into the Middle School
SWPBS, educates middle school students on avoiding bullying behaviors and learning how
to properly respond in a bullying situation as both a victim and bystander. The SWPBS
Committee compiles data of reported disciplinary infractions including bullying incidents,
sorted by gender, grade, location and type of incident. They also ensure that school staff,
students, and parents are familiar with and actively engaged in activities surrounding
bullying prevention.
At the elementary level, bullying prevention efforts are school-wide and are addressed
through classroom lessons, small groups, and individually. Elementary students are taught
how to identify bullying behaviors and they learn useful strategies on how to cope with
these types of behaviors. Students who engage in bullying behaviors learn problem solving
skills and more positive ways of interacting with peers. These efforts help students feel
comfortable and safe in school.
One way the identification and progress monitoring of students' behavioral health concerns
is accomplished is through the use of a universal screener called Student Risk Screening
Scale (SRSS). The SRSS allows teachers to rate students' behaviors in several domains three
times throughout the academic year and the results help guide interventions and supports
to be provided to students who are identified as being at risk. Students at highest risk are
placed into age/grade based small groups and meet once per cycle to address deficient
skills.
Individual developmental counseling sessions can satisfy the particular needs of children,
which may appear as they develop and grow. Concerns appropriately addressed by
individual counseling may include peer-related difficulties, academic problems, decision
making, and problem solving skills. Behavioral concerns are often addressed, as school
counselor’s guide and encourage students to reflect on feelings and behavior patterns.
Working together with the student, counselors offer insight and support to help students
manage feelings and emotions in a healthy manner.
The virtues of Respect, Responsibility, Caring, Fairness, Trustworthiness, and Citizenship
are the key ingredients of the K-5 Character Education Program. The intent of this program
is to supplement the home environment and encourage these traits to stress the importance
of a positive life style and making good choices. Through school wide themes and
classroom lessons these character traits are taught and reinforced so students have an
understanding of the meaning and importance of good character.
57
2. De-Escalation Techniques
The district utilizes Crisis Prevention Institute (CPI)
as a non-violent crisis intervention training program for de-escalation techniques and
responses to behaviors. CPI is a 2-day training program focusing on the safe management of
disruptive and assaultive behavior founded on the philosophy of providing for the best
possible care, welfare, safety, and security of everyone involved. This program provides
school personnel with the skills and strategies for safely managing assaultive and disruptive
behavior. This highly interactive, reality-based training includes demonstration, role-plays,
and practice, and ensures that participants learn and understand program concepts. CPI
trained staff are able to organize their thoughts about how to respond to agitated,
disruptive or assaultive individuals and know when it is appropriate to physically intervene.
The district offers refresher training each year to previously CPI certified staff through
formal staff development, small groups/teams or at faculty meetings.
Additionally, the district developed and implemented a Threat Assessment Protocol in
2013-2014. The process includes a core threat assessment team that conducts the
assessment. If further evaluation is needed the school psychologist has available various
standardized threat assessments for children and adolescents.
The Student Assistance Programs operate at each district building including all three
elementary schools. SAP is a student-centered approach that identifies barriers to academic
success, and addresses emotional and behavioral issues that interfere with student success.
The SAP teams collect information and make recommendations for interventions. This
takes place within a system of school based support, referral and after-care monitoring. The
Student Assistant Programs are coordinated through the guidance counselors and include
the Principal and other staff as appropriate.
Peer Mediation is a voluntary, problem solving process used in all three elementary schools,
where students are specially trained to help other students talk about their conflicts and
find positive ways to resolve them. Peer Mediators learn about conflict, the mediation
process, and problem solving steps. They learn and practice skills necessary to become an
effective mediator, under the supervision of the school counselor. Fourth and fifth grade
students are eligible to become mediators.
Any GASD students who appear depressed or angry or are referred by school staff, parent
or other student can be evaluated by their counselor for suicide risk and ideation. If the
student is deemed to be at-risk the counselor will contact Adams County Crisis. The student
can meet with the Crisis counselor at the school or a parent can take the student to the
Emergency Room for an evaluation. There is a walk in center in Hanover as well if parents
cannot afford the ER visit. Parents are notified either way. Counselors receive training
through the local LIU and through other resources throughout the year.
Warrior Academy is a transition program for students coming into 9th grade. It is open to
students who are at-risk for failure and/or dropping out due to poor grades, poor
attendance, and/or behavioral problems during their 8th grade year. The students enrolled
in the program have their 4 core classes with the same four teachers who have a common
planning time. The class size is a maximum of 15 students. The core classes run on an A/B
58
schedule and meet all year as opposed to the current high school schedule of a 4x4 block.
The other two courses in which the students are enrolled are on the block schedule for
Mods 3, 4 and 5. Warrior Academy students are involved in Student Led Conferences in
which they present their portfolio to their parent(s) on their goals, attendance, academics
and behavioral progress once a year. Warrior Academy also provides opportunities to
develop self- esteem, team building and problem solving including but not limited to high
and low rope courses and programs with the JROTC program.
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.
Ensuring FAPE to students identified as having significant emotional disturbances and in need of
full time educational placements is an ongoing concern for the GASD and has been a concern for
neighboring district in Adams County. Contracting services from IU #12 has provided part-time
and full-time educational placements. However, the availability of therapeutic emotional support
placements continues to present a challenge for the district and the IU. The mental health of the
special education student who has significant emotional issues and presents a danger to
themselves or others proves to be the most challenging for the district. Hospitalization or a partial
therapeutic setting is often the recommendation. But, there are students who need an
educational program with an intensive therapeutic component that is not there in the continuum of
services of emotional support programs, a partial or hospitalization. It is these students who are
hard to place. Finding appropriate placement options for these students with severe mental
health and behavioral issues is difficult due to the gaps in the mental health services in our county
and the lack of a facility that can address their needs.
