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Clearfield Area SD

District Level Plan

07/01/2017 - 06/30/2020

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District Profile

Demographics

P.O. Box 710Clearfield, PA 16830(814)765-5511Superintendent: Terry StrubleDirector of Special Education: Thomas Mohney

Planning ProcessThe district used the work of a concerted group of team members from the community and members of the staff of the Clearfield Area Junior/Senior High School and Clearfield Area Elementary School. The teams met monthly during the 2015-2016 school year with the represented members noted in the district-wide plan. Some members contributed through particular committees while others assisted with the district wide plan and view. Committee members of the district-wide plan relayed the work of the team during staff meetings and district email. The building principals will lead all aspects of the action plans, but designated teacher leaders and guidance counselors will support the building principals. Representative members of the District-Level plan presented the district-level plan to the Clearfield Area School District School Board members. The district-wide plan will be reviewed and implemented on an annual basis during the subsequent school years by the District Administration.

Mission StatementTogether we prepare our children for success in today's world and their future.

Vision StatementAt CASD every one will be responsible for safety, benefit from high quality learning experiences, collaborate in their learning communities, use multiple resources for learning, and be prepared and equipped with the tools necessary so that they can succeed.

Shared Values

We believe that every student can meet high expectations of learning given the appropriate support and high quality individualized instruction.

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We believe in a continuous improvement of curriculum, teaching strategies, and the application of technology as being critical in preparing students for the future.

We believe that both curricular and extracurricular programs are essential for student development and their future roles as responsible, involved and productive citizens who contribute to their communities in positive ways.

We believe that parents/guardians and also members of the community, must serve an active and supportive roll in placing a high priority on a child's development.

We believe learning is a lifelong process.

Educational CommunityCLEARFIELD AREA SCHOOL DISTRICT covers an area of approximately 345 square miles, which is mostly rural and state forests. It is comprised of Bradford, Covington, Girard, Goshen, Knox, Lawrence and Pine Townships and Clearfield Borough. The 2010 population of these townships, including Clearfield Borough, was 19,072 persons. The 2014-15 end-of-year enrollment was 2263 students.

The community has grown more towards the service sector than manufacturing, but still has a strong presence of small shops and then large employers. The larger employers are the Wal-Mart Distribution Center, the Ethanol Plant and the local hospital.

For the last 15 years the trend has been for the district to experience declining enrollment at an average rate of 50 students per year. However, as of last year, the decline has leveled off and we are beginning to see slight increases. The District is comprised of a K-6 elementary school of about 1200 students. There is one 7-12 Secondary school with an enrollment of 1100. About 120 high school students attend the Clearfield County Career and Technology Center for half day programs. Both buildings have been renovated and expanded as of the beginning of the 2014-15 school year. Of our current school enrollment, approximately 56% qualify for the Free and Reduced Lunch program.

Our school district provides a wide array of courses for our students and a number of extracurricular activities for our students. As an example of things we do different than most, we teach research in our grades 4-6 classes as a stand-alone class, we provide string lessons to nearly 50% of the students in grades 3-6, and there are over 70 credits available for our students to enroll in concurrently with their classes at the high school. The motivated student can acquire an Associate's degree before their high school graduation.

A complete and full continuum of Special Education services including co-taught classrooms, community based instruction, and school based behavioral health services are available K-12 for all exceptionalities.

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When asked to describe the school district as the committee members would want people to know about CASD, many positive attributes were shared. Our teachers are professional dependable and caring in their efforts with our students. The district sees a growing pride in what it does in the classroom, on the stage, in the gyms, and on the fields; and is hungry for more with a determined motivation to succeed.

A district that is welcoming and supportive, it is the hub of our community. It is a district where we are motivated to innovate and redefine who are we are. Currently the district is in a well-positioned spot to grow, mature, and change as we look forward to tapping into the potential of what we call Bison Pride!

Planning CommitteeName Role

Andy Brickley Administrator Tim Janocko Administrator Bruce Nicolls Administrator : Professional EducationHeather Prestash Administrator : Professional EducationJames Quick Administrator : Professional EducationFred Redden Administrator Mary M Sayers Administrator : Professional EducationKevin Stibitz Administrator Terry Struble Administrator Larry Putt Board Member : Special EducationJoe Kendrick Business Representative Allison Marshall Business Representative : Professional EducationJim Moyer Business Representative Ron Thorp Business Representative : Professional EducationMary Anne Jackson Community Representative : Professional

EducationGail Ralston Community Representative : Professional

EducationLisa Thorp Community Representative : Professional

EducationSherri Hudson Ed Specialist - Instructional Technology :

Professional EducationJessica Bailey Ed Specialist - Other : Professional EducationLeslie Grice Ed Specialist - Other Joanie Restino Ed Specialist - Other Jason Bingaman Ed Specialist - School Counselor Stacey Klepfer Ed Specialist - School Counselor

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Ken LaBorde Ed Specialist - School Psychologist Abigail Billotte Elementary School Teacher - Regular Education Kathy Catherman Elementary School Teacher - Regular Education :

Professional Education Special EducationJessica Neeper Elementary School Teacher - Regular Education Kathy Shugarts Elementary School Teacher - Regular Education Jen Wright Elementary School Teacher - Regular Education Peg Berry Elementary School Teacher - Special Education Ann Janocko Elementary School Teacher - Special Education :

