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ScribdBrowseInterestsPolitics & Current AffairsCareer & MoneyPersonal GrowthFictionHealth & FitnessLifestyleEntertainmentBiographies & HistoryScience & TechBrowse byBooksAudiobooksNews & MagazinesSheet MusicBrowse allUploadSign inJoinMASD Comprehensive PlanUploaded by Press And JournalStudentsCurriculumTest (Assessment)SchoolsEducational Assessment0.0 (0)DownloadEmbedDescription: MASD Comprehensive PlanView MoreMASD Comprehensive PlanCopyright: Attribution Non-Commercial (BY-NC)Download as PDF, TXT or read online from ScribdFlag for inappropriate contentMiddletown Area SD District Level Plan 07/01/2013 - 06/30/2016District Profile
55 W Water St Middletown, PA 17057-1448 (717) 948-3300 Superintendent: Dr. Lori Suski
In October 2011, the Board of School Directors appointed School Board members, community members, local business representatives, parents, and students to participate on the Middletown Area School District's Comprehensive Planning Committee. All school and district administrators were named to the committee. Teachers were selected by their peers to participate on the committee. A total of 45 individuals comprised the full committee. On November 7, 2011, the Committee met for the first time. An overview of the new comprehensive planning process was provided by the former Assistant Superintendent (now Superintendent of Schools). Subcommittees for Special Education, Professional Education, Technology, and Safe & Supportive Schools were formed during this meeting. The full committee continued to meet monthly from December 2011 - May 2012. Subcommittee work occurred between full committee meetings. Each month the full committee would meet to review the work done by the various subcommittees. Goals and action plans were developed by a subcommittee and taken to the full committee for review and feedback. The full committee met again on September 17 and October 15, 2012 to review the finalized plans. The comprehensive plan was presented to the Middletown Area School District Board of Education on October 22, 2012. The plan was then available for public inspection until November 19, 2012. The plan will be approved by the Board on November 19 and submitted to the PA Department of Education by November 30, 2012 in compliance with Chapter 4 regulations.
The mission of the Middletown Area School District is to educate students so that they value learning, are socially responsible, and are prepared to lead productive and successful lives.
The vision of the Middletown Area School District is for all students to graduate equipped with the knowledge and skills that will enable them to thrive in a rapidly changing world.
curriculum, instruction, and assessment should be continually monitored and adapted to ensure educational excellence.
continuous training and development enables employees to improve their knowledge and skills to meet the needs of the organization.
we must prepare students to be ready for a career and have the ability to access the necessary post-secondary training to be successful.
we can provide a quality educational program consistent with these values while being fiscally responsible.
Middletown Area School District is located in the southern portion of Dauphin County, ten miles east of the city of Harrisburg. The District encompasses approximately 17 square miles, including Lower Swatara Township, The Borough of Royalton, and the Borough of Middletown. Lower Swatara Township is comprised of 14.8 square miles and has a population of 8,268. The median home value is $171,420, and the home ownership rate is 90%. The average household income is $57,314. The ethnic makeup of Lower Swatara Township is as follows:
Ethnicity Percentage White 92.6 Black 3.0 Asian 1.6 Two or More .9 Hispanic 1.9 The Borough of Royalton is comprised of .35 square miles, with a population of 907. The median home value is $75,700, with a homeownership rate of 62.9%. The average household income in Royalton is $44, 166. The ethnic makeup of the Borough of Royalton is as follows:
Ethnicity White Black Asian Two or More Indian Hispanic
Percentage 87.7 2.7 .2 4.3 .8 4.3
The Borough of Middletown is comprised of 2.04 square miles with a population of 8,901. The median home value is $119,779 and the homeownership rate is 50%. The average household income is $50,212. The ethnic makeup of the Borough of Middletown is as follows:
Ethnicity Percentage White 81.3 Black 7.9 Asian 1.8 Two or More 3.0 Indian .3 Hispanic 5.7 The District operates three elementary schools, one middle school, and one high school. Over the past twelve years, student enrollment has experienced a steady decrease. The present enrollment of 2,349 students represents a decrease of 435 students (a 15.6% decrease) since the year 2000. The overall percentage of students enrolled in the District receiving free or reduced lunch has increased significantly over the past twelve years as illustrated by the chart below.
Year 2000 2008 2012
Percentage of Students Receiving Free/Reduced Lunch 20.2 32.92 43.1
At Fink Elementary School, 67% of the students currently receive a free or reduced lunch. Support services are available to meet the diverse needs of the District’s student population. In addition to traditional teaching and administrative positions, the following employees are maintained to assist students and families: social worker, student and family services specialist, school resource officer, three school psychologists, and a career coordinator. The District partners with the community to offer Communities That Care. Through this initiative, the District provides after school and evening activities and programs for youth and their families to promote healthy behaviors. Full day kindergarten is provided for all kindergarten age students in the District, and numerous supplemental reading programs, including Read 180 and Study Island, are available through federal, state, and local funding at all grades. After school tutoring is available to students in grades kindergarten through twelve. A broad spectrum of special education programs are provided to meet the needs of
students with disabilities. These include: supplemental and itinerant learning support, speech and language support, autistic support, life skills support, and multiple disabilities support. The District employs two English as a Second Language teachers to support the students in the District who are in need of this service. Additionally, teachers of the gifted are present in all schools to provide appropriate gifted support services to students. A variety of Advanced Placement courses are offered for students at the High School, and all students in Middletown Area Middle School receive eighty-six minutes of mathematics instruction and eighty-six minutes of reading/language arts instruction on a daily basis. Middletown Area High School has been nationally recognized for its work in preparing students for college and career readiness. Through its Pathways to Pride Program, staff has successfully connected careers, curriculum, and character education for students. Students at Middletown Area High School are provided with numerous college and career readiness opportunities including: internships, work incentive programs, online learning opportunities, and participation in courses specially designed to assist them in discovering their interests, skills, values, and personalities. Middletown Area School District has established numerous articulation agreements with colleges and universities in surrounding areas, providing access to dual enrollment opportunities for students wishing to take college courses while enrolled in high school. Additional programs are available to address special interests or needs of District students. These include Dauphin County Technical School and the Capital Area School for the Arts. The District, in conjunction with Capital Area Online Learning Association, is proud to offer Raider Academy, a cyber school in which students may complete coursework in an alternative setting to that of the traditional high school. Students enrolled in Raider Academy have the opportunity to earn a diploma from Middletown Area School District. Students enrolled in Middletown Area School District are provided with the opportunity to participate in instrumental and vocal music instruction and productions, dramatic and theatrical productions, full spectrum athletic programs, and student organizations such as Key Club, Student Council, and National Honor Society. Changes in the District’s instructional programs have resulted in the need for additional classroom space and improved infrastructure. Outdated District facilities have been renovated to accommodate these changes. A new elementary school (Robert Reid Elementary School) was dedicated in 2002 and a new middle school (Middletown Area Middle School) was opened during the fall of the 2007-08 school year. Additionally, Fink Elementary School was renovated during the 2007-08 school year. A recent review of the District’s facilities indicated the need for action to be taken with regard to the condition of the high school. Currently, the District is exploring the possibility of constructing a new high school due to the age of the existing high school (the building was constructed in 1962) and its failing systems, which have become increasingly difficult to repair. PlanCon parts A and B were submitted to the Pennsylvania Department of Education on October 1, 2012 in order to place the District in a position to seek state reimbursement funding should it embark on a construction project in the future.
Name Paula Alcock Ross Berger Susan Blatt Earl Bright IV John Brougher Michael Carnes David Coffey Kevin Cook Joe Crown Julie Deibler Rebecca DeLisio Lori DeVelin Marie Drazenovich David Franklin Bethany Fratus Alexis Giulivo Andrea Holtry Ashley Houseal Patrick Hruz Dr. Chelton Hunter David John Gail Jones Barbara Layne Dr. Julie Lombardi Michael MacDonald Amy McPhilemy William Meiser William Mills Marianne Moore Jennifer Moore Christine Mostoller Role Parent Business Representative Middle School Teacher - Special Education Administrator Instructional Technology Director/Specialist Administrator Middle School Teacher - Regular Education Administrator Community Representative Parent Special Education Director/Specialist Parent Student Services Director/Specialist Administrator Ed Specialist - School Psychologist Student Secondary School Teacher - Regular Education Elementary School Teacher - Regular Education Administrator Administrator Board Member Elementary School Teacher - Regular Education Board Member Business Representative Elementary School Teacher - Regular Education Ed Specialist - Social Restoration Administrator Administrator Elementary School Teacher - Regular Education Middle School Teacher - Regular Education Student Curriculum Director/Specialist
Jodi Neuschwander Pablo Orellana Pamela Price Christopher Sattele Thomas Shaffer Ray Shearer Justin Smith John Soubik Robert Stitt Dr. Lori Suski Richard Swartz Jan Zeager Heidi Zula Michael Zupanovic
Ed Specialist - School Nurse Student Board Member Administrator Administrator Secondary School Teacher - Regular Education Elementary School Teacher - Regular Education Business Representative Secondary School Teacher - Regular Education Administrator Community Representative Secondary School Teacher - Special Education Administrator Middle School Teacher - Regular Education
Elementary Education – Primary Level Standards Arts and Humanities Career Education and Work Civics and Government Economics English Language Arts Environment and Ecology Family and Consumer Sciences Mapping Accomplished Accomplished Accomplished Accomplished Developing Accomplished Needs Improvement Accomplished Accomplished Accomplished Non Existent Alignment Accomplished Accomplished Accomplished Accomplished Developing Accomplished Needs Improvement Accomplished Accomplished Accomplished Non Existent Developing Accomplished Developing Developing Accomplished Accomplished Accomplished Accomplished Non Existent
Geography Health, Safety and Physical Education History Literacy in History/Social Studies, Science and Technical Subjects Mathematics Developing Science and Technology Accomplished Alternate Academic Content Standards for Math Developing Alternate Academic Content Standards for Reading Developing American School Counselor Association for Students Accomplished Early Childhood Education: Infant-Toddler&rarr;Second Grade Accomplished English Language Proficiency Accomplished Interpersonal Skills Accomplished School Climate Non Existent Explanation for standard areas checked "Needs Improvement" or "Non Existent": Curriculum is under review due to the recently adopted Common Core Standards.
Some FCS standards are included in Social Studies and Science curriculum but not mapped K-2. School Climate standards are still under development.
Elementary Education – Intermediate Level Standards Arts and Humanities Career Education and Work Civics and Government Economics English Language Arts Environment and Ecology Family and Consumer Sciences
Mapping Accomplished Accomplished Accomplished Accomplished Developing Accomplished Needs Improvement Accomplished Accomplished Accomplished Non Existent
Alignment Accomplished Accomplished Accomplished Accomplished Developing Accomplished Needs Improvement Accomplished Accomplished Accomplished Non Existent Developing Accomplished Developing Developing Accomplished Accomplished Accomplished Non Existent
Geography Health, Safety and Physical Education History Literacy in History/Social Studies, Science and Technical Subjects Mathematics Developing Science and Technology Accomplished Alternate Academic Content Standards for Math Developing Alternate Academic Content Standards for Reading Developing American School Counselor Association for Students Accomplished English Language Proficiency Accomplished Interpersonal Skills Accomplished School Climate Non Existent Explanation for standard areas checked "Needs Improvement" or "Non Existent": Curriculum is under review due to the recently adopted Common Core Standards.
