Chambersburg Area SD...Jun 13, 2014 · Safety and Technology) . Each team attended a kick off work...

Chambersburg Area SD

District Level Plan

07/01/2016 - 06/30/2019

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District Profile

Demographics

435 Stanley Ave Chambersburg, PA 17201 (717)263-9281 Superintendent: Joseph Padasak Director of Special Education: Janet Foor

Planning Process The Chambersburg Area School District developed a league of thirty people to create the

comprehensive school plan. The league consists of 4 teams. (Professional Education, Pupil Services,

Safety and Technology) . Each team attended a kick off work session about vision, mission and

beliefs. During this kick off session, we reviewed old strategic plans and processes and discussed the

future plan with many ideas.

We reviewed the offline comprehensive school plan (CSP) tool to use over the summer months of

2012. Throughout the spring and summer of 2012 there were a series of emails, work sessions and

small group meetings to gather feedback from the community and school district. A contest to

create the Vision for the district using CASD as an acronym to win an IPAD was deployed to create

buy-in. An online town hall was created to gather public thoughts as well as employee input.

Each team then completed the off line CSP tool to prepare for the online tool in late summer. We

received access to the online tool in late fall (September) to start entering the content.

We will be finalized the CSP plan components during the fall of 2012 and presenting to the board of

Education in October after the required 30 day public review.

Mission Statement Chambersburg Area School District will provide a safe, nurturing, and engaging environment where

students will receive a rigorous and responsive education that will empower them to compete

globally.

Vision Statement Creating the future

Achieving success

Solving problems in a

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Diverse world

Shared Values Promote equity in education

Create global learners

Accept our communities diversity

Every student learns and values education

Know the learner and guide

Foster perseverance toward high standards

Educational Community The Chambersburg Area School District (CASD) is located in rural south-central Pennsylvania and

covers more than 250 square miles. With more than 9,000 students, CASD is the 22nd largest

district (out of 553 including charters) in Pennsylvania. CASD elementary schools serve 4100

students and CASD's high school serves 2,541 students in grades 9-12. The remaining students

attend other alternative placements, homeschooled, cyberschooled and private schools. The student

body is a unique mix of rural and urban kids, combining those from farms and rural hollows with

minority students who live in an inner-city environment. The district has pockets of deep poverty

reflected best in the 13 elementary school free & reduced lunch percentages which range from a

high of 93% to a low of 32%, with the average being 56% in Elementary (Secondary students tend

not to register for free and reduced lunch, so the high school percentage does not accurately reflect

the poverty of these students.). The district average for students receiving free and reduced lunch is

approximately 45%. The CASD population continues to become more diverse by serving 550

English Language Learners (ELLs), 10% Hispanic, 8% Black, 4% Multi Racial, 1% Asian, .5%

American Indian and 76.5% White.

According to the 2006 estimate of the 2000 U.S. Census, the Borough of Chambersburg has a

population of 17,946. The areas adjacent to the Borough (and the areas of the Chambersburg Area

School District), comprised by Greene, Guilford, Hamilton, Letterkenny and Lurgan townships, have

38,421 residents, bringing the total population of the greater Chambersburg area to 56,283. The

CASD area is now considered urban according to the 2010 census data. Chambersburg is located in

Franklin County, which serves as the county seat. Franklin County reported its population in the

2000 U. S. Census as 129,313, In addition to Chambersburg, other boroughs in the county are

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Greencastle, population of 3,722; Mercersburg, population of 1,540; and Waynesboro, population of

9,614. The Borough of Shippensburg is partially in Franklin County and partially in Cumberland

County; its population is 5,586. The greater Chambersburg area comprises about 44% of Franklin

County’s population. Franklin County is 774 square miles, Chambersburg is 6.58 square miles, and

the greater Chambersburg area is 285 square miles.

The manufacturing and distribution industries remain strong in the greater Chambersburg area.

Chambersburg is home to the Chambers-5 Business Park, a premiere, 350-acre park along the

Interstate 81 corridor and the Cumberland Valley Business Park, located adjacent to Letterkenny

Army Depot. It is home to a good sampling of the area’s industries--Ventura Foods, Target

Distribution, Olympic Steel, Vogele America, Kmart Regional Specialty Center, and Ozburn-Hessey

Logistics. Letterkenny Army Depot and Summit Health are the top employers, followed by

employment in the fields of education and government. Agriculture is another key industry in the

county. Nearly half of Franklin County’s land is dedicated to agriculture.

Prior to 1995, manufacturing was the leading industrial sector in Franklin

County, but the steady growth of the service and retail sectors surpassed manufacturing. The top 20

employers in Franklin County reflect the trend.

1. Letterkenny Army Depot/tenants

2. Summit Health

3. Chambersburg Area School District

4. Franklin County Government

5. Volvo/Ingersoll Rand

6. Shippensburg University

7. Target Distribution Center

8. Menno Haven

9. Martin's Famous Pastry Shoppe

10. Wal-Mart

11. T.B. Wood's Inc.

12. Ingram Book Co.

13. JLG Industries

14. Sears Holdings/Kmart Distribution

15. Ventura Foods

16. Valley Quarries Inc.

17. Liberty Property Trust Inc.

18. Eldorado Stone

19. Keystone HealthCare Network

20. Orrstown Bank

The Early Head Start Program provides comprehensive, year-round, child and family development

services to low-income families with children, prenatal to three years old. During weekly home visits

and parent-toddler activity groups, trained Early Head Start staff plan activities with families to

foster the child's development, increase family literacy, promote healthy parent-child relationships,

http://www.venturafoods.com/

http://www.target.com/

http://www.target.com/

http://www.olysteel.com/

http://www.vogeleamerica.com/

http://www.letterkenny.army.mil/

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provide parenting support and education, and assist expectant families in preparing for their new

baby. Parents are assisted with transitioning their children into Head Start or other preschool

programs when the child reaches age three. Families are linked to community resources such as

food, clothing, housing, child care, employment, English classes, health care and mental health

counseling. This Program is funded by a Federal grant from the U.S. Department of Health and

Human Services. Please see the services page for more information.

Risk Factors % in LEA County % in Pennsylvania

Living in economically at-risk families, up to 300% of

poverty 62.8% 58.3%

Births to mothers without early prenatal care 24.9% 20.4%

Births to mothers with less than a high school diploma 24.3% 16.1%

This district has made Adequate Yearly Progress (AYP) 4 out of the 6 years during the last strategic

plan. Making progress or AYP in 2008,2009,2010 and 2011. The district did not make progress or

AYP in 2007 and 2012. When looking at all schools, out of the 16 buildings, 5 have struggled with

making AYP consistently over the past 6 years. Eleven schools have never had an issue with making

AYP.

The high school has been struggling the past 7 years to make AYP and has been in Corrective Action

since 2005. The district has been working diligently to enhance options for its students and will be

opening a college and career magnet school, with STEM focus, in 2012.. To date, 424 students

are currently enrolled in the Career Magnet School. This project seeks to transform STEM

education across grades 9-12 by expanding learning options for students with cutting edge methods

and models, integrating technology, and providing intensive and embedded professional

development.

The Chambersburg Area and School District is seeing growth and diversity as the cornerstones of the

past 6 years. Changes in the community businesses, education, families, culture and surrounding

area seem to be a pattern or theme. Adjusting to these changes is critical to continued success of the

area. Planning and building the community for the future that supports continued growth, while

maintaining the local values and beliefs will be challenging. By continually reviewing past, present,

and future needs we can create a community that adjusts to the changing times.

Planning Committee Name Role

Chris Barnabei Elementary School Teacher - Regular Education

Susan Berrier Parent

Susan Breslin Community Representative

Heather Brindle Parent

Donna Brooks Middle School Teacher - Regular Education

Lisa Crouse Business Representative

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Catherine Dusman Administrator

Jared Faith Middle School Teacher - Regular Education

Janet Foor Special Education Director/Specialist

Joanne Hammond Instructional Coach/Mentor Librarian

Michelle Holtry Secondary School Teacher - Special Education

Jason Kibbe Secondary School Teacher - Special Education

Carole Kirkpatrick Business Representative

Sharon Love Administrator

Marybeth Maloskey Instructional Coach/Mentor Librarian

Erica McDonald Special Education Director/Specialist

Erica McDonald Parent

Teresa Metzger Middle School Teacher - Regular Education

Jonathan Michael Secondary School Teacher - Regular Education

Dr. Eric Michael Administrator

Michele Natale Middle School Teacher - Special Education

Amy Pastorak Special Education Director/Specialist

Karim Powanda Elementary School Teacher - Regular Education

Brandy Rosenberry Middle School Teacher - Special Education

Brandy Rosenberry Middle School Teacher - Special Education

Mark Scheitle Parent

Jean Squires Elementary School Teacher - Regular Education

Lauren Stickell Middle School Teacher - Regular Education

Chad White Elementary School Teacher - Regular Education

Christine Wolgemuth Instructional Technology Director/Specialist

Christine Wolgemuth Community Representative

Pauline Zozos Special Education Director/Specialist

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Core Foundations

Standards

Mapping and Alignment

Elementary Education-Primary Level

Standards Mapping Alignment

Arts and Humanities Developing Developing

Career Education and Work Non Existent Non Existent

Civics and Government Non Existent Non Existent

Common Core Standards: English Language Arts Developing Developing

Common Core Standards: Literacy in History/Social Studies, Science and Technical Subjects

Needs Improvement

Developing

Common Core Standards: Mathematics Non Existent Non Existent

Economics Non Existent Non Existent

Environment and Ecology Needs

Improvement Needs

Improvement

Family and Consumer Sciences Non Existent Non Existent

Geography Needs

Improvement Needs

Improvement

Health, Safety and Physical Education Accomplished Accomplished

History Needs

Improvement Needs

Improvement

Science and Technology and Engineering Education Needs

Improvement Needs

Improvement

Alternate Academic Content Standards for Math Non Existent Non Existent

Alternate Academic Content Standards for Reading Non Existent Non Existent

American School Counselor Association for Students Non Existent Non Existent

Early Childhood Education: Infant-Toddler→Second Grade

Non Existent Non Existent

English Language Proficiency Developing Developing

Interpersonal Skills Non Existent Non Existent

School Climate Non Existent Non Existent

Explanation for standard areas checked "Needs Improvement" or "Non Existent":

Aligned to PA (ELA)

We have coaching and have worked w/INV and Power-teaching (Math)

We are working on what instruction should look like (Math)

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Some teachers are beginning to incorporate the Common Core activities that are

included in teacher editions (Math)

Only essential PA History, Geography, Economics & Civics standards were

incorporated into ELA - there are no stand-alone SS in K-1 and limited in 2nd grade (Social

Studies)

At the primary level, all science instruction is embedded into ELA instruction – with

no dedicated time to devote to science, students do not have the opportunity to gain deep

understanding of science standards (Science)

Elementary Education-Intermediate Level



Career Education and Work Non Existent Non Existent

Civics and Government Needs

Improvement Needs

Improvement

Common Core Standards: English Language Arts Needs

Improvement Needs

Improvement


Needs Improvement

Needs Improvement

Common Core Standards: Mathematics Needs

Improvement Developing

Economics Non Existent Non Existent

Environment and Ecology Developing Developing

Family and Consumer Sciences Non Existent Non Existent

Geography Accomplished Accomplished


History Accomplished Accomplished

Science and Technology and Engineering Education Accomplished Accomplished

Alternate Academic Content Standards for Math Developing Developing

Alternate Academic Content Standards for Reading Developing Developing

American School Counselor Association for Students Developing Developing


Interpersonal Skills Developing Developing

School Climate Developing Developing


Overall we are beginning (2012) our transition to the PA Common Core standards thus "restarting" and adjusting current curriculum, standards and practices to match. This is why we are ranking CASD as in NE or NI ion many areas.

Aligned to PA (ELA)

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We included the Common Core Standards w/elementary curriculum tweaks when

we adjusted/aligned w/INV last year (Math)

Not all the SS content embedded into ELA align w/PA Standards (Social Studies)

Nothing has been done formally to integrate science common core standards

(Science)

Middle Level



Career Education and Work Accomplished Accomplished

Civics and Government Needs

Improvement Needs

Improvement


Improvement Needs

Improvement


Needs Improvement

Needs Improvement


Economics Needs

Improvement Needs

Improvement


Family and Consumer Sciences Accomplished Accomplished

Geography Accomplished Accomplished




Alternate Academic Content Standards for Math Needs

Improvement Needs

Improvement

Alternate Academic Content Standards for Reading Needs

Improvement Needs

Improvement

American School Counselor Association for Students Needs

Improvement Needs

Improvement


Interpersonal Skills Needs

Improvement Needs

Improvement

School Climate Needs

Improvement Needs

Improvement

World Language Needs

Improvement Needs

Improvement


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We have introduced Common Core (CC) standards to staff but have not discussed

the implementation of CC into curriculum (Math) until 2012.

Middle School Social Studies focuses on Geography & History – which are aligned

well. Economics & Civics are not a focal point (Social Studies)

Nothing formally has been done to integrate science as a means of demonstrating

ELA common core standards (Science)

Added World Language to the curriculum for middle schools starting in 2012

High School Level



Career Education and Work Accomplished Accomplished

Civics and Government Accomplished Accomplished


Improvement Needs

Improvement


Needs Improvement

Needs Improvement


Economics Developing Developing


Family and Consumer Sciences Developing Developing

Geography Needs

Improvement Needs

Improvement




Alternate Academic Content Standards for Math Needs

Improvement Needs

Improvement

Alternate Academic Content Standards for Reading Needs

Improvement Needs

Improvement

American School Counselor Association for Students Needs

Improvement Needs

Improvement


Interpersonal Skills Needs

Improvement Needs

Improvement

School Climate Needs

Improvement Needs

Improvement

World Language Developing Developing


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Overall we are beginning (2012) our transition to the PA Common Core standards thus "restarting" and adjusting current curriculum, standards and practices to match. The challenge at the high school level is balancing between Common Core Standards and Keystone (End of Course Finals) as a guide to curriculum development.

We have introduced Common Core (CC) standards to staff but have not discussed

the implementation of CC into curriculum (Math) until 2012.

Again, high school SS focuses on History, Economics & Civics w/less focus on

Geography since it was a focal point in middle school (Social Studies)

o Nothing formally has been done to integrate science as a means of

demonstrating ELA common core standards (Science)

Adaptations


Civics and Government

Common Core Standards: English Language Arts

Economics

Geography

History





Economics

Geography

History

Science and Technology and Engineering Education

Middle Level

Career Education and Work




Economics

Geography

History Science and Technology and Engineering Education

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High School Level



Common Core Standards: English Language Arts Common Core Standards: Literacy in History/Social Studies, Science and Technical

Subjects

Economics

Geography

Health, Safety and Physical Education

History


Explanation for any standards checked:

Converted standards into LEQs (ML, HS) (Science)

Common assessments aligned to LEQs which are aligned to standards and

assessment anchors (ML, HS) (Science)

Agreement on common vocabulary & definitions using age-appropriate language

(EEI, ML, HS) (Science)

Teachers expand on PA Standards w/National Standards & Industry Standards

(Unified Arts)

Curriculum

Planned Instruction


Curriculum Characteristics Status

Objectives of planned courses, instructional units or interdisciplinary studies to be achieved by all students are identified for each subject area.

Developing

Content, including materials and activities and estimated instructional time to be devoted to achieving the academic standards are identified.

Developing

The relationship between the objectives of a planned course, instructional unit or interdisciplinary studies and academic standards are identified.

Developing

Procedures for measurement of mastery of the objectives of a planned course, instructional unit or interdisciplinary studies are identified.

Developing

Processes used to ensure Accomplishment:

When checking characteristics we had to average the rating when looking through the lenses of Math, ELA, Science, SS, Technology, Music, Art and PE at this level.

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Re-evaluate & align (ELA) with Common Core (Summer with teacher and througout

the year with instructional specialists)

We have assessments/benchmarks @ primary level (Math) teacher developed and

we are piloting a diagnostic assessment at two elementary schools for validatiy and

reliability

Committees of teachers have met to agree on a common curriculum for primary

classes in (Science)

Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How

the LEA plans to address their incorporation:

Re-evaluate & align (ELA) (Summer with teacher and througout the year with

instructional specialists)

SS in primary is embedded in ELA – no separate curricular assessments exits

for (Social Studies)

Common assessments for science content do not exist at the primary level for

(Science)




Needs Improvement


Developing


Needs Improvement


Developing


When checking characteristics we had to average the rating when looking through the lenses of Math, ELA, Science, SS, Technology, Music, Art and PE at this level.

Re-evaluate & align (ELA) (Summer with teacher and througout the year with

instructional specialists)

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Committees of teachers have met to agree on a common curriculum for primary

classes for (Science)



Re-evaluate & align (ELA)

We need to provide better PD / know how on the INV bench assessment (Math)

Curriculum is aligned well – no assessments exist (Social Studies)

Common activities for science have not been agreed upon at this level (Science)

Also no common assessments (Science)

Middle Level



Needs Improvement


Needs Improvement


Needs Improvement


Needs Improvement


When checking characteristics we had to average the rating when looking through the lenses of Math, ELA, Science, Social Studies, Technology, Music, Art and PE at this level

Re-do (ELA) starting in 2012 to align to the Common Core during Professional

Learning Community time, Summer Academies, Utilize Instructional Specialists througout

the year.

Teachers met several times over 3 years to develop common science curriculum at

the middle school level. This curriculum is based on standards and assessment anchors.

Curriculum was then used to plan common activities and assessments. (Science)

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Once curriculum is developed, assessments will be generated for (ESL)

We need to continue to develop the strategies/activities with each unit in (Math)

We need to adjust curriculum to CC (Math)

High School Level



Needs Improvement


Needs Improvement


Needs Improvement


Needs Improvement


When checking characteristics we had to average the rating when through the lenses of the 13 approved State Standards.