Special EducationLuAnn Wisor Elementary School Teacher - Special Education :

Professional EducationLeonard Barsody High School Teacher - Regular Education :

Professional EducationDonald Billotte High School Teacher - Regular Education Tim Cima High School Teacher - Regular Education Lewis Duttry High School Teacher - Regular Education :

Professional EducationBrian Lytle High School Teacher - Regular Education Barb Spila High School Teacher - Regular Education Whitney Bargerstock High School Teacher - Special Education : Special

EducationMark Bender High School Teacher - Special Education :

Professional EducationHolly McKolosky High School Teacher - Special Education : Special

EducationBrande Plyler High School Teacher - Special Education : Special

EducationDavid Wright High School Teacher - Special Education : Special

EducationJessica Bruce Middle School Teacher - Regular Education :

Professional EducationTina Gibson Middle School Teacher - Regular Education :

Professional EducationWendy Salvatore Middle School Teacher - Regular Education :

Special EducationSharon White Middle School Teacher - Regular Education :

Professional EducationAmanda Condon Parent Audra Graham Parent

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Stacey Korb Parent : Special EducationBethann McCain Parent : Professional EducationJoan McMillen Parent Mike Mullins Parent : Professional EducationAngie Rish Parent Debra Serena Parent Joel Fugate School Psychologist : Special EducationThomas Mohney Special Education Director/Specialist : Special

Education

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Core Foundations

Standards

Mapping and Alignment

Elementary Education-Primary Level

Standards Mapping Alignment

Arts and Humanities Developing AccomplishedCareer Education and Work Accomplished AccomplishedCivics and Government Accomplished AccomplishedPA Core Standards: English Language Arts Accomplished AccomplishedPA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects Developing Developing

PA Core Standards: Mathematics Accomplished AccomplishedEconomics Developing DevelopingEnvironment and Ecology Accomplished AccomplishedFamily and Consumer Sciences Non Existent Non ExistentGeography Accomplished AccomplishedHealth, Safety and Physical Education Accomplished AccomplishedHistory Accomplished AccomplishedScience and Technology and Engineering Education Developing DevelopingAlternate Academic Content Standards for Math Non Existent Non ExistentAlternate Academic Content Standards for Reading Non Existent Non ExistentAmerican School Counselor Association for Students Accomplished AccomplishedEarly Childhood Education: Infant-Toddler Second Grade⟶ Accomplished Accomplished

English Language Proficiency Accomplished AccomplishedInterpersonal Skills Developing DevelopingSchool Climate Accomplished Accomplished

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

Family and Consumer sciences are not specifically addressed in the Elementary primary level. Our standards are aligned to the PA Academic and Core standards.

Elementary Education-Intermediate Level


Arts and Humanities Accomplished AccomplishedCareer Education and Work Accomplished AccomplishedCivics and Government Accomplished AccomplishedPA Core Standards: English Language Arts Accomplished Accomplished

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

PA Core Standards: Mathematics Accomplished AccomplishedEconomics Developing AccomplishedEnvironment and Ecology Accomplished AccomplishedFamily and Consumer Sciences Non Existent Non ExistentGeography Accomplished AccomplishedHealth, Safety and Physical Education Accomplished AccomplishedHistory Accomplished AccomplishedScience and Technology and Engineering Education Developing DevelopingAlternate Academic Content Standards for Math Non Existent Non ExistentAlternate Academic Content Standards for Reading Non Existent Non ExistentAmerican School Counselor Association for Students Accomplished AccomplishedEnglish Language Proficiency Accomplished AccomplishedInterpersonal Skills Developing DevelopingSchool Climate Accomplished Accomplished


The Family and Consumer sciences are not specifically addressed until the Junior High. The standards are aligned to the PA academic and core standards

Middle Level


Arts and Humanities Accomplished AccomplishedCareer Education and Work Accomplished AccomplishedCivics and Government Accomplished AccomplishedPA Core Standards: English Language Arts Accomplished AccomplishedPA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects Accomplished Accomplished

PA Core Standards: Mathematics Accomplished AccomplishedEconomics Developing AccomplishedEnvironment and Ecology Accomplished AccomplishedFamily and Consumer Sciences Accomplished AccomplishedGeography Accomplished AccomplishedHealth, Safety and Physical Education Accomplished AccomplishedHistory Accomplished AccomplishedScience and Technology and Engineering Education Accomplished AccomplishedAlternate Academic Content Standards for Math Non Existent Non ExistentAlternate Academic Content Standards for Reading Non Existent Non ExistentAmerican School Counselor Association for Students Accomplished AccomplishedEnglish Language Proficiency Accomplished AccomplishedInterpersonal Skills Developing DevelopingSchool Climate Accomplished AccomplishedWorld Language Non Existent Non Existent

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World Languages are not introduced until ninth grade.