Multiple-disabilities also present a difficult challenge in fulfilling transition requirements.
IU#12 provides excellent programs for the multi disabled student utilizing job-site placements. In
the past our district has had several multi disabled students who needed the option of a group
home, but the availability of group homes is non-existent in Adams County and crowded in
neighboring districts.
Students with autism are successfully included in regular education classrooms with itinerant or
supplemental speech or learning support services. The district IU Speech Language Specialists
assigned to our district also provide support to regular classroom teachers and learning support
teachers with strategies to be used in the classroom and with social skills training and groups.
The district now has four LIU contracted autistic support fair share classrooms at every level,
59
primary and intermediate elementary, middle and high school for student who require more
support.
The district has previously utilized the services of the Adams County Child and Adolescent
Service System Program (CASSP) until it was terminated in Adams County. Agency involvement
with MH/IDD, mental health providers such as PA Counseling, TrueNorth and Youth Advocate
Program continue to occur. The high school learning support teachers work closely with Office of
Vocational Rehabilitation (OVR) when designing the transition plans for identified students.
The District is looking to expand services for students in learning support who require a high level
of supplemental and/or full-time support. Currently the GASD contracts with the LIU to provide
intensive learning support services at all three levels, elementary, middle and high school. In
looking forward, the goal is to reduce the need for LIU support starting at the elementary level
through the addition of staffing and programming. Over the course of the plan the goal is to add
this level of support at the middle school too. This request for both elementary and middle
school was made for the start of the 2018-19 school year, pending Board Budget Approval.
Strengths and Highlights
Describe the strengths and highlights of your current special education services and programs. Include in this section directions on how the district provides trainings for staff, faculty and parents.
The strengths and highlights of the Gettysburg Area School District special education
programs and services are strongly intertwined with district-wide strengths and initiatives.
ELA Curriculum and program:
The District has a very strong ELA/reading programs for our elementary students and
access to research-based reading interventions across the K-12 continuum.
Fundations, from the Wilson Program is used with ALL K-3 students as a part of the core
program. Special education students also have access to numerous interventions including
the Wilson Program and Fundations for those students who have serious below grade level
deficits in phonemic awareness and phonics skills. Other reading programs used at the
elementary level are Rewards, Quick Reads and Journeys from the district adopted reading
program, Houghton-Mifflin. At the secondary level, READ 180 is used for the 6-12 special
education students and those regular education students who need an intervention for
comprehension. Students attend READ 180 classes based on their lexile levels at the middle
school and the high school. SYSTEMS 44 is provided to those students who are still in need
of phonics skills at the upper grades. Exceptional growth rates are noted for our high school
Read 180 students.
Supports Beyond School Day:
District operated summer school is offered to K-5 students performing below proficient
especially targeting the special education population in order to address both reading and
math deficits. All students may attend, but classroom teachers recommend those students
who would benefit from the additional interventions during the summer. This enables the
district to give a student who would never be eligible for ESY the benefit of summer
60
instruction. In 2017 the District began including preschool students transitioning to
Kindergarten with IEPs. After-school tutoring is offered three days a week at the high
school. Transportation is provided. A special education teacher directs the program and
special needs students are specifically targeted for tutoring in any of the core curriculum
areas.
Secondary Transition:
The District participates in Adams County Transition Council, a collective working group of
all the transition coordinators and/or secondary special education teachers in Adams
County who plan county-wide transition events with OVR.Through the Adams County
Transition Council, a Student Day for tenth and eleventh grade special education students is
held at Harrisburg Area Community College (HACC) Gettysburg Campus. Post-secondary
schools, agencies, law enforcement, Special Olympics and career based agencies attend and
give presentations.
Besides the collaboration between the secondary teachers and Occupational Vocational
Rehabilitation (OVR) for eleventh grade students and their parents, additional transitional
supports have been initiated for those students 14 years old or older. Gettysburg special
education students, grades 11-12 are also provided with the opportunity to attend an 8-
week transition course, Promoting Academic Success, taught at HACC. The district
transports the students to the college for PAS which is offered once a week for 8 weeks. An
online resource, Career Cruising offers interest and aptitude assessments, post-secondary
The special education students at the secondary level will also be scheduled for Career
Cruising. The Adams County Tech Prep program, housed in the GASD, continues to offer
programs to all students, including the special needs population the opportunity to take
programs in Allied Health, Building Trades, Culinary, Diesel Mechanics, Early Learning, and
Law Enforcement. .
Allied Sports:
During the 2013-14 school year the athletic department initiated Allied Sports, an after-
school PIAA sanctioned sports program targeting special needs students at the secondary
level. Non-identified students are also welcome to participate. The District now has three
varsity designated sports including bowling, golf and track & field. School districts in Adams
county are looking to replicate this program so that inter-district competitions can be held
for each sport.
MTSS:
The K-5 elementary schools use data based teams using the Multi-Tiered System of
Supports(MTSS). Each building has an intervention block where all students are receiving the
intervention that addresses their literacy needs. Over the course of the past two years special
education replacement classes at the elementary level have been eliminated and all identified
students are totally included in general education classes with interventions through the block
and flexible grouping. Each building has access to resource supports in reading specialists (2
per K-8 building,) ELL support, district special education teachers (2 per elementary school, one
per grade level 6-8 and five in the high school).
SWPBS:
61
SWPBS has been initiated district-wide and through this School Wide Positive Behavior
Support S system, the district schools have implemented building-specific programs to
promote. A decrease in negative behaviors has been experienced.