Teachers will use Professional Learning Community Time, Summer Academies,

Instructional Specialists and paid stipends to develop the Curriculum Characteristics. An

Acadmic Princpal was recently named at the High School level to accomplish this task

Teachers met several times over 3 years to develop common science curriculum at

the high schol level. This curriculum is based on standards and assessment anchors.

Curriculum was then used to plan common activities and assessments. (Science)



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• Regular Ed. & Special Ed. collaborate & plan (ELA)

• We have not aligned with CC (Math)

• We have these components aligned w/current PA standards, but not w/CC (Math)

Modification and Accommodations

Explain how planned instruction contains modifications and accommodations that allow all students at all mental and physical ability levels to access and master a rigorous standards aligned curriculum.

• Once curriculum is developed, assessments will be generated in (ESL)

• Co-teaching and previewing classes in science classrooms (Science)

• Aides assigned to classrooms with higher #s of LS, ES, ESL students (Science)

• Curriculum for special ed. science classes was written by combining science curriculum

w/alternative standards (Science)

• Special ed. co-teachers and preview teachers are highly qualified in science (Science)

• Adjustments made to learning activities & variety of instructional methods. Collaboration

with teachers of record in development of activities (Unified Arts)

Instruction

Instructional Strategies

Formal classroom observations focused on instruction

Walkthroughs targeted on instruction

Annual Instructional evaluations

Peer evaluation/coaching

Instructional Coaching

Regular Lesson Plan Review

Administrators

Building Supervisors

Department Supervisors

Not Reviewed

Provide brief explanation of LEA's process for incorporating selected strategies.

• Limited professional development (ELA) • Yearly observations of select staff to offer feedback, walkthroughs occur at building level. An ESL coach works with ESL content teachers as needed (ESL) • Coaching (Math) • Supervision / evaluation plan, lesson plan templates, walkthrough process (Unified Arts)

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Provide brief explanation for strategies not selected and how the LEA plans to address their incorporation.

• Inconsistent – lack of admin. support (ELA) • PD offered to ESL teachers yearly related to delivery of curriculum (ESL) • Teachers share lesson plans during observations pre/post conferences (Math) • Teachers in our district are not required to submit lesson plans except for a formal classroom observation (Science) • Coaching exists in other content areas but not in science (Science)

Responsiveness to Student Needs


Instructional Practices Status

Structured grouping practices are used to meet student needs.

Implemented in 50% or more of

district classrooms

Flexible instructional time or other schedule-related practices are used to meet student needs.


district classrooms

Differentiated instruction is used to meet student needs.


district classrooms

A variety of practices that may include structured grouping, flexible scheduling and differentiated instruction are used to meet the needs of gifted students.

Implemented in less than 50% of

district classrooms

If necessary, provide further explanation. (Required explanation if column selected was

• Students not identified – Teacher responsible (ELA) • These practices are evident in places (Math) • Mostly determined by ELA data – not SS data (Social Studies) • Science is embedded in ELA instruction & therefore only measured by ELA assessments (Science) • Elementary – Art/PE informal grouping practices (Unified Arts)





district classrooms

Flexible instructional time or other schedule-related practices are used Implemented in

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to meet student needs. less than 50% of district

classrooms



district classrooms



district classrooms


• Limited curriculum resources (ELA) • These practices are evident in places, but not consistently (Math) • Mostly determined by ELA data – not SS data (Social Studies) • Science instruction varies a great deal between elementary buildings. Some schools have dedicated time every day all year, some have science for half a year (Science) • Elementary – Art/PE informal grouping practices (Unified Arts)

Middle Level




district classrooms



district classrooms



district classrooms



district classrooms


• Lack of accountability (ELA) • We need to improve on the different practices similiar to power teacing (Math) • Beginning to create & analyze data – not yet using it fully to design instruction (Social Studies) • Students have 60 min. of science every day (Science) • Teachers group students but not normally (Science) • Little to no differentiation (Science) • Gifted functions as its own department (Science)

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• Art, PE, Business, Tech Ed., Ag Ed. informal grouping practices used (Unified Arts)

High School Level


Structured grouping practices are used to meet student needs. Level of

Implementation is Unknown



district classrooms



district classrooms



district classrooms


• New curriculum, scheduling in (ELA) • We have double periods in (Math) • Beginning to create & analyze data – not yet using it fully to design instruction (Social Studies) • Students have 60 min. of science every day (Science) • Teachers group students but not normally (Science) • Little to no differentiation (Science) • Gifted functions as its own department (Science) • Business, Tech Ed., Ag Ed. PE, Health, FCS, FL, Art, Music informal grouping practices (Unified Arts)

Recruitment

Describe the process you implement to recruit and assign the most effective and highly qualified teachers in order to meet the learning needs of students who are below proficiency or are at risk of not graduating.

• Interview process with certification requirements (ELA) • Use of Applitrack System (ESL) • Typically interview & hire science teachers from applicants for jobs – for more difficult areas, contact local universities (Science)

Assessments

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Local Graduation Requirements

Course Completion

SY 13-14

SY 14-15

SY 15-16

SY 16-17

SY 17-18

SY 18-19

Total Courses 23.50

23.50

23.50

23.50

23.50

23.50

English 4.50

4.50

4.50

4.50

4.50

4.50

Mathematics 4.00

4.00

4.00

4.00

4.00

4.00

Social Studies 3.50

3.50

3.50

3.50 3.50

3.50

Science 3.00 3.00

3.00

3.00

3.00

3.00

Physical Education 1.50 1.50

1.50

1.50

1.50

1.50

Health 0.50

0.50

0.50

0.50

0.50

0.50

Music, Art, Family & Consumer Sciences, Career and Technical Education

0.50

0.50

0.50

0.50

0.50

0.50

Electives 6.00

6.00

6.00

6.00

6.00

6.00

Minimum % Grade Required for Credit (Numerical Answer) 0.65

0.65

0.65

0.65

0.65

0.65

2014 Graduation Specifics

Identify the method(s) used for determining graduation proficiency for the following sets of standards. (Check all that apply)

Reading

Proficiency on State Assessments

Local Assessments aligned with State Standards

Writing

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Mathematics


Local Assessments aligned with State Standards

Local Assessments

Standards WA

TD

NAT

DA

PSW

Other

Arts and Humanities X X X

Career Education and Work X X

Civics and Government X


X X X


Common Core Standards: Mathematics

X X

Economics X

Environment and Ecology

Family and Consumer Sciences X X X

Geography X

Health, Safety and Physical Education X X

History X

Science and Technology and Engineering Education X X

World Language X X

2015 and beyond Graduation Requirement Specifics


English Language and Composition

Completion of Course Work with Keystone Exam as final exam Scoring Proficiency

(Stand alone option)

Students are allowed to test out of required courses.

Successfully complete Advanced Placement or Independent Baccalaureate Courses

including "passing" a course exam.

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English Literature




Mathematics






Science & Technology






Environment & Ecology

Completion of Course Work with Keystone Exam as final exam Scoring Proficiency (Stand alone option)


2017 and beyond Graduation Requirement Specifics


Biology or Chemistry






American History, Civics/Government, or World History

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Methods and Measures

Summative Assessments

Summative Assessments EEP EEI ML HS

Common Assessments (ELA) X

PSSA (ELA) X X X

WIDA Access (Annual State Assessment) ESL X X X X

ESL Report Card (K-5) X X

INV Assessment (Math) X X

Teacher created Assessments (Math) X X

INV open-ended (Math) X X

PSSA (Math) X X X

Mid-term exams (Social Studies) X X

Final exams (Social Studies) X X

Projects (Social Studies) X X X

End of course test - final (Science) X X

Benchmark Assessments

Benchmark Assessments EEP EEI ML HS

4-Sights (ELA) X

ISIP - Imagination Station (ELA) X X

Locally Developed Assessment (ESL) X X

INV Benchmark (Math) X X

Benchmark Standards based (Social Studies) X X

Projects (Social Studies) X X X

Formative Assessments

Formative Assessments EEP EEI ML HS

ISIP (ELA) X X

Common ELA Assessments (ELA) X

Individual Teacher Assessments (ESL) X X X X

Pre-Post Assessment - Teacher created (Math) X X

4-Sights (Math) X X X

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Various classroom-based informal (Math) X X X X

Benchmark Standards based (Social Studies) X X

Common pre/post assessments (Science) X X

Common writing assignments (Science) X X

Common lab activities (Science) X X

Diagnostic Assessments

Diagnostic Assessments EEP EEI ML HS

W-APT (Placement Assessment) X X X X

Pre-Algebra Screening Assessment X

Validation of Implemented Assessments

Validation Methods EEP EEI ML HS

External Review

Intermediate Unit Review

LEA Administration Review X X X X

Building Supervisor Review X X X X

Department Supervisor Review X X X X

Professional Learning Community Review X X X X

Instructional Coach Review

Teacher Peer Review

Provide brief explanation of your process for reviewing assessments.

• Limited (ELA) • Teacher PLCs work to edit and develop assessments in (ESL) • Teacher PLC and supervisor review in (Math) • Teacher created – reviewed by supervisor & in some cases building & district administration in (Social Studies) • Teachers create assessment, administer & make revisions as necessary (Science) • We do not have a formal process (Unified Arts)

Development and Validation of Local Assessments

If applicable, explain your procedures for developing locally administered assessments and how they are independently and objectively validated every six years.

• Teachers piloted assessments, validation? (ESL)

• N/A (Unified Arts)

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CASD creates local "common assessments" but they are not independently evaluated due to

financial costs.

Collection and Dissemination

Describe your system to collect, analyze and disseminate assessment data efficiently and effectively for use by LEA leaders and instructional teams.

• Building Core teams used to share performance data quarterly.

• Performance Tracker houses all district data for all content areas. Each teacher has access

to their data for specific assignments, courses and classes taught.

• The district requires BOY, MOY and EOY of data days to review data and share with

buildings

Instructional Rounds process is used 2-3 times per year to gather instrucional core

data and share with buildings

Data Informed Instruction

Describe how information from the assessments is used to assist students who have not demonstrated achievement of the academic standards at a proficient level or higher.

• Teachers use differentiated instruction & re-teaching (ELA)

• Teachers use data to pinpoint areas of need and instruct or target those areas (ESL)

• Not done yet in SS – they do look at pre-tests to determine BOY instruction (Social Studies)

Assessment Data Uses

Assessment Data Uses EEP EEI ML HS

Assessment results are reported out by PA assessment anchor or standards-aligned learning objective.

X X X X

Instructional practices are identified that are linked to student success in mastering specific PA assessment anchors, eligible content or standards-aligned learning objectives.

X X X X

Specific PA assessment anchors, eligible content or standards-aligned learning objectives are identified for those students who did not demonstrate sufficient mastery so that teachers can collaboratively create and/or identify instructional strategies likely to increase mastery.

26

Instructional practices modified or adapted to increase student mastery.

X X X X

Provide brief explanation of the process for incorporating selected strategies.

• Year 1 Common Assessments (ELA) • ACCESS data helps to form student groups & meet individual student needs (ESL) • PLC discuss and share activities / we compare strategies within classes (Math) • Strategies are discussed in PLCs (Science)

Provide brief explanation for strategies not selected and how you plan to address their incorporation.

• We have not drilled down to individual standards as the standards are very generalized (ES)

Distribution of Summative Assessment Results

Distribution Methods EEP EEI ML HS

Course Planning Guides

Directing Public to the PDE & other Test-related Websites

X X X X

Individual Meetings X X X X

Letters to Parents/Guardians X X X X

Local Media Reports X X X X

Website X X X X

Meetings with Community, Families and School Board X X X X

Mass Phone Calls/Emails/Letters

Newsletters X X X X

Press Releases

School Calendar

Student Handbook

Provide brief explanation of the process for incorporating selected strategies.

Since no state assessments for Social Studies exist, results from these are not mass

communicated.

Report science PSSA data w/other PSSA data in Science

Report Cards sent home to families

Each teacher maintains a class/course website

Student handbooks/agendas must be signed by all parents and students

27

School board presentations and local newspaper articles that are timely with

release of data

District has a public relations person and budget to support communincation

Provide brief explanation for strategies not selected and how the LEA plans to address their

incorporation.

District has a public relations person and budget to support communincation

through formal press releases.

Due to the timeline of the student handbooks, course planning guides and

calendars it is not practical to communicate data in this format.

Safe and Supportive Schools

Assisting Struggling Schools

Describe your entity’s process for assisting schools that either do not meet the annual student achievement targets or experience other challenges, which deter student attainment of academic standards at a proficient level or higher.

If your entity has no struggling schools, explain how you will demonstrate continued growth in student achievement.

Schools that struggle to make academic progress get more support and a direct focus from

central office staff. By more supports, we will assign instructional coaches, allocate more

resources for technology, provide additional adminstrative support for discipline and

management, require more frequent assessments and implement more fidelity checks

processes. We have moved leadership out of buildings for low performance or switched

administrators depending on the strengths and weakness of the leaders. In addition, we are

not opposed to moving teaching staff around as a last resort if it is part of a system

problem. In most cases, a more prescriptive or "top down" approach is taken in a struggling

school.

Programs, Strategies and Actions

28

Programs, Strategies and Actions EEP EEI ML HS

Biennially Updated and Executed Memorandum of Understanding with Local Law Enforcement

X X X X

School-wide Positive Behavioral Programs X X X

Conflict Resolution or Dispute Management X X X X

Peer Helper Programs X X

Safety and Violence Prevention Curricula X X X X

Student Codes of Conduct X X X X

Comprehensive School Safety and Violence Prevention Plans

X X X X

Purchase of Security-related Technology X X X X

Student, Staff and Visitor Identification Systems X X X

Placement of School Resource Officers X X X X

Student Assistance Program Teams and Training X X X X

Counseling Services Available for all Students X X

Internet Web-based System for the Management of Student Discipline

X X X X

Explanation of strategies not selected and how the LEA plans to address their incorporation:

This narrative is empty.

Identifying and Programming for Gifted Students

1. Describe your entity's process for identifying gifted children. 2. Describe your gifted special education programs offered.

The Chambersburg Area School District has examined and defined the evaluation

procedures to ensure the necessary and valid assessments are part of the process of

identifying all students in need of Special Education for the Mentally Gifted.

Determination of gifted will not be based on IQ score alone. A student having an IQ score

lower than 130 may be admitted to gifted programs with other educational/intellectual

criteria in the profile of the student strongly indicating gifted ability. Determination of

mentally gifted includes full assessment and a comprehensive report by a school

psychologist which includes, but are not limited to:

Achievement

Rate of Acquisition, Rate of Retention

Demonstrated Achievement

Early Skill Development

Intervening Factors Masking Giftedness

29

Students are referred for evaluation by parents or school personnel when:

Students instructional assessment indicates high potential

Students performance levels exceed students in regular classrooms

Students exhibit a majority of characteristics associated with the mentally gifted

Student s are highly creative

Developmental Services

Developmental Services EEP EEI ML HS

Academic Counseling X X

Attendance Monitoring X X X X

Behavior Management Programs X X X X

Bullying Prevention X X X X

Career Awareness X X

Career Development/Planning X

Coaching/Mentoring X X X X

Compliance with Health Requirements –i.e., Immunization

X X X X

Emergency and Disaster Preparedness X X X X

Guidance Curriculum X X X X

Health and Wellness Curriculum X X X X

Health Screenings X X X X

Individual Student Planning

Nutrition X X X X

Orientation/Transition X X X

RtII X X

Wellness/Health Appraisal X X X X

Explanation of developmental services:


Diagnostic, Intervention and Referral Services

Diagnostic, Intervention and Referral Services EEP EEI ML HS

Accommodations and Modifications X X X X

Administration of Medication X X X X

Assessment of Academic Skills/Aptitude for Learning X X X

Assessment/Progress Monitoring X X X

Casework X X X

30

Crisis Response/Management/Intervention X X X X

Individual Counseling X X X X

Intervention for Actual or Potential Health Problems X X X X

Placement into Appropriate Programs X X X X

Small Group Counseling-Coping with life situations X X X X

Small Group Counseling-Educational planning X X X X

Small Group Counseling-Personal and Social Development

X X X X

Special Education Evaluation X X X X

Student Assistance Program X X X X

Explanation of diagnostic, intervention and referral services:


Consultation and Coordination Services

Consultation and Coordination Services EEP EEI ML HS

Alternative Education X X X

Case and Care Management X X X

Community Liaison

Community Services Coordination (Internal or External)

Coordinate Plans

Coordination with Families (Learning or Behavioral)

Home/Family Communication

Managing Chronic Health Problems

Managing IEP and 504 Plans X X X X

Referral to Community Agencies X X X X

Staff Development X X X X

Strengthening Relationships Between School Personnel, Parents and Communities

System Support

Truancy Coordination X X X X

Explanation of consultation and coordination services:


Communication of Educational Opportunities

Communication of Educational Opportunities EEP EEI ML HS

Course Planning Guides X X

Directing Public to the PDE & Test-related Websites X X X X

Individual Meetings X X X X


31

Local Media Reports X X X X

Website X X X X

Meetings with Community, Families and Board of Directors

X X X X

Mass Phone Calls/Emails/Letters X X X X

Newsletters X X X X

Press Releases X X X X

School Calendar X X X X

Student Handbook X X X X

Communication of Student Health Needs

Communication of Student Health Needs EEP EEI ML HS

Individual Meetings

Individual Screening Results X X X X


Website X X X X

Meetings with Community, Families and Board of Directors

Newsletters X X X X

School Calendar

Student Handbook

Frequency of Communication

Elementary Education - Primary Level

Quarterly

Elementary Education - Intermediate Level

Quarterly

Middle Level

Yearly

High School Level

Yearly

Collaboration for Interventions

Describe the collaboration between classroom teachers and individuals providing interventions regarding differing student needs and academic progress.