High School Level


Arts and Humanities Accomplished AccomplishedCareer Education and Work Accomplished AccomplishedCivics and Government Accomplished AccomplishedPA Core Standards: English Language Arts Accomplished AccomplishedPA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects Accomplished Accomplished

PA Core Standards: Mathematics Accomplished AccomplishedEconomics Accomplished AccomplishedEnvironment and Ecology Accomplished AccomplishedFamily and Consumer Sciences Accomplished AccomplishedGeography Accomplished AccomplishedHealth, Safety and Physical Education Accomplished AccomplishedHistory Accomplished AccomplishedScience and Technology and Engineering Education Accomplished AccomplishedAlternate Academic Content Standards for Math Non Existent Non ExistentAlternate Academic Content Standards for Reading Non Existent Non ExistentAmerican School Counselor Association for Students Accomplished AccomplishedEnglish Language Proficiency Accomplished AccomplishedInterpersonal Skills Accomplished AccomplishedSchool Climate Accomplished AccomplishedWorld Language Accomplished Accomplished


We need to examine our current curriculum for alignment to the Common Core requirements. From an initial audit, it looks like many pieces are in place, but a few will require improvement to meet Common Core expectations. This is a year for reevaluating and revising Social Studies so those areas are marked as "developing".

Adaptations


No standards have been identified for this content area.



Middle Level


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High School Level


Explanation for any standards checked:

We have not made any adaptations to PA Standards except to the extent that we have been working to shift towards the Common Core Standards.

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.

Accomplished

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

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

Accomplished

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:

Math and Science have been realigned with Common Core, Big Ideas, Essential Questions, and Competencies. Work is continuing with Literacy and Social Studies.

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

This narrative is empty.




Accomplished



Accomplished


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Math and Science have been realigned with Common Core, Big Ideas, Essential Questions, and Competencies. Work is continuing with Literacy and Social Studies.



Middle Level



Accomplished



Accomplished



All courses are being reevaluated in terms of "Big Ideas", Essential questions", "Competencies", etc. About 40% of the MS's courses are complete with work to continue this year.



High School Level



Accomplished



Accomplished


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All courses are being reevaluated in terms of "Big Ideas", Essential questions", "Competencies", etc. About 60% of the HS's courses are complete with work to continue this year.



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.

Our planned programs include strategies and activities for differentiation, modifications, or accommodations as needed. Where additional support is needed in the planned program, Special Education and ESL staff work directly with the Regular Education staff to ensure the appropriate accomodations are made.

Instruction

Instructional Strategies Formal classroom observations focused on instruction Walkthroughs targeted on instruction Annual Instructional evaluations

Regular Lesson Plan Review Administrators

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

The focus of walkthroughs and evaluations is on effective instruction. The original Danielson framework is used in the observation process and for support of the state approved evaluations. Teachers do a pre-observation conference sharing what is to be taught and why, based on the students' needs. After the observation, a post conference is held to discuss the strengths and weaknesses of the observed lesson and the student outcomes.

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

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While not all strategies are selected, the District does support professional learning and collaboration. Teaching peers will support one another with professional support and cooperation.

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.


district classrooms

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






district classrooms



district classrooms



district classrooms



district classrooms


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Middle Level




district classrooms



district classrooms



district classrooms



district classrooms


We have dedicated significant professional development in the areas of Differentiation and Flexible Grouping. We are approaching the 50% mark, but not quite there yet in some areas. Administration has created time to allow for flexible schedules of students, but we still need to improve our use to that time at the classroom level. In some classes, it is used very effectively, but we have more growth to do in that area.

High School Level




district classrooms



district classrooms



district classrooms



district classrooms


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We have dedicated significant professional development in the areas of Differentiation and Flexible Grouping. We are approaching the 50% mark, but not quite there yet in some areas. Administration has created time to allow for flexible schedules of students, but we still need to improve our use to that time at the classroom level. In some classes, it is used very effectively, but we have more growth to do in that area.

Recruitment

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

The District searches for new staff state-wide using PA Educator system. We have a screening process to make sure candidates have the requisite credentials for the position and during the interview process we frequently also have staff teach a sample lesson. We always strive to get highly qualified candidates and if we are not satisfied with the candidates, we re-advertise and search again.

Assessments

Local Graduation Requirements

Course Completion SY 17/18 SY 18/19 SY 19/20

Total Courses 28.00 28.00 28.00English 6.00 6.00 6.00Mathematics 4.00 4.00 4.00Social Studies 4.00 4.00 4.00Science 4.00 4.00 4.00Physical Education 3.00 3.00 3.00Health 1.00 1.00 1.00Music, Art, Family & Consumer Sciences, Career and Technical Education

1.00 2.00 2.00

Electives 5.00 4.00 4.00Minimum % Grade Required for Credit (Numerical Answer)

70.00 70.00 70.00

Graduation Requirement Specifics

We affirm that our entity requires demonstration of proficiency or above in each of the following State academic standards: English Language Arts and Mathematics, Science and Technology and Environment and Ecology, as determined through any one or a combination of the following:

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Completion of secondary level coursework in English Language Arts (Literature), Algebra I and Biology in which a student demonstrates proficiency on the associated Keystone Exam or related project-based assessment if § 4.4(d)(4) (relating to general policies) applies.