Student Assistance Program:
GASD offers SAP in all grades K-12
. There is a guidance counselor in each elementary building. SAP teams at each school are
trained and meet regularly to discuss student s who are experiencing barriers to their
learning. Student mental health and behavior needs at the elementary level have been
increasing and the implementation of the SAP program at the elementary level is supporting
these needs.
Technology & 1:1 Computer Initiatives:
Other district-wide initiatives that greatly benefit the special needs population are
the Hybrid Learning (station rotation) Model and the 1:1 computer initiative at the high
school (24/7 for high school students) and at the middle school
The emphasis on literacy, data analysis and intervention and remediation support the RtII
model. These initiatives have bolstered the support through the inclusion model for the
special needs population. The 24/7 initiative at the high school provides all students and
especially the special needs student with the benefit of 24/7 technology through the use of
their own computer.
Hybrid learning grades 3-6:
Teachers in grade 3-6 have received extensive training through Delicker Strategies (grant)
and the LIU #12 that includes the use of digital content for math and ELA taught in
conjunction with the core curriculum in a station rotation model. The student are grouped
and rotate through Direct Instruction, Collaborative work and Independent work. The work
began in 2014-15 as a pilot and has expanded to the current grades. Student grouping and
"push-in" support from learning support teachers and paraprofessionals (as well as the ELL
teachers) enable students to remain in the regular education classroom to relieve support
and instruction at their level. Students who require a good deal of support still receive pull-
out instruction as needed.
Additional strengths and highlights include:
School Board support
LIU partnership and relationships cultivated with Supervisors and central
leadership
LIU expertise, programming and equipment for our most significantly delayed
students (Franklin Learning Center)
Paraprofessional support. Each school is staffed with compassionate and skilled
support professionals who routinely meet or exceed their training requirements
62
Adams County Study Council - monthly networking and problem solving meetings of
the six special education directors in Adams County and two from York
The district uses district resources, the Lincoln Intermediate Unit, PaTTAN and outside
agencies for training opportunities for faculty, staff and parents
63
Assurances
Safe and Supportive Schools Assurances The LEA has verified the following Assurances:
Implementation of a comprehensive and integrated K-12 program of student services based
on the needs of its students. (in compliance with § 12.41(a))
Free Education and Attendance (in compliance with § 12.1)
School Rules (in compliance with § 12.3)
Collection, maintenance and dissemination of student records (in compliance § 12.31(a) and
§ 12.32)
Discrimination (in compliance with § 12.4)
Corporal Punishment (in compliance with § 12.5)
Exclusion from School, Classes, Hearings (in compliance with § 12.6, § 12.7, § 12.8)
Freedom of Expression (in compliance with § 12.9)
Flag Salute and Pledge of Allegiance (in compliance with § 12.10)
Hair and Dress (in compliance with § 12.11)
Confidential Communications (in compliance with § 12.12)
Searches (in compliance with § 12.14)
Emergency Care and Administration of Medication and Treatment (in compliance with 35
P.S. § 780-101—780-144)
Parents or guardians are informed regarding individual survey student assessments and
provided a process for refusal to participate (consistent with § 445 of the General Education
Provisions Act (20 U.S.C.A. § 1232h) and in compliance with § 12.41(d))
Persons delivering student services shall be specifically licensed or certified as required by
statute or regulation (in compliance with § 12.41(e))
Development and Implementation of Local Wellness Program (in compliance with Public
Law 108-265, Section 204)
Early Intervention Services System Act (if applicable) (11 P.S. § 875-101—875-503)
64
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.
65
24 P.S. §1306 and §1306.2 Facilities
Facility Name Facility Type Services Provided By Student Count
Hoffman Homes for Youth Nonresident Hoffman Academy 80 Adams County Prison Incarcerated Lincoln Intermediate Unit #12 2
Least Restrictive Environment Facilities
Facility Name Type of Facility Type of Service Number of Students Placed
Student's Residence Instruction in the Home
MDS 2
Devereux Kanner Learning Center
Approved Private Schools
AS 1
New England School for Girls (VT)
Out-of-State Schools LS 1
Upper Adams School District
Neighboring School Districts
Autistic Support 2
Hanover Area School District
Neighboring School Districts
Austistic Support 2
Bermudian Springs School District
Neighboring School Districts
Emotional Support 1
Paradise School Other Full-Time Emotional Support
11
Conewago Area School District
Neighboring School Districts
MDS Support 1
Gettysburg Outlets Other Life Skills Transition Site (LIU)
2
York Learning Center Special Education Centers
Multiple Disabilities Support
1
Littlestown Area School District
Neighboring School Districts
Multiple Disabilities Support
2
River Rock Academy Other Alternative Education 1
Adams County Learning Center
Other Behavior Intervention 5
Adams County Prison Other Alternative Education 2
Franklin Learning Center Special Education Centers
Austistic Support 3
Franklin Learning Center Special Education Centers
Life Skills Support 1
Franklin Learning Center Special Education Centers
Multiple Disabilities Support
1
66
Special Education Program Profile Program Position #1
Operator: School District
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 16 to 19 16 1 Locations: Gettysburg Area High School
A Senior High School Building
A building in which General Education programs are operated
Program Position #2 Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 15 to 17 17 1 Locations: Gettysburg Area High School
A Senior High School Building
A building in which General Education programs are operated
Program Position #3 Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 15 to 17 4 0.06
Locations: Gettysburg High School A Senior High
School Building A building in which General 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 FTE
Itinerant Learning Support 15 to 18 14 1 Locations:
67
Gettysburg High School
A Senior High School Building
A building in which General Education programs are operated
Program Position #5 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 16 16 1 Locations: Gettysburg High School
A Senior High School Building
A building in which General 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
Itinerant Learning Support 13 to 15 21 0.68 Locations: Gettysburg Area Middle School
A Middle School Building
A building in which General Education programs are operated