32

There is some planning or professional learning community time allocated for regular and

special education co planning. Teachers collaborate on "previewing" the material to

students prior to teaching the material. In addition, small intervention group data is

provided to the "regular" classroom teacher on weekly and monthly basis via email or face

to face meetings depending on the building and staff available.

Community Coordination

Describe how you accomplish coordination with community operated infant and toddler centers, as well as preschool early intervention programs. In addition, describe the community coordination with the following before or after school programs and services for all grade levels, including pre-kindergarten, if offered, through grade 12.

1. Child care 2. After school programs 3. Youth workforce development programs 4. Tutoring

CASD coordinates with infant and toddler centers as part of the Preschool Collaboration

Group. Toddler teachers also attend the meetings and receive ideas for building early

literacy skills that tie to the PA standards for young children. The group also works with the

Child Development classes at the High School to provide information and resources that

support young mothers as well. The Group also works with local agencies to provide

toddler and Kindergarten readiness calendars and a spring literacy fair as part of the

partnership for young children to build to school success. District specialists also provide

instructional support for the after school tutoring program sponsored by a local church for

Pre-K to gr 5 age students. Members of this group are represented by staff from the United

Cerebral Palsy Agency, local colleges (Wilson and Shipp) who are preparing future PreK and

primary teachers, Headstart, Coyle and Grove library, Migrant Program, Franklin County

Literacy Council, Franklin County Reading Council and private school preschools. Title I also

provides a 7 week summer school program for Preschoolers getting ready to enter

Kindergarten at the Ben Chambers’ School.

Preschool Agency Coordination

Explain how the LEA coordinates with agencies that serve preschool age children with disabilities.

1. Address coordination activities designed to identify and serve children with disabilities and the supports and accommodations available to ensure both physical and programmatic access.

2. Address pre-kindergarten programs operated directly by the LEA and those operated by community agencies under contract from the LEA.

33

3. Describe how the LEA provides for a smooth transition from the home setting and any early childhood care or educational setting the students attend, to the school setting.

The CASD partners with local preschools, daycare agencies, and Headstart classes in a

collaborative group called the Preschool Collaboration Committee. This partnership is part

of our Title I program that helps build bridges between preschool and district Kindergarten

programs. The group meets monthly and provides resources (Title I funding) and activities

that tie directly to the PA Early Learning Standards in all subject areas with special

emphasis on literacy skill buildings. Preschool teachers, child care directors, and district

Kindergarten teachers attend these meetings, share information and receive materials for

immediate use in the classroom to build literacy skills. Discussions focus on building skills

that help prepare children to transition to Kindergarten. Teachers interact with district

Kindergarten teachers and share many ideas. The Preschools are also invited to visit local

Kindergarten classes at the end of their preschool year to help with this transition.

Mission statement and goals of the group:

The purpose of the Pre-School Collaboration Group is as follows:

Building early literacy, math, social studies, and science skills in young children.

Networking between Childcare and Educational organizations.

Promoting cooperation/coordination of services between school districts and care

providers.

Helping students successfully transition from Pre-school to Kindergarten.

Promoting consistent learning and development activities for daily instruction of

the pre-school student.

Building strong parent involvement in pre-school, school and community.

Sharing and implementation of best research based instructional methodologies and

practices in the development and instruction of children.

Utilizing the Pa State Early Learning Standards into daily practice for student

learning.

Building successful living and learning experiences for every child starting in pre-

school.

#1 The CASD operates four Pre-K classrooms in partnership through the Franklin County

Head Start. Pre K classrooms are located at Ben Chambers (2) classrooms, Stevens (1)

classroom and Fayetteville (1) classroom. The Pre-K classrooms are enrolled to include

34

students with disabilities. Students are serviced with Individual Education Plans (IEP)

to address student needs. Students with disabilities in Pre-K are serviced with a Support

Teacher in the classroom.

To identify students with disabilities:

Early intervention screening regarding speech/language, physical motor activity,

mental health, learning delays along with several work sampling diagnostics regarding early

learning performance are utilized to identify students with disabilities. Students have access

to all services related to specific needs with qualified professional staff.

The Family Service Managers interview parent/ guardians regarding any known

existing disability during registration

Transition planning from the Early Infants and Toddlers program is utilized to

service students with disabilities.

#2 CASD developed a partnership with the Franklin County Head Start (FCHS) to provide

services to Pre- K students. CASD lead agency contacts works closely with the FCHS to

monitor program outcomes, establish data driven goals, and maximize fiscal planning.

#3 The district provides the following services to help transition students from home to

school through the following, by means of the FCHS:

During student registration information regarding the school and Pre-K program

are reviewed with the family

Family Service Manager, classroom teachers and bus drivers visit the homes and

make personal contact with family prior to school

Prior to the first day of school, students and parents are invited to an Open House to

orient students and families to school and classroom.

All Students in the(4) Pre-K classroom are assigned to their neighborhood school.

This allows for a smooth transition into kindergarten through daily interactions in the

school building with the kindergarten teachers.

During kindergarten registration in March, students with current IEP

are transitioned into kindergarten through Pupil Personnel Services with the CASD.

Furthermore, the FCHS Case Managers meet with CASD Supervisor of Special Education

prior to the start of school to discuss students needing service through an IEP.

Materials and Resources

35

Description of Materials and Resources


Material and Resources Characteristics Status

Aligned and supportive of academic standards, progresses level to level and demonstrates relationships among fundamental concepts and skills

Developing

A robust supply of high quality aligned instructional materials and resources available

Developing

Accessibility for students and teachers is effective and efficient Developing

Differentiated and equitably allocated to accommodate diverse levels of student motivation, performance and educational needs

Developing

Provide explanation for processes used to ensure Accomplishment.

The district is significantly investing in mobile technology and outfit as many students and classrooms with access to educational content. In addition, each classroom is developing classroom libraries at all levels.

Explanation for any row checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation:





Developing


Developing



Developing




We struggle with the amount of materials and resources between title 1 schools and non title schools.

Middle Level

36



Developing


Developing



Developing





High School Level



Developing


Developing



Developing





SAS Incorporation


Standards Status

37

Arts and Humanities


district classrooms

Career Education and Work Not Applicable

Civics and Government Not Applicable



district classrooms



district classrooms



district classrooms

Economics Not Applicable

Environment and Ecology Not Applicable

Family and Consumer Sciences Not Applicable

Geography Not Applicable



district classrooms

History


district classrooms



district classrooms

Alternate Academic Content Standards for Math Not Applicable

Alternate Academic Content Standards for Reading Not Applicable

American School Counselor Association for Students Not Applicable

Early Childhood Education: Infant-Toddler→Second Grade Not Applicable

English Language Proficiency


district classrooms

Interpersonal Skills Not Applicable

School Climate Not Applicable

Further explanation for columns selected "

Not all content areas above are taught in the prmiary grades thus leading to N/A or less than 50% rating.

38


Standards Status

Arts and Humanities


district classrooms

Career Education and Work Not Applicable

Civics and Government Not Applicable



district classrooms



district classrooms



district classrooms

Economics Not Applicable

Environment and Ecology Not Applicable

Family and Consumer Sciences Not Applicable

Geography Not Applicable



district classrooms

History


district classrooms



district classrooms

Alternate Academic Content Standards for Math Not Applicable

Alternate Academic Content Standards for Reading Not Applicable




district classrooms




39

Not all content areas above are taught in the intermediate grades thus leading to N/A or less than 50% rating.

Middle Level

Standards Status

Arts and Humanities


district classrooms



district classrooms

Civics and Government Level of




district classrooms



district classrooms



district classrooms

Economics Level of




district classrooms

Family and Consumer Sciences Level of


Geography


district classrooms



district classrooms

History


district classrooms

40



district classrooms

Alternate Academic Content Standards for Math


district classrooms

Alternate Academic Content Standards for Reading


district classrooms




district classrooms



World Language Not Applicable


Civics and Government, Family Consumer Science and Economics are not explicitly taught in the middle school as stand alone classes. We have embedded lessons and units in applicable courses but it is unknown to the level and degree in which teachers use the SAS system.

High School Level

Standards Status

Arts and Humanities


district classrooms



district classrooms



district classrooms



district classrooms



district classrooms

41



district classrooms

Economics


district classrooms



district classrooms

Family and Consumer Sciences


district classrooms

Geography


district classrooms



district classrooms

History


district classrooms



district classrooms

Alternate Academic Content Standards for Math


district classrooms

Alternate Academic Content Standards for Reading


district classrooms




district classrooms



World Language Implemented in 50% or more of

district

42

classrooms


Not all standards are develped in the high school thus creating 3 categories with a NA rating.

Current Technology Services

Required for LEA applying for eRate Priority 2 Funding

Describe your 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?

Students learn best through active engagement, group participation, frequent feedback and

interactions, and connections to real-world experts. At Chambersburg Area School District,

"we believe that technology can have the greatest impact when it aligns with curriculum

goals and objectives, provides opportunities for student collaboration, integrates into a

typical instructional day, engages students in meaningful projects, receives support from

teachers, the school community and school and district administrators, and allows students

to work independently at their own pace , while receiving frequent feedback from adults

and peers” (Center for Applied Research in Educational Technology Studies 200-2005.) We

have built our network infrastructure to support student learning in a 21st century learning

environment where teachers effectively use technology to enhance learning and

authentically embed the development of 21st skills into their lesson planning.

Chambersburg Area School District’s wide area network (WAN) infrastructure is comprised

of a fiber-based network with 100 Megabytes from each building and 1 gigabyte from the

District Administrative offices, which serves as the District’s main server and data storage

hub. The 100 MB layer 2 Ethernet connections are provided by CenturyLink. The High

School is directly connected to the CASD Administrative Building by a 1 GB fiber link. The

Franklin County Career and Technology Center is connected over the internet via a Virtual

Private Network to the Cisco PIX Firewall that is in the CASD Administrative Building. All

buildings are connected using district-owned and maintained Cisco routers. The District

currently has 10 physical servers and two storage area networks, one located at the main

District Administrative office and one at the Disaster Recovery site at Chambersburg Area

Middle School South. The District has a VMWare environment housed on five physical

servers, three at the administrative Building and two of the servers being used at the

Disaster Recovery site. Additionally, we have 40 virtualized servers running off the hosts or

physical servers and four virtualized servers at the Disaster Recovery site.

Within CASD’s local area network (LAN), each district building has a 1 GB network

backbone with 100 MB connections to each classroom. Currently, the following schools

have wireless access: Andrew Buchanan Elementary, Benjamin Chambers Elementary,

Falling Spring Elementary, Fayetteville Elementary, Grandview Elementary, Guilford Hills

43

Elementary, Hamilton Heights Elementary, Lurgan Elementary, Scotland Elementary, South

Hamilton Elementary, Thaddeus Stevens Elementary, Chambersburg Area Middle School

North, Chambersburg Area Middle School South, Chambersburg Area Senior High School

and the Career Magnet School. Currently, a limited number of access points are the

Administrative offices and both New Franklin Elementary and Marion Elementary do not

have wireless access. New Franklin Elementary will be renovated this upcoming year and

there is a plan to upgrade the building for wireless access. The access to wireless is needed

in buildings as the District uses more mobile devices such as iPads to provide an engaging

and interactive 21st century learning environment.

The infrastructure describe above is provided over an Ethernet connection to the students

and staff of Chambersburg Area School District. CASD shares one Internet connection with

all of our schools. The LEA Head End connection for our WAN is at a District owned

buildings located at the Administrative Offices. The primary Transport Access provider for

our WAN is CenturyLink. The primary Transport type for the LEA head is public fiber. The

transport capacity is 100 MB.

Currently, the District receives 100 MB of Internet access through the Lincoln Learning

Network administered by the Lincoln IU. The primary Internet Service Provider is Level 3

communications into the Lincoln Learning Network. The District has access to Internet2

through MAGPI, a consortium supported by University of Pennsylvania and currently share

an Internet2 connection through the Lincoln IU and Capital Area IU. As part of the LLN,

Chambersburg Area School District has access Pennsylvania Association of Intermediate

Units’ statewide network linking every IU and their respective districts to each other.

PAIUnet delivers key educational and instructional resources to District with its connection

to the Lincoln Learning Network.

For security of our network and student data, CASD has a firewall, antivirus protection, and

uses Websense to filter websites and email. The District firewall has been configured to

provide a very secure environment for both public and private network communications.

The firewall provides a higher level of security needed in an educational environment and

provides an elevated level of security against internal threats by blocking all outbound

traffic except the traffic that has been deemed necessary for specific business and

educational purposes. The District uses McAfee VirusScan for each of their servers as an

end point, antivirus package and uses Websense Email Security and Antivirus to scan

inbound email messages for SPAM and security threats. Websense Web Security is used as

our web security solution and provides more 100 security and web categories plus

advanced web application and protocol controls on all ports. Additionally, we use

Websense for our Internet filtering solution to ensure compliance, productivity, and

bandwidth control.

Voice Over Internet Protocol (VOIP) has been implemented at every school and building

throughout the District to provide connectivity and opportunities for communication and

collaboration. Sage Technology Solutions provides the managed telecommunications

service. The IP phones connect through the District’s local area network and Internet

Service Provider through the IU 12 connection. The IP phones being used are Shoretel

phones that allow local survivability should our LAN or ISP fail. They also provide scalable

44

connectivity for local analog ports for building paging, fax, and analog failover. The District

also utilizes cell phone use for District administrators and supervisors. Our cellular phone

provider is Verizon.

The District has a hosted web solution through SchoolCenter. Edline is the parent company

of SchoolCenter. The solution hosts our District website located at

www.chambersburg.k12.pa.us or www.casdonline.org. All District schools have access and

a presence on the website. All teachers have access and a website as well as the ability to

post handouts, assignments, information regarding classes and contact information. The

website also provides an area for teaches to enter grades through our TeacherLogic

program and parents and students to view grades, attendance, and assignments in the

HomeLogic program.

Chambersburg Area School District has 6000 computers in the District. Computers, tablets

and eReaders are available at a ratio of 68% of our student population. A majority of the

computers available for instructional use are classified as either high or mid capacity

computers. Per definition a high capacity computer is 2 years or old or newer, contains a

10/100/1000Mb network card and can run data intensive, graphic, and video rendering

applications such as CASD, web design, video production, etc. Mid capacity computers are

defined as 5 years or newer that contain a 10/100/1000mb network card and can run

integrated applications such as Microsoft Office Suite, etc. At the elementary level, each

teacher has a desktop computer that is used for instructional and administrative tasks. In

addition, each elementary room classroom has a minimum of two workstations for student

use in each classroom. At the secondary level each teacher has a laptop for instructional

administrative use and each classroom has a minimum of one workstation for student user

per classroom. Both elementary and secondary buildings have instructional labs in place

that can be scheduled for team teaching and specific classes. Additionally, each building has

mobile laptop carts available for use. This allows the technology to come to the teachers

and turn any room into a mobile lab.

Currently, SMART Boards are scattered throughout the District in various buildings and

classrooms. There are SMART Boards in every classroom at the High School, Benjamin

Chambers Elementary School, and Steven Elementary Schools. The rest of the buildings

have a mix of mounted and mobile SMART Boards available. The District currently has an

Elementary Equity plan in place to address the needs of providing the same equipment at all

elementary schools as well as at the middle school levels. SMART Boards are effective

teaching tools when used to provide whole class engagement and interactivity. The District

also has a 1:1 iPad school (the Career Magnet School) that is using the iPads the same way

as the SMART Board. They are a 21st century teaching that provide higher order thinking

through a variety of applications. The District is also leveraging this technology throughout

the District at all levels.

Other tools used that are used and available to our teachers include data projectors,

classroom performance units (CPS) as a means for instant feedback and learning tool,

centralized copiers that allow scanning, copying and printing, digital cameras, digital video

cameras, webcams, videoconferencing equipment, scanners, eReaders (Kindles), and

wireless slates (WACOM Boards). All of these are to help with the instructional delivery of

http://www.chambersburg.k12.pa.us/

http://www.casdonline.org/

45

lessons in order to enhance teaching and student learning.

The District uses both standalone software programs in addition to web-based program.

For the use with mobile devices, the District would like to move to web-based software so

students can access resources anytime, anywhere. Standard software used by the District

includes: Websense, VMware, McAfee AntiVirus, Office 2010 (Microsoft Word, Excel,

PowerPoint, Access, & Publisher), Photostory, Adobe Reader, Performance Tracker,

SchoolLogic Student Information System, TeacherLogic (grade entry), HomeLogic (students

and parents to enter grades), Classroom Performance System, iTunes, SMART Notebook,

Google Earth, and Skype. The District also has many curriculum specific software packages

used by different disciplines such as CAD, Inspiration, Adobe CS2, Frontpage, and many

more.

Strengths

1. CASD has a robust network with a 1 GB backbone. Only 40% of LEA’s have a

connection speed of 1 GB or greater.

2. 15 of 17 schools at CASD have wireless access allowing mobile devices to be integrated

into the environment for anytime, anywhere learning.

3. Chambersburg has a "robust and reliable network communications infrastructure"

(Global Data, 2009).

a. 10 physical servers, 40 virtualized servers and 2 large SANs that provides

infrastructure over an Ethernet connection along with a Disaster Recovery site.

b. 6000+ Computers - thin client coming down the road

c. VOIP at all buildings provides connectivity and opportunities for communication and

collaboration

d. Standardization in SMART Technologies (Interactive Whiteboards), Wireless Slates,

Sympodiums, and student response systems

e. 600+ iPads distributed this school year.