Local AssessmentsStandards WA TD NAT DA PSW Other

Arts and Humanities X X XCareer Education and Work XCivics and Government XPA Core Standards: English Language Arts X X

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

X

PA Core Standards: Mathematics X XEconomics XEnvironment and Ecology XFamily and Consumer Sciences XGeography XHealth, Safety and Physical Education X X

History XScience and Technology and Engineering Education X X

World Language X

Methods and Measures

Summative Assessments

Summative Assessments EEP EEI ML HS

CBA in Literacy X X X XPSSA in Reading, Math, Science X XCBA in Math X X X XKeystone Exam in Algebra 1 X XKeystone Exams in Biology and Literature X

Benchmark Assessments

Benchmark Assessments EEP EEI ML HS

CBA's in Math and Literacy X X X X

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Formative Assessments

Formative Assessments EEP EEI ML HS

Student work and feedback measured during lessons X X X X

Diagnostic Assessments

Diagnostic Assessments EEP EEI ML HS

CDT X X XSTAR Reading X

Validation of Implemented AssessmentsValidation Methods EEP EEI ML HS

External ReviewIntermediate Unit ReviewLEA Administration ReviewBuilding Supervisor Review X X X XDepartment Supervisor ReviewProfessional Learning Community Review X XInstructional Coach ReviewTeacher Peer Review

Provide brief explanation of your process for reviewing assessments.

The assessment plan at each level is developed, discussed, and adapted by staff and administration. The Curriculum Director leads development and discussion on assessments.

Development and Validation of Local Assessments

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


Collection and Dissemination

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

PSSA and Keystone Data is available online through the eMetric and PVAAS sites. Various administrators and teacher leaders have logins to these sites. In addition, the director of curriculum and instruction gathers various data and distributes it to administration and/or staff as needed.

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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.

At the Jr/Sr High level, students are placed in support classrooms or scheduled for additional assistance based on PSSA, Keystone and CDT data. At the elementary level, a variety of summative, benchmark, and formative assessments are analyzed at the classroom level to determine flexible groups and student needs for differentiation and support. Assessments are also used to identify Title 1 support.

Assessment Data UsesAssessment Data Uses EEP EEI ML HS

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

X X X

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

X X X X

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

X X X X

Instructional practices modified or adapted to increase student mastery. X X X X

Provide brief explanation of the process for incorporating selected strategies.

Summative and benchmark assessments are examined by reporting category and adaptations are made to emphasis or time dedicated to weak areas. Short-cycle formative assessments however are used for more specific planning for grouping, instruction, and support in specific areas or on specific skills.

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


Distribution of Summative Assessment Results

Distribution Methods EEP EEI ML HS

Course Planning GuidesDirecting Public to the PDE & other Test-related X X X X

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WebsitesIndividual Meetings X X X XLetters to Parents/Guardians X X X XLocal Media Reports X X X XWebsiteMeetings with Community, Families and School Board X X X X

Mass Phone Calls/Emails/LettersNewslettersPress ReleasesSchool CalendarStudent Handbook

Provide brief explanation of the process for incorporating selected strategies.

The District annually presents the summative assessment results in a fall meeting to the Board and community. The press is present at these meetings and communicates the information to the public. In addition, the District website contains links to the state public sites. Also, individual student scores are sent home with letters to parents.

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

Currently, the District does not have additional plans to incorporate more strategies for dissemination of assessment information as it already uses several strategies.

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.

Our system for addressing student achievement occurs on several levels. At the administrative level, we look at providing resources such as support time and staff for students, we examine schedules that could better address the school's needs, we seek out promising curricular materials and programs that can support our students and we assess what staff development might be needed.At the teacher level, there are professional development sessions and opportunities to effectively develop skills to work with students . Also, teachers are provided collaborative planning time to examine data, curriculum, or instructional strategies to more effectively

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work with students. For the students, we create opportunities for additional support through extra time, differentiated instruction, intensive intervention programs, and tutoring. We have also worked to acquire curriculum programs and materials that have a evidence base that they improve achievement.

Programs, Strategies and ActionsPrograms, 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 XConflict Resolution or Dispute Management X X X XPeer Helper ProgramsSafety and Violence Prevention Curricula X X X XStudent Codes of Conduct X X X XComprehensive School Safety and Violence Prevention Plans X X X X

Purchase of Security-related Technology X X X XStudent, Staff and Visitor Identification Systems X X X XPlacement of School Resource OfficersStudent Assistance Program Teams and Training X X X XCounseling Services Available for all Students X X X XInternet 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:

At this time there are no plans to address strategies not selected

Screening, Evaluating and Programming for Gifted Students

Describe your entity’s awareness activities conducted annually to inform the public of the gifted education services and programs offered (newspaper, student handbooks, school website, etc.)

The school psychologists provide information to teachers as to the criteria for student selection. Teachers review student profiles and make recommendations for evaluations. Students are evaluated and based on cognitive assessment scores, academic strengths and weaknesses, rates of acquisition and retention, along with teacher and parent input, it is determined if students meet the criteria for the program.

Describe your entity’s process for locating students who are thought to be gifted and may be in need of specially designed instruction (screening).

Teacher and/or parent referral.

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Describe your entity’s procedures for determining eligibility (through multiple criteria) and need (based on academic strength) for potentially mentally gifted students (evaluation).

Students are evaluated by the District psychologists and records are reviewed.

Describe the gifted programs* being offered that provide opportunities for acceleration, enrichment or both. *The word "programs" refers to the continuum of services, not one particular option.

Classroom differentiation, pull out programs for acceleration and enrichment, academic competitions, dual enrollment, and associates degree in high school program.