Program Position #7 Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 12 to 15 22 1 Locations: Gettysburg Area Middle School
A Middle School Building
A building in which General 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 Learning Support 13 to 13 10 1 Locations:
68
Gettysburg Area Middle School
A Middle School Building
A building in which General 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
Itinerant Learning Support 11 to 12 28 1 Locations: Gettysburg Area Middle School
A Middle School Building
A building in which General Education programs are operated
Program Position #10 Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 11 to 12 5 1 Locations: Gettysburg Area Middle School
A Middle School Building
A building in which General Education programs are operated
Program Position #11 Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 12 to 13 6 1 Locations: Gettysburg Area Middle School
A Middle School Building
A building in which General Education programs are operated
Program Position #12 Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 6 to 10 7 0.92 Justification: One student is 6. Parents in agreement with this placement
69
Locations: James Gettys Elementary
An Elementary School Building
A building in which General Education programs are operated
Program Position #13 Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 9 to 12 16 1 Locations: James Gettys Elementary
An Elementary School Building
A building in which General Education programs are operated
Program Position #14 Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 5 to 8 9 0.75 Locations: Franklin Township Elementary
An Elementary School Building
A building in which General Education programs are operated
Program Position #15 Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 9 to 11 10 1 Locations: Franklin Township Elementary
An Elementary School Building
A building in which General Education programs are operated
Program Position #16 Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
70
Itinerant Learning Support 9 to 12 9 1
Locations: Lincoln Elementary
An Elementary School Building
A building in which General Education programs are operated
Program Position #17 Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 8 to 10 10 0.87 Locations: Lincoln Elementary
An Elementary School Building
A building in which General Education programs are operated
Program Position #18 Operator: Intermediate Unit PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Emotional Support 9 to 10 3 0.25
Locations: Franklin Township Elementary An Elementary
School Building A building in which General Education programs are operated
Program Position #19 Operator: Intermediate Unit PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Life Skills Support 8 to 11 5 0.3
Locations: James Gettys Elementary An Elementary
School Building A building in which General Education programs are operated
Program Position #20 Operator: Intermediate Unit PROGRAM DETAILS
Type: Implementation Date:
71
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 8 to 11 5 0.55
Locations: Lincoln Elementary An Elementary
School Building A building in which General Education programs are operated
Program Position #21 Operator: Intermediate Unit PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 9 to 9 1 0.14 Locations: Lincoln Elementary
An Elementary School Building
A building in which General Education programs are operated
Program Position #22 Operator: Intermediate Unit PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Emotional Support
11 to 14 7 0.4
Locations: Gettysburg Middle A Middle School
Building A building in which General Education programs are operated
Program Position #23 Operator: Intermediate Unit PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Full-Time Special Education Class
Emotional Support 14 to 14 1 0.08
Locations: Gettysburg Middle A Middle School
Building A building in which General Education programs are operated
Program Position #24 Operator: Intermediate Unit
72
PROGRAM DETAILS Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Emotional Support 15 to 18 1 0.15
Locations: Gettysburg Senior High A Senior High
School Building A building in which General Education programs are operated
Program Position #25 Operator: Intermediate Unit PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Emotional Support 15 to 19 12 0.85 Locations: Gettysburg Senior High
A Senior High School Building
A building in which General Education programs are operated
Program Position #26 Operator: Intermediate Unit PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Life Skills Support 14 to 20 9 0.45
Justification: This exception is deemed appropriate and justified in IEP.
Locations: Gettysburg Senior High A Senior High
School Building A building in which General Education programs are operated
Program Position #27 Operator: Intermediate Unit PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Full-Time Special Education Class
Life Skills Support 15 to 15 1 0.11
Locations: Gettysburg Senior High A Senior High School
Building A building in which General Education programs are operated
73
Program Position #28 Operator: Intermediate Unit PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Autistic Support 16 to 19 3 0.63
Locations: Gettysburg Senior High A Senior High
School Building A building in which General Education programs are operated
Program Position #29 Operator: Intermediate Unit PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Full-Time Special Education Class
Autistic Support 15 to 15 1 0.08
Locations: Gettysburg Senior High A Senior High School
Building A building in which General Education programs are operated
Program Position #30 Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 15 to 18 14 0.94 Locations: Gettysburg High School
A Senior High School Building
A building in which General Education programs are operated
Program Position #31 Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 16 to 16 1 0.06
74
Locations: Gettysburg High School A Senior High
School Building A building in which General Education programs are operated
Program Position #32 Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 15 to 16 2 0.12
Locations: Gettysburg High School A Senior High
School Building A building in which General Education programs are operated
Program Position #33 Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support
12 to 15 4 0.4
Locations: Gettysburg Middle School A Middle School
Building A building in which General Education programs are operated
Program Position #34 Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 8 to 8 1 0.13
Locations: James Gettys Elementary An Elementary
School Building A building in which General Education programs are operated
Program Position #35 Operator: School District PROGRAM DETAILS
Type: Implementation Date:
75
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 5 to 8 3 0.25
Locations: Franklin Township Elementary An Elementary
School Building A building in which General Education programs are operated