4. "Chambersburg Area School District has established a very good technology foundation

for the future" CSIU Technology Group (2008).

a. eLearning that benefits students through engagement, academic achievements, and

21st century skills development

b. Ongoing “Summer Academies” and workshops on Technology Professional

Development

c. Videoconferencing opportunities for students and staff

d. Multicasting video technologies

e. Career Magnet School - mobile learning; 1:1 iPad school

5. There are many online opportunities for communication for students, parents, and

staff.

46

a. District website and teacher web pages with extensive resources

b. Parent and student portal (HomeLogic) for reviewing grades, attendance, discipline,

schedules, scheduling requests, and viewing standards-based report cards for elementary

students

c. Online grade book for teachers (TeacherLogic)

d. Technology eNewsletter as well as a technology website with extensive resources.

e. District and Community eNewsletter

f. Global Connect – automatically calls our students and staff with District messages for

delays or other critical notifications

6. Adminstrators and staff are skilled in using technology to gather, analyze, and interpret

data to drive instruction.

Weaknesses

1. While our population continues to grow from 8500 a few years ago to 8977, it affects

our ratio of equipment in the District with a budget that has also decreased. Surveyed

administrators would like to see 100% availability of devices for all students.

2. 76% of LEA’s have an Intranet available, CASD does not provide an Intranet to our

staff, but does provide resources on a public folder and on the District website.

3. “People expect to work, learn, and study wherever and whenever they want to”

(Horizon, 2010). As such, CASD needs to continue to provide the infrastructure to do this by

continuing to provide wireless access in buildings that currently do not have access points

and also by providing a cloud services such as eBackpack to access files across devices. This

is needed to provide anytime, anywhere access. As computers and digital devices become

more powerful, portable and inexpensive, their educational uses grow. A variety of mobile

devices already make it possible for students and teachers to access information, create

content, and communicate with peers, teachers, and community members outside the

traditional classroom and school day. Students and staff survey would like to see this

available.

4. Referencing our Mile Guide assessment data, CASD needs more instructional

technologies supports to move “student knowledge and skills” and “educational leadership”

from the early stages to the transitional stages. Both “policy making” and “partnering” are

in the transitional stage while educational support systems is close to the 21st century stage

and “continuous improvement” is in the 21st century stage. While we provide numerous

professional development opportunities on technology, we need to move to teaching how to

integrate that technology into the curriculum so the PD is not about the technology, but how

use it to support the curriculum. 100% of survey administrators, 90% of teachers and 88%

of parents surveyed felt effective implementation of instructional technology is important to

CASD’s core mission.

Future Technology Services

47

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 you plan to take advantage of emerging technologies to improve education. Be sure to include the acquisition or implementation of such services/equipment within your Action Plans.)

As our focus continues to be anytime, anywhere learning, our telecommunications and

infrastructures continues to take center stage. The technology infrastructure uses fiber to

each building at 100 MB connections and at the administration building a one gigabyte

network is in place. Plans for future growth in bandwidth will need to be assessed and

reviewed yearly in order to maintain the flow for uninterrupted data and demand on the

system by Voice Over Internet Protocol communications in addition to the proliferation of

mobile devices such as iPads. Using the LAN for communication purposes will enable the

district to broadcast and support applications for students and staff. Examples of necessary

software applications utilized by the District include Performance Tracker for assessing

student data and differentiating instruction, Blackboard, used as our content management

system for eLearning, TeacherLogic, a grading program for teachers, HomeLogic, for

students and parents to check grades, attendance, and assignments, and SchoolCenter, a

hosted solution for District website to communicate District news, events, and provide links

to needed information. Global Connect is also as our instant phone notification system to

alert parents, staff, and students of important and timely information.

The continuation of PAUInet, a Statewide Wide Area Network of Telecommunications

Services that connects existing and future RWANs, Intermediate Units, and School Districts

will continue to be utilized to provide additional resources to students and teachers. The

Lincoln Learning Network is the supplier of technical and infrastructure support for the

RWAN. Internet2 is also provided by the LLN and used within the district to promote higher

educational opportunities for students. This will allow CASD to enhance the education

experience of our students by providing innovative resources and state of the art tools for

learning.

Mobile learning and iPads, in particular have become a disruptive technology for the

District. It has transformed the way we view technology. It is not a device, but a necessary

tool for delivery of information. It has combined the goals of both technology and

curriculum. Web 2.0, social media and their respective apps allow students to connect and

learn about other cultures and perspectives, sharing, and empowering our students to

connect, not with computers, but with people. Teachers facilitate this learning in a

meaningful and safe way. As the District continues to invest in mobile technology, we will

also need to assess the infrastructure and increase access points in buildings if moving to a

customized one to one environment. These learning tools will continue to transcend the

traditional learning arena at CASD into a global learning atmosphere in a flat world and will

reform the culture and pedagogy of our District to reflect 21st century skills.

Professional development and training will be necessary to move teachers, administrators

and staff up the continuum of technology skills. The district will follow the National

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Educational Technology Standards (NETS) for administrators, teachers, and students. The

standards will give each person the levels of attainment within technology in order to be a

representation for learning in the 21st century skill model. A 2-year study found that

instructional technology professional development “that is closely aligned to a program’s

core conceptual foundations can lead to positive teacher and student outcomes.” (EDC,

2010). We will continue to focus on this goal and provide additional training, eLearning

opportunities and coaching in the integration of technology into the curriculum. We are

excited to bring to students the interactivity that emerging technologies bring to the

classroom while enhancing their curricular endeavors.

Along with learning anytime, anywhere staff will need to have accessibility to access work,

data and files across devices and when needed. The District is using a safe and secure, made

for education, cloud storage solution from eBackpack to meet this need. eBackpack is an

assignment, storage, and collaboration service that provides teachers, students, and

administrators personal and group storage for assignments, handouts, and homework. It

also provides work flow and collaboration through homework drop boxes supporting

student turn in, teacher review, sharing, ePortfolios and online discussion. It is accessible

24/7 from any internet connected computer and also has an app for mobile use. This allows

the seamless access to information from home, school or on the go and the need to wait for

files to upload to a flash drive or having to email files for access at school or home are

eliminated. We will see success as instructional materials and content are available to

students for review when needed and also the availability of materials will give teachers

more flexibility while creating lessons and content.

As we continue to add devices and services that provide flexible learning opportunities, the

District will move towards a thin client network which offers advantages over other

infrastructure models in its ability to support an effective technology-rich learning

environment. The consistent and uniform delivery offered by thin clients in the schools

increases teacher and pupil confidence in using information, communication, and

technology (ICT). Additionally, thin clients can decrease the cost of maintaining the network

and dealing with hardware obsolescence while using less energy, producing less heat and

noise than standard PCs, producing a pleasant learning environment for students and staff.

Professional Education

Characteristics

District’s Professional Education Characteristics EEP EEI ML HS

Enhances the educator’s content knowledge in the area of the educator’s certification or assignment.

X X X X

Increases the educator’s teaching skills based on effective practice research, with attention given to interventions for struggling students.

X X X X

Increases the educator's teaching skills based on effective practice research, with attention given to interventions for gifted students.

49

Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision making.

X X X X

Empowers educators to work effectively with parents and community partners.

X X X X

District’s Professional Education Characteristics EEP EEI ML HS

Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other, as well as to Pennsylvania’s academic standards.

X X X X

Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for gifted students are aligned to each other, as well as to Pennsylvania's academic standards.

Provides leaders with the ability to access and use appropriate data to inform decision making.

X X X X

Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.

X X X X

Instructs the leader in managing resources for effective results.

X X X X

Provide brief explanation of your process for ensuring these selected characteristics.

Currently, we address the selected characteristics through professional learning communities, Act 80 hours, after-school workshops, summer professional development opportunities, limited online learning, reimbursement of college tuition, peer observations, content area coaching, limited attendance at professional conferences, supplemental training , limited opportunities for self-study and peer collaborative action research projects.


Continue with existing strategies and add: increased online learning; increased opportunities for peer observation to include all teachers in all subject areas; increased participation in self-study and peer collaboration projects; increased opportunities to attend professional workshops and conferences Add more flexible options for teacher growth and earning Act 48 hours through concepts of critical friends; lesson studies; book/study groups; case discussions; action research. Enhance educators’ ability to effectively work with parents and community partners through providing resources, participating in book studies, scheduling flexibly to increase opportunities for parents, educators, and community partners to communicate and meet Provide training for teachers in the development and use of formative assessments.

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Strategies Ensuring Fidelity

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 based upon detailed needs assessments that utilize student assessment results to target curricular areas that need further alignment.

Professional Development activities are developed that support implementation of strategies identified in your action plan.

Clear expectations in terms of teacher practice are identified for staff implementation.

The LEA has an ongoing monitoring system in place (i.e. walkthroughs, classroom observations).

Professional Education is evaluated to show its impact on teaching practices and student learning.


Use of data gathered through walkthroughs, academic performance, classroom observations, post-workshop surveys and feedback, data warehouse, NWEA/MAP (Measures of Academic Progress); School Improvement Plans; some Professional Learning Communities; meetings with K-12 content area supervisors and monthly administrative PLC meetings ensure many of the characteristics are evident and in place.


In teams, use disaggregated student data to determine educators’ learning priorities; building administrators will be directed to participate fully in all professional development sessions targeted for their faculties for the duration of all sessions; provide ongoing support of professional development initiatives; create an evaluation which is used to validate the overall effectiveness of professional development initiatives

Induction Program

Inductees will know, understand and implement instructional practices validated by

the LEA as known to improve student achievement.

Inductees will assign challenging work to diverse student populations.

Inductees will know the basic details and expectations related to LEA-wide

initiatives, practices, policies and procedures.

Inductees will know the basic details and expectations related to school initiatives,

practices and procedures.

Inductees will be able to access state curriculum frameworks and focus lesson

design on leading students to mastery of all state academic standards, assessment

anchors and eligible content (where appropriate) identified in the LEA's curricula.

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Inductees will effectively navigate the Standards Aligned System website.

Inductees will know and apply LEA endorsed classroom management strategies.

Inductees will know and utilize school/LEA resources that are available to assist

students in crisis.

Inductees will take advantage of opportunities to engage personally with other

members of the faculty in order to develop a sense of collegiality and camaraderie.


Research regarding the importance of induction programs is compelling. Holloway (2001)

stated that a focused, structured and systematic induction program has a positive influence

on the performance of new educators - and is advantageous to mentors as well. Matching

veteran educators with their less experienced colleagues provides valuable professional

development for both parties. Charlotte Danielson (1999) found that this type of program,

when coupled with reflective activities and professional conversations, helps new teachers

improve teaching practices and assume responsibility for their classrooms. In addition,

well-designed programs also lower the attrition rate of new teachers (National Association

of State Boards of Eduction, 1998). Numerous studies (Boyer, 1999; Storm, Wing, Jinks,

Banks and Cavazos, 2000; Evertson & Smithey, 2000; Scott, 1999) found that programs

designed to meet the varied needs of new educators play a significant role in their

professional growth, assist them in honing planning and management skills and encourage

them to reflect on the effectiveness of their instruction.

Further research indicates that there are some general concerns faced by all beginning

teachers in terms of informational needs regarding building/district policies, procedures,

and resources as well as needs related to classroom organization and management.

Veenman (1984) identified the following most frequently perceived problems of beginning

teachers:

Rank Order Problems

1 Classroom Discipline

2 Motivating Students

3 Dealing with Individual Differences

4 Assessing Students' Work

5 Relations with Parents

6 Organization of Class Work

7 Insufficient Materials and Supplies

8 Dealing with Problems of Individual Students

Provide brief explanation for strategies not selected and how you plan to address their

incorporation.


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Needs of Inductees

Frequent observations of inductee instructional practice by a coach or mentor to

identify needs.

Frequent observations of inductee instructional practice by supervisor to identify

needs.

Regular meetings with mentors or coaches to reflect upon instructional practice to

identify needs.

Student PSSA data.

Standardized student assessment data other than the PSSA.

Classroom assessment data (Formative & Summative).

Review of inductee lesson plans.

Review of written reports summarizing instructional activity.


Teacher induction workshops and seminars conducted by the Chambersburg Area School

District Teacher Induction Program are designed to address some of the general concerns

faced by all beginning teachers. These seminars, scheduled throughout the school year,

provide opportunities to meet and share first year experiences with beginning teachers and

their mentors.

Specific needs of individual beginning teachers should be addressed at the building level

both formally and informally periodically throughout the school year.

Provide brief explanation for strategies not selected and you plan to address their

incorporation.

The district plans to implement an inductee survey to further address issues as requested

by the mentees. The survey will also include mentor teachers to provide additional

feedback.

The district provides an exemplary portfolio for our new teachers. We encourage new

teachers to compile a portfolio as documentation to obtain their instructional level II

certificate.

Mentor Characteristics

Pool of possible mentors is comprised of teachers with outstanding work performance.

Potential mentors have similar certifications and assignments.

Potential mentors must model continuous learning and reflection.

Potential mentors must have knowledge of LEA policies, procedures and resources.

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Potential mentors must have demonstrated ability to work effectively with students and other adults.

Potential mentors must be willing to accept additional responsibility.

Mentors must complete mentor training or have previous related experience (e.g., purpose of induction program and role of mentor, communication and listening skills, coaching and conferencing skills, problem-solving skills and knowledge of adult learning and development).

Mentors and inductees must have compatible schedules so that they can meet regularly.


Mentor teachers are selected by building principals and content supervisors that have an instructional level II certificate, received satisfactory ratings and are certified in like content areas. Potential mentor teachers receive an explanation of their expected responsibilities and time committments. They receive a stipend and also have the opportunity to decline accepting a mentor position.

Provide brief explanation for characteristics not selected and how you plan to address their incorporation.


Induction Program Timeline

Topics

Aug-Sep

Oct-Nov

Dec-Jan

Feb-Mar

Apr-May

Jun-Jul

Code of Professional Practice and Conduct for Educators

X

Assessments X

Best Instructional Practices X X

Safe and Supportive Schools X

Standards X X

Curriculum X

Instruction X X X

Accommodations and Adaptations for diverse learners X X X

Data informed decision making X X X

Materials and Resources for Instruction X X

If necessary, provide further explanation.

In order to provide the above resources and strategies for the teachers to be able to use throughout the year, the district frontloads our induction program in the school calendar.

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Throughout the school year the new teachers have on-going weekly meetings with their mentors and monthly meetings with their building administrators or direct supervisors.

Monitoring Evaluating and Induction Program

Identify the procedures for monitoring and evaluating the Induction program.

Each beginning teacher is expected to attend all workshops, seminars, district induction activities, and building induction team meetings; meet district expectations regarding peer visitation and maintain a log of induction activities which provides the documentary base for entries on the Beginning Teacher Criteria for Completion Form. This form, located in the "Recordkeeping" Section of the Beginning Teachers Manual, is to be completed and signed by the beginning teacher. Signatures of the mentor, building administrator/supervisor, and district representative are also required prior to the filing of this form at the district level. Participants in each workshop and seminar are asked to evaluate the effectiveness of consortium activities. All beginning teachers, mentors, and building administrators/supervisors are surveyed at the end of each year to determine the effectiveness of building level induction activities. Summaries of the responses to these evaluations are reviewed annually by district representatives as a means of making recommendations for program improvements.

Recording Process

Identify the recording process for inductee participation and program completion. (Check all that apply)

Mentor documents his/her inductee's involvement in the program.

A designated administrator receives, evaluates and archives all mentor records.

School/LEA maintains accurate records of program completion and provide a

certificate or statement of completion to each inductee who has completed the

program.

LEA administrator receives, tallies, and archives all LEA mentor records.

Completion is verified by the LEA Chief Administrator on the Application for Level 2

Certification.

Special Education

Special Education Students

Total students identified: 1254

Identification Method

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Identify the District's method for identifying students with specific learning disabilities.

The Chambersburg Area School district uses the Discrepancy Model, district wide in all

school buildings, for the identification of students with Specific Learning Disabilities. Rtl is

being used at the elementary level for the purpose of intervention, but not identification.

There is no definite timeline established by the district to move towards Rtl for the

determination of SLD.

Enrollment

Review the Enrollment Difference Status. If necessary, describe how your district plans to address any significant disproportionalities.

The data is publicly available via the PennData website. You can view your most recent report. The link is: http://penndata.hbg.psu.edu/BSEReports

Not significantly disproportionate.

Non-Resident Students Oversight

1. How does the District meet its obligation under Section 1306 of the Public School Code as the host District at each location?

2. How does the District ensure that students are receiving a free appropriate public education (FAPE) in the least restrictive environment (LRE)?

3. What problems or barriers exist which limit the District's ability to meet its obligations under Section 1306 of the Public School Code?

The Chambersburg Area School District contracts with the (LIU) Lincoln Intermediate Unit

#12 to identify and provide an education to all eligible non-resident students at the current

facility Children's Aide Society. This LIU certified special education teacher writes the RRs,

IEPs and conducts progress monitoring. All original paperwork is on file at the CASD

district office.

Incarcerated Students Oversight

Describe the system of oversight the District would implement to ensure that all incarcerated students who may be eligible for special education are located, identified, evaluated and when deemed eligible, are offered a free appropriate public education (FAPE).

The Chambersburg Area School district contracts with the (LIU) Lincoln Intermediate Unit

#12 to identify and provide an education to all eligible incarcerated students. This LIU

certified special education teacher writes the RRs, IEPs and conducts progress monitoring.

All original paperwork is on file at the CASD district office.

http://penndata.hbg.psu.edu/BSEReports

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Least Restrictive Environment

1. Describe the District procedures, which ensure that, to the maximum extent appropriate, children with disabilities, including those in private institutions, are educated with non-disabled children, and that removal from the regular education environment only occurs when education in that setting with supplementary aids and services, cannot be achieved satisfactorily.