Developmental Services

Developmental Services EEP EEI ML HS

Academic Counseling X X X XAttendance Monitoring X X X XBehavior Management Programs X X X XBullying Prevention X X X XCareer Awareness X X X XCareer Development/Planning X XCoaching/MentoringCompliance with Health Requirements –i.e., Immunization X X X X

Emergency and Disaster Preparedness X X X XGuidance Curriculum X X X XHealth and Wellness Curriculum X X X XHealth Screenings X X X XIndividual Student Planning X X X XNutrition X X X XOrientation/Transition X X X XRTII/MTSS X X X XWellness/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 XAdministration of Medication X X X XAssessment of Academic Skills/Aptitude for Learning X X X X

Assessment/Progress Monitoring X X X XCasework X X X X

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Crisis Response/Management/Intervention X X X XIndividual Counseling X X X XIntervention for Actual or Potential Health Problems X X X XPlacement into Appropriate Programs X X X XSmall Group Counseling-Coping with life situations X X X XSmall Group Counseling-Educational planning X X X XSmall Group Counseling-Personal and Social Development X X X X

Special Education Evaluation X X X XStudent 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 XCase and Care Management X X X XCommunity Liaison X X X XCommunity Services Coordination (Internal or External) X X X X

Coordinate Plans X XCoordination with Families (Learning or Behavioral) X X X XHome/Family Communication X X X XManaging Chronic Health Problems X X X XManaging IEP and 504 Plans X X X XReferral to Community Agencies X X X XStaff Development X X X XStrengthening Relationships Between School Personnel, Parents and Communities X X X X

System Support X X X XTruancy 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 XDirecting Public to the PDE & Test-related Websites X X X XIndividual Meetings X X X XLetters to Parents/Guardians X X X X

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Local Media Reports X X X XWebsite X X X XMeetings with Community, Families and Board of Directors X X X X

Mass Phone Calls/Emails/Letters X X X XNewsletters X X X XPress Releases X X X XSchool Calendar X X X XStudent Handbook X X X X

Communication of Student Health NeedsCommunication of Student Health Needs EEP EEI ML HS

Individual Meetings X X X XIndividual Screening Results X X X XLetters to Parents/Guardians X X X XWebsiteMeetings with Community, Families and Board of Directors X X X X

NewslettersSchool CalendarStudent Handbook X X X X

Frequency of CommunicationElementary Education - Primary Level

Quarterly

Elementary Education - Intermediate Level

Quarterly

Middle Level

Quarterly

High School Level

Quarterly

Collaboration for Interventions

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

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Teachers and intervention providers meet during regular scheduled planning times at the elementary level. At the secondary level there are also team or grade level collaborations times which can be used in addition to planning time. Also, phone and email communications are common.

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 care2. After school programs

3. Youth workforce development programs

4. Tutoring

The elementary schools have meetings with pre-K providers during the year and KIZ grant with Cen Clear. The secondary school communicates with workforce development programs through the guidance office and the coop program.

Preschool Agency Coordination

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

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

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

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

The elementary school has meetings with pre-K providers during the year. The secondary school communicates with workforce development programs through the guidance office and the coop program. The special education department also coordinates with pre-K providers for incoming students with special needs. The Intermediate Unit is also involved in coordinating services for children with disabilities.

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Materials and Resources

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

Accomplished

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

Accessibility for students and teachers is effective and efficient AccomplishedDifferentiated and equitably allocated to accommodate diverse levels of student motivation, performance and educational needs Accomplished

Provide explanation for processes used to ensure Accomplishment.

We have standard-aligned curricula with materials and supplemental materials for all four core content areas at the primary level. These curricula build on each other at each level. Also, several of the programs also have online content that is accessible to students and staff. Each of these curriculum programs also has activities, strategies, and supplemental material to differentiate to meet student needs.

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





Accomplished




We have standard-aligned curricula with materials and supplemental materials for all four core content areas at the intermediate level. These curricula build on each other at each level. Also, several of the programs also have online content that is accessible to students and staff. Each of these curriculum programs also has activities, strategies, and supplemental material to differentiate to meet student needs.

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Middle Level



Accomplished




At the middle level, these criteria have been met for Science, Math and English/Language Arts. We are not at the same level of alignment, accessibility to a wide variety of resources, and materials to accommodate differentiation in Social Studies.



High School Level



Accomplished




All content areas are supplied with recent materials that are aligned to standards. There are adequate texts and materials for students in the various content areas.


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SAS Incorporation


Standards Status

Arts and Humanities

Implemented in less than 50%

of district classrooms

Career Education and Work



Civics and Government



PA Core Standards: English Language Arts






PA Core Standards: Mathematics



Economics



Environment and Ecology



Family and Consumer Sciences



Geography



Health, Safety and Physical Education



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History



Science and Technology and Engineering Education



Alternate Academic Content Standards for Math



Alternate Academic Content Standards for Reading



American School Counselor Association for Students



Early Childhood Education: Infant-Toddler→Second Grade



English Language Proficiency



Interpersonal Skills



School Climate



Further explanation for columns selected "

We use and refer to materials and resources on the SAS site, but it is not 100% of what we do. All staff have had some level of training in the SAS site as well. However, we have tried to choose programs and professional development initiatives that meet or exceed the expectations in SAS. Our staff also uses a variety of other common core aligned resources beyond SAS.