Program Position #36 Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 18 to 18 1 0.08
Locations: Gettysburg High School A Senior High
School Building A building in which General Education programs are operated
Program Position #37 Operator: Intermediate Unit PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Speech and Language Support
5 to 10 18 0.61
Justification: Speech/Language Itinerant Support
Locations: James Gettys Elementary
An Elementary School Building
A building in which General Education programs are operated
Program Position #38 Operator: Intermediate Unit PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Speech and Language Support
5 to 11 23 0.6
Justification: Speech/Language Itinerant Support
Locations: Lincoln Elementary
An Elementary School Building
A building in which General Education programs are operated
76
Program Position #39 Operator: Intermediate Unit PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Speech and Language Support
5 to 11 20 0.63
Justification: Speech/Language Itinerant Support
Locations: Franklin township Elementary
An Elementary School Building
A building in which General Education programs are operated
Program Position #40 Operator: Intermediate Unit PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Speech and Language Support
12 to 14 3 0.15
Justification: Spech/Language Itinerant Support
Locations: Gettysburg Middle School
A Middle School Building
A building in which General Education programs are operated
Program Position #41 Operator: Intermediate Unit PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Speech and Language Support
15 to 16 2 0.15
Locations: Gettysburg Senior High
A Senior High School Building
A building in which General Education programs are operated
Program Position #42 Operator: Intermediate Unit PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
77
Type of Support Level of Support Age Range Caseload FTE
Itinerant Deaf and Hearing Impaired Support
9 to 11 2 0.5
Locations: James Gettys Elementary
An Elementary School Building
A building in which General Education programs are operated
Program Position #43 Operator: Intermediate Unit PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Deaf and Hearing Impaired Support
11 to 11 1 0.27
Locations: Franklin Township Elementary
An Elementary School Building
A building in which General Education programs are operated
Program Position #44 Operator: Intermediate Unit PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Deaf and Hearing Impaired Support
18 to 18 1 0.25
Locations: Gettysburg Senior High
A Senior High School Building
A building in which General Education programs are operated
Program Position #45 Operator: School District PROGRAM DETAILS
Type: ClassandPosition Implementation Date: September 28, 2018
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 5 to 8 7 0.88
Locations: Lincoln Elementary An Elementary
School Building A building in which General Education programs are operated
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 5 to 8 1 0.12
78
Locations: Lincoln Elementary
An Elementary School Building
A building in which General Education programs are operated
Program Position #46 Operator: School District PROGRAM DETAILS
Type: ClassandPosition Implementation Date: September 28, 2018
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 11 to 14 8 0.47 Locations: Gettysburg Area Middle School
A Middle School Building
A building in which General Education programs are operated
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Life Skills Support
11 to 14 9 0.53
Locations: Gettysburg Area Middle School A Middle School
Building A building in which General Education programs are operated
Special Education Support Services
Support Service Location Teacher FTE
Paraprofessional Gettysburg High School 1 Paraprofessional Gettysburg High School 1
Paraprofessional Gettysburg High School 1
Paraprofessional Gettysburg Middle School 1
Paraprofessional Lincoln Elementary 1
Paraprofessional Lincoln Elementary 1
Paraprofessional Franklin Township Elementary 1
Paraprofessional Franklin Township Elementary 1
Paraprofessional James Gettys Elementary 1
Paraprofessional James Gettysburg Elementary 1
Paraprofessional James Gettys Elementary 0.5
School Psychologist District Wide 1
School Psychologist District Wide 1
Coordinator of Educational Services District Wide 0.5
Special Educational Supervisor District Wide 1
Paraprofessional Gettysburg Middle School-LSS 1
Paraprofessional Gettysburg Middle School 1
79
Special Education Contracted Services
Special Education Contracted Services Operator Amt of Time per Week
Personal Care Assistant Intermediate Unit 35 Hours Personal Care Assistant Intermediate Unit 35 Hours
Personal Care Assistant Intermediate Unit 35 Hours
Personal Care Assistant Intermediate Unit 35 Hours
Personal Care Assistant Intermediate Unit 35 Hours
Personal Care Assistant Intermediate Unit 21 Hours
Personal Care Assistant Intermediate Unit 35 Hours
Personal Care Assistant Intermediate Unit 35 Hours
Personal Care Assistant Intermediate Unit 35 Hours
Personal Care Assistant Intermediate Unit 35 Hours
Personal Care Assistant Intermediate Unit 35 Hours
Occupational Therapy Intermediate Unit 2.75 Days
Physical Therapy Intermediate Unit 0.45 Days
COTA Intermediate Unit 5 Hours
Personal Care Assistant Intermediate Unit 35 Hours
Personal Care Assistant Intermediate Unit 35 Hours
Personal Care Assistant Intermediate Unit 35 Hours
Personal Care Assistant Intermediate Unit 35 Hours
Personal Care Assistant Outside Contractor 12 Hours
80
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:
This question has not been answered.
District Accomplishments
Accomplishment #1:
Strong K-12 arts program supported by the community. This is illustrated in the largest number of
students per enrollment earning Scholastic Arts recognition in our region. Also illustrated by the
support for international art education through sister city of Leon, Nicaragua.
Accomplishment #2:
Cutting edge technology initiatives including the implementation of a 24/7 laptop computer
program for high school students.
Accomplishment #3:
Successful Science, Technology, Engineering, and Math program (STEM) working in collaboration
with our Technology Student Association (TSA). This includes a special branch, STEM-Savy, which
focuses on increasing opportunities for female students.
Accomplishment #4:
Multiple community partnerships supporting student internships including Harrisburg Area
Community College, Wellspan, the Adams County Business-Education Partnership, the Chamber of
Commerce, etc.
Accomplishment #5:
The largest number of dual-enrollment and college level courses offered among county high schools
through partnerships with Harrisburg Area Community College's College in the High School program
as well as Gettysburg College.
81
Accomplishment #6:
Addition of four Programs of Study to the vocational education program (Horticulture, Accounting,
Communications, Ag Mechanics)
Accomplishment #7:
Growth in standardized test scores in all areas at all grade levels.