2. Describe how the District is replicating successful programs, evidence-based models, and other PDE sponsored initiatives to enhance or expand the continuum of supports/services and education placement options available within the District to support students with disabilities access the general education curriculum in the least restrictive environment (LRE). (Provide information describing the manner in which the District utilizes site-based training, consultation and technical assistance opportunities available through PDE/PaTTAN, or other public or private agencies.)

3. Refer to and discuss the SPP targets and the district's percentages in the Indicator 5 section - Educational Environments. Also discuss the number of students placed out of the district and how those placements were determined to assure that LRE requirements are met.

The degree to which students with special needs are educated with nondisabled peers in

the Chambersburg Area School District (CASD) is based upon the individual needs of each

student. The district's goal is for each student to be educated in the regular educational

environment, with non-disabled peers, to the greatest extent possible.

The CASD continues to provide a full continuum of services, based upon the needs of the

student, as determined by the MDT/IEP team. The team always begins the discussion by

working at the least restrictive level of intervention. Regular education with supplementary

aids and supports is the first consideration. Placement decisions are data driven with team

input. The grouping of students, level of intervention, and location of intervention, as well

as the development of specific goals for meaningful progress are all considered. Student

progress is continually monitored and used to aid in decision making. For students in more

restrictive settings, a CASD representative from the Special Education Department works

closely with agencies/other school settings to ensure that the student is successfully

transitioned back to a less restrictive setting as soon as possible.

At the beginning of the 12-13 school year, the CASD opened four district operated

alternative education classrooms, with the goal of expanding the continuum of services

available to students. These TAP (Transition Assistance Program) classes have increased

the successful transition from more restrictive settings back to the regular public school. A

counselor works with these classes on a weekly basis and meetings are held to review

student progress. Students return to the regular education setting one or two classes at a

time, yet retain the support of the alt ed teacher, classroom assistant and counselor. Full

integration is the goal.

The district also has established life skills and autism classes in our elementary, middle and

secondary levels. The district will now educate any future elementary students identified as

needing life skills and autism will remain in the district for those services. For the 13-14

and 14-15 school years, the district will continue professional development of our special

education staff teaching life skills and autism in cooperation with PATTAN and LIU 12 to

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further enhance the program and meet the needs of those students. The district will also

begin to bring back district students from LIU Fairshare Lifeskills and autism programs. We

will also continue to monitor those students' progress and make program and professional

development changes as needed in years 2013-14 and 2014-15.

With ongoing training provided via the LIU and PATTAN, the district has increased inclusive

practices during the last school years by implementing more co-teaching at both the

secondary and elementary level. This has enabled students to have the opportunity of an

itinerant level of services from a certified special education teacher within the regular

education environment. As of the December 1, 2011 Child Count, the CASD was below the

state average for students in the regular setting for more than 80% of their day.

Individualized goals for itinerant students are developed by reviewing progress monitoring

data.

Across the district, K-12, training of special education teachers re: the regular education

curriculum has occurred. Member of the district's Curriculum Department have worked

closely with members of the Special Education department to ensure that all students are

being exposed to the regular ed curriculum, state standards and the common core

curriculum. There is no longer a dual, or separate, system of curricular delivery. Students

are therefore able to be more successfully integrated into the regular ed environment.

A team from CASD including a central office administrator, building level administrator,

parent, regular education teacher and special education teacher attended PATTAN

sponsored training re: LRE. This team has continued to communicate re: LRE practices.

The Director of Special Education attends LIU Special Education Advisory Council monthly

meetings and utilizes LIU faculty to provide direct training for faculty and families.

Assistive technology and positive behavior supports are two of the many LIU consultative

services utilized.

The district works collaboratively with the LIU to provide services to students from low

incidence populations. The district is active in "fair share".

Behavior Support Services

Provide a summary of the District policy on behavioral support services including, but not limited to, the school wide positive behavior supports (PBS). Describe training provided to staff in the use of positive behavior supports, de-escalation techniques and responses to behavior that may require immediate intervention. If the district also has School-Based Behavioral Health Services, please discuss it.

The district's philosophy is to be proactive, preventative and positive. It is the goal of the

CASD to limit the number of times a staff member has to go "hands on" with a student. We

believe that proper training and solid communication are key.

The CASD has accessed SWPBS training from the LIU for teams in various buildings. Over

the course of the next three years, the district will train teams from the remaining schools.

58

We are still in the initial stages of data collection regarding office referrals and suspension.

We will continue to collect data and refine the SWPBS programs in each of the buildings.

Safe Crisis Management (SCM) training teams have been established in each building. Each

year the district will recertify members of the SCM team and add to the crisis team as

members leave. The district is offering de-escalation training to staff throughout our

summer academies and in-service programs as time permits. CASD has sent a core team of

individuals to be certified as trainers through SCM. The core team of trainers provides the

inservice training and recertification to the staff members throughout the year. In the

2013-14 school year, support and additional training will be provided concerning SCM. In

the 2014-15 school year, the district will continue to monitor and provide additional

training as needed.

The district continues to employ one Emotional Support Counselor. This individual is a

valuable member of the school team and is a resource for behavioral supports and

interventions. In the event that a restraint is used, the district Special Education

Department will use the Restraint Information System Collection (RISC), as directed by the

state Bureau of Special Education.

The district has also employed a certified Behavior Specialist with experience in autism.

This specialist provides inservice for staff and also reviews all functional behavioral

assessments. This individual provides behavioral support and strategies to teachers as

needed and is a member of the SCM crisis team and a certified trainer. The district will

implement training in the development of Functional Behavior Assessments (FBA) and a

process to be used consistently throughout the district in developing FBA's and Positive

Behavior Support Plans in the 2012-13 school year. In the 2013-14 school year additional

training and support will be provided to counselors and administrators along with all

special education teachers. In the 2014-15 school year, the district will monitor the

progress and make adjustments and provide additional training as needed.

We recognize the increasing behavioral health needs of our students, and also recognize the

impact that these needs have on a student's daily life, both in and out of school. The district

continues to employ a social worker to assist the district's Home School Visitor. The district

also contracts with Franklin County Juvenile Probation to employ three school based

probation officers. The district has ongoing meetings with local Children in Youth and the

presiding juvenile judge to discuss mutual concerns and issues.

Intensive Interagency/Ensuring FAPE/Hard to Place Students

1. If the LEA is having difficulty ensuring FAPE for an individual student or a particular disability category, describe the procedures and analysis methods used to determine gaps in the continuum of special education supports, services and education placement options available for students with disabilities.

2. Include information detailing successful programs, services, education placements as well as identified gaps in current programs, services, and education placements not available within the LEA. Include an overview of services provided through interagency collaboration within the LEA.

59

3. Discuss any expansion of the continuum of services planned during the life of this plan.

The Chambersburg Area School District is often challenged to provide FAPE for secondary

aged students with severe emotional, social and/or behavioral needs. Over 200 students

with IEPs move into our district per school year, many of them with severe emotional and

behavioral needs. Some of these students have attended multiple schools (and therefore

have gaps in the credits that they have earned), have lived in multiple homes and have more

than one primary need. Franklin County has a high number of foster care/therapeutic

foster care/CRR agencies, and we often get these "hard to place" youth from surrounding

counties.

Although the regular education classroom with SAS, and the continuum of emotional

support classes in the regular school are considered, many of these students present a

danger to themselves or others and need a more restrictive setting. The district has begun

working more integrally with agencies such as Children and Youth, Meadows, MH/MR, the

LIU, BHRS and others. We participate in interagency meetings at the local, county level and

invite agencies to our MDT/IEP meetings. Together, the district generated IEP and agency

generated Treatment Plan share similar goals.

Together as a team, we discuss options for these students. The district has increased the

number of outside placements for these "move-ins", but has been able to successfully meet

individual student needs. At the beginning of the 08-09 school year, the district opened

three TPA (transition) classes. These classes have been used to transition students from

these more restrictive settings back into the regular school. In 2011 the district expanded

TAP to four classrooms, one high school, two middle school and one elementary.

We have also found a challenge in providing FAPE to a few students with Autism. A handful

of our elementary aged students were having social, behavioral and sensory challenges in

the regular education environment with a PCA, but were "too high functioning" for the LIU

operated PDD/AS classes. The district has expanded Autistic services to four elementary

classrooms, 2 middle school classrooms and one high school classroom. Within a small

group setting, and with the addition of social stories, a sensory area, structure, visual

schedules, etc. these students have met with great success.

Strengths and Highlights

Describe the strengths and highlights of your current special education services and programs. Include in this section directions on how the district provides trainings for staff, faculty and parents.

The Special Education Department of the Chambersburg Area School district operates

under the belief that all children can learn and be successful. With the joint leadership of

the district's administration and the support of our School Board, we are able to provide a

quality educational program to all of our special education students. The special education

program is led by a Director of Special Education and three Supervisors. The Special

Education Department also includes a Department Secretary, a Secretary to the School

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Psychologists and an ACCESS Coordinator.

We offer a full continuum of special education services, from the Itinerant to the

Supplemental level. The district operates Learning Support, Emotional Support and Autistic

Support classes, and offers speech and language support. The CASD contracts with the LIU

for Life Skills Support, Multiple Disabilities Support, Autistic Support, NI (specialized LS)

Support, Hearing, and Vision Support. We contract with PT, Etc. for our PT and OT services.

The Chambersburg Area School District meets the unique challenges of providing

appropriate special education services to each of 13 neighborhood elementary schools,

covering 250 square miles and 3 secondary buildings. Much thought and consideration is

given to the location of programs and services in all of the school buildings.

The strength of our program lies in our dedicated and well-trained, highly qualified staff of

both special education and regular education teachers, who deliver high quality services

every day. We use a team collaboration approach in working with all of our students. Our

programs are highlighted by our willingness to be flexible, resourceful and creative. We do

a great deal of "out-of-the-box" problem solving. The special education program is

enhanced by the cooperation and communication between special education teachers and

regular education teachers, with the main goal of making our special education students

successful. The addition of supplementary aids and supports enable many of our students

to meet with success in the regular classroom setting. Regular education teachers welcome

students with a variety of levels of need and challenges into their classes and diligently

work with their special education colleagues to identify the most meaningful strategies to

help ensure success for our students.

The Chambersburg Area School District continually collaborates with the families of special

needs learners, to ensure the most appropriate and least restrictive environment. A

continuum of learning opportunities is available. We have well established and cooperative

professional relationships with the community agencies in Franklin County. Our district

also partners with other agencies to provide the best educational environment for

individual students.

One challenge we are meeting is our "move in" population of students with special needs.

We have approximately 200 students with IEPs move into our district each year. This

challenge really taxes our existing programs, resources and space. Our staff is to be

commended for welcoming all of these students into our district and for providing them

with a quality education based on their individual needs.

Parents/guardians (foster parents, grandparents) are essential partners in the educational

process in the Chambersburg Area School District's special education programming. We

strive to develop and maintain positive relationships with parents and guardians. They are

welcome participants in MDT/IEP meetings, and are involved in the decision making

process. The district offers trainings for parents. Parents, community agency personnel

and school district employees work together to meet individual student needs.

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Assurances

Safe and Supportive Schools Assurances No policies or procedures have been identified.

Special Education Assurances No policies or procedures have been identified.

24 P.S. §1306 and §1306.2 Facilities

Facility Name Facility Type Services Provided By Student Count

Children's Aide Society Nonresident Lincoln Intermediate Unit #12

3

Franklin County Prison Incarcerated Lincoln Intermediate Unit #12

1

Least Restrictive Environment Facilities

Facility Name Type of Facility Type of Service Number of Students Placed

Greencastle-Antrim School District

Neighboring School Districts

Life Skills Support 3

Tuscarora School District


Life Skills Support, Autistic Support, Neurologically Impaired (specialized LS)

8

Franklin Learning Center

Special Education Centers

Emotional Support; Life Skills Support; Multiple Disabilites Support; Visually Impaired Support

75

Instruction in the Home

Instruction in the Home

Learning Support/Emotional Support

6

Manito, Inc. Other Learning Support/Emotional Support

32

Waynesboro Area School District


Supplemental Support 1

The Meadows Other Emotional Support 11

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Scranton School for the Deaf

Other Deaf and Hard of Hearing/Hearing Impaired Support

1

Yellow Breeches Other Emotional Support 7

Vista School Approved Private Schools

Autistic Support 1

Royer-Greaves School for the Blind

Approved Private Schools

Visually Impaired Support

1

NHS (Northwestern Human Services) Autism School


Autistic Support 5

Special Education Program Profile Program Position #1

Operator: School District

PROGRAM SEGMENTS

Location/Building Grade Building Type Support Service Type

Age Range

Caseload FTE

Ben Chambers Elementary

An Elementary School Building

A building in which General Education programs are operated

Itinerant Learning Support

5 to 9 20 1

Justification: Waiver approved on IEP

Program Position #2

Operator: School District PROGRAM SEGMENTS


Age Range

Caseload FTE

Ben Chambers Elementary




6 to 10 20 1


Program Position #3



Age Range

Caseload FTE

South Hamilton Elementary




7 to 8 10 1

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Program Position #4



Age Range

Caseload FTE

South Hamilton Elementary




9 to 10 18 1

Program Position #5



Age Range

Caseload FTE

Guilford Hills Elementary




7 to 10 14 1

Program Position #6



Age Range

Caseload FTE

Scotland Elementary




6 to 10 14 1


Program Position #7


Location/Building Grade Building Type

Support Service Type

Age Range

Caseload FTE

Scotland Elementary



Supplemental (Less Than 80% but More Than 20%)

Emotional Support

5 to 7 7 1

Program Position #8




Age Range

Caseload FTE

64

Scotland Elementary




Emotional Support

9 to 10

10 1

Program Position #9




Age Range

Caseload FTE

Scotland Elementary




Emotional Support

7 to 8 8 1

Program Position #10



Age Range

Caseload FTE

Career Magnet School

A Junior/Senior High School Building



14 to 15

20 1




Age Range

Caseload FTE





15 to 16

22 1




Age Range

Caseload FTE





16 to 17

25 1



65

PROGRAM SEGMENTS



Age Range

Caseload FTE





Life Skills Support

14 to 17

11 1




Age Range

Caseload FTE

Chambersburg Area Senior High School




14 to 15

12 1




Age Range

Caseload FTE





17 to 18

24 1




Age Range

Caseload FTE





14 to 15

14 1





Age Range

Caseload FTE



A building in which General Education programs


Life Skills Support

15 to 17

13 1

66

are operated





Age Range

Caseload FTE





Life Skills Support

15 to 17

13 1





Age Range

Caseload FTE





Life Skills Support

14 to 15

12 1





Age Range

Caseload FTE





Emotional Support

14 to 17

7 1




Age Range

Caseload FTE





15 to 17

34 1


67




Age Range

Caseload FTE





Autistic Support

14 to 17

8 1





Age Range

Caseload FTE





Emotional Support

14 to 17

11 1





Age Range

Caseload FTE





Emotional Support

14 to 17

10 1




Age Range

Caseload FTE





15 to 16

14 1



Location/Building Grade Building Type Support Service Age Caseload FTE

68

Type Range





15 to 16

13 1




Age Range

Caseload FTE





15 to 16

14 1




Age Range

Caseload FTE





16 to 17

13 1




Age Range

Caseload FTE





16 to 17

14 1




Age Range

Caseload FTE





16 to 17

12 1



69

PROGRAM SEGMENTS



Age Range

Caseload FTE

Fayetteville Elementary




Autistic Support

5 to 8 8 1





Age Range

Caseload FTE





Autistic Support

9 to 10 8 1





Age Range

Caseload FTE





Life Skills Support

5 to 9 10 1





Age Range

Caseload FTE





8 to 10 12 1




Age Range

Caseload FTE


An Elementary

A building in which General


9 to 10 10 1

70

School Building

Education programs are operated





Age Range

Caseload FTE

Hamilton Heights Elementary




Autistic Support

5 to 8 9 1






Age Range

Caseload FTE





Autistic Support

7 to 10 9 1





Age Range

Caseload FTE

Grandview Elementary




7 to 10 11 1




Age Range

Caseload FTE

Lurgan Elementary An Elementary School Building



5 to 10 9 1


71




Age Range

Caseload FTE

Chambersburg Area Middle School North

A Middle School Building



13 to 14

10 1




Age Range

Caseload FTE





12 to 13

12 1




Age Range

Caseload FTE





11 to 12

16 1




Age Range

Caseload FTE





13 to 14

11 1





Age Range

Caseload FTE



A building in which General Education


Emotional Support

11 to 13

11 1

72

programs are operated





Age Range

Caseload FTE





Emotional Support

11 to 13

11 1




Age Range

Caseload FTE





12 to 13

15 1




Age Range

Caseload FTE

Chambersburg Area Middle School South




13 to 14

11 1




Age Range

Caseload FTE





13 to 14

10 1



Location/Building Grade Building Type Support Service Age Caseload FTE

73

Type Range





12 to 13

15 1




Age Range

Caseload FTE





12 to 13

16 1




Age Range

Caseload FTE





11 to 12

15 1





Age Range

Caseload FTE





Autistic Support

11 to 12

7 1





Age Range

Caseload FTE





Autistic Support

10 to 11

2 1



74

PROGRAM SEGMENTS



Age Range

Caseload FTE





Autistic Support

11 to 13

9 1






Age Range

Caseload FTE





Life Skills Support

11 to 13

13 1





Age Range

Caseload FTE





Life Skills Support

11 to 13

16 1





Age Range

Caseload FTE





Life Skills Support

11 to 13

7 0.75





11 to 12

5 0.25


Operator: Intermediate Unit PROGRAM SEGMENTS

75



Age Range

Caseload FTE





Learning Support

11 to 13

9 1





Age Range

Caseload FTE





Autistic Support

17 to 19

2 1





Age Range

Caseload FTE





Learning Support

15 to 18

10 1





Age Range

Caseload FTE





Autistic Support

8 to 10 4 1





Age Range

Caseload FTE

Benjamin Chambers Elementary

An Elementary

A building in which

Supplemental (Less Than 80%

Learning Support

9 to 11 6 1

76

School Building

General Education programs are operated

but More Than 20%)