Standards Status

Arts and Humanities



29
















Economics









Geography






History






Alternate Academic Content Standards for Math Implemented in less than 50%

of district

30

classrooms













School Climate





Middle Level

Standards Status

Arts and Humanities














31





Economics









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Interpersonal Skills Implemented in

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less than 50% of district

classrooms

School Climate



World Language





High School Level

Standards Status

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Economics



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Geography






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School Climate



World Language Implemented in less than 50%

of district

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classrooms



Professional Education

Characteristics

District’s Professional Education Characteristics EEP EEI ML HS

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

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

X X X X

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

X X X X

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

X X X X

Empowers educators to work effectively with parents and community partners. X X X X

District’s Professional Education Characteristics EEP EEI ML HS

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

X X X X

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

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

Instructs the leader in managing resources for X X X X

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effective results.

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

The District has 3 contracted professional development days for District-wide professional learning. In addition, the District uses Act 80 time to provide an additional day of professional learning at the K-8 levels. For specific initiatives or in-services/conferences the District provides release time with coverage for teachers to attend based on the priority level of the initiative and District needs. The District's Professional Education Committee meets monthly to plan topics, set priorities, and evaluate effectiveness of professional development activities.Current priorities/initiatives in the District are improving teacher effectiveness with student-engaged instructional practices, improving Math content and instruction, Common Core alignment, using formative assessment to inform and guide instruction, and increasing staff understanding about teaching students from poverty.With the Administrative team, managing resources and strategic thinking are not always handled in specific professional development sessions. However, the District holds two-a-month administrative team meetings where these issues are regularly dealt with and there are often follow up meetings for specific issues in this area that help administration better manage resources and think strategically to improve student achievement.



Educator Discipline Act 126, 71Provides educators with mandated reporter training, totaling 3 hours, every 5 years as outlined in Act 126.

QuestionsThe LEA has conducted the required training on:8/26/2013 One hour training during in-service8/22/2014 One hour training during in-service8/26/2015 One hour training during in-service

Provides educators with four (4) hours of professional development in youth suicide awareness and prevention every five (5) years for professional educators in grades six through twelve as outlined in Act 71.

QuestionsThe LEA has conducted the training on:8/24/2016 One hour training for all staff. Required by policy to have yearly trainingThe LEA plans to conduct the training on approximately:8/23/2017 Board Policy Requires Yearly Training for all Staff8/22/2018 Board Policy Requires Yearly Training for all Staff8/21/2019 Board Policy Requires Yearly Training for all Staff

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Provides educators with four (4) hours of professional development every five (5) years for professional educators that are teaching the curriculum in which the Child Exploitation Awareness Education program is incorporated as outlined in Act 71.

QuestionsNot Applicable for our school entity

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. Administrators participate fully in all professional development sessions targeted for

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

observations).


The District uses teacher feedback through evaluations, monthly debriefs with the Professional Ed Committee, administrative observations and walkthroughs, and an annual survey of teachers to help the District evaluate the level of implementation of professional learning and to determine where additional education is needed. The District does have several rubrics for implementation of instructional practices against which teaching practices observed are measured against. The District also employs a Director of Professional Development who work with teachers in small groups or individually to help them implement practices from professional learning.


The District does not have a systematic way that it evaluates professional development providers since the vast majority of providers are known to the District such as internal providers and the IU. The District does from time to time employ contract consultants, and those decisions are based on district need and references about the potential providers. The District does not have a systematic way of evaluating individual professional development activities, especially with student achievement data as the District does not have the capacity to do the type of statistical data gathering and analysis that would separate the effect of a specific professional development activity from other activities or influences. However, the District needs to move forward to ensure that professional development activities have specific measurable goals and that there is follow-up to measure the level of accomplishment of those goals.

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Induction Program Inductees will know, understand and implement instructional practices validated by the

LEA as known to improve student achievement. 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 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.


The induction process begins for new teachers when they are hired. They are sent a book to read that aligns with District philosophy and practice in education. Included with the book is a list of pre-school year, summer professional learning activities with an invitation for the new teachers to attend any of them they wish. New teachers then attend a District orientation prior to the first day of school where District level expectations, initiatives, and programs are introduced. Also, at this orientation, inductees are introduced to their mentors. From here, the inductee and mentor conduct a needs assessment to determine what priorities should be for their work together. Next, the principal meets with the inductee and mentor to inform them of school level expectations, initiatives, and programs. Throughout the year, the inductee and mentor meet not less than twice a month. During the school year, the inductee is also expected to observe 6 classrooms and document each observation. Periodically during the year, the principal will meet with the inductee and mentor to discuss issues and progress. At the end of the year, the inductee completes an evaluation of the induction process and submits all paperwork and documentation for meetings and observations during the school year. The District employs a Director of Professional Development who oversees the induction process and mentoring for not only first year teachers, but all non-tenured staff and those identified as having needs for improvement.


Standards aligned systems, curriculum evaluation and alignment, and teaching diverse learners are not specifically spelled out as steps in the induction process, but may come up as part of the inductee needs assessment and then be handled as needed through the induction process.

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.

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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.

Inductee survey (local, intermediate units and national level).

Review of inductee lesson plans.

Submission of inductee portfolio.

Knowledge of successful research-based instructional models.

The District also used a "Needs Assessment Tool" that the mentor and inductee go over together at the start of the mentoring process. The tool is based on the Domains from the PDE evaluation rubrics.