Accomplishment #8:
Use of assessments and data to inform instructional choices in all areas at all grades.
Accomplishment #9:
Implementation of school/community programs such as Bingo Night, Fine Arts Night, Fall Festivals,
Schedule Fest.
Accomplishment #10:
Facility renovation at multiple campuses designed specifically to increasing school safety and
security.
Accomplishment #11:
Developed a Five Year Technology Plan and began implementing in the 2018-19 school year.
District Concerns
Concern #1:
Continuing need for differentiated teaching demands in order to honor different learner needs
Concern #2:
Increase in instructional responsibilities without increased instructional time needed to implement
(social-emotional learning, career readiness, etc.)
Concern #3:
Opportunities to extend learning to higher levels of Depth of Knowledge (Levels 3 and 4).
Concern #4:
Increasing need for professional development in the areas of data use and instructional technology.
Concern #5:
Aging community with fewer and fewer tax-payers having school-aged children.
Concern #6:
82
Lack of opportunities for student internship across industries.
Concern #7:
Meeting the diverse socio-emotional and academic needs of students.
Concern #8:
Amount of time required to accommodate standardized testing.
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:
Continuing need for differentiated teaching demands in order to honor different learner
needs
Opportunities to extend learning to higher levels of Depth of Knowledge (Levels 3 and 4).
Increasing need for professional development in the areas of data use and instructional
technology.
Meeting the diverse socio-emotional and academic needs of students.
Amount of time required to accommodate standardized testing.
Systemic Challenge #2 (Guiding Question #1) Establish a district system that fully ensures
consistent implementation of standards aligned curricula across all schools for all students.
Aligned Concerns:
Increase in instructional responsibilities without increased instructional time needed to
implement (social-emotional learning, career readiness, etc.)
83
Opportunities to extend learning to higher levels of Depth of Knowledge (Levels 3 and 4).
Amount of time required to accommodate standardized testing.
Systemic Challenge #3 (Guiding Question #0) Creating an environment that utilizes technology as
an instructional tool (limits include: teacher, hardware, professional knowledge, funding)
Aligned Concerns:
Increasing need for professional development in the areas of data use and instructional
technology.
Amount of time required to accommodate standardized testing.
84
District Level Plan
Action Plans
Goal #1: Establish a district system that fully ensures the consistent implementation of
effective instructional practices across all classrooms in each school.
Related Challenges:
Creating an environment that utilizes technology as an instructional tool (limits include: teacher, hardware, professional knowledge, funding)
Indicators of Effectiveness:
Type: Annual
Data Source: Teacher Observation reports, Lesson Plans, Curriculum Maps
Specific Targets: Improved student performance evidenced in growth measures on the School Performance Profile (SPP)
Strategies:
Technology Integration
Description:
Embedding technology into instructional practice better prepares students for the demands of the digital age supported by the Office of Curriculum and Instruction, Instructional Technology and Instructional Coaches.
SAS Alignment: Instruction
85
Danielson Framework for Teaching
Description:
Provide professional development for teachers regarding the Educator Effectiveness Instrument. Professional staff will continue to use professional development modules on the SAS Portal, on-site sessions, and be provided opportunities to attend conferences off-site.
SAS Alignment: Instruction
Increase the rigor of learning for all students
Description:
Teachers will recognize and design activities and assignments that align to Webs Depths of Knowledge (Level of 3 and 4) for all students.
SAS Alignment: Standards, Assessment, Curriculum Framework, Instruction,
Materials & Resources
Implementation Steps:
Annual Needs Assessment
Description:
Develop and administer annually to all professional staff an annual needs- assessment regarding best practices in education.
Start Date: 2/8/2015 End Date: 6/30/2018
Program Area(s): Professional Education, Teacher Induction, Educational
Technology
Supported Strategies:
Technology Integration Danielson Framework for Teaching
Increase the rigor of learning for all students
Analyze data
86
Description:
Review annual summative assessment results, needs-assessment data and Educator Effectiveness evidence to determine professional development needs to implement effective instructional practices district-wide.
Start Date: 3/17/2014 End Date: 6/30/2022
Program Area(s): Professional Education, Teacher Induction, Gifted Education
Supported Strategies:
Technology Integration
Danielson Framework for Teaching
Increase the rigor of learning for all students
Develop Annual Professional Development Plan
Description:
Based upon data analysis a professional development plan will be developed annually.
Start Date: 7/1/2019 End Date: 6/30/2022
Program Area(s): Professional Education, Teacher Induction, Special
Education, Student Services, Gifted Education, Educational Technology
Supported Strategies:
Technology Integration Danielson Framework for Teaching
Increase the rigor of learning for all students
Professional Development for Technology Integration
Description:
1. Using surveys to generate the needs of our professional staff, we will recruit
presenters (internal and external providers) to provide professional development for the teachers to best integrate technology in the instructional setting.
87
2. Collect feedback from teachers and presenters regarding the effectiveness of the professional development session.
3. Design follow-up support to ensure the teachers are able to implement the strategies, techniques and tools learned.
Start Date: 7/1/2015 End Date: 6/30/2018
Program Area(s): Professional Education
Supported Strategies:
Technology Integration
Danielson Framework for Teaching
Increase the rigor of learning for all students
Design professional development to increase knowledge regarding Webs Depth of Knowledge
Description:
Teachers will learn how to accommodate the needs of the diverse learner with the expectation of demonstrating proficiency on tasks and assessment at the high level of depths of knowledge.