Age Range

Caseload FTE

Greencastle-Antrim Elementary




Emotional Support

9 to 9 1 1





Age Range

Caseload FTE

Greencastle Antrim Primary




Emotional Support

5 to 5 1 1





Age Range

Caseload FTE

James Buchanan Middle School




Autistic Support

11 to 11

2 1




Age Range

Caseload FTE



A special education Center in which no general education programs are operated

Full-Time Special Education Class

Autistic Support

11 to 20

2 1

77





Age Range

Caseload FTE





Autistic Support

5 to 11 3 1






Age Range

Caseload FTE





Emotional Support

14 to 17

4 1




Age Range

Caseload FTE





Emotional Support

11 to 12

2 1





Age Range

Caseload FTE



A special education Center in which no general education


Multiple Disabilities Support

6 to 8 3 1

78

programs are operated




Age Range

Caseload FTE


A Senior High School Building




15 to 18

5 1




Age Range

Caseload FTE





Life Skills Support

11 to 13

7 1





Age Range

Caseload FTE






12 to 18

3 1





Age Range

Caseload FTE



A special education Center in which no general education programs are


Emotional Support

12 to 12

1 1

79

operated




Age Range

Caseload FTE





Life Skills Support

16 to 16

1 1




Age Range

Caseload FTE





Life Skills Support

9 to 10 4 1




Age Range

Caseload FTE





Life Skills Support

16 to 19

3 1




Age Range

Caseload FTE


A Junior High School Building




14 to 16

3 1

80




Age Range

Caseload FTE





Life Skills Support

17 to 20

8 1




Age Range

Caseload FTE






11 to 18

4 1






Age Range

Caseload FTE






5 to 16 5 1






Age Range

Caseload FTE





Emotional Support

14 to 17

4 1

81




Age Range

Caseload FTE





Autistic Support

12 to 20

2 1





Age Range

Caseload FTE





Autistic Support

6 to 11 3 1





Age Range

Caseload FTE


A Junior High School Building




15 to 15

1 1




Age Range

Caseload FTE



A special education Center in which no general education programs are



13 to 16

5 1

82

operated




Age Range

Caseload FTE





Life Skills Support

14 to 16

5 1




Age Range

Caseload FTE





Life Skills Support

6 to 9 9 1

Special Education Support Services

Support Service Location Teacher FTE

Speech Therapist Chambersburg Area Senior High School

0.5

Speech Therapist Chambersburg Area Middle School South

0.5

Speech Therapist Scotland Elementary 0.33

Speech Therapist Hamilton Heights Elementary 0.33

Speech Therapist Chambersburg Area Middle School North

0.33

Speech Therapist Ben Chambers Elementary 0.75

Speech Therapist Fayetteville Elementary 0.25

Speech Therapist Guilford Hills Elementary 0.25

Speech Therapist Falling Spring Elementary 0.25

Speech Therapist Grandview Elementary 0.25

Speech Therapist Lurgan Elementary 0.25

Speech Therapist Hamilton Heights Elementary 0.5

Speech Therapist South Hamilton Elementary 0.5

83

Speech Therapist Stevens Elementary 0.2

Speech Therapist Andrew Buchanan Elementary 0.2

Speech Therapist Marion Elementary 0.2

Speech Therapist New Franklin Elementary 0.2

Speech Therapist Chambersburg Area Middle School North

0.2

Psychologists Chambersburg Area Senior High School

0.8

Psychologists Chambersburg Career Magnet School

0.2

Psychologists Chambersburg Area Middle School North

0.5

Psychologists Chambersburg Area Middle School South

0.5

Psychologists Ben Chambers Elementary 0.25

Psychologists Andrew Buchanan Elementary 0.25

Psychologists South Hamilton Elementary 0.25

Psychologists Stevens Elementary 0.25

Psychologists Falling Spring Elementary 0.2

Psychologists Fayetteville Elementary 0.2

Psychologists Marion Elementary 0.2

Psychologists New Franklin Elementary 0.2

Psychologists Grandview Elementary 0.25

Psychologists Hamilton Heights Elementary 0.25

Psychologists Lurgan Elementary 0.25

Psychologists Scotland Elementary 0.25

Special Education Contracted Services

Special Education Contracted Services

Operator Amt of Time per Week

Physical Therapy, Etc. Physical Therapy

Outside Contractor 40 Hours

Physical Therapy, Etc. Occupational Therapy

Outside Contractor 40 Hours

Links to Care Outside Contractor 30 Hours

Advanta Therapy Etc. Outside Contractor 1 Hours

84

Needs Assessment

Record School Patterns

Question:

After reviewing school level accomplishments and systemic challenges, what patterns can you

identify among your schools?

What other information do you still need to assess?

Answer:

Patterns:

1. Each school is struggling with the implementation fidelity of best practices around the

Standards Aligned System. In addition, the fidelity issue is primarily focused on the changing of

practices after some form of formative or summative assessments.

2. School level plans indicate a need to focus resources on a few goals and strategies. The focus

of allocating resources around a few primary goals would improve the fidelity of implementation

around pattern number 1 above.

District Accomplishments

Accomplishment #1:

Chambersburg Area School District has a complete curriculum that is easily accessible based on

standards for all classrooms and subjects.

Accomplishment #2:

The district made AYP in 4 of the 6 years from the last strategic plan (2006-2012). In 2006 and 2012

the district did not make AYP.

Accomplishment #3:

20% more students received a passing score of 3,4 or 5 on Advanced Placement tests.

Accomplishment #4:

Using the growth model, 5 Elementary buildings had more than 90% of their students advanced or

proficient in Math during the 2011-2012 school year.

85

Accomplishment #5:

Starting in 2012-2013, all Kindergarten through seventh grade math and literacy teachers are

required to follow the instructional frameworks developed and provided to teachers. (Readers and

Writers Workshop, Investigations and Powerteaching)

Accomplishment #6:

All teachers in Grades K-3 that work in "struggling schools" identified by title 1 programming have

been trained using a literacy approach called CLI- Children's Literacy Initiative.

Accomplishment #7:

In schools where supports and resources are provided we see evidence of growth. Mainly, all Title 1

schools that have received monies, resources and supports have made growth against AYP targets.

We have seen the non-title schools lose funding, resources and supports and thus performance has

flatlined or declined.

Accomplishment #8:

CASD balanced the budget and cut many programs and is still maintaining a quality education but

we did not make AYP in 2012. While this is a financial success it could be a trend or pattern with

performance in the future.

Accomplishment #9:

Kidwriting has been implemented has been very successful throughout all elementary schools.

Accomplishment #10:

The energy conservation program has been a smashing success saving the district and taxpayers

millions of dollars.

District Concerns

Concern #1:

We do not have a system of interventions in place K-12 due to budgetary cuts starting in 2009.

Concern #2:

Fidelity of implementation around goals and strategies is our primary concern. Another way to

phrase the same problem would be that CASD struggles with going to scale with goals and

strategies. We often find a strategy that works in 1 or 2 schools and then as we go from pilot to

scale we lose quality and fidelity of implementation.

Concern #3:

86

Our data trends indicate we have been moving our below basic, basic and non-proficient students up

in performance but not nearly quick enough over time. In addition, our proficient and advanced

students have stagnated in their growth and performance.

Concern #4:

Professional Learning Communities PLC, Professional Development, Flex Days, Sub Days, In-Service,

Act 80 days have provided the much needed time to implement strategies and goals. A concern

about the time allotted is that we are not focused on learning in the classroom. What we mean by

learning, is that all time associated above must be focused on the ideas of lesson study, classroom

practices, teaching and learning and less about curriculum, document creation, timelines, and the

like.

Concern #5:

As our population changes so do the challenges. We believe that our classrooms are struggling with

implementing best practices around equity for all types of learners in the classroom.

Concern #6:

Preparing for the future of technology in classrooms is a challenge as the pace of technology changes

continues to get faster.

Prioritized Systemic Challenges

No prioritized systemic challenges have been identified.

87

District Level Plan

Action Plans

Goal #1: Significantly improve communication within and throughout the district.

Related Challenges:

Establish a district system that fully ensures consistent implementation of standards aligned curricula across all schools for all students.

Establish a district system that fully ensures professional development is focused, comprehensive and implemented with fidelity.

Establish a district system that fully ensures specially designed instruction is provided to meet the unique learning needs of children with disabilities at no cost to a parent.

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.

Indicators of Effectiveness:

Type: Annual

Data Source: K-12 Insight Feedback Reports

Specific Targets: Employees and the public will be more engaged and involved in critical issues surrounding Chambersburg Area School Distirct. Improved engagement survey results of staff, students and the community will be used to change/enhance strategies.

Type: Annual

Data Source: Data usage will be collected to assess the public use of telecommunications, web hosting, and communication software.

Specific Targets: Employees and the public will have more means and access to information using our current systems.

Type: Annual

Data Source: Brightbytes

88

Specific Targets: Increase in communicating results related to the 21st Century Framework for Learning in each of the 17 schools in the disrict. Leadership evaluations will reflect necessary behavior changes required to improve data results from brightbytes metric.

Type: Annual

Data Source: PATI Survey

Specific Targets: Communicate data results in principal, teacher, and student utilization of district technology resources (inventory). Principal and central office evaluations will reflect added strategies pending results.

Strategies:

Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data Warehousing

Description: Using Student Achievement Data to Support Instructional Decision Making provides a WWC reporting of various strategies related to the acquisition, analysis, and application of student data. (Source: http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf )

SAS Alignment: Assessment, Instruction


Description: The purpose of Instructional Coaching is to bring evidence-based practices into classrooms by working with teachers and other school leaders. The Pennsylvania Institute for Instructional Coaching focuses on evidence-based literacy strategies and claims instructional coaching has a positive impact upon student achievement. (Source: http://piic.pacoaching.org/index.php/piic-coaching/what-is-an-instructional-coach ) WWC has identified at least one instructional coaching model that has a positive impact on achievement at the secondary level. )Source: http://ies.ed.gov/ncee/wwc/pdf/quick_reviews/myteachingpartner_022212.pdf )

SAS Alignment: Instruction

Substantial Professional Development

http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf

http://piic.pacoaching.org/index.php/piic-coaching/what-is-an-instructional-coach


http://ies.ed.gov/ncee/wwc/pdf/quick_reviews/myteachingpartner_022212.pdf


89

Description: The Southwest Regional Educational Laboratory found that substantial professional development showed a positive impact upon student achievement (substantial = greater than 14 hours of focused professional development delivered via workshops or summer institutes, supported by follow-up sessions and all delivered by professional developers rather than train-the-trainer approaches). (Source: http://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/rel_2007033.pdf )


Technology Infrastructure Enhancement/Technology Access and Training Increase

Description: The International Society for Technology in Education cites research that indicates an increase in access to technology has a positive effect on student achievement. (Source: http://www.k12hsn.org/files/research/Technology/ISTE_policy_brief_student_achievement.pdf )

SAS Alignment: Instruction, Materials & Resources

Instructional (Distributed) Leadership Capacity Building

Description: Support of the relationship of distributive leadership with student achievement is anecdotal and inferential and substantially reported. (Sources: http://www.learningpt.org/pdfs/leadership_turnaround_schools.pdf , and http://www.pakeys.org/docs/SL%20PP%201.pdf )

SAS Alignment: Safe and Supportive Schools

Implementation Steps:

Principal and Teacher Effectiveness Frameworks

Description:

Teams of building staff will collaboratively work as a PLC to develop high leverage equity strategies for school wide implementation using teacher and principal effectiveness frameworks.

Walk-through data, teacher effectiveness reviews, instructional rounds data and student achivevment data will indicate changes in daily classroom practices.

Start Date: 7/8/2013 End Date: 6/12/2016

http://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/rel_2007033.pdf

http://www.k12hsn.org/files/research/Technology/ISTE_policy_brief_student_achievement.pdf


http://www.learningpt.org/pdfs/leadership_turnaround_schools.pdf

http://www.pakeys.org/docs/SL%20PP%201.pdf

90

Program Area(s): Professional Education, Educational Technology

Supported Strategies:

Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data

Warehousing




Data, Feedback and Communication will be enhanced to involve

more stakeholders and make decisions through the use of K-12

Insight.

Description:

Regular consistent feedback from a larger portion of employees and community members through the use of K-12 Insights company.

Utilization of this feedback to make decisions regarding programming.

Improved quality of communication around teaching and learning.





Warehousing




91

Brightbytes Evaluation

Description:

Evaluation of CASE reports (classroom, access, skills and environment) which are a research-based framework outlining the essential factors needed in order to improve learning through the use of technology. The environment includes the 3P’s which are policy, practices, and procedures; support and PD. The classroom includes the 4C’s which are communication, creativity, critical thinking and collaboration, digital citizenship, assessment and assistive technology. The skills examined include beliefs, foundational, online and multimedia. Access examined includes teachers at home, teachers at school, students at home and students at school.


Program Area(s): Educational Technology



Warehousing


Collaborate with Agencies and Institutions

Description:

Provide training sessions on Internet Safety, FERPA, CIPA, and learn about data privacy, confidentiality, and security practices related to student-level longitudinal data systems and other uses of student data. Training and possible agencies/institutions for collaboration includes the Department of Education (PTAC), Gettysburg College and Franklin County District Attornies.




92


Warehousing



Increase access to technology and related services for all 17

buildings.

Description:

All 17 schools will have quality wirless internet and speed to suppot anytime and anwhere learing within the scool. Teachers and students will have equitable access to technology regadless of school location by increasing the ratio of devices to students in the classroom. The equity plan in the school district highlighs the phase in of the wireless access enhancements as well as increses in devices to students.


Program Area(s): Student Services, Educational Technology



Goal #2: Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school.

Related Challenges:


Establish a district system that fully ensures classrooms are staffed with highly qualified teachers.


93




Type: Annual

Data Source: Standarized Tests Data, Walk Through Data, Teacher Effectiveness Observations

K-12 In-sight Data

Specific Targets: Diverse populations will see improvements to the overall quality and performance of their education.

Type: Annual

Data Source: Observations, Walk-Throughs, Instructional Rounds, Peer Observations

Specific Targets: All students in all classrooms will be reading and writing for 60% of their school day.

Type: Annual

Data Source: PATI Survey Data

Specific Targets: Data indicates an increase in teacher/student utilization of district technology resources (inventory).

Type: Annual

Data Source: Brightbytes

Specific Targets: Increase in learning outcomes related to the 21st Century Framework for Learning in each of the 17 schools in the disrict.

94

Type: Annual

Data Source: MAPS/NWEA Assessment

Specific Targets: Decrease the percent o students needing services prior to entering Kindergarten.

Type: Annual

Data Source: MAPS/NWEA

Specific Targets: All students grades K-7 in reading and math will show growth on MAPS data.

Strategies:












95


Description: The Southwest Regional Educational Laboratory found that substantial professional development showed a positive impact upon student achievement (substantial = greater than 14 hours of focused professional development delivered via workshops or summer institutes, supported by follow-up sessions and all delivered by professional developers rather than train-the-trainer approaches). (Source: http://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/rel_2007033.pdf )








Online Learning Opportunities

Description: On average, students in online learning conditions perform modestly better than those receiving face-to-face instruction. This is based upon a small number of studies and caution is required in transferring findings to the K-12 population because the results are derived for the most part from studies in other settings (e.g. medical training, higher education). http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf








http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf

http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf

96

Reading NCLB #1

Description:

*Kid Writing: Writing Workshop

*Development of ELA (English and Language Arts Curriculum)

*3rd Grade Standards, Content, Curriculum, and Report Cards

*DRA Focus

*System 44 T raining

*Preview/Acceleration Model Training


Program Area(s): Professional Education, Teacher Induction, Special Education





Description:






97


Warehousing






Insight.

Description:








Warehousing


Equity Monitor deployed every 2-3 years to measure the

effectiveness and responsiveness to our changing population of

learners.

Description:

98

Every 2 to 3 years an equity monitoring process will be used to measure the effectiveness of our implementation.


Program Area(s): Professional Education



Warehousing


All classrooms (where possible) in the district will require students

to read and write for 60% of their class time.

Description:

Ipad Deployment throughout the district along with classroom libraries in each class.

Peer Observations will indicate significant reading and writing in all classrooms.

Walk-through data will reveal changes where students will be interacting with text.

Classroom Observations will show evidence of lesson planning and classroom practices focused on reading and writing.

Student achievement results in reading and writing around the Common Core standards will be above the state and national average.





Warehousing

99




Instructional Technology Coaching

Description:

We will transition a literacy coach position to a technology integration position. The technology integrator will work closely with Pre K-5 teachers as we roll out infomation technology resources, MAPS assessment system, and data tools to ensure best practie.


Program Area(s): Professional Education, Teacher Induction, Educational

Technology



Increase access to technology and related services for all 17 buildings.

Description:





100


Goal #3: Establish a district system that fully ensures barriers to student learning are addressed in order to increase student achievement and graduation rates.

Related Challenges:






Type: Annual

Data Source: Standarized Test Data, Walk Throughs, Effectiveness Feedback Observations

K-12 In Sight Data

Specific Targets: More students will be receiving needed interventions after requiring best practices. Data systems will be in place to monitor performance.

Student achievement data will show students exceeding one year of growth.

Type: Annual

Data Source: Clarity / Brightbytes

SPP School Performance Profile

101

Specific Targets: All buildings will have wireless access as reported by school building administration, teachers, and students.