As stated earlier, the inductee and mentor use a District-developed needs assessment tool to identify priority areas for growth. Along with that tool, there is a list of research-based best practices for each domain assessed. The District uses a system of administrative walkthroughs that are based on an instructional rubric. In addition, formal observations are conducted using the PA Evaluation Rubric based on Danielson's work. Throughout the year, the inductee meets regularly with the mentor, with the principal, and with the mentor and principal together.

Provide a brief explanation for strategies not selected and your plan to address their incorporation.

In an attempt to be fair and consistent, classroom data is not used as much as those data elements that we know we can verify. Examples being the CDT or the PSSA/Keystone results.

Mentor Characteristics Potential mentors have similar certifications and assignments. Potential mentors must model continuous learning and reflection. Potential mentors must have knowledge of LEA policies, procedures and resources. Potential mentors must be willing to accept additional responsibility. Mentors and inductees must have compatible schedules so that they can meet

regularly.


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During the spring/summer, the District puts up a posting asking for potential mentors. A list of the relevant certification areas needed is included. Once staff have been hired, several administrators meet with an equal number of union representatives and inductees are matched with mentors from the list of willing applicants.

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

The District does not currently have an extensive training for mentors, but will explore that possibility. As a significant body of documented evidence about such characteristics as work performance, effectiveness at working with others, and knowledge of school policies is very limited, there can be disagreements about an individual's qualities in those areas. In such cases, seniority generally prevails.

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 XBest Instructional Practices X X X X XSafe and Supportive Schools X X X X XStandards XCurriculum XInstruction X X X X XAccommodations and Adaptations for diverse learners X X X X

Data informed decision making X X X XMaterials and Resources for Instruction X X X X X

If necessary, provide further explanation.

We do not use a timeline for topics. The District has a Needs Assessment that is based on characteristics from the Danielson framework in four domains. The mentor and inductee go over the Needs Assessment and set priorities based on where they agree the inductee needs the most work. All of the above topics are included, but not handled in one specific order with the exception of the Code of Professional Conduct which is addressed at the very beginning of the year. See Needs Assessment Topics by Domain below:PLANNING & PREPARATION ACTIVITIES

______ 1. Knowledge of content.______ 2. Knowledge of appropriate pedagogy.______ 3. Knowledge of PA Standards.______ 4. Knowledge of students and how to use this knowledge to inform instruction.______ 5. Clear goals that reflect standards and high expectations.______ 6. Coherent instructional design which is aligned with instructional goals, follows a

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logical sequence, and addresses individual student needs.______ 7. Clear assessment of student learning that is aligned with standards and goals. CLASSROOM ENVIRONMENT

______1. High and clear expectations in a challenging and dynamic environment.______2. Equitable learning opportunities for all students.______3. Appropriate and highly respectful interactions within the class.______4. Effective classroom routines and procedures to maximize instructional time.______5. Clear standards of conduct that prevent misconduct.______6. Safe and educationally appropriate organization of the classroom. INSTRUCTIONAL DELIVERY

______ 1. Communication of procedures and expectations in a clear and appropriate manner.______ 2. Effective use of questioning and discussion that involves all students.______ 3. Promoting a high level of student involvement with appropriate pacing.______ 4. Equitable, accurate, and constructive feedback to students on their learning.______ 5. Appropriate use of formal and informal assessments to monitor student progress on learning goals.______ 6. Flexibility and responsiveness to meet student learning needs.

PROFESSIONALISM

______ 1. Maintaining accurate and complete records.______ 2. Effective communication with families regarding student growth.______ 3. Frequent participation in professional growth.______ 4. Commitment to professional standards.______ 5. Compliance with all policies.______ 6. Engage in reflection on teaching and learning to improve future planning.______ 7. Knowledge of the Professional Code of Conduct.

Monitoring and Evaluating the Induction Program

Identify the procedures for monitoring and evaluating the Induction program.

The individual building principals monitor progress of the mentoring program within their buildings. At the end of the process, the inductee completes an evaluation form of the process that evaluates these criteria along with an opportunity for comments:a. Preparation and Planningb. Classroom Environmentc. Instructional Deliveryd. Professionalisme. School Facilitiesf. School and District Processes

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The evaluations are turned in to the Central Office and reviewed by the curriculum director, superintendent, and HR director.

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.

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

Completion is verified by the LEA Chief Executive Officer on the Application for Level 2 Certification.

Special Education

Special Education StudentsTotal students identified: 508

Identification Method

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

The Clearfield Area School District currently utilizes the discrepancy model for identifying students with learning disabilities. The district's current method mirrors the RTII model implementing Tier I, Tier II and Tier III services. Ultimately the district assures that all students are achieving adequately for his/her age or is meeting the State approved grade level standards in the following areas: Oral expression; listening comprehension; written expression; basic reading skill; reading fluency skills; reading comprehension; mathematic calculations; mathematical problem solving.The district rely on parents, school psychologists, guidance counselors, and general education staff to ensure that all students of academic and behavioral concerns have appropriate interventions, remediations, and modifications as an initial step to assisting every child in making adequate progress in the general education curriculum and setting. Child Study teams are in place at every level and in every building to support the collaborative screening process for identifying needs, implementing strategies, and monitoring the progress of each student. Should the team determine a need for additional testing a Permission to Evaluate is issued to the parent. In addition to using this procedure, the district acknowledges and honors the parent's right to move directly to an educational evaluation(if it is not already being utilized within the previous 12 months). When the parent/guardian signs the Permission to Evaluate, they also complete a Case