Middle Level Standards Arts and Humanities Career Education and Work Civics and Government Economics English Language Arts Environment and Ecology Mapping Accomplished Accomplished Accomplished Developing Developing Accomplished Alignment Accomplished Accomplished Accomplished Developing Developing Accomplished
Family and Consumer Sciences Accomplished Geography Accomplished Health, Safety and Physical Education Accomplished History Accomplished Literacy in History/Social Studies, Science and Technical Developing Subjects Mathematics Developing Science and Technology Accomplished Alternate Academic Content Standards for Math Accomplished Alternate Academic Content Standards for Reading Accomplished American School Counselor Association for Students Accomplished English Language Proficiency Accomplished Interpersonal Skills Accomplished School Climate Non Existent World Language Non Existent Explanation for standard areas checked "Needs Improvement" or "Non Existent": Common Core standards have not yet been implemented. World Language instruction begins at Grade 9. School Climate standards have not yet been adopted.
Accomplished Accomplished Accomplished Accomplished Developing Developing Accomplished Accomplished Accomplished Accomplished Accomplished Developing Non Existent Non Existent
High School Level Standards Arts and Humanities Career Education and Work Civics and Government Economics English Language Arts Environment and Ecology Family and Consumer Sciences Geography Health, Safety and Physical Education History Literacy in History/Social Studies, Science and Technical Subjects Mathematics Science and Technology Mapping Accomplished Accomplished Accomplished Accomplished Developing Accomplished Accomplished Accomplished Accomplished Accomplished Needs Improvement Developing Accomplished Alignment Accomplished Accomplished Accomplished Accomplished Developing Accomplished Accomplished Accomplished Accomplished Accomplished Needs Improvement Developing Accomplished
Alternate Academic Content Standards for Math Accomplished Accomplished Alternate Academic Content Standards for Reading Accomplished Accomplished American School Counselor Association for Students Accomplished Accomplished English Language Proficiency Accomplished Accomplished Interpersonal Skills Developing Developing School Climate Non Existent Non Existent World Language Accomplished Accomplished Explanation for standard areas checked "Needs Improvement" or "Non Existent": Common Core standards have not yet been implemented. Curriculum is aligned to PA Academic Standards. School Climate standards have not yet been adopted.
Elementary Education – Primary Level  Arts and Humanities  Career Education and Work  Civics and Government  Economics  English Language Arts  Environment and Ecology  Geography  Health, Safety and Physical Education  History  Mathematics  Science and Technology Elementary Education – Intermediate Level  Arts and Humanities  Career Education and Work  Civics and Government  Economics  English Language Arts  Environment and Ecology  Geography  Health, Safety and Physical Education  History  Mathematics
Middle Level  Arts and Humanities  Career Education and Work  Civics and Government  English Language Arts  Environment and Ecology  Family and Consumer Sciences  Geography  Health, Safety and Physical Education  History  Mathematics  Science and Technology High School Level  Arts and Humanities  Career Education and Work  Civics and Government  Economics  English Language Arts  Environment and Ecology  Family and Consumer Sciences  Geography  Health, Safety and Physical Education  History  Mathematics  Science and Technology Explanation for any standards checked: All curriculum areas have been mapped and aligned to the PA Academic Standards.
Elementary Education – Primary Level Curriculum Characteristics Content, including materials and activities and estimated instructional time to be Status Accomplished
devoted to achieving the academic standards are identified. Objectives of planned courses, instructional units or interdisciplinary studies to be Accomplished achieved by all students are identified for each subject area. Procedures for measurement of mastery of the objectives of a planned course, Accomplished instructional unit or interdisciplinary studies are identified. The relationship between the objectives of a planned course, instructional unit or Accomplished interdisciplinary studies and academic standards are identified. Processes used to ensure Accomplishment: Curriculum mapping provides objectives, content, materials, activities, and assessments for each subject area. Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How the District plans to address their incorporation: N/A
Elementary Education – Intermediate Level Curriculum Characteristics
Content, including materials and activities and estimated instructional time to be Accomplished devoted to achieving the academic standards are identified. Objectives of planned courses, instructional units or interdisciplinary studies to be Accomplished achieved by all students are identified for each subject area. Procedures for measurement of mastery of the objectives of a planned course, Accomplished instructional unit or interdisciplinary studies are identified. The relationship between the objectives of a planned course, instructional unit or Accomplished interdisciplinary studies and academic standards are identified. Processes used to ensure Accomplishment: Curriculum mapping provides objectives, content, materials, activities, and assessments for each subject area. Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How the District plans to address their incorporation: N/A
Middle Level Curriculum Characteristics Content, including materials and activities and estimated instructional time to be devoted to achieving the academic standards are identified. Objectives of planned courses, instructional units or interdisciplinary studies to be achieved by all students are identified for each subject area. Status Accomplished Accomplished
Procedures for measurement of mastery of the objectives of a planned course, Accomplished instructional unit or interdisciplinary studies are identified. The relationship between the objectives of a planned course, instructional unit or Accomplished interdisciplinary studies and academic standards are identified. Processes used to ensure Accomplishment: Curriculum mapping provides objectives, content, materials, activities, and assessments for each subject area. Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How the District plans to address their incorporation: N/A
High School Level Curriculum Characteristics Status Content, including materials and activities and estimated instructional time to be Accomplished devoted to achieving the academic standards are identified. Objectives of planned courses, instructional units or interdisciplinary studies to be Accomplished achieved by all students are identified for each subject area. Procedures for measurement of mastery of the objectives of a planned course, Accomplished instructional unit or interdisciplinary studies are identified. The relationship between the objectives of a planned course, instructional unit or Accomplished interdisciplinary studies and academic standards are identified. Processes used to ensure Accomplishment: Curriculum mapping provides objectives, content, materials, activities, and assessments for each subject area. Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How the District plans to address their incorporation: N/A
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. Through the use of IEP and Chapter 15 (504) teams, appropriate modifications and accommodations are developed to ensure that students needing specially designed instruction receive all modifications and accommodations appropriate, so that they may be educated in the least restrictive environment.
 Annual Instructional evaluations  Formal classroom observations focused on instruction  Peer evaluation/coaching  Walkthroughs targeted on instruction Regular Lesson Plan Review  Building Supervisors  District Administrators Provide brief explanation of District's process for incorporating selected strategies. Administrators adhere to procedures and protocols for supervision and evaluation as prescribed in the District's Supervision and Evaluation Plan.
Provide brief explanation for strategies not selected and how the District plans to address their incorporation. The District does not have Department Supervisors or Instructional Coaches who would review lesson plans, so this is not an option.
Elementary Education – Primary Level Instructional Practices A variety of practices that may include structured grouping, flexible scheduling and differentiated instruction are used to meet the needs of gifted students. Differentiated instruction is used to meet student needs. Flexible instructional time or other schedule-related practices are used to meet student needs. Structured grouping practices are used to meet student needs. Status Full Implementation Full Implementation Full Implementation Full Implementation
Elementary Education – Intermediate Level Instructional Practices A variety of practices that may include structured grouping, flexible scheduling and differentiated instruction are used to meet the needs of gifted students.
Status Full Implementation
Differentiated instruction is used to meet student needs. Flexible instructional time or other schedule-related practices are used to meet student needs. Structured grouping practices are used to meet student needs.
Full Implementation Full Implementation Full Implementation
Middle Level Instructional Practices A variety of practices that may include structured grouping, flexible scheduling and differentiated instruction are used to meet the needs of gifted students. Differentiated instruction is used to meet student needs. Flexible instructional time or other schedule-related practices are used to meet student needs. Structured grouping practices are used to meet student needs. Status Full Implementation Full Implementation Full Implementation Full Implementation
High School Level Instructional Practices A variety of practices that may include structured grouping, flexible scheduling and differentiated instruction are used to meet the needs of gifted students. Status Implemented in 50% or more of district classrooms Differentiated instruction is 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 Implemented in student needs. less than 50% of district classrooms Structured grouping practices are used to meet student needs. Implemented in 50% or more of district classrooms If necessary, provide further explanation. (Required explanation if column selected was <50%, UNK or NA) While not all classrooms are homogeneously grouped, the administration expects teachers to differentiate instruction, including flexible grouping practice, within classrooms which are heterogeneously grouped. Two days per six day cycle, one hour of instructional time is labeled “flex time”. During this time period, students may seek assistance or teachers may provide additional
instruction or support relative to student needs. The gifted support program is addressed primarily through higher level courses which are available to students.
Describe the process the District implements to recruit and assign the most effective and highly qualified teachers in order to meet the learning needs of students who are below proficiency or are at risk of not graduating. The District hires highly qualified teachers with appropriate certification. Annual consideration is given to the reassignment of teachers to meet the needs of struggling learners.
Course Completion Electives English Health Mathematics Minimum % Grade Required for Credit (Numerical Answer) Music, Art, Family & Consumer Sciences, Career and Technical Education Physical Education Science Social Studies Total Courses SY 13-14 8.00 5.00 2.00 3.00 70.00 SY 14-15 8.00 5.00 2.00 3.00 70.00 SY 15-16 8.00 5.00 2.00 3.00 70.00 SY 16-17 8.00 5.00 2.00 3.00 70.00 SY 17-18 8.00 5.00 2.00 3.00 70.00 SY 18-19 8.00 5.00 2.00 3.00 70.00
4.00 3.00 4.00 30.00
2014 Graduation Specifics
Reading  Local Assessments aligned with State Standards  Proficiency on State Assessments Writing  Local Assessments aligned with State Standards
Mathematics  Local Assessments aligned with State Standards  Proficiency on State Assessments
2015 and beyond Graduation Requirement Specifics
English Language and Composition  Completion of Course Work with Keystone Exam as final exam (1/3 of final grade)  Students are allowed to test out of required courses.  Successfully complete Advanced Placement or Independent Baccalaureate Courses including "passing" a course exam. English Literature  Completion of Course Work with Keystone Exam as final exam (1/3 of final grade)  Students are allowed to test out of required courses.  Successfully complete Advanced Placement or Independent Baccalaureate Courses including "passing" a course exam. Mathematics  Completion of Course Work with Keystone Exam as final exam (1/3 of final grade)  Students are allowed to test out of required courses.  Successfully complete Advanced Placement or Independent Baccalaureate Courses including "passing" a course exam. Science & Technology  Completion of Course Work with Keystone Exam as final exam (1/3 of final grade)  Students are allowed to test out of required courses.  Successfully complete Advanced Placement or Independent Baccalaureate Courses including "passing" a course exam. Environment & Ecology  Completion of Course Work with Keystone Exam as final exam (1/3 of final grade)  Students are allowed to test out of required courses.  Successfully complete Advanced Placement or Independent Baccalaureate Courses including "passing" a course exam.
2017 and beyond Graduation Requirement Specifics
Biology or Chemistry  Completion of Course Work with Keystone Exam as final exam (1/3 of final grade)  Students are allowed to test out of required courses.
Successfully complete Advanced Placement or Independent Baccalaureate Courses including "passing" a course exam.
American History, Civics/Government or World History  Completion of Course Work with Keystone Exam as final exam (1/3 of final grade)  Students are allowed to test out of required courses.  Successfully complete Advanced Placement or Independent Baccalaureate Courses including "passing" a course exam.