Start Date: 7/1/2015 End Date: 7/1/2018
Program Area(s): Professional Education, Special Education, Student Services,
Gifted Education, Educational Technology
Supported Strategies:
Danielson Framework for Teaching
Increase the rigor of learning for all students
Literacy and Language Acquisition
Description:
Implement core literacy and language acquisition programs to ensure all students receive explicit instruction in phonemic awareness/phonics.
Start Date: 6/1/2019 End Date: 6/30/2022
88
Program Area(s): Professional Education, Teacher Induction, Special
Education, Gifted Education, Educational Technology
Supported Strategies:
Danielson Framework for Teaching
Goal #2: Establish a system that fully ensures consistent implementation of the Educator Effectiveness System.
Related Challenges:
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: 82-1, 82-2, and 82-3 with accompanying evidence
Specific Targets: Increase percentage of professional employees' level of performance on Domains 1-4 by 10%.
Strategies:
Danielson Framework for Teaching
Description:
Provide professional development for teachers regarding the Educator Effectiveness Instrument. Professional staff will continue to use professional development modules on the SAS Portal, on-site sessions, and be provided opportunities to attend conferences off-site.
SAS Alignment: Instruction
Implementation Steps:
89
Design on-going professional learning regarding Danielson's
Framework for Teaching
Description:
Design on-going professional learning regarding Danielson's Framework for Teaching
Start Date: 7/1/2019 End Date: 6/30/2022
Program Area(s): Professional Education, Teacher Induction, Student Services,
Gifted Education
Supported Strategies:
Danielson Framework for Teaching
90
Appendix: Professional Development Implementation
Step Details
Start End Title Description
7/1/2019 6/30/2022 Develop Annual Professional
Development Plan
Based upon data analysis a professional development plan will be developed
annually.
Person Responsible SH S EP Provider Type App. Assistant 7.0 15 50 GASD School Yes Superintendent Entity
Knowledge Best practices in instructional strategies
Supportive
Research Danielson Framework, ISTE, Tomlison, Fisher and Frey, Marzano, Reeves, etc.
Designed to Accomplish
For classroom teachers, school counselors and education specialists:
Enhances the educator’s content knowledge in the area of the educator’s
certification or assignment.
Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students.
Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision-making.
Establish a district system that fully ensures
LEA Goals Addressed: the consistent implementation of effective instructional practices across all classrooms in each school.
Strategy #1: Technology Integration
Strategy #2: Danielson Framework for Teaching
Strategy #3: Increase the rigor of learning for all students
91
For school and district administrators, and other educators seeking leadership roles:
Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards.
Provides leaders with the ability to access and use appropriate data to inform decision-making.
Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.
Instructs the leader in managing resources for effective results.
Training Format
Series of Workshops School Whole Group Presentation
Live Webinar Department Focused Presentation
Offsite Conferences
Participant Roles
Dir
Classroom teachers Principals / Asst. Principals
Supt / Ast Supts / CEO / Ex
School counselors Paraprofessional
New Staff Other educational
Grade Levels
Elementary - Primary (preK - grade 1)
Elementary - Intermediate (grades 2-5) Middle (grades 6-8)
High (grades 9-12)
specialists
Follow-up Activities Team development and Evaluation Methods Classroom observation focusing on
92
sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers
Creating lessons to meet varied student learning styles
Joint planning period activities
factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.
Student PSSA data
Standardized student assessment data other than the PSSA
Classroom student assessment data
Participant survey
Review of participant lesson plans
Start End Title Description
7/1/2015 7/1/2018
Design professional development to increase
knowledge regarding Webs Depth of Knowledge
Teachers will learn how to accommodate the needs of the diverse learner with the
expectation of demonstrating proficiency on tasks and assessment at the high level
of depths of knowledge.
Person Responsible SH S EP Provider Type App.
Assistant Superintendent
5.0 9 25 District and IU staff IU Yes
Knowledge
Teachers will gain knowledge about designing rigorous assignments and assessments with/without scaffolds to
ensure students are adequately prepared to perform at a proficient/advanced level on the state formative
assessments
Establish a district system that fully ensures Strategy #1: Danielson Framework for
LEA Goals Addressed: the consistent implementation of effective Teaching
instructional practices across all classrooms Strategy #2: Increase the rigor of learning in each school. for all students
93
Norman Webb
Charlotte Danielson
Supportive Robert Marzano Research
Carol Tomlison
Benjamin Bloom
Designed to Accomplish
Enhances the educator’s content knowledge in the area of the educator’s certification or assignment.
Increases the educator’s teaching skills based on research on effective practice, with
For classroom teachers, school attention given to interventions for struggling students. counselors and education Provides educators with a variety of classroom-based assessment skills and the skills specialists: needed to analyze and use data in instructional decision-making.
Empowers educators to work effectively with parents and community partners.
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.
For school and district Provides leaders with the ability to access and use appropriate data to inform administrators, and other decision-making. educators seeking leadership
roles: Empowers leaders to create a culture of teaching and learning, with an emphasis on
learning. Instructs the leader in managing resources for effective results.
Training Format
Series of Workshops
94
School Whole Group Presentation
Professional Learning Communities Offsite Conferences
Participant Roles
Classroom teachers
Principals / Asst. Principals
Supt / Ast Supts / CEO / Ex Dir
New Staff
Grade Levels
Elementary - Primary (preK - grade 1)
Elementary - Intermediate (grades 2-5)
Middle (grades 6-8)
High (grades 9-12)
Follow-up Activities
Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers
Analysis of student work, with administrator and/or peers
Creating lessons to meet varied student learning styles
Joint planning period activities
Evaluation Methods
Classroom observation focusing on
factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.
Student PSSA data
Standardized student assessment data other than the PSSA
Participant survey
Review of participant lesson plans
LEA Goals Addressed:
Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school.