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History Form which has been developed by the school psychologists, and this form provides information which the school district may not possess. The Case History Form provides information regarding pregnancy, birth, and developmental achievement. Also, the parent has the opportunity to provide any information about medical concerns. There is a section which covers any mental health difficulties and agencies that the child has been/or is currently involved with. The Case History Form also allows the parent to provide preschool information as well as information regarding their impression of their student’s academic progress. Finally, the form allows the parent to provide information regarding social skills and general interests and strengths of the child.Once the school psychologist receives the Permission to Evaluate and the Case History Form, he/she will complete the evaluation. The first step in this process is typically reviewing all records concerning the child: Case History Form, report cards, standardized/PSSA testing results, data collected by teachers, and any other relevant materials. The second step typically involves at least one classroom observation to make sure that the areas of concern are not caused by something happening within the classroom. The observation is important because it allows the school psychologist to see firsthand the child and how he/she reacts to the environment, peers, and teacher instruction. Next, the school psychologist will interview the teacher(s) to get further input as to what they are seeing in the classroom, what strategies have been tried, how effective the strategies were, if there is any pertinent family information, and if there is anything else the teacher wishes to relay to the school psychologist. The last step conducted before testing takes place is usually a phone interview with the parent to obtain their perspective on their student’s academic and/or behavioral difficulties. Once all of this information has been obtained, the school psychologist will start testing.The school psychologist determines what tests to employ in the evaluation based on the presenting problem and their experience. Minimum testing will include a test of intelligence and tests of achievement. Other tests will be used depending on the presenting problem and results of tests already administered. Once the testing is completed, the school psychologist will score the protocols and review all collected data to determine whether a student meets the criteria for a specific learning disability.The school psychologist reviews all of the data to determine if the child: a) exhibits a pattern of strengths and weaknesses in performance and/or achievement relative to age, standards, or intellectual development, b) has had instructional strategies used with student driven data collected, c) does not have educationally relevant medical findings, d) does not have any environment, culture, or background which may have had on the data collected, e) has had regular education instruction delivered by qualified personnel, f) has long term data reflecting educational growth which has been provided to parents, g) has been observed in class to document student’s academic performance and behavior in area of difficulty to note any relationships between the student’s behavior to academic functioning, and h) any other pertinent information.Once all of this has been completed, the school psychologist writes an Evaluation Report, and arranges a Multidisciplinary Team meeting with all required personnel to review the results. This is completed within 60 calendar days of the Permission to Evaluate being

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received by the school district. The MDT determines if the student qualifies. School personnel sign the Evaluation Report and this document along with all other pertinent documents and then forward them to the Supervisor of Special Education who selects an appropriate special education teacher based upon the student needs. A packet of forms and information is put together and forwarded to the special education teacher who then conducts an IEP team meeting.

Enrollment

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

The data is publicly available via the PennData website. You can view your most recent report. The link is: https://penndata.hbg.psu.edu/PublicReporting/DataataGlance/tabid/2523/Default.aspx

The most current data reflects disproportionality in three enrollment areas. While the district has less students identified in the category of Autism than the state average, the number of students with Autism has constantly increased over the last 5 years within the district. In order to address the constant increase of students identified as autistic, the district added an additional professional position and classroom at the elementary level. The district will continue to assure that this population is identified in a timely and accurate manner. In addition, the district also has an under identification of students with specific learning disabilities compared to the state average. The district has implemented a number of preventive measures reflecting the RTII methods and continues to provide remediation via Title I services to reduce the numbers of students identified as SLD. The district has a disproportionately rate higher than the state average in the categories of students identified as ID and Speech/Language Impairment. As the county seat, the Clearfield School District attracts families with greater needs often resulting in the number of students with ID identifications relocating to the area. In regard to the higher number of students identified with speech and language impairments, it is worth noting that this is not unique to the Clearfield District but prevalent throughout all the neighboring school districts within IU 10. Students in speech and language are dismissed on an ongoing basis after being evaluated accordingly.

Non-Resident Students Oversight1. 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?

https://penndata.hbg.psu.edu/PublicReporting/DataataGlance/tabid/2523/Default.aspx

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CASD does have the county jail located within its boundaries. The Clearfield district does meet all requirements of IDEA 2004 and PA Chapter 14 as per section 1306 of the Public School Code as outlined in the BEC Educational Programs for Students in Non-Educational Placements 22 Pa. Code Section 14.102. Collaborative efforts ensure child find child find and provisions of FAPE for students with disabilities.

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 CASD does have a county jail within the district's boundaries. The CASD in conjunction with the Central Intermediate Unit #10 complete an annual public notice that include the following components: a) the purpose of the identification activities, b) a description of services and program availability, c) the time and location of the screening activities, d) information on how to request the evaluation, and e) a statement of confidentiality. At the Clearfield County Jail (CCJ) the CIU#10 oversees the materials and dissemination process regarding child find. The annual public notice is initiated by the CIU#10. The assistant executive director then disseminates the information to the local newspapers on behalf of