Standards Arts and Humanities Career Education and Work Civics and Government Economics English Language Arts Environment and Ecology Family and Consumer Sciences Geography Health, Safety and Physical Education History Literacy in History/Social Studies, Science and Technical Subjects Mathematics Science and Technology World Language WA X TD X X X X X X X X X NAT X X X DA PSW X X X X X X X X X Other X
Summative Assessments Evaluation of Portfolios of Student Work Keystone Exams Locally Validated Standards Aligned Assessments NAEP Scientific Experiments PASA PSSA PSSA-M Teacher developed CBA's Teacher Assessments Works of Art, Musical, Theatrical, or Dance Performance Written Work by Students Benchmark Assessments Zaner-Bloser Benchmark Reading Assessments LEA Reading Series AIMSweb DIBELS Study Island LEA Mathematics Series Textbook Assessments Formative Assessments Demonstration, performances, products, and projects Diagnostic Assessments Evaluations of Portfolios of Student Work Exit Tickets Fitness Assessments Progress Monitoring Response Cards Scientific Experiments Teacher developed CBA's Textbook Assessments Works of art, musical, theatrical, or dance performances Written work by students Diagnostic Assessments Adapted Physical Education Assessments Classroom Diagnostic Tools (CDT) EEP EEI ML X X X X X X X X X X EEI X X X X X EEI X X X X X X X X X X X X EEI X X X X X X X X X X X ML X X X X X ML X X X X X X X X X X X X ML X X HS X X X X X X X X X X X HS
X X X X EEP X X X X X X EEP X X X X X X X X X X EEP X
X X X X HS X X X X X X X X X X X X HS X X
DRAs Running Records Textbook Assessments
Validation Methods Building Supervisor Review Department Supervisor Review District Administration Review External Review Instructional Coach Review Intermediate Unit Review Professional Learning Community Review Teacher Peer Review EEP X X EEI X X ML X X HS X X
Provide brief explanation of District's process for reviewing assessments. District administrators review assessment results. The data is then reviewed and analyzed by building data teams. The information is shared with school staff in curriculum and department meetings.
If applicable, explain the District's procedures for developing locally administered assessments and how they are independently and objectively validated every six years. Local assessments are developed by teachers in grade level teams at the elementary level and by curriculum area departments at the secondary level. In order to construct assessments, teachers use state standards, assessment anchors, eligible content, and curriculum materials. Assessments are reviewed and revised when the curriculum is updated every six years or sooner if necessary.
Describe the District's system to collect, analyze and disseminate assessment data efficiently and effectively for use by District leaders and instructional teams. District administrators have access to state assessment and benchmark data. Central office administrators assist building principals in obtaining and interpreting data. Building principals share data with building data teams. The building teams analyze data and report findings and recommendations to school staff.
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. Building data teams develop recommendations to address the needs of students based on assessment data. These recommendations are shared with teachers who assist in developing plans to provide instruction and intervention to students. Information from assessments is also used to identify students for after school tutoring and summer programs.
Assessment Data Uses Assessment results are reported out by assessment anchor or standards-aligned learning objective. Instructional practices are identified that are linked to student success in mastering specific assessment anchors, eligible content or standards-aligned learning objectives. Instructional practices modified or adapted to increase student mastery. Specific assessment anchors, eligible content or standardsaligned learning objectives are identified for those students who did not demonstrate sufficient mastery so that teachers can collaboratively create and/or identify instructional strategies likely to increase mastery. EEP X X EEI X X ML X X HS X X
Provide brief explanation of District's process for incorporating selected strategies. Building data teams review assessment data and identify areas of strength and need. This information is shared with grade level teams and curriculum area departments. Teachers collaborate to develop plans to modify instructional practices to increase student mastery of standards.
Provide brief explanation for strategies not selected and how the District plans to address their incorporation. The district will more fully develop the process of identifying student needs and adapting instruction at the high school level. This will occur through data teams sharing information with curriculum area departments. Teachers will develop plans to address student needs.
Distribution Methods Course Planning Guides Directing Public to the PDE & AYP Websites District Website Individual Meetings Letters to Parents/Guardians Local Media Reports Mass Phone Calls/Emails/Letters Meetings with Community, Families and School Board Newsletters Press Releases School Calendar Student Handbook Quarterly Report Cards EEP X X EEI X X X X X X X X X X ML X X X X X X X X X HS X X X X X X X
Provide brief explanation of District's process for incorporating selected strategies. The district shares the results of state assessments with the public in several ways. NCLB Report Cards for the district and each school are posted on the district website. Directions on how to obtain more information at PDE and AYP websites are included. PSSA results are presented at a school board meeting each year. The results are also shared with the local newspapers. The district also uses several methods to share state assessment results with parents. Letters reporting state assessment results are sent out to families in the summer. More detailed Individual Student Reports are sent home after the school term begins. Individual student results may also be discussed at meetings and conferences with parents. The results of assessments are shared in various district publications including newsletters.
Provide brief explanation for strategies not selected and how the District plans to address their incorporation. The district will explore additional methods of communicating assessment results with parents and with the public. Mass phone calls and emails could be used to alert parents that assessment results have been sent home. Assessment results could be included in additional district publications including student handbooks. The district may also generate additional press releases for the news media.
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 District does not currently have any schools in School Improvement or Corrective Action. The District is currently in Warning status for the 2012 school year. The Middle School and High School are both in Warning status. Although not required by the PA Department of Education, all District schools will engage in annual school improvement planning. Student achievement data will be reviewed and analyzed by building level teams. Strengths and weaknesses will be identified. Goals and action plans will be developed for implementation to assist students who are struggling to meet established benchmarks. Various interventions will be initiated to support students both during the school day and via after-school tutoring programs.
Elementary Education – Primary Level  Biennially Updated and Executed Memorandum of Understanding with Local Law Enforcement  Comprehensive District-wide School Safety and Violence Prevention Plans  Conflict Resolution or Dispute Management  Internet Web-based System for the Management of Student Discipline  Purchase of Security-related Technology  Safety and Violence Prevention Curricula  School-wide Positive Behavioral Programs  Student Assistance Program Teams and Training  Student Codes of Conduct  Student, Staff and Visitor Identification Systems Elementary Education – Intermediate Level  Biennially Updated and Executed Memorandum of Understanding with Local Law Enforcement  Comprehensive District-wide School Safety and Violence Prevention Plans  Conflict Resolution or Dispute Management  Internet Web-based System for the Management of Student Discipline  Purchase of Security-related Technology  Safety and Violence Prevention Curricula
School-wide Positive Behavioral Programs Student Assistance Program Teams and Training Student Codes of Conduct Student, Staff and Visitor Identification Systems
Middle Level  Biennially Updated and Executed Memorandum of Understanding with Local Law Enforcement  Comprehensive District-wide School Safety and Violence Prevention Plans  Conflict Resolution or Dispute Management  Counseling Services for Students Enrolled in Alternative Education Programs  Internet Web-based System for the Management of Student Discipline  Peer Helper Programs  Purchase of Security-related Technology  Safety and Violence Prevention Curricula  Student Assistance Program Teams and Training  Student Codes of Conduct  Student, Staff and Visitor Identification Systems High School Level  Biennially Updated and Executed Memorandum of Understanding with Local Law Enforcement  Comprehensive District-wide School Safety and Violence Prevention Plans  Counseling Services for Students Enrolled in Alternative Education Programs  Internet Web-based System for the Management of Student Discipline  Peer Helper Programs  Placement of School Resource Officers  Purchase of Security-related Technology  Safety and Violence Prevention Curricula  School-wide Positive Behavioral Programs  Student Assistance Program Teams and Training  Student Codes of Conduct  Student, Staff and Visitor Identification Systems Explanation of strategies not selected and how the District Plans to address their incorporation: N/A - No elementary students are enrolled in alternative education programs. The District will consider conflict resolution training for high school students. The District has one School Resource Officer housed at the high school. The officer can assist with issues at the middle school as well as both Kunkel and Reid Elementary Schools which are located in the same municipality.
Describe your entity’s process for identifying gifted children. Students may be considered for gifted identification as a result of staff referrals or parent requests. The process begins with collection and analysis of assessment data, parent and teacher input, and screening conducted by the school counselor or school psychologist. The information is analyzed to determine if a student is recommended to receive a Gifted Multidisciplinary Evaluation (GMDE).
The GMDE is a process for gathering the information used to determine if a student qualifies for gifted education services. Part of this process includes an evaluation by a certified school psychologist.
The Gifted Multidisciplinary Team (GMDT) reviews the compiled information and prepares a Gifted Written Report (GWR) which indicates whether a student is gifted and in need of specially designed instruction. Gifted identification is not based on IQ score alone. Students may also be included in gifted programs when other educational criteria strongly indicates gifted ability.
Once a student is identified as gifted and in need of specially designed instruction, a Gifted Individualized Education Plan (GIEP) is developed by the GIEP team. The GIEP, a written plan that describes the student's educational programming, is reviewed/revised at least annually. Goals and objectives are written based on the individual student’s areas of giftedness, skills, interests, and talents.
Developmental Services Academic Counseling Attendance Monitoring Behavior Management Programs Bullying Prevention Career Awareness Career Development/Planning Coaching/Mentoring EEP X X X X X X X EEI X X X X X X X ML X X X X X X X HS X X X X X X X
Compliance with Health Requirements –i.e., Immunization Emergency and Disaster Preparedness Guidance Curriculum Health and Wellness Curriculum Health Screenings Individual Student Planning Nutrition Orientation/Transition RtII Wellness/Health Appraisal
Diagnostic, Intervention and Referral Services Accommodations and Modifications Administration of Medication Assessment of Academic Skills/Aptitude for Learning Assessment/Progress Monitoring Casework Crisis Response/Management/Intervention Individual Counseling Intervention for Actual or Potential Health Problems Placement into Appropriate Programs Small Group Counseling-Coping with life situations Small Group Counseling-Educational planning Small Group Counseling-Personal and Social Development Special Education Evaluation Student Assistance Program EEP X X X X X X X X X X X X X X EEI X X X X X X X X X X X X X X ML X X X X X X X X X X X X X X HS X X X X X X X X X X X X X X
Consultation and Coordination Services Alternative Education Case and Care Management Community Liaison Community Services Coordination (Internal or External) Coordinate Plans EEP X X X X X EEI X X X X X ML X X X X X HS X X X X X
Coordination with Families (Learning or Behavioral) Home/Family Communication Managing Chronic Health Problems Managing IEP and 504 Plans Referral to Community Agencies Staff Development Strengthening Relationships Between School Personnel, Parents and Communities System Support Truancy Coordination
Communication of Educational Opportunities Course Planning Guides Directing Public to the PDE & AYP Websites District Website District-wide Phone Calls/Emails/Letters Individual Meetings Letters to Parents/Guardians Local Media Reports Meetings with Community, Families and School Board Newsletters Press Releases School Calendar Student Handbook Social Media (Facebook, Twitter) Evening Parent Programs (Back-to-School Night, Dual Enrollment) EEP X X X X X X X X X X X X EEI X X X X X X X X X X X X ML X X X X X X X X X X X X X HS X X X X X X X X X X X X X
Communication of Student Health Needs District Website Individual Meetings Individual Screening Results Letters to Parents/Guardians Meetings with Community, Families and School Board Newsletters EEP X X X X X X EEI X X X X X X ML X X X X X X HS X X X X X X
Elementary Education – Primary Level  Monthly Elementary Education – Intermediate Level  Monthly Middle Level  Monthly High School Level  Monthly
Describe the collaboration between classroom teachers and individuals providing interventions regarding differing student needs and academic progress. Classroom teachers regularly collaborate with support service professionals such as the District social worker, school counselors, the student and family services specialist, and members of the student assistance team. Special Education teachers regularly consult with regular education teachers to coordinate interventions and monitor student progress.
Describe how the District accomplishes 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 All preschool early intervention programs are overseen by the Capital Area Intermediate Unit 15 (CAIU) as they are the approved MAWA for the District.
Explain how the District coordinates with agencies that serve preschool age children with disabilities. 1. Address coordination activities designed to identify and serve children with disabilities and the supports and accommodations available to ensure both physical and programmatic access. 2. Address pre-kindergarten programs operated directly by the District and those operated by community agencies under contract from the District. 3. Describe how the District provides for a smooth transition from the home setting and any early childhood care or educational setting the students attend, to the school setting. Direct coordination of preschool agencies serving disabled students is overseen by the Capital Area Intermediate Unit 15 (CAIU) as the approved MAWA for the District. Beginning at age 3, students are evaluated and programming recommendations are made (when applicable) under the Early Intervention regulations set forth by DPW. All services are outlined in a preschool IEP program and executed by the CAIU or a contracted provider by the CAIU. As students are in their transition year of service, transition planning begins between the CAIU and the school district. A parent overview meeting of the transition process is scheduled for November at which time, the general process that will occur is reviewed and parents have the ability to ask global questions about the process. No student specific questions are answered as the District has not learned about the students needs. Following this meeting, all eligible students' parents are provided the Intent to Register Form, where they note if they intend to register their student for kindergarten, have them stay in early intervention programming another year, intend to register in a private school or intend to homeschool their student. They are also asked to sign a release of information form for the CAIU to share the students records with the District. Upon receipt of the early intervention records, the Director of Special Education reviews all documents provided and shares key information about each student with the transition team. The team may consist of the following district members: school psychologist, special education consultant, director of special education, speech therapist, occupational therapist, social worker and physical therapist, based upon the student's current services and outlined needs. Transition meetings are scheduled in the spring of the year proceeding kindergarten admissions. At these meetings, the students current team provides updated information on the students strengths and needs and progress on the current IEP goals. These meetings are facilitated by the CAIU. At the meetings, the District proposes what process needs to be followed to acquire necessary information about the student to program for kindergarten. This may be a full psychoeducational evaluation, a review of records and isolated domain testing, observation and input from the current providers, adopting the current IEP with revisions, or the student may already be on consultation from the early intervention providers as they no longer demonstrate a delay in their skills, so the District would not complete any testing an allow the NOREP to be issued by the CAIU exiting the student from services. If the student requires any testing or paperwork written, the process is completed prior to the end of the school year and the IEP for kindergarten is written by the end of June for the
student to enter kindergarten in August of the same year. All parents have an active plan in place and knowledge of the recommended programming for their student months before entering kindergarten, enabling them to make an informed decision about placement and programming options. The District does not operate or contract for any pre-kindergarten programs at this time.
Elementary Education – Primary Level Material and Resources Characteristics A robust supply of high quality aligned instructional materials and resources available Accessibility for students and teachers is effective and efficient Aligned and supportive of academic standards, progresses level to level and demonstrates relationships among fundamental concepts and skills Differentiated and equitably allocated to accommodate diverse levels of student motivation, performance and educational needs Provide explanation for processes used to ensure Accomplishment. Annual review and requisition of supplies and educational resources. Status Accomplished Accomplished Accomplished Accomplished
Elementary Education – Intermediate Level Material and Resources Characteristics A robust supply of high quality aligned instructional materials and resources available Accessibility for students and teachers is effective and efficient Aligned and supportive of academic standards, progresses level to level and demonstrates relationships among fundamental concepts and skills Differentiated and equitably allocated to accommodate diverse levels of student motivation, performance and educational needs Provide explanation for processes used to ensure Accomplishment. Annual review and requisition of supplies and educational resources.
Status Accomplished Accomplished Accomplished Accomplished
Middle Level Material and Resources Characteristics A robust supply of high quality aligned instructional materials and resources available Accessibility for students and teachers is effective and efficient Aligned and supportive of academic standards, progresses level to level and demonstrates relationships among fundamental concepts and skills Differentiated and equitably allocated to accommodate diverse levels of student motivation, performance and educational needs Provide explanation for processes used to ensure Accomplishment. Materials and supplies are purchased on a cycle relative to curriculum development. Status Accomplished Accomplished Accomplished Accomplished
High School Level Material and Resources Characteristics A robust supply of high quality aligned instructional materials and resources available Accessibility for students and teachers is effective and efficient Aligned and supportive of academic standards, progresses level to level and demonstrates relationships among fundamental concepts and skills Differentiated and equitably allocated to accommodate diverse levels of student motivation, performance and educational needs Provide explanation for processes used to ensure Accomplishment. Materials and supplies are purchased on a cycle relative to curriculum development. Status Developing Accomplished Developing Developing
Elementary Education – Primary Level Standards Arts and Humanities Status Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms
Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in
School Climate Further explanation for columns selected "<50%", "UNK" or "NA". All teachers received training in the use of the SAS portal and continue to explore the SAS website. Materials and resources in the SAS system are available to teachers to use in their planning.
less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Not Applicable
Elementary Education – Intermediate Level Standards Arts and Humanities
Status Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms
Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Not Applicable
Middle Level Standards Arts and Humanities Status Implemented in less than 50% of
Career Education and Work Civics and Government
district classrooms Full Implementation Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in
American School Counselor Association for Students English Language Proficiency
School Climate World Language Further explanation for columns selected "<50%", "UNK" or "NA". All teachers received training in the use of the SAS portal and continue to explore the SAS website. Materials and resources in the SAS system are available to teachers to use in their planning.
less than 50% of district classrooms Full Implementation Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Not Applicable Not Applicable
High School Level Standards Arts and Humanities Status Implemented in less than 50% of district classrooms Full Implementation Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in
School Climate World Language
less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Full Implementation Implemented in less than 50% of district classrooms Implemented in less than 50% of district classrooms Not Applicable Implemented in less than 50% of district classrooms
Further explanation for columns selected "<50%", "UNK" or "NA". All teachers received training in the use of the SAS portal and continue to explore the SAS website. Materials and resources in the SAS system are available to teachers to use in their planning.
Current Technology Services
Required for LEA applying for eRate Priority 2 Funding Describe the District's current telecommunications services, hardware, software and other services used to implement education. What strengths and weaknesses, related to technology, have been identified by staff, students or parents? Information Technology (IT) at the Middletown Area School District plays a vital role in supporting the everyday functions of the business and education operations. IT provides end-to-end services, including: network services, data services, desktop services, and printer services, that provide users with the appropriate hardware, software and network connectivity to perform their daily job or classroom functions. The district provides a Windows desktop or laptop computer to all teachers and staff, whether stationary in a single classroom or office or mobile moving between classrooms. Students have access to multiple computer labs, including both desktop computer labs and mobile laptop computer labs that can be used in any classroom. All computers are connected to the districts Local Area Network (LAN) through a wired or wireless connection so that they can gain access to network storage, network printers, and other network peripherals. The LAN provides access to Internet, Internet2, and PAIUnet through a Wide Area Network (WAN) Connection to IU13. These connections give teachers access to a variety of educational tools and resources, such as Discover Education’s United Streaming, Moodle, and Study Island. While the district provides a great deal of technology to both staff and students we have identified the following areas of need: • Professional staff needs to be more thoroughly trained in using technology to enhance the learning for their students. Training should include both basic computing and classroom integration. • The amount of instructional time lost due to the use of technology needs to be improved. The lost time is mainly caused by slow computer startup and login procedures. • The district needs to have a more consistent set of expectations of how technology should be used to enhance a student’s education. • Technology staff need to work with teachers and administration to develop better work flows to address tasks such as printing, saving data, and communication.
Required for LEA applying for eRate Priority 2 Funding Describe what specific telecommunications services, hardware, software and other services will be needed to improve education? (Address how the District plans to take advantage of emerging technologies to improve education. Be sure to include the acquisition or implementation of such services/equipment within the District Action Plans.) Over the next few years the district hopes to address the needs above by implementing the following: • Change our computing environment to utilize Apple computers, both laptops and iPads. IPads are instant on devices and will greatly decrease lost instructional time. • Take advantage of Apple Professional Services to assist us in training all teaching staff in best practices
for integrating technology into our educational culture. • Provide a personal computing device to all students in grades 6-12 and provide a centers-based approach in each elementary classroom. • Change our training practices from optional to required training. This will ensure that all staff are trained in a consistent way. • Clearly communicate the district’s expectation for technology integration and provide supports for struggling staff. The district believes that technology should play a major role in the educational culture for our students. Technology gives students instant access to information and tools that can be used to solve problems in both a critical and creative way. By providing students will 24/7 access to iPads the district believes students will be more engaged and take more ownership in their own learning. Teaching staff will be able to challenge students in new and more meaningful ways, while bringing a new level of rigor to each lesson. We believe by retooling our staff with the best professional development we can move away from the traditional styles of education and begin reforming ourselves to provide students with a learning culture that is both collaborative and personalized.
District’s Professional Education Characteristics Empowers educators to work effectively with parents and community partners. Enhances the educator’s content knowledge in the area of the educator’s certification or assignment. Increases the educator’s teaching skills based on effective practice research, with attention given to interventions for struggling students. Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision making. District’s Professional Education Characteristics Empowers leaders to create a culture of teaching and learning, with an emphasis on learning. Instructs the leader in managing resources for effective results. Provides leaders with the ability to access and use appropriate EEP X X X EEI X X X ML X X X HS X X
EEP X X X
EEI X X X
ML X X X
HS X X X
data to inform decision making. Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other, as well as to Pennsylvania’s academic standards.
Provide brief explanation of District's process for ensuring these selected characteristics. The District provides opportunities for differentiated professional development in order to meet the various needs of the staff. Many of these opportunities are self-selected by teachers and paraprofessionals, while others are arranged by administrators based on data and research based practice. Each school has a data team which is led by the principal, and teams spend time analyzing the school’s data and developing appropriate plans to address individual student deficiencies as well as patterns of strengths and weaknesses as evidenced by the building data.
Provide brief explanation for strategies not selected and how the District plans to address their incorporation. At the High School level, there are pockets of interventions occurring; however, there is more work to be done in the area of providing specific skill intervention for struggling students. More performance-based assessments would be valuable as an instructional tool.
Building administrators participate fully in all professional development sessions targeted for their faculties.  Clear expectations in terms of teacher practice are identified for staff implementation.  District has an ongoing monitoring system in place (i.e. walkthroughs, classroom observations).  Every Professional development initiative includes components that provide ongoing support to teachers regarding implementation.  Professional Development activities are based upon detailed needs assessments that utilize student assessment results to target curricular areas that need further alignment.  Professional Development activities are based upon detailed needs assessments that utilize student assessment results to target instructional areas that need strengthening.  Professional Development activities are developed that support implementation of strategies identified in the District Level Plan.  Professional Education is evaluated to show its impact on teaching practices and student learning.  Using disaggregated student data to determine educators’ learning priorities. Provide brief explanation of District's process for ensuring these selected characteristics. 
Professional development activities are planned based upon assessment and perceptual data. A variety of presenters and facilitators are utilized in staff development, many of which are staff members with areas of expertise relative to presentation topics. Following each professional development session in which staff members participate, a survey is distributed to the participants, which is utilized to determine their level of understanding, ability to implement their new knowledge, and their needs for additional professional development. This information is used by central office and building administrators to support teachers as initiatives are implemented. Additionally, building level and central office administrators engage in walk through and formalized observations to monitor implementation of best practice instructional and assessment strategies. Information from these observations is utilized by building principals in their buildings’ Professional Learning Communities. Provide brief explanation for strategies not selected and how the District plans to address their incorporation. Evaluation of implementation of professional development must be more clearly defined so that teachers fully understand the expectations and are held accountable for implementation.
Inductees will assign challenging work to diverse student populations. Inductees will be able to access state curriculum frameworks and focus lesson design on leading students to mastery of all state academic standards, assessment anchors and eligible content (where appropriate) identified in District curricula.  Inductees will effectively navigate the Standards Aligned System website.  Inductees will know and apply District endorsed classroom management strategies.  Inductees will know and utilize school resources that are available to assist students in crisis.  Inductees will know the basic details and expectations related to District-wide initiatives, practices, policies and procedures.  Inductees will know the basic details and expectations related to school initiatives, practices and procedures.  Inductees will know, understand and implement instructional practices validated by the District as known to improve student achievement.  Inductees will take advantage of opportunities to engage personally with other members of the faculty in order to develop a sense of collegiality and camaraderie. Provide brief explanation of District's process for ensuring these selected characteristics. All inductees participate in a three year induction program which is outlined in the District Induction Plan. Two intensive days of instruction and information are provided in August (prior to the first day of school). Information regarding District practices and policies is shared, in addition to planning, instructional, and assessment practices which are expected of all professional staff members. Each inductee is assigned a mentor, who works with the inductee to ensure understanding and  
implementation of all professional expectations, including familiarity with District curriculum. Additionally, all inductees receive formal training in Learning Focused Schools, which provides the framework for planning, instruction, and assessment in the District. Provide brief explanation for strategies not selected and how the District plans to address their incorporation. N/A
Classroom assessment data (Formative & Summative). Frequent observations of inductee instructional practice by building supervisor to identify needs. Inductee survey (local, district, intermediate units and national level). Information collected from previous induction programs (e.g., program evaluations and secondyear teacher interviews).  Knowledge of successful research-based instructional models.  Regular meetings with mentors or coaches to reflect upon instructional practice to identify needs.  Review of inductee lesson plans.  Student PSSA data. Provide brief explanation of District's process for ensuring these selected characteristics. The building principal and central office administration engage in frequent observations (formal and walkthroughs are conducted), and inductees receive feedback as to their progress. Additionally, the District’s Induction Plan requires monthly meetings between the inductee and his/her mentor to reflect upon the experiences and practice of the inductee and address any problems which the inductee is experiencing. Inductees also spend time working with grade level or department colleagues to analyze data and plan common assessments. Contained within the District’s Induction Plan are numerous surveys and reflection instruments which are completed at various intervals during the school year so that the inductee may reflect on his/her practice and provide feedback regarding the induction program to administration. Provide brief explanation for strategies not selected and how the District plans to address their incorporation. Consider having the mentor formally observe the inductee as part of the induction process. Consider a more formal, regular review of inductee’s lesson plans by both mentor and principal. A reflective piece should be required of inductees on a quarterly basis. Consider an inductee Moodle site to post pieces.    
Mentors must complete mentor training or have previous related experience (e.g., purpose of induction program and role of mentor, communication and listening skills, coaching and conferencing skills, problem-solving skills and knowledge of adult learning and development).  Pool of possible mentors is comprised of teachers with outstanding work performance.  Potential mentors have similar certifications and assignments.  Potential mentors must be willing to accept additional responsibility.  Potential mentors must have demonstrated ability to work effectively with students and other adults.  Potential mentors must have knowledge of District/School policies, procedures and resources.  Potential mentors must model continuous learning and reflection. Provide brief explanation of District's process for ensuring these selected characteristics. Mentors are selected via an application process which is outlined in the District Induction Plan. There is a description of desirable characteristics of a mentor included in the Induction Plan, including experience in classroom management, expertise in curriculum and instruction, and demonstration of high levels of professionalism. From the pool of applicants, mentors are selected by the building principal and central office administration. Responsibilities of the mentor are clearly outlined in the District Induction Plan, and mentors are provided the opportunity to reflect upon their experiences and provide feedback to administration which will improve the induction process. Provide brief explanation for strategies not selected and how the District plans to address their incorporation. It is best to have the mentor and inductee on the same schedule in order to meet regularly. The District Induction Plan will be reviewed during the 2012-13 school year to determine the effectiveness of the program and make changes to address any weaknesses. 
Topics Accommodations and Adaptations for diverse learners Assessments Best Instructional Practices Code of Professional Practice and Conduct for Educators Curriculum Aug-Sep X Oct-Nov X Dec-Jan X Feb-Mar X Apr-May X Jun-Jul X
Data informed decision making Instruction Materials and Resources for Instruction Safe and Supportive Schools Standards
If necessary, provide further explanation. The District’s Induction Plan provides a specific timeline for discussion topics between the mentor and inductee and the mentor and building principal. Each topic (or a facet of the topic) is specifically addressed in the plan and addressed in August or September. However, guidelines for each monthly meeting state that the topics discussed in the previous months will be reviewed in order for the inductee to pose questions he/she has. Additionally, many of these topics are addressed on an ongoing basis by the District’s professional development (much of which takes place in June and August), faculty meetings, and Professional Learning Communities.
Identify the procedures for monitoring and evaluating the Induction program. The administration regularly monitors the effectiveness of the District's Induction program by consulting with inductees and mentors to evaluate progress toward stated goals. At the conclusion of the school year, inductees and mentors are responsible to complete evaluation forms to provide feedback on the effectiveness of the Induction program. This feedback is used to recommend changes to the existing program.
     Building administrator receives, evaluates and archives all school mentor records. Completion is verified by the Superintendent on the Application for Level 2 Certification. District administrator receives, tallies, and archives all District mentor records. Mentor documents his/her inductee's involvement in the program. Schools maintain accurate records of program completion and provide a certificate or statement of completion to each inductee who has completed the program.
Total students identified: 363
Identify the District's method for identifying students with specific learning disabilities. Currently, the District uses a process that rules out lack of exposure to appropriate reading and math instruction as the primary cause of academic performance deficits. In addition, for students who have had adequate exposure to instruction in District schools, the District determines, as part of its pre-referral assessment process, the extent to which the child has responded to core and remedial academic instruction. When the team is able to rule out lack of exposure, and when the student has not responded to core and academic instruction at levels likely to enable him or her to meet age and grade-appropriate standards, the District conducts norm-referenced tests of intelligence and achievement that enable us to perform a valid cognitive profile analysis and to compare relative weaknesses in the cognitive profile with significant weaknesses in the achievement profile. Such weaknesses, if established, are compared to instructional data to establish ecological validity. When significant weaknesses in the cognitiveachievement profile align with weaknesses in performance in the classroom, the student is identified as having a specific learning disability in the affected areas. When a student is referred for an evaluation , the school psychologist reviews all of the submitted data and makes a recommendation as to which assessments should be listed on the Permission to Evaluate and is sent to the parents with their Prior Written Notice. Some examples of the assessments used by the school psychologists are: WISC-IV, Stanford-Binet:5, CAS, WRIT, RIST, WNV, WIAT-II, KTEA-II, NEAT, OWLS, TEWL-2. TOWL-3. Once the Permission to Evaluate is received, the school psychologist will request input from the parents in the form of a district created parent input questionnaire, input from the regular education staff working with the child, attendance records, PSSA data, report cards and discipline records. At the elementary level, we have implemented a 3-ties model of Response to Intervention. We do not proceed to evaluation on any referral without having the necessary data on deficit area(s) and the interventions and response data to those interventions provided to us. If parents make a referral for their student, we immediately schedule a meeting with the student’s current educational team and review all data to determine if testing is warranted. If the team determines the need for testing, a Permission to Evaluate is issued to the parent for approval along with the Prior Written Notice, if the reviewed data does not show need for testing, a meeting is held with the parents explaining the recommendations and a Notice of Recommended Educational Placement is issued denying the request for testing. All testing is completed within the 60 day calendar timelines.
Review the Enrollment Difference Status. If necessary, describe how your district plans to address any significant disproportionalities. Taken from the 2011-2012 Special Education Data Report, there is no statistical enrollment differences noted for the District. The LEA has 15.0% of it's total population identified as special education compared to the state average of 15.1%. Autism identifications at 8.0% for the LEA compared to 7.9% for the state. Emotional Disturbance identification is slightly higher than the state average with the LEA at 11.0% versus 8.6% for the state but still within statistical acceptance. The remaining categories of Mental Retardation (Intellectually Disabled) has the LEA at 6.6% and state at 7.1%, Other Health Impaired at 8.0% for the LEA compared to the state of 10.1%, Specific Learning Disability of 48.5% for the LEA to the state average of 46.9% and Speech and Langauge Impaired at 14.3% for the LEA compared to the state average of 16.2%.
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? The District provides a continuum of intervention levels and placement options for its students with disabilities. The District joins with the Capital Area Intermediate Units and its neighboring Districts through the Dauphin County Consortium, to provide programs for all students with disabilities in the least restrictive environment. Middletown Area School District operates learning support, emotional support, life skills support, multiple disabilities support, autistic support and speech and language services for students within the District. These programs are provided through the use of resource rooms, supplemental classes, full-time classes, and itinerant support. Most students attend their neighborhood schools. Some students choose to attend the Dauphin County Technical School. Special education students within the Middletown Area School District have always had access to the general education curriculum and the general education class, regardless of the severity of their disability. Over the last several years, however, the district has carefully studied its implementation of special education services and recognized that with careful consideration, we could provide special education services in a more inclusive manner. The district has implemented a variety of strategies and programs to support the provision of special education services in the LRE. Examples of these programs include: 1. 2. Co-teaching of selected high school courses Response to Intervention Model
3. Decrease in “replacement” classes and resource rooms with increase in itinerant support. The district is focusing on providing additional academic support to students with disabilities, rather than replacing the general education core curriculum Children in our Life Skills programs and Multiple Disabilities support programs have frequent opportunities to participate in academic and non-academic subjects with their peers. In addition, many of our regular education students participate in “reverse mainstreaming” activities with students with severe disabilities. In an effort to provide support for students with lower incidence disabilities, the district has continued to expand its district operated programs in the areas of autism, life skills, and multiple disabilities. The District is not currently a host to any 1306 facilities or families. As with all students, any student who would enroll in the District under 1306 would be afforded FAPE. Each student's paperwork is reviewed and programming recommendations are made accordingly. If the District would not be able to program for the 1306 student within its currently identified programs and unable to build an appropriate program, the District would utilize the current consortium programming available or look to the CAIU for other programming options. As far as barriers or problems with 1306 students, not receiving all of the students records and/or potential extraordinary costs to the District that were not in the budget, can be problems that the District must overcome. No matter the barriers, FAPE is always provided to the student so that they may access their education in a successful manner.
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). The Middletown Area School District recognizes our operational responsibility to offer FAPE to each student who is eligible for special education until the student or students who turn 21 during the school term are entitled to finish that school term, whichever occurs first. Although no correctional institution is located in the district, if one did exist, the district would comply fully with the requirements of the IDEA and Chapter 14 regarding the identification, evaluation, placement and provision of special education services to all eligible school-age individuals housed therein. Eligible students are entitled to receive special education both when they are charged with a criminal offense and are awaiting trial and after they have been convicted of a criminal offense. Specifically, school districts providing special education services to incarcerated school-age individuals are required to:
1. comply with the "child-find" obligations of IDEA 2. utilize appropriate evaluation procedures and diagnostic/screening instruments to determine the eligibility and educational needs of inmates 3. implement timely review and/or develop Individualized Education Programs ("IEPs") for eligible students in accordance with state and federal laws and regulations, including compliance with procedural safeguards; and 4. provide FAPE in conformity with the IEP. Further, if a correctional institution were located in the MASD, the district would have a responsibility to adopt and use a system to locate and identify all students within the district's jurisdiction who are thought to be eligible and to determine those students' needs through a screening and evaluation process, which meets the requirements of Chapter 14. Part of this responsibility is to provide annual public notices under Section 14.121. Districts should send their annual public notice to the warden of each county jail or prison within their jurisdiction. Furthermore, districts in which local correction institutions are located must develop a systematic, on-going means of communicating with these institutions to ensure that all incarcerated students who may be eligible for special education are located, identified, evaluated and, when deemed eligible, offered FAPE. In addition, districts may obtain information from the Department's PennData database to determine whether school-age inmates have been previously identified as eligible for special education by contacting the Records Center at 717-5418575or 1-800-945-7854. Finally, Section 614(d)(6)(B) provides that if a child with a disability is convicted as an adult under state law and incarcerated in an adult prison, the child's IEP team may modify the child's IEP or placement notwithstanding the requirements of section 612(a)(5)(A) and 614(d)(1)(A)(least restrictive environment) if a bona fide security or compelling penological interest that cannot otherwise be accommodated is demonstrated. Where the continued delivery of services in a student's IEP is superseded by he duty of the local correction institution to maintain and control security, the school district must conduct an IEP meeting and revise the IEP accordingly, following the usual procedural safeguards provided for under Chapter 14.