Strategy #1: Danielson Framework for Teaching
95
Start End Title Description
6/1/2019 6/30/2022 Literacy and Language
Acquisition
Implement core literacy and language acquisition programs to ensure all students
receive explicit instruction in phonemic awareness/phonics.
Person Responsible SH S EP Provider Type App.
Assistant Superintendent
6.0 5 25 GASD and outside providers For Profit Company
Yes
Knowledge Teachers will learn the justification for providing explicit instruction in phonics/phonemic awareness and learn
how to implement the program with fidelity.
Susan Hall
Supportive Research
Anita Archer
LETRS
National Reading Association
Designed to Accomplish
For classroom teachers, school counselors and education specialists:
Enhances the educator’s content knowledge in the area of the educator’s
certification or assignment.
Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students.
Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision-making.
For school and district Provides the knowledge and skills to think and plan strategically, ensuring that
96
administrators, and other educators seeking leadership roles:
assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards.
Provides leaders with the ability to access and use appropriate data to inform decision-making.
Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.
Instructs the leader in managing resources for effective results.
Training Format
Series of Workshops
School Whole Group Presentation
Professional Learning Communities
Participant Roles
Dir
Classroom teachers
Principals / Asst. Principals
Supt / Ast Supts / CEO / Ex
Paraprofessional
New Staff
Other educational
Grade Levels
Elementary - Primary (preK - grade 1) Elementary - Intermediate (grades 2-5)
specialists
Follow-up Activities
Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers
Analysis of student work, with administrator and/or peers
Creating lessons to meet
Evaluation Methods
Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.
Standardized student assessment data other than the PSSA
Classroom student assessment data
97
varied student learning styles
Peer-to-peer lesson discussion
Lesson modeling with mentoring
Joint planning period activities
Participant survey Review of participant lesson plans
Review of written reports
summarizing instructional activity
Start End Title Description
7/1/2019 6/30/2022
Design on-going professional learning regarding Danielson's
Framework for Teaching
Design on-going professional learning regarding Danielson's Framework for
Teaching
Person Responsible SH S EP Provider Type App. Assistant 6.0 6 25 LEA and LIU School Yes Superintendent Entity
Knowledge Participants will learn about the four Domains and 22 Components of the Danielson framework for effective
instruction.
Supportive Research
Charlotte Danielson
Robert Marzano
LEA Goals Addressed: Establish a system that fully ensures consistent implementation of the Educator Effectiveness System.
Strategy #1: Danielson Framework for Teaching
98
Designed to Accomplish
For classroom teachers, school counselors and education specialists:
Enhances the educator’s content knowledge in the area of the educator’s
certification or assignment.
Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students.
Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision-making.
Empowers educators to work effectively with parents and community partners.
For school and district administrators, and other educators seeking leadership roles:
Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards.
Provides leaders with the ability to access and use appropriate data to inform decision-making.
Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.
Instructs the leader in managing resources for effective results.
Training Format
LEA Whole Group Presentation
Series of Workshops School Whole Group Presentation
Online-Asynchronous
Professional Learning Communities
Offsite Conferences
Participant Roles
Dir
Classroom teachers Principals / Asst. Principals Supt / Ast Supts / CEO / Ex
Grade Levels
Elementary - Primary (preK - grade 1) Elementary - Intermediate (grades 2-5)
Middle (grades 6-8)
99
New Staff High (grades 9-12)
Follow-up Activities
Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers
Analysis of student work, with administrator and/or peers
Creating lessons to meet varied student learning styles
Joint planning period activities
Evaluation Methods
Classroom observation focusing on
factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.
Classroom student assessment data
Participant survey Review of participant lesson plans
100
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
No signature has been provided
Superintendent/Chief Executive Officer
101
Special Education Affirmations
We also affirm our understanding that any requests for any deviations from the Chapter 14
regulations, standards, policies, and procedures must be made in writing to the Pennsylvania
Department of Education. The school district understands that the Special Education Component of
the District Level Plan will be approved by PDE in accordance with the following criteria as set forth
in 22 Pa. School Code § 14.104 and as part of the District Level Plan:
1. There are a full range of services, programs and alternative placements available to the
school district for placement and implementation of the special education programs in the
school district.
2. The school district has adopted a child find system to locate, identify and evaluate young
children and children who are thought to be a child with a disability eligible for special
education residing within the school district's jurisdiction. Child find data is collected,
maintained, and used in decision-making. Child find process and procedures are evaluated
for its effectiveness. The school district implements mechanisms to disseminate child find
information to the public, organizations, agencies, and individuals on at least an annual basis.
3. The school district has adopted policies and procedures that assure that students with
disabilities are included in general education programs and extracurricular and non-
academic programs and activities to the maximum extent appropriate in accordance with an
Individualized Education Program.
4. The school district will comply with the PA Department of Education, Bureau of Special
Education's revision notice process.
5. The school district follows the state and federal guidelines for participation of students with
disabilities in state and district-wide assessments including the determination of
participation, the need for accommodations, and the methods of assessing students for
whom regular assessment is not appropriate.
6. The school district affirms the Pennsylvania Department of Education that funds received
through participation in the medical assistance reimbursement program, ACCESS, will be
used to enhance or expand the current level of services and programs provided to students
with disabilities in this local education agency.
We affirm that the school district has completed a 28 day public inspection and comment period as
required under 22 PA Code § 4.13 (d) prior to the school entity's governing board approval and
submission to the Department of Education (Bureau of Special Education).
Affirmed by Carlos Wampler on 4/27/2018
102
Board President
Affirmed by Jason Perrin on 4/27/2018
Superintendent/Chief Executive Officer
Recommended