All K-5 classroom teachers will have interactive Smart projectors.

Students will be highly engaged through the use and access to technology and thus result in an increase in student achievement on SPP building profiles.

Strategies:








Description: The Southwest Regional Educational Laboratory found that substantial professional development showed a positive impact upon student achievement (substantial = greater than 14 hours of focused professional development delivered via workshops or summer institutes, supported by follow-up sessions and all delivered by professional






102

developers rather than train-the-trainer approaches). (Source: http://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/rel_2007033.pdf )









Paraprofessional

Description:

*Chapter 14 Twenty-Four Hour Portfolio

*Sign-In Sheets from In-Service Days

*Verification of completion of training requirements letter


Program Area(s): Professional Education, Special Education



Warehousing






103


Transition

Description:

Transition

Indicator of Implementation

Evidence that will the Action Step has been implemented.

The Chambersburg Area School District (CASD) recently completed in June 2012 a Bureau of Special Education Focused Monitoring on Secondary Transition Services. The Report of Findings and the district’s Facilitated Self-Assessment (FSA) has provided a foundation for a Corrective Action Verification Plan. The district has initiated action steps to improve transition services with training for special education personnel development in the following areas: Age Appropriate Assessment, IEP Transition Requirements, Parent Training, *Personnel Training, and Development of the Summary of Academic Achievement and Functional Performance.

Age Appropriate Assessment - *Personnel Training

CASD Act 80 Two-hour In-service Training on September 25, 2012 for secondary special education teachers, psychologists, administrators, etc. on Vocation Assessments. Presentation of PaTTAN Webinar on Vocational Assessments. Intended outcomes of the training:

o Review basics of academic, functional, and career interest assessments o Determine how to gain information from multiple sources, including youth

and families o Examine the assessment process for Secondary Transition o Identify methods of interpreting and utilizing assessment data o Knowledge of other assessment tools such as: Bridges Interest Inventory,

Student Transition Survey or Interview, Kuder General Interest Survey (KGIS), COIN Career Guidance System of Assessment, Keys2Work, Pacareerzone.org (free), Observations (Home/School/Community), Parent Survey/Interview, Functional Behavioral Assessment, Career Scope, Career Cruising, etc.

104

CASD Act 80 Two-hour In-service Training on October 30, 2012 for secondary special education teachers, psychologists, administrators, etc. on the WIN–Worldwide Interactive Network – Keys to Work Vocational Assessment. The presenter with Career Links & PA South Central Workforce Investment Board will train participants on:

o Utilization of the Vocational Assessment software o Software Components for the students with low reading levels or the non-

reader o Interpretation of Interests, Aptitudes and Abilities Scales o Established Administrative and Student Account for this (free) Vocational

Assessment Tool

IEP Transition Requirements - *Personnel Training

Two CASD Three-hour In-service Trainings on October 9 & 11, 2012 for secondary special education teachers, psychologists, administrators, etc. for Indicator 13 Training for Cohort #5 2012-2012. The training by Lincoln Intermediate Unit’s Transition Coordinators will focus on the following intended outcomes:

o Individualized guided practice for all staff members who write/contribute to IEPs for students age 14 or older

o Indicator 13 IEP Checklist Pre- Reviews and Post-Reviews. o As a result of this training series, participants will be able to develop IEPs

that include: Post-secondary goals that are based upon age appropriate transition

assessments Clearly written Present Levels of Academic Achievement and

Functional Performance Meaningful transition services and activities that will help the

student to achieve his/her post-secondary goals Measurable Annual Goals that address skill deficits and provide for

progress monitoring o PA Exit Survey - Completed students who have dropped out, graduated, aged

out or obtained a GED between September 1, 2012 and February 28, 2013

Parent Training

CASD will hold three evening trainings for parents / guardians to assist in the understanding of essential information to acquire the necessary skills that will allow them to support the implementation of transitional planning, goals, and activities of their son / daughter’s IEP. Trainings will be specific to middle level grades 6-8 students at CASD Middle School South and North locations; and also for students attending the

105

Chambersburg Area Senior High School in grades 9-12 in the 2012-2013 Academic Year.

Trainings will focus on topics such as: o The secondary transition process for students age 14-21 with an IEP o Post-secondary education and training o Specific school based-transition programs o Community agencies and supports for integrated life outcomes o Self-Determination / self-advocacy

Summary of Academic Achievement and Functional Performance - *Personnel Training

CASD provide for each special education teacher six professional IEP writing days. Teachers select one day from four designated days in IEP Writing Day cycles through the academic calendar to write IEPs. Teachers are to write the IEP’s and/or evaluation reports at the district’s administration building computer lab so they have full access to each student’s cumulative file. Special education supervisory personnel are available for each IEP writing day to provide both training and technical assistance.

Each IEP Writing Day has a one-hour in-service topic relevant to development of the IEP.

o Writing the Standards Aligned IEP o Writing Measurable Annual Goals for Academic Progress, Transition

Planning, and Positive Behavior Support Plans o Writing Re-Evaluation Reports and the Summary of Academic Progress &

Functional Performance o A variety of resources are utilized for the one-hour professional

development topics: Pa Department of Education Standards Aligned System PA Career to Work Standards PaTTAN Training’s, Resources, and Webinars: i. Vocational Assessments ii. Post-Secondary Education Training iii. Standards Aligned IEPs – Annotated SAS IEPs iv. Writing the Re-Evaluation Report – Annotate Re-Evaluation

Report


Program Area(s): Professional Education, Special Education, Student Services


106


Warehousing


Behavior Support

Description:

*Sign in sheets for trainings

*Completion of FBA's and PBSP's

*Summaries of classroom and student observations completed by behavior specialist





Warehousing


Autism

Description:

*Autism awareness activity completed with students in April

*Completion of 4 part Autism Awareness series....parent and community training

*Autism training for para-professionals, special education teachers and related arts teachers

*Participation in PATTAN Autism Initiative Training series

107


Program Area(s): Professional Education, Special Education, Student Services



Warehousing


Reading NCLB #1

Description:




*DRA Focus







Warehousing



Description:

108







Warehousing






Insight.

Description:







109


Warehousing


Equity Monitor deployed every 2-3 years to measure the

effectiveness and responsiveness to our changing population of

learners.

Description:

Every 2 to 3 years an equity monitoring process will be used to measure the effectiveness of our implementation.


Program Area(s): Professional Education



Warehousing


Instructional Technology Coaching

Description:

We will transition a literacy coach position to a technology integration position. The technology integrator will work closely with Pre K-5 teachers as we roll out infomation technology resources, MAPS assessment system, and data tools to ensure best practie.


Program Area(s): Professional Education, Teacher Induction, Educational

Technology


110


Collaborate with Agencies and Institutions

Description:

Provide training sessions on Internet Safety, FERPA, CIPA, and learn about data privacy, confidentiality, and security practices related to student-level longitudinal data systems and other uses of student data. Training and possible agencies/institutions for collaboration includes the Department of Education (PTAC), Gettysburg College and Franklin County District Attornies.





Increase access to technology and related services for all 17 buildings.

Description:






112

Appendix: Professional Development Implementation

Step Details

LEA Goals Addressed:

#1 Significantly improve communication within and throughout the district.

#2 Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school.

#3 Establish a district system that fully ensures barriers to student learning are addressed in order to increase student achievement and graduation rates.

Strategy #1: Data Analysis Procedures, Data-Informed Instruction, Data Teams & Data Warehousing

Strategy #2: Instructional Coaching

Strategy #3: Substantial Professional Development

Strategy #4: Instructional (Distributed) Leadership Capacity Building

Start End Title Description

7/8/2013 6/12/2016 Principal and Teacher

Effectiveness Frameworks

Teams of building staff will collaboratively work as a PLC to develop high leverage

equity strategies for school wide implementation using teacher and principal

effectiveness frameworks.

Walk-through data, teacher effectiveness reviews, instructional rounds data and

student achivevment data will indicate changes in daily classroom practices.

Person Responsible SH S EP Provider Type App. Joseph Padasak, Bill

Hodge, Chris Bigger, Eric Michael and Cathy Dusman (District Central Office Cabinet)

6.0 60 30 CASD and Partner TBD School Entity

Yes

Knowledge Participants will be well trained about teacher and principal effectiveness. Administrators and teachers will

113

have a deeper understanding of effective practices that promote equity in the classroom for all learners.

Particpants will be able to talk about what the practices look like in action..

Supportive Research

Charlotte Danielson and Teachscape program around teacher effectiveness.

2012

Measures of Effective Teaching Project

2011

Rethinking Teacher Evaluation in Chicago: Lessons Learned from Classroom Observations, Principal-

Teacher Conferences, and District Implementation, Consortium on Chicago School Research at the

University of Chicago Urban

Education Institute, November 2011

2010

"Identifying Effective Classroom Practices Using Student Achievement Data" Kane, et. al.

This paper combines information from classroom-based observations and measures of teachers' ability

to improve student achievement as a step toward addressing these challenges. Classroom based

measures of teaching effectiveness are related in substantial ways to student achievement growth.

Results point to the promise of teacher evaluation systems that would use information from both

classroom observations and student test scores to identify effective teachers. Results also offer

information on the types of practices that are most effective at raising achievement. Read more

http://www.metproject.org/index.php

http://ccsr.uchicago.edu/content/publications.php?pub_id=161




http://www.danielsongroup.org/ckeditor/ckfinder/userfiles/files/IdentifyingEffectiveClassroomPractices.pdf

http://www.danielsongroup.org/ckeditor/ckfinder/userfiles/files/ednext_20113_research_kane.pdf

114

Leadership training around the following 3 studies.

Rand Study: http://www.rand.org/content/dam/rand/pubs/technical_reports/2012/RAND_TR1191.pdfPages:

XI & XV

Wallace Study http://www.wallacefoundation.org/knowledge-center/school-leadership/effective-

principal-leadership/Documents/The-School-Principal-as-Leader-Guiding-Schools-to-Better-Teaching-

and- Learning.pdf

Calder Center Policy Brief: www.caldercenter.org/publications/calder-policy-brief-8.cfm.

Designed to Accomplish

For classroom teachers, school counselors and education specialists:

Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students.

Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision-making.

For school and district administrators, and other educators seeking leadership roles:

Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards.

Provides leaders with the ability to access and use appropriate data to inform decision-making.


Training Format LEA Whole Group Presentation

http://www.rand.org/content/dam/rand/pubs/technical_reports/2012/RAND_TR1191.pdf

http://www.wallacefoundation.org/knowledge-center/school-leadership/effective-principal-


http://www.caldercenter.org/publications/calder-policy-brief-8.cfm

115

Series of Workshops

Online-Synchronous Professional Learning Communities

Participant Roles

Classroom teachers

Principals / Asst. Principals

Supt / Ast Supts / CEO / Ex Dir

New Staff

Grade Levels

Elementary - Primary (preK - grade 1)

Elementary - Intermediate (grades 2-5)

Middle (grades 6-8)

High (grades 9-12)

Follow-up Activities

Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers

Analysis of student work, with administrator and/or peers

Lesson modeling with mentoring

Evaluation Methods

Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.

Student PSSA data

Standardized student assessment data other than the PSSA

Classroom student assessment data

Walk through Data, Teacher Effectivess Observations



#2 Establish a district system that fully ensures barriers to student learning are addressed in order to increase student



116

achievement and graduation rates. Strategy #3: Technology Infrastructure Enhancement/Technology Access and Training Increase


7/1/2014 6/30/2015 Collaborate with Agencies and

Institutions

Provide training sessions on Internet Safety, FERPA, CIPA, and learn about data

privacy, confidentiality, and security practices related to student-level longitudinal

data systems and other uses of student data. Training and possible

agencies/institutions for collaboration includes the Department of Education

(PTAC), Gettysburg College and Franklin County District Attornies.

Person Responsible SH S EP Provider Type App. Christine Wolgemuth

(Director of Technology) and Joseph Padasak (Superintendent)

3.0 3 20 Gettysburg College or

University

No

Knowledge Services provided would center around internet safet, student privacy related to data. Administrators and staff

will gain insight on navigating the world of security through policy and legal interpretations.

Supportive Research

The parnership is guided by the following federal and state policies:

AUP- Acceptable Use Policy implementation - Policy 815

Social Media Policy - 815.1

FERPA-Federal Educatioanal Records Privacy Act

PA Child Internet Protection Act – 24 P.S. § 4601 et seq.

Digital Millennium Copyright Act - 17 U.S.C. § 512, 1202

117

Enhancing Education Through Technology Act of 2001 – 20 U.S.C. § 6777

Federal Children’s Internet Protection Act – 47 U.S.C. § 25

Gettysburg College has an Internet Safety Alliance plan in place that the use with surrounding districts in our

area.






Training Format

Series of Workshops

Live Webinar

Participant Roles



School counselors

Other educational specialists

Grade Levels



Middle (grades 6-8)

High (grades 9-12)

118


Journaling and reflecting

Internet Safety Committee, Policy and Handbook Updates

Evaluation Methods

Participant survey

Safety and discipline analysis by building related to data, internet safety and social media behavior.







7/1/2012 6/30/2015 Reading NCLB #1




*DRA Focus



Person Responsible SH S EP Provider Type App. Janet D. Foor,

Director of Special Education

3.0 24 80 Chambersburg Area School District School Entity

No

119

Knowledge

Kindergarten teachers were provided with training about the Kid Writing. All other elementary teachers

received training about Writing Workshop. This initiative was done to create consistency across all classrooms

in the district.

The participants gained knowledge about the ELA Curriculum, the resources available on the district website,

and the ELA guiding documents.

During the 2 day training the participants were provided with updates regarding the Common Core Standards,

curriculum, report card information, and instructional models for their grade level.

Teacher will learn how to administer and use test results to make data based decisions. This initiative was done

to create consistency across all classrooms in the district.

System 44 is a foundational reading and phonics intervention technology program for challenged readers. The

district utilizes System 44 in our Life Skills programs grades 6-12. Teachers learned how to utilize adaptive

technology and direct, explicit foundational reading and phonics instruction with high-interest print materials.

Training and implementation of this program provides students with practice and structure in reading, writing,

and spelling.

Teachers were trained in instruction of critical content vocabulary, terminology and broad content skills prior to

their scheduled core content lessons. Teachers will provide students with a preview of the essential lesson

components in designated core content areas in order to accelerate their preparation for new concepts and

lesson expectations. Pre-reading and targeted vocabulary instruction will be key components of the

Preview/Acceleration model to assist students in overall comprehension of the core content areas.

Supportive Research

The Chambersburg Area School District provides research based writing instruction in order to improve student

learning and achievement.

The Chambersburg Area School District’s ELA Curriculum is aligned with the state standards. The ELA

Curriculum provides greater consistency of instruction and improves student learning and achievement by

120

using research based practices and interventions.

The Chambersburg Area School District is using the DRA, a research based assessment, which will provide

valuable evidence on which to base instruction








Empowers leaders to create a culture of teaching and learning, with an emphasis on

121

learning.

Training Format

School Whole Group Presentation

Department Focused Presentation

Participant Roles

Classroom teachers



New Staff Other educational

specialists

Grade Levels






Creating lessons to meet varied student learning styles

Peer-to-peer lesson discussion


Evaluation Methods


Student PSSA data


Review of written reports summarizing instructional activity

122




















Yes

Knowledge

Participants will be well trained about teacher and principal effectiveness. Administrators and teachers will



Supportive Research


123

2012


2011





2010










XI & XV









124



and- Learning.pdf










Training Format

LEA Whole Group Presentation

Series of Workshops

Online-Synchronous

Professional Learning Communities




125

Participant Roles

Classroom teachers



New Staff

Grade Levels



Middle (grades 6-8)

High (grades 9-12)





Evaluation Methods


Student PSSA data Standardized student assessment

data other than the PSSA








126

9/1/2013 6/1/2017 Instructional Technology

Coaching

We will transition a literacy coach position to a technology integration position.

The technology integrator will work closely with Pre K-5 teachers as we roll out

infomation technology resources, MAPS assessment system, and data tools

to ensure best practie.

Person Responsible SH S EP Provider Type App. Technology Director 6.0 5 25 Technolog Integrator School

Entity Yes

Knowledge Utilization of best practices in using technolgy.

Supportive Research

NETS- National Educational Technology Standards

21st Century Learning Framework









Training Format

Series of Workshops

School Whole Group Presentation Professional Learning Communities

127

Participant Roles

Classroom teachers


New Staff

Grade Levels






Joint planning period activities

Evaluation Methods


Participant survey







7/1/2012 6/30/2015 Paraprofessional

*Chapter 14 Twenty-Four Hour Portfolio

*Sign-In Sheets from In-Service Days

*Verification of completion of training requirements letter

Person Responsible SH S EP Provider Type App.

128

Lauren Zima, Behavioral Specialist


No

Knowledge

*Autism Awareness

*Behavioral Strategies and Interventions

*Safe Crisis Management

*Introduction to IEP's

*Communication Skills

*Data Collection

*Use of Technology

*Verbal De-Escalation Techniques

Supportive Research

Applied Behavioral Analysis







129






Training Format

Series of Workshops

Live Webinar

Online-Asynchronous

Participant Roles

Paraprofessional

New Staff

Grade Levels



Middle (grades 6-8)



Evaluation Methods

Participant survey

Portfolio




Strategy #2: Substantial Professional

130

Development


7/1/2012 6/30/2015 Transition

Transition

Indicator of Implementation

Evidence that will the Action Step has been implemented.

The Chambersburg Area School District (CASD) recently completed in June 2012 a

Bureau of Special Education Focused Monitoring on Secondary Transition Services.

The Report of Findings and the district’s Facilitated Self-Assessment (FSA) has

provided a foundation for a Corrective Action Verification Plan. The district has

initiated action steps to improve transition services with training for special

education personnel development in the following areas: Age Appropriate

Assessment, IEP Transition Requirements, Parent Training, *Personnel Training, and

Development of the Summary of Academic Achievement and Functional

Performance.