1. Describe the District procedures, which ensure that, to the maximum extent appropriate, children with disabilities, including those in private institutions, are educated with non-disabled children, and that removal from the regular education environment only occurs when education in that setting with supplementary aids and services, cannot be achieved satisfactorily. 2. Describe how the District is replicating successful programs, evidence-based models, and other PDE sponsored initiatives to enhance or expand the continuum of supports/services and education placement options available within the District to support students with disabilities access the general education curriculum in the least restrictive environment (LRE). (Provide
information describing the manner in which the District utilizes site-based training, consultation and technical assistance opportunities available through PDE/PaTTAN, or other public or private agencies.) The district maintains the practice to always include students with special needs in the regular education curriculum whenever appropriate, based on the individual needs of the students. All staff and administrators are aware of this provision that students with disabilities, to the maximum extent possible, are educated with children who are nondisabled. The District provides a continuum of intervention levels and placement options for its students with disabilities. The District joins with the Capital Area Intermediate Unit and its neighboring Districts through the Dauphin County Consortium to provide programs for all students with disabilities. Middletown Area School District operates learning support, emotional support, life skills support, autistic support, multiple disabilities support and speech and language services for students within the District. These programs are provided within supplemental classes, full-time classes and with itinerant support. In addition, the District employs a full-time sign language interpreter in order to meet the needs of a deaf student(s). Because Middletown Area School District is a relatively small district, it collaborates with a group of nearby districts in order to meet the needs of some students with lower incidence disabilities. The district is able to provide classroom programs for some of our neighboring districts, and they, in turn, are able to assist us in meeting the needs of our own students. The representatives from the Dauphin County Consortium meet regularly to assess student program needs and to plan for needed changes. The District currently contracts with Dauphin County Consortium Districts for life skills support and multipledisabilities support for some of our middle and high school students. We are very pleased that we opened an new Autistic Support Classroom for the 11-12 school year were able to return 3 students, currently placed with the CAIU to District and currently only have 1 student placed with the IU K-12 in the Autistic support program. The District contracts with the CAIU for itinerant services for students with sensory impairments, fulltime emotional support, full-time multiple disabilities support, full-time autism support and full-time deaf/hard of hearing support. Students receive a full complement of related services including, but not limited to, speech and language, occupational and physical therapy, audiology, itinerant vision and hearing support, personal care aides, assistive technology, autism and behavior support and transition services. Many students are transported from their schools daily to participate in work experiences, both within the district and in the community. The District also contracts with outside agencies, when needed, for vocational support, and for behavioral health services, including mobile therapy and therapeutic staff support. All students being served within the Middletown Area School District, including those students whose IEPs require full-time classes, have opportunities to interact with their same-aged peers. The level of interaction is determined individually through the IEP process. During the last several years, the District
has made substantial changes in curriculum and instructional strategies in order to increase the participation of students with disabilities in general education classes and in the general curriculum. These changes have included the implementation of a Response to Intervention Model. Substantial changes have also occurred at the Middletown Area Middle School and Middletown Area High School. Many regular education and special education teachers have been providing instruction in a co-teaching model and have successfully included many more students with disabilities. All students in the District participate in non-academic areas in the general education environment. Those with the most severe disabilities spend time with the regular education peers on the playground, at recess, in the cafeteria and at assemblies and special programs. Decisions to place students out of the district are made by individual IEP teams, based on individual needs. The District provides a full continuum of options to meet the needs of its students. The District collaborates and plans with the Dauphin County Consortium of Districts in order to provide services for students in the least restrictive environment. The district may seek placement outside the regular school when a student’s needs are so severe that they cannot be met with supplementary aids and services. This may occur when a student presents a danger to himself/herself or others in the regular education setting, or when he/she needs a non-traditional school environment or program, such as an adventurebased/experiential program for a brief time to address emotional or behavioral needs. In a small number of cases, the District has supported a parent request to educate a child in a specialized private school. The CAIU operates a center-based emotional support center. Individual students who are placed in the center placement may participate in classes or activities in their home school when the IEP team determines that it is appropriate. Opportunities are often provided for students in center-based programs to participate in academic and non-academic programs within the District. The District Director of Special Education participates in all IEP meetings for students who are placed out of the District. Each IEP team discusses the student’s readiness to return to his home school. The Director assists the team in developing a transition plan to successfully implement the student’s return to the District.
Provide a summary of the District policy on behavioral support services including, but not limited to, the school-wide positive behavior supports (PBS). Policy number 113.2 Behavior Management clearly sets forth the belief that the district will develop appropriate intervention plans. The plans should reflect positive rather than negative measures and should be the least restrictive as possible. There are 3 levels of intervention including classroom programming and management, IEP behavior plans and emergency interventions. There are also prohibited procedures identified. Some examples are Corporal Punishment, Noxious stimuli, locked
locations that students can't readily exit, deprivation of basic human rights and serial suspensions. The policy also addresses how and when restraint may be used. Staff is trained through professional development opportunities through PaTTAN and the CAIU. Internally, all staff, whether they be special educators, regular educators or paraprofessionals, are trained/refreshed at the beginning of the school year during opening in-services on the building-wide positive behavior support programs in each of their school buildings. This training continues throughout the year during faculty and curriculum meetings. For those staff members in classrooms with potential volatile students, the staff is trained and certified in Safe Crisis Management and/or Safety Care.
1. If the LEA is having difficulty ensuring FAPE for an individual student or a particular disability category, describe the procedures and analysis methods used to determine gaps in the continuum of special education supports, services and education placement options available for students with disabilities. 2. Include information detailing successful programs, services, education placements as well as identified gaps in current programs, services, and education placements not available within the LEA. Include an overview of services provided through interagency collaboration within the LEA. 3. Discuss any expansion of the continuum of services planned during the life of this plan. The district ensures that all students receive FAPE. If there is a need in the future, the CAIU, PaTTAN and other agencies will be contacted for support. Hard-to-Place Students The district has designated an itinerant teacher and administrator who are liaisons to the agencies and educational settings where students with disabilities are placed out of district. When we have a student that we are unable to find a placement for, we follow one or more of the following processes, not necessarily in this order: 1) Contact the Capital Area Intermediate Unit for supports through Training and Consultation (TaC) and/or for possible programming; 2) Contact Larry Hoffman, our local Interagency representative to set up an interagency meeting to discuss options; 3) Contact our current Division Chief for Compliance Mr. Richard Moss for guidance and support; 4) Contact Roni Russell at PaTTAN for referrals/references to private schools and/or other community supports; 5) Contact local school districts, in the consortium who may have alternative options; 6) Contact private schools and/or support agencies for possible options for programming, always with the intent of teaching the student skills that will allow her/him to benefit from a return to his/her home school; 7) Examine other non-traditional educational placements that may offer the student and family additional support such as counseling and medical services.
-At the Life Skills level, CMU and OVR are used heavily. Goodwill & CIT is also used frequently for job coaching services and AHEDD is used for job and transportation training.
Describe the strengths and highlights of your current special education services and programs. Highly Qualified Staff A group of Highly Qualified and talented staff provide instruction to students receiving special education services in Middletown Area School District. All professional staff is fully certified in special education and meet the Pennsylvania Department of Education requirements to be considered Highly Qualified in the content areas in which they teach. In addition to their special education certification, many staff is certified in other content areas as well. Seven (7) special education secondary level teachers are certified in either middle or high school English. Six (6) special education teachers are also certified reading specialists. Two (2) are certified in middle school math. Eleven (11) special education teachers are certified in elementary education. In addition, others hold certificates such as speech/hearing, early childhood, guidance, health and physical education and supervision. The diverse backgrounds and content knowledge of the special education staff is a significant strength in the instructional program we can offer our students. This Highly Qualified staff is also highly experienced. More than half of our special education teachers have more than 10 years experience. During the 2010-2011 School Year, the Director of Special Education participated in the inaugural Pennsylvania Fellowship for the Special Education Administrators. She was 1 of only 42 individuals selected to participate in the program state-wide. She currently provides support not only in her leadership roles but also through her certifications as an elementary teacher and speech therapist. Her knowledge in other areas allows her the ability to consult and help classroom teachers with interventions so that students’ needs are being met. Our students receiving special education services also receive support from a group of dedicated and skilled instructional and personal aides. These aides participate in staff development activities with the professional staff and are very knowledgeable about content area instruction, as well as other related areas such as behavior management. Staff Development Opportunities The Middletown Area School District offers its instructional staff frequent opportunities to learn new research based instructional strategies as well as to become proficient with new curricular materials. In an effort to improve results for its students, the special education staff have attended many conferences and worked on-site with consultants to ensure that our students receive effective instruction that we know is effective because it is based on a foundation of research.
Research Based Curriculum In addition to the excellent programs used in the general education class, the special education program uses a variety of research based curriculum to supplement the general education program. These programs include but are not limited to: Project Read Corrective Reading Read Naturally Rewards & Rewards Plus Wilson Reading Reading Mastery Read 180 Houghton Mifflin AMP Comprehension Plus Road to the Code Story Map Unique Learning Systems News-2-You Saxon Math Rocket Math Everyday Math Academic Progress on PSSA The impact of highly qualified staff implementing research based curriculum has been demonstrated by the increased achievement of our special education students on the PSSA. The scores of our students with disabilities have continued to improve.
Response to Intervention (RTI) In an effort to ensure that all students have the benefit of research-based interventions prior to referral for special education, the Middletown Area School District, with the assistance of an educational consultant, Patricia Conahan, implemented a Response to Intervention model in grades K-2 in its two primary elementary schools for the 05-06 school year. As the data has been collected and reviewed, it became clear that expansion of this model was necessary to meet all of the students needs. The RTI model is being implemented in all three elementary schools and was expanded into the Middle School for the 09-10 school year. This effort continues to include the following key components: 1. Extensive staff development of a core RTI team focused on assessment, progress monitoring and research based interventions 2. District-wide screening of all students K-5 using AIMSweb and other screening instruments and then an analysis of the data 3. Analysis of core curriculum and structure of language arts block 4. Redefinition of structure and function of meetings such as grade level team meetings, curriculum meetings, professional learning communities The results of the RTI model have been extraordinary. Students have made notable gains as measured by the frequent collection of data. Very few students have been identified as needing special education and those who have been identified, have had the benefit of very early, intensive intervention. Parent Training Parents of students in the Middletown Area School District are offered a variety of options for training. Parents participate in training through PTO speakers, Title I programs and parenting programs. Activities have included, Everyday Math Family Math Nights, Family Fun Reading Night and Literacy Festival and Technology Workshops Collaboration and Partnerships The Middletown Area School District is a relatively small district that values its relationships with parents and the local community, neighboring school districts, the intermediate unit and with private and public agencies, as well. It would not be possible to support our students without the daily assistance of parents. Middletown parents are actively involved with their own children and also provide support more formally through activities such as the Parent Academy, PTO, and Parent Advisory Committees. The communities that make up the Middletown Area School District regularly support the schools through the efforts of entities such as Communities that Care, local businesses, Penn State University, to name just a few.
1. Dauphin County Consortium — The Middletown Area School District partners with its neighboring districts to ensure that its students with disabilities, particularly students with more severe disabilities, are able to attend school as close to their community as possible. The district has a very positive and collaborative relationship with its partners and meets regularly to plan programs to meet student needs. 2. The Capital Area Intermediate Unit is an active participant with the district in providing technical support, staff development and programs for students with low incidence disabilities. 3. The district has very close, collaborative relationships with county agencies such as Dauphin County Children and Youth and Dauphin County Juvenile Probation. Both agencies offer a full-time staff member to work in the district on a daily basis, supporting students and families. 4. The special education program works daily with private agencies to provide behavioral health services and other related services needed by our students with disabilities. Dispute Resolution The Middletown Area School District values its relationships with parents and families. Because it values and nurtures those relationships, disputes related to student IEPs are very rare. Staff works very closely with parents and uses a variety of communication methods to ensure that parents and staff are working together. Teachers and administrators communicate regularly with parents via email in addition to phone, written reports and direct communication in meetings. The district’s website offers useful information for all families, including access to their child’s grades and academic performance online. Least Restrictive Environment (LRE) The District provides a continuum of intervention levels and placement options for its students with disabilities. The District joins with the Capital Area Intermediate Units and its neighboring Districts through the Dauphin County Consortium, to provide programs for all students with disabilities in the least restrictive environment. Middletown Area School District operates learning support, emotional support, life skills support, multiple disabilities support, autistic support and speech and language services for students within the District. These programs are provided through the use of resource rooms, part-time classes, full-time classes, and itinerant support. Most students attend their neighborhood schools. Some students choose to attend the Dauphin County Technical School. Special education students within the Middletown Area School District have always had access to the general education curriculum and the general education class, regardless of the severity of their disability. Over the last several years, however, the district has carefully studied its implementation of special education services and recognized that with careful consideration, we could provide special education services in a more inclusive manner. The district has implemented a variety of strategies and programs to support the provision of special education services in the LRE. Examples of these programs include: 1. 2. 3. Co-teaching of selected high school courses Response to Intervention Model Decrease in “replacement” classes and resource rooms with increase in itinerant support. The
district is focusing on providing additional academic support to students with disabilities, rather than replacing the general education core curriculum Children in our Life Skills programs and Multiple Disabilities support programs have frequent opportunities to participate in academic and non-academic subjects with their peers. In addition, many of our regular education students participate in “reverse mainstreaming” activities with students with severe disabilities. In an effort to provide support for students with lower incidence disabilities, the district has continued to expand its district operated programs in the areas of autism, life skills, and multiple disabilities. Secondary Transition The special education transition coordinator is a very active participant in helping students at the high school level prepare for their futures. The transition coordinator works closely with the Career Counselor at the HS, the Intermediate Unit Transition Consultant and a wide variety of agencies who can offer support to students when they leave school. The District has developed a comprehensive transition planning system for all students. Career Development at the Middletown Area School District is an integral part of students’ K-12 experience. Counselors and teachers provide experiences within and outside the classroom connected to the state adopted Career Education and Work Standards. The high school pathway system enables students to explore their personality, skills and preferences and learn about career clusters in the five pathway areas. This choice is made in 9th grade after completing the Futures 1 course. By crystallizing their interests and choices, students become empowered to make effective college and career decisions before leaving Middletown. The 17 activities completed in grade 9-12 as part of “The Pride for Life Graduation Project and Career Portfolio” serves as a transition tool for all students to achieve success. In addition to the Graduation Portfolio, students with disabilities receive instruction in academic and life skills need to support their post-secondary outcomes. The District contracts with AHEDD and Goodwill to provide additional vocational instruction, guided job shadows, job coaching and job seeking skills. The transition coordinator hosts an interagency meeting annually at which individual student needs are reviewed and agencies brainstorm ideas related to meeting the student’s needs following high school. The transition coordinator and other staff attend the countywide, interagency meetings, facilitated by the CAIU. Related services are also provided through the CAIU, based on individual student needs. These may include community-based instruction, job coaching in supported employment opportunities and travel training such as helping students become familiar with transportation options. Exclusions: Suspensions and Expulsions The District uses a variety of proactive strategies to prevent disruptive behavior and a variety of
strategies to manage disruptive behavior when it occurs. The percentage of students with disabilities who have been suspended long term (greater than 10 days) is less than 1% of the population. The District continues to address behavior as a concern for all educators, however. Graduation and Drop Out Rates The District continues to implement dropout prevention programs with a goal to eliminate dropouts entirely. These include the Successful Transition Program, TEAM, PRIDE and SAP. The PRIDE program at the Senior High School has been recognized nationally. Learning Focused Schools (LFS) The emphasis on the research-validated Ten Effective Teaching Principles has improved the education in general education, which supports our eligible students that are included. Additionally, the implementation of these principles in our special education classrooms ensures our students are participating in effective instruction that is proven to provide them with the greatest opportunities to learn and make progress on their goals. The structure and format of LFS has encouraged us to assure our curriculum is aligned to the standards and that our instruction supports our students' development of skills that match with the anchors and eligible content. Teachers focus on the essential questions of the day and utilize graphic organizers for students. Again, these beginning stages, as they are implemented, are supporting all students, which clearly benefits our students identified in need of special education. Of greatest emphasis and most importance in our beginning implementation of LFS is data driven instruction.
The LEA agrees to comply with all requirements of Student Services outlined in Chapter 12, these include:               Implementation of a comprehensive and integrated K-12 program of student services based on the needs of its students. (in compliance with § 12) Free 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 District Wellness Program (in compliance with Public Law 108-265, Section 204) Early Intervention Services System Act (11 P.S. § 875-101—875-503) Establishment and Implementation of Student Assistance Programs at all of levels of the school system Acceptable Use Policy for Technology Resources Providing career information and assessments so that students and parents or guardians might become aware of the world of work and career options available.
The Local Education Agency (District) assures that there are local policies and procedures in place that address:
Implementation of a full range of services, programs and alternative placements available to the school district for placement and implementation of the special education programs in the school district. Implementation of a child find system to locate, identify and evaluate young children and children who are thought to be a child with a disability eligible for special education residing within the school district’s jurisdiction. Child find data is collected, maintained and used in decision-making. Child find process and procedures are evaluated for its effectiveness. The District implements mechanisms to disseminate child find information to the public, organizations, agencies and individuals on at least an annual basis. Assurances of students with disabilities are included in general education programs and extracurricular and non-academic programs and activities to the maximum extent appropriate in accordance with an Individualized 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.
Facility Name Type of Facility Type of Service Number of Students Placed 1
Hill Top Academy (CAIU) Hill Top Academy (CAIU)
Special Education Centers Special Education Centers
CAPP-Emotional Support
The Price School
Neighboring School Districts Other Approved Private Schools Special Education Centers Neighboring School Districts Special Education Centers Other
Secondary Emotional Support Learning Support Autistic Support
River Rock Academy The Vista School
East Hanover Elementary New Story
Program Position #1 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Fink An A building Elementar Elementar in which y School y School General Building Education programs are operated Program Position #2 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Fink An A building Elementar
Support Itinerant
Service Type Learning Support
Caseload 5 1
Service Type Speech
FTE 0.42
in which General Education programs are operated Justification: This is an itinerant Speech caseload. Although outside of allowed range,students are seen in individual or small group sessions which are provided within allowable age ranges and based upon similar needs. Middletow A Senior A building n Area High in which High School General School Building Education programs are operated Justification: This is an itinerant speech caseload. Although outside of allowable age range, services are provided in individual or small groups which are provided within allowable age ranges and based upon similar needs. Program Position #3 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Fink An A building Elementar Elementar in which y School y School General Building Education programs are operated Reid An A building Elementar Elementar in which y School y School General y School
Elementar y School Building
Service Type Emotional Support
Age Range 7 to 8
Kunkel Elementar y School
An Elementar y School Building
Middletow n Area Middle School
A Middle School Building
Education programs are operated A building in which General Education programs are operated A building in which General Education programs are operated
Program Position #4 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Reid Elementar y School An Elementar y School Building A building in which General Education programs are operated
Caseload 7 1
Program Position #5 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Reid Elementar y School An Elementar y School Building A building in which General Education programs are
operated Program Position #6 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Reid An A building Elementar Elementar in which y School y School General Building Education programs are operated Program Position #7 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Reid An A building Elementar Elementar in which y School y School General Building Education programs are operated Program Position #8 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Reid Elementar y School An Elementar y School Building A building in which General Education programs are operated
Support Suppleme ntal (Less Than 80% but More Than 20%)
Caseload 6 1
Age Range 9 to 11
Caseload 9 1
Program Position #9 Operator: School District PROGRAM SEGMENTS Location/ Grade Building
Building Reid Elementar y School An Elementar y School Building
Type A building in which General Education programs are operated A building in which General Education programs are operated A building in which General Education programs are operated Full-Time Special Education Class
Type Autistic Support
Range 5 to 8 2 0.29
Reid Elementar y School
Suppleme ntal (Less Than 80% but More Than 20%)
Program Position #10 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Reid An A building Elementar Elementar in which y School y School General Building Education programs are operated Justification: This is an itinerant speech caseload. Although outside of allowable age range, services are provided in individual or small groups which are provided within allowable age ranges and based upon similar needs.
Service Type Speech and Language Support
Caseload 50 1
Program Position #11 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Reid An A building Elementar Elementar in which y School y School General Building Education programs are operated Justification: This is an itinerant speech caseload. Although outside of allowable age range, services are provided in individual or small groups which are provided within allowable age ranges and based upon similar needs. Kunkel An A building Elementar Elementar in which y School y School General Building Education programs are operated Justification: This is an itinerant speech caseload. Although outside of allowable age range, services are provided in individual or small groups which are provided within allowable age ranges and based upon similar needs. Program Position #12 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Middletow n Area Middle School A Middle School Building A building in which General Education
Caseload 12
FTE 0.27
Caseload 43 1
programs are operated Program Position #13 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Kunkel Elementar y School An Elementar y School Building A building in which General Education programs are operated
Program Position #14 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Kunkel An A building Elementar Elementar in which y School y School General Building Education programs are operated Program Position #15 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Kunkel Elementar y School An Elementar y School Building A building in which General Education programs are operated A building in which
Caseload 11 1
Support Full-Time Special Education Class
Service Type Autistic Support
Kunkel Elementar
An Elementar
Suppleme ntal (Less
y School Building
General Education programs are operated
Than 80% but More Than 20%)
Program Position #16 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Kunkel An A building Elementar Elementar in which y School y School General Building Education programs are operated Justification: Although outside of allowable age range, services are provided in individual or small groups which are provided within allowable age ranges and based upon similar needs. This classroom is a medical model classroom and the students on the caseload require intense nursing services. All students are severly impaired cognitively, some being diagnosed at the brainstem functioning level. All parents have been notified of age-range regulations and have approved the programming. Also, all IEP's justify reasoning and rational for programming outside of allowable age range. Program Position #17 Operator: Intermediate Unit PROGRAM SEGMENTS Location/ Grade Building Building Type Kunkel An A building
Service Type Multiple Disabilities Support
Service Type Autistic
Elementar y School
in which General Education programs are operated
Program Position #18 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Kunkel An A building Elementar Elementar in which y School y School General Building Education programs are operated Program Position #19 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Middletow n Area Middle School A Middle School Building A building in which General Education programs are operated
Service Type Life Skills Support
Program Position #20 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Middletow n Area Middle School A Middle School Building A building in which General Education programs are
operated Program Position #21 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Middletow A Middle A building n Area School in which Middle Building General Schoool Education programs are operated Program Position #22 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Middletow A Middle A building n Area School in which Middle Building General School Education programs are operated Program Position #23 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Middletow n Area Middle School A Middle School Building A building in which General Education programs are operated
Caseload 3 1
Age Range 10 to 12
Caseload 8 1
Program Position #24 Operator: School District PROGRAM SEGMENTS Location/ Grade Building
Building Middletow n Area Middle School A Middle School Building
Type A building in which General Education programs are operated Itinerant
Type Learning Support
Range 11 to 13 11 1
Program Position #25 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Middletow n Area Middle School A Middle School Building A building in which General Education programs are operated
Age Range 11 to 13
Program Position #26 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Middletow A Middle A building n Area School in which Middle Building General School Education programs are operated Program Position #27 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Middletow n Area Middle School A Middle School Building A building in which General Education
programs are operated Program Position #28 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Middletow n Area Middle School A Middle School Building A building in which General Education programs are operated
Caseload 6
FTE 0.16
Program Position #29 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Middletow A Senior A building n Area High in which High School General School Building Education programs are operated Program Position #30 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type A building in which General Education programs are operated Justification: There is 1 student on the caseload presented that is 20 Middletow n Area High School A Senior High School Building
Caseload 10 1
Age Range 15 to 20
years old. He is in the HS only 1 day per week and is in job training/workshop program the other 4 days of the week. The student was a move-in student this school year. He will be graduating in June 2013. When the student is in the HS, he is instructed in small group with students within age range and skill development level. Program Position #31 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Middletow A Senior A building n Area High in which High School General School Building Education programs are operated Program Position #32 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Middletow n Area High School A Senior High School Building A building in which General Education programs are operated
Caseload 4 1
Program Position #33 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Middletow A Senior A building n Area High in which High
Program Position #34 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Middletow A Senior A building n Area High in which High School General School Building Education programs are operated Program Position #35 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Middletow A Senior A building n Area High in which High School General School Building Education programs are operated Program Position #36 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Middletow n Area High School A Senior High School Building A building in which General Education programs are operated
Age Range 15 to 18
Program Position #37 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Middletow A Senior A building n Area High in which High School General School Building Education programs are operated Middletow A Senior A building n Area High in which High School General School Building Education programs are operated Program Position #38 Operator: School District PROGRAM SEGMENTS Location/ Grade Building Building Type Middletow n Area High School A Senior High School Building A building in which General Education programs are operated
FTE 0.67
Caseload 16 1
Program Position #39 Operator: Intermediate Unit PROGRAM SEGMENTS Location/ Grade Building Support Building Type Middletow n Area High School A Senior High School Building A building in which General Education programs Itinerant
Service Type Blind or Visually Impaired Support
Age Range 14 to 16
Support Service Director of Special Education Administrative Assistant for Special Education School Psychologist School Psychologist School Psychologist Clerk Occupational Therapist Autistic Support PCA Autistic Support PCA Learning Support Paraprofessional Learning Support Paraprofessional Learning Support Paraprofessional Learning Support Paraprofessional Learning Support Paraprofessional Learning Support Paraprofessional Learning Support Paraprofessional Location District-wide District office 1 1 Teacher FTE
District-wide District-wide Reid Elementary School District-wide Reid Elementary School Reid Elementary School Reid Elementary School
Learning Support Paraprofessional Learning Support Paraprofessional MDS-PCA Life Skills-PCA Autistic Support PCA Autistic Support PCA Autistic Support PCA LPN LPN Special Education Consultant Social Worker Learning Support Paraprofessional Learning Support Paraprofessional Learning Support Paraprofessional Learning Support Paraprofessional Autistic Support PCA Learning Support Paraprofessional Learning Support Paraprofessional Life Skills-PCA Life Skills-PCA
Kunkel Elementary School Kunkel Elementary School Kunkel Elementary School Kunkel Elementary School Kunkel Elementary School Kunkel Elementary School Kunkel Elementary School District-wide District-wide Middletown Area Middle School
Middletown Area Middle School Middletown Area Middle School
Middletown Area High School Middletown Area High School
Life Skills-PCA Life Skills-PCA Life Skills-PCA MDS-PCA
Middletown Area Middle School Middletown Area Middle School Middletown Area Middle School Middletown Area High School
Special Education Contracted Services Physical Therapy Operator Amt of Time per Week
Outside Contractor for the School District Outside Contractor for the School District Outside Contractor for the School District Outside Contractor for the School District Intermediate Unit Outside Contractor for the School District Outside Contractor for the School District Multiple Districts Intermediate Unit
Center for Industrial TechnologyJob Training Music Therapy
Preparation for Adult Life (FOL) ARC of Dauphin CountyVocational Training Sign Language Interpreter
Occupational Therapist Instruction Conducted in the Home
17.5 Hours 2 Hours
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:
Accomplishment #1: Performance in Reading and Math has trended upward in previous years. Accomplishment #2: The District made AYP in 2011 and in all prior years since 2003. Accomplishment #3: There is a positive school climate. Accomplishment #4: Student attendance is good. Accomplishment #5: After-school tutoring is offered at each school in the district. Accomplishment #6: The school district has positive community and business partnerships.
Concern #1: The district needs to develop a better relationship with parents to promote K-12 literacy and homework completion. Concern #2: IEP subgroups continue to be a weakness in PSSA results. Concern #3: There is no time built into the contracted work day for teachers to review and analyze student achievement data at the elementary or high school levels. Concern #4: The district lacks sufficient Math interventions for students. Concern #5: The ELL population continues to grow. These students typically perform below grade level and perform poorly on standardized testing. Concern #6: The rate of transience is very high with students continuously moving in and out of the District. This contributes to gaps in student learning. Concern #7: The High School does not have a formal Reading program for regular education students. Concern #8: AYP thresholds continue to increase.
Systemic Challenge #1 (System #1) Establish a district system that fully ensures consistent implementation of standards aligned curricula across all schools for all students. Aligned Concerns: IEP subgroups continue to be a weakness in PSSA results.
The ELL population continues to grow. These students typically perform below grade level and perform poorly on standardized testing.
The High School does not have a formal Reading program for regular education students.
AYP thresholds continue to increase.
Systemic Challenge #2 (System #2) Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school. Aligned Concerns: IEP subgroups continue to be a weakness in PSSA results.
The rate of transience is very high with students continuously moving in and out of the District. This contributes to gaps in student learning.
Systemic Challenge #3 (System #3) Establish a district system that fully ensures staff members in every school use standards aligned assessments to monitor student achievement and adjust instructional practices. Aligned Concerns: IEP subgroups continue to be a weakness in PSSA results.
There is no time built into the contracted work day for teachers to review and analyze student achievement data at the elementary or high school levels.
Systemic Challenge #4 (System #7) Establish a district system that fully ensures students who are academically at risk are identified early and are supported by a process that provides interventions based upon student needs and includes procedures for monitoring effectiveness. Aligned Concerns: The district needs to develop a better relationship with parents to promote K-12 literacy and homework completion.
IEP subgroups continue to be a weakness in PSSA results.
The district lacks sufficient Math interventions for students.
Goal #1: The District will ensure consistent implementation of standards-aligned curricula across all schools for all students in all content areas. 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: Summative Data Source: PSSA & Keystone Exams Specific Targets: Making Adequate Yearly Progress (AYP) as determined by state performance thresholds Type: Formative Data Source: Local Benchmark Assessments (AIMSweb, Running Records, Study Island, IRI, DRA) Specific Targets: Proficiency levels for each grade level and growth trends Type: Summative Data Source: PVAAS Specific Targets: Demonstrated growth from year to year for each student. Type: Formative Data Source: Common Curriculum-based Assessments Specific Targets: Proficiency levels for each student between classrooms
Strategies: Walk-throughs
Description: Establish the use of a walk-through instrument to be used for teacher supervision SAS Alignment: Assessment, Instruction
Description: Implement common curriculum-based assessments for all content areas and grade levels.
Description: Revise curriculum, according to the District’s six-year curriculum review cycle to align with the new PA Common Core Standards, or sooner depending upon state implementation schedule. SAS Alignment: Standards, Curriculum Framework
Action Steps: Walk-throughs
Indicator of Implementation: Research and identify potential walk-through instruments Start Date: 12/3/2012 End Date: 6/30/2013 Program Area(s): Professional Education, Teacher Induction Supported Strategies:  Walk-throughs
Indicator of Implementation: Develop common curriculum-based assessments for all grade levels and content areas during monthly curriculum meetings and/or after school and over the summer months. Start Date: 12/3/2012 End Date: 6/30/2016 Program Area(s): Professional Education Supported Strategies:  Curriculum-based Assessments
PA Common Core Standards-Aligned Curricula
Indicator of Implementation: Align all curricular areas to the new PA Common Core Standards Start Date: 12/3/2012 End Date: 6/30/2016 Program Area(s): Professional Education Supported Strategies:  Curriculum Revision
Goal #2: The District will ensure that all classroom teachers in each school provide quality instruction that promotes challenging learning experiences for all students.
Related Challenges:  Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school. Indicators of Effectiveness: Type: Formative Data Source: Lesson plans, observation reports, teacher evaluations (2013-14 school year and beyond) Specific Targets: Student performance data (class grades, portfolio, assessment data) Type: Formative Data Source: Observation reports, discipline referrals (2013-14 school year and beyond) Specific Targets: Student engagement levels and morale as measured by perceptual survey data and time-on-task assessments Type: Formative Data Source: Instructional materials Specific Targets: Teachers will provide differentiated instructional materials to meet needs of students.
Strategies: Classroom Environment
Description: Teachers will build relationships with students so that students feel safe, secure, motivated to learn, and willing to take risks in the classroom. SAS Alignment: Safe and Supportive Schools
Description: Teachers will make learning relevant and engaging for students. SAS Alignment: Curriculum Framework, Instruction, Materials & Resources
Description: Teachers will maintain high levels of expectation for student engagement and achievement in their classrooms by holding students accountable for learning. SAS Alignment: Assessment, Instruction, Safe and Supportive Schools
Teachers will utilize best practice instructional strategies (including the integration of technology) in the classroom. SAS Alignment: Curriculum Framework, Instruction, Materials & Resources
Description: Teachers will design engaging lessons that account for the individual needs of students in their classrooms. SAS Alignment: Assessment, Curriculum Framework, Instruction, Materials & Resources
Action Steps: Data Analysis
Indicator of Implementation: Teachers will collaborate regularly to review and analyze data to determine students’ strengths and needs. Start Date: 12/3/2012 End Date: 6/30/2016 Program Area(s): Professional Education, Special Education, Student Services, Gifted Education, Educational Technology Supported Strategies:  Accountability
Indicator of Implementation: Teachers will utilize knowledge of students’ interests and learning styles to develop lessons that are engaging and relevant. Start Date: 12/3/2012 End Date: 6/30/2016 Program Area(s): Professional Education, Special Education, Gifted Education, Educational Technology Supported Strategies:  Student Engagement
Indicator of Implementation: Teachers will set high expectations for students, while acknowledging individual ability levels, and hold students accountable to achieve at high levels. Start Date: 12/3/2012 End Date: 6/30/2016 Program Area(s): Teacher Induction, Special Education, Student Services, Gifted Education
Supported Strategies:  Classroom Environment  Student Engagement  Accountability
Indicator of Implementation: Research methods for providing collaboration time during the contracted day or beyond the contract day. Start Date: 8/26/2013 End Date: 8/25/2014 Program Area(s): Supported Strategies:  Accountability
Indicator of Implementation: Teachers will collaborate across disciplines and grade levels to develop engaging lessons designed to meet student needs. Start Date: 8/26/2013 End Date: 6/30/2016 Program Area(s): Educational Technology Supported Strategies:  Classroom Environment  Student Engagement  Accountability
Indicator of Implementation: Teachers will be provided training in the integration of technology to support curriculum and instructional goals. Start Date: 8/26/2013 End Date: 6/30/2016 Program Area(s): Professional Education, Educational Technology Supported Strategies:  Classroom Environment  Student Engagement  Accountability  Best Instructional Practice  Differentiated Instruction
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