Age Appropriate Assessment - *Personnel Training

CASD Act 80 Two-hour In-service Training on September 25, 2012 for

secondary special education teachers, psychologists, administrators, etc. on

Vocation Assessments. Presentation of PaTTAN Webinar on Vocational

Assessments. Intended outcomes of the training:

o Review basics of academic, functional, and career interest

assessments

o Determine how to gain information from multiple sources,

131

including youth and families

o Examine the assessment process for Secondary Transition

o Identify methods of interpreting and utilizing assessment data

o Knowledge of other assessment tools such as: Bridges Interest

Inventory, Student Transition Survey or Interview, Kuder General

Interest Survey (KGIS), COIN Career Guidance System of

Assessment, Keys2Work, Pacareerzone.org (free), Observations

(Home/School/Community), Parent Survey/Interview, Functional

Behavioral Assessment, Career Scope, Career Cruising, etc.

CASD Act 80 Two-hour In-service Training on October 30, 2012 for

secondary special education teachers, psychologists, administrators, etc. on

the WIN–Worldwide Interactive Network – Keys to Work Vocational

Assessment. The presenter with Career Links & PA South Central Workforce

Investment Board will train participants on:

o Utilization of the Vocational Assessment software

o Software Components for the students with low reading levels or

the non-reader

o Interpretation of Interests, Aptitudes and Abilities Scales

o Established Administrative and Student Account for this (free)

Vocational Assessment Tool

132

IEP Transition Requirements - *Personnel Training

Two CASD Three-hour In-service Trainings on October 9 & 11, 2012 for

secondary special education teachers, psychologists, administrators, etc. for

Indicator 13 Training for Cohort #5 2012-2012. The training by Lincoln

Intermediate Unit’s Transition Coordinators will focus on the following

intended outcomes:

o Individualized guided practice for all staff members who

write/contribute to IEPs for students age 14 or older

o Indicator 13 IEP Checklist Pre- Reviews and Post-Reviews.

o As a result of this training series, participants will be able to develop

IEPs that include:

Post-secondary goals that are based upon age appropriate

transition assessments

Clearly written Present Levels of Academic Achievement

and Functional Performance

Meaningful transition services and activities that will help

the student to achieve his/her post-secondary goals

Measurable Annual Goals that address skill deficits and

provide for progress monitoring

o PA Exit Survey - Completed students who have dropped out,

graduated, aged out or obtained a GED between September 1, 2012

133

and February 28, 2013

Parent Training

CASD will hold three evening trainings for parents / guardians to assist in

the understanding of essential information to acquire the necessary skills

that will allow them to support the implementation of transitional planning,

goals, and activities of their son / daughter’s IEP. Trainings will be specific to

middle level grades 6-8 students at CASD Middle School South and North

locations; and also for students attending the Chambersburg Area Senior

High School in grades 9-12 in the 2012-2013 Academic Year.

Trainings will focus on topics such as:

o The secondary transition process for students age 14-21 with an IEP

o Post-secondary education and training

o Specific school based-transition programs

o Community agencies and supports for integrated life outcomes

o Self-Determination / self-advocacy

Summary of Academic Achievement and Functional Performance - *Personnel

Training

134

CASD provide for each special education teacher six professional IEP writing

days. Teachers select one day from four designated days in IEP Writing Day

cycles through the academic calendar to write IEPs. Teachers are to write

the IEP’s and/or evaluation reports at the district’s administration building

computer lab so they have full access to each student’s cumulative file.

Special education supervisory personnel are available for each IEP writing

day to provide both training and technical assistance.

Each IEP Writing Day has a one-hour in-service topic relevant to

development of the IEP.

o Writing the Standards Aligned IEP

o Writing Measurable Annual Goals for Academic Progress, Transition

Planning, and Positive Behavior Support Plans

o Writing Re-Evaluation Reports and the Summary of Academic

Progress & Functional Performance

o A variety of resources are utilized for the one-hour professional

development topics:

Pa Department of Education Standards Aligned System

PA Career to Work Standards

PaTTAN Training’s, Resources, and Webinars:

i. Vocational Assessments

ii. Post-Secondary Education Training

iii. Standards Aligned IEPs – Annotated SAS IEPs

135

iv. Writing the Re-Evaluation Report – Annotate Re-

Evaluation Report

Person Responsible SH S EP Provider Type App. Janet Foor, Director

of Special Education 3.0 4 2 80 School

Entity Yes

Knowledge

Vocational Assessments

o Review basics of academic, functional, and career interest assessments

o Determine how to gain information from multiple sources, including youth and families

o Examine the assessment process for Secondary Transition

o Identify methods of interpreting and utilizing assessment data

o Knowledge of other assessment tools such as: Bridges Interest Inventory, Student Transition Survey or

Interview, Kuder General Interest Survey (KGIS), COIN Career Guidance System of Assessment,

Keys2Work, Pacareerzone.org (free), Observations (Home/School/Community), Parent

Survey/Interview, Functional Behavioral Assessment, Career Scope, Career Cruising, etc.

WIN Vocational Assessment

o Utilization of the Vocational Assessment software

o Software Components for the students with low reading levels or the non-reader

o Interpretation of Interests, Aptitudes and Abilities Scales

o Established Administrative and Student Account for this (free) Vocational Assessment Tool

136

Indicator 13 Training

o Individualized guided practice for all staff members who write/contribute to IEPs for students age 14 or

older

o Indicator 13 IEP Checklist Pre- Reviews and Post-Reviews.

o As a result of this training series, participants will be able to develop IEPs that include:

o Post-secondary goals that are based upon age appropriate transition assessments

o Clearly written Present Levels of Academic Achievement and Functional Performance

o Meaningful transition services and activities that will help the student to achieve his/her post-

secondary goals

o Measurable Annual Goals that address skill deficits and provide for progress monitoring

o PA Exit Survey - Completed students who have dropped out, graduated, aged out or obtained a GED

between September 1, 2012 and February 28, 2013

IEP In-Service One Hour Mini-Module

o Writing the Standards Aligned IEP

o Writing Measurable Annual Goals for Academic Progress, Transition Planning, and Positive

Behavior Support Plans

o Writing Re-Evaluation Reports and the Summary of Academic Progress & Functional

Performance

o A variety of resources are utilized for the one-hour professional development topics:

Pa Department of Education Standards Aligned System

137

PA Career to Work Standards

PaTTAN Training’s, Resources, and Webinars:

i. Vocational Assessments

ii. Post-Secondary Education Training

iii. Standards Aligned IEPs – Annotated SAS IEPs

iv. Writing the Re-Evaluation Report – Annotate Re-Evaluation Report

Supportive Research

o Utilization of the Standards Aligned System

o Standards Aligned IEPs

o Criterion Referenced and Standards Aligned Measurable Annual Goals (MAGs) for Progress Monitoring

of Academic Growth, Functional Performance, and Mastery of Transitional Goals

o SAS IEPs and MAGs to Bridge Achievement Gaps Between Grade Levels and Instructional Levels

o Full Range of Supplemental Aides and Services to Support Progress in the General Education Curriculum

and Least Restrictive Environments

o Differentiated Strategies Specific to Student Learning Modalities to Facilitate Mastery of Essential

Content in Academics, Career Preparation and Work Experiences, and Secondary Technical Training

Programs


138











Training Format

Series of Workshops School Whole Group Presentation

Live Webinar

Participant Roles

Classroom teachers Principals / Asst. Principals

School counselors

New Staff


Related Service Personnel

Grade Levels

Middle (grades 6-8)

High (grades 9-12)

139

Parents








Evaluation Methods


Student PSSA data



Participant survey Review of participant lesson plans


Portfolio

*PASA Student Data, Varied CASD Vocational Assessments: Functional Life Skills Assessments, WIN Vocational Assessment, MECA (Microcomputer Evaluation of Careers and Academics) an age-appropriate transition, career exploration, career assessment and vocational assessment system related to training, education and employment, Teacher Participant in Indicator 13 Training Pre and Post IEP Development on Transition Planning through the 2012-2013 Academic Year, Student Exit and Post-Secondary Education Surveys, Students’ Summaries of Academic Progress and Functional Behavior Assessments, Student Work Samples, Skills

140

and Competencies Checklists for Community Work Experiences






6/4/2012 6/30/2015 Behavior Support

*Sign in sheets for trainings

*Completion of FBA's and PBSP's

*Summaries of classroom and student observations completed by behavior

specialist

Person Responsible SH S EP Provider Type App. Janet Foor, Director

of Special Education and Lauren Zima, Behavioral Specialist


No

Knowledge

*Data Collection Techniques

*Functional Behavioral Assessment Processes

*Development and Implementation of PBSP's

*Verbal De-Escalation Techniques

141

*Safe Crisis Management

Supportive Research

*Applied Behavior Analysis









Training Format


Series of Workshops


Participant Roles

Classroom teachers

Principals / Asst. Principals Supt / Ast Supts / CEO / Ex

Dir

School counselors

Other educational

Grade Levels



Middle (grades 6-8)

High (grades 9-12)

142

specialists



Overview of all FBA's

completed by the Behavior

Specialist

Evaluation Methods


FBA Data, Behavioral Progress Monitoring Data






6/1/2012 6/30/2015 Autism

*Autism awareness activity completed with students in April

*Completion of 4 part Autism Awareness series....parent and community training

*Autism training for para-professionals, special education teachers and related arts

teachers

*Participation in PATTAN Autism Initiative Training series

Person Responsible SH S EP Provider Type App. Lauren Zima,

Behavioral Specialist and Janet For,

18.0

12 100 Chambersburg Area School District School Entity

No

143


Knowledge

*Fundamental Knowledge regarding characteristics of diagnosis

*Applied Behavior Analysis Training

*Asperger's Training

Supportive Research

*Applied Behavior Analysis








Training Format

Series of Workshops


Department Focused Presentation Offsite Conferences

Participant Roles Classroom teachers Grade Levels Elementary - Primary (preK - grade 1)

144



School counselors

Paraprofessional

New Staff


Parents


Middle (grades 6-8)



Evaluation Methods

Participant survey







7/1/2012 6/30/2015 Reading NCLB #1 *Kid Writing: Writing Workshop

145



*DRA Focus



Person Responsible SH S EP Provider Type App. Janet D. Foor,



No

Knowledge

Kindergarten teachers were provided with training about the Kid Writing. All other elementary teachers

received training about Writing Workshop. This initiative was done to create consistency across all classrooms

in the district.

The participants gained knowledge about the ELA Curriculum, the resources available on the district website,

and the ELA guiding documents.

During the 2 day training the participants were provided with updates regarding the Common Core Standards,

curriculum, report card information, and instructional models for their grade level.

Teacher will learn how to administer and use test results to make data based decisions. This initiative was done

to create consistency across all classrooms in the district.

System 44 is a foundational reading and phonics intervention technology program for challenged readers. The

district utilizes System 44 in our Life Skills programs grades 6-12. Teachers learned how to utilize adaptive

technology and direct, explicit foundational reading and phonics instruction with high-interest print materials.

Training and implementation of this program provides students with practice and structure in reading, writing,

146

and spelling.

Teachers were trained in instruction of critical content vocabulary, terminology and broad content skills prior to

their scheduled core content lessons. Teachers will provide students with a preview of the essential lesson

components in designated core content areas in order to accelerate their preparation for new concepts and

lesson expectations. Pre-reading and targeted vocabulary instruction will be key components of the

Preview/Acceleration model to assist students in overall comprehension of the core content areas.

Supportive Research

The Chambersburg Area School District provides research based writing instruction in order to improve student

learning and achievement.

The Chambersburg Area School District’s ELA Curriculum is aligned with the state standards. The ELA

Curriculum provides greater consistency of instruction and improves student learning and achievement by

using research based practices and interventions.

The Chambersburg Area School District is using the DRA, a research based assessment, which will provide

valuable evidence on which to base instruction


147








Training Format



Participant Roles

Classroom teachers



New Staff


Grade Levels



Follow-up Activities Team development and

sharing of content-area lesson Evaluation Methods

Classroom observation focusing on factors such as planning and preparation,

148

implementation outcomes, with involvement of administrator and/or peers





knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.

Student PSSA data Classroom student assessment data


















149




Yes

Knowledge

Participants will be well trained about teacher and principal effectiveness. Administrators and teachers will



Supportive Research


2012


2011





2010











150






XI & XV



and- Learning.pdf






For school and district administrators, and other educators seeking leadership

Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and






151

roles: interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards.



Training Format


Series of Workshops

Online-Synchronous


Participant Roles

Classroom teachers



New Staff

Grade Levels



Middle (grades 6-8) High (grades 9-12)





Evaluation Methods


Student PSSA data




152






9/1/2013 6/1/2017 Instructional Technology

Coaching

We will transition a literacy coach position to a technology integration position.

The technology integrator will work closely with Pre K-5 teachers as we roll out

infomation technology resources, MAPS assessment system, and data tools

to ensure best practie.

Person Responsible SH S EP Provider Type App. Technology Director 6.0 5 25 Technolog Integrator School

Entity Yes

Knowledge Utilization of best practices in using technolgy.

Supportive Research

NETS- National Educational Technology Standards

21st Century Learning Framework




Provides educators with a variety of classroom-based assessment skills and the skills

153

needed to analyze and use data in instructional decision-making.





Training Format

Series of Workshops



Participant Roles

Classroom teachers


New Staff

Grade Levels






Joint planning period activities

Evaluation Methods


Participant survey


LEA Goals Addressed: #1 Significantly improve communication within and throughout the district.

Strategy #1: Technology Infrastructure Enhancement/Technology Access and

154


Training Increase


7/1/2014 6/30/2015 Collaborate with Agencies and

Institutions

Provide training sessions on Internet Safety, FERPA, CIPA, and learn about data

privacy, confidentiality, and security practices related to student-level longitudinal

data systems and other uses of student data. Training and possible

agencies/institutions for collaboration includes the Department of Education

(PTAC), Gettysburg College and Franklin County District Attornies.

Person Responsible SH S EP Provider Type App. Christine Wolgemuth

(Director of Technology) and Joseph Padasak (Superintendent)

3.0 3 20 Gettysburg College or

University

No

Knowledge Services provided would center around internet safet, student privacy related to data. Administrators and staff

will gain insight on navigating the world of security through policy and legal interpretations.

Supportive Research

The parnership is guided by the following federal and state policies:

AUP- Acceptable Use Policy implementation - Policy 815

Social Media Policy - 815.1

FERPA-Federal Educatioanal Records Privacy Act

PA Child Internet Protection Act – 24 P.S. § 4601 et seq.

155

Digital Millennium Copyright Act - 17 U.S.C. § 512, 1202

Enhancing Education Through Technology Act of 2001 – 20 U.S.C. § 6777

Federal Children’s Internet Protection Act – 47 U.S.C. § 25

Gettysburg College has an Internet Safety Alliance plan in place that the use with surrounding districts in our

area.






Training Format

Series of Workshops

Live Webinar

Participant Roles



School counselors


Grade Levels



Middle (grades 6-8) High (grades 9-12)

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Internet Safety Committee, Policy and Handbook Updates

Evaluation Methods

Participant survey

Safety and discipline analysis by building related to data, internet safety and social media behavior.

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District Level Affirmations

We affirm that this District Level Plan was developed in accordance, and will comply with the

applicable provisions of 22 Pa. Code, Chapters 4, 12, 16, and 49. We also affirm that the contents are

true and correct and that the plan was placed for public inspection in the school district/AVTS

offices and in the nearest public library until the next regularly scheduled meeting of the board or

for a minimum or 28 days whichever comes first.

We affirm that the responses in the Professional Education Core Foundations and the Professional

Development Implementation Steps focus on the learning needs of each staff member to enable all

staff members meet or exceed the Pennsylvania academic standards in each of the core subject

areas.

No signature has been provided

Board President


Chief School Administrator

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Special Education Affirmations

We also affirm our understanding that any requests for any deviations from the Chapter 14

regulations, standards, policies, and procedures must be made in writing to the Pennsylvania

Department of Education. The school district understands that the Special Education Component of

the District Level Plan will be approved by PDE in accordance with the following criteria as set forth

in 22 Pa. School Code § 14.104 and as part of the District Level Plan:

1. There are a full range of services, programs and alternative placements available to the

school district for placement and implementation of the special education programs in the

school district.

2. The school district has adopted a child find system to locate, identify and evaluate young

children and children who are thought to be a child with a disability eligible for special

education residing within the school district's jurisdiction. Child find data is collected,

maintained, and used in decision-making. Child find process and procedures are evaluated

for its effectiveness. The school district implements mechanisms to disseminate child find

information to the public, organizations, agencies, and individuals on at least an annual basis.

3. The school district has adopted policies and procedures that assure that students with

disabilities are included in general education programs and extracurricular and non-

academic programs and activities to the maximum extent appropriate in accordance with an

Individualized Education Program.

4. The school district will comply with the PA Department of Education, Bureau of Special

Education's revision notice process.

5. The school district follows the state and federal guidelines for participation of students with

disabilities in state and district-wide assessments including the determination of

participation, the need for accommodations, and the methods of assessing students for

whom regular assessment is not appropriate.

6. The school district affirms the Pennsylvania Department of Education that funds received

through participation in the medical assistance reimbursement program, ACCESS, will be

used to enhance or expand the current level of services and programs provided to students

with disabilities in this local education agency.


Board President


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Chief School Administrator

Chambersburg Area SD...Jun 13, 2014 · Safety and Technology) . Each team attended a kick off work...

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Transcript of Chambersburg Area SD...Jun 13, 2014 · Safety and Technology) . Each team attended a kick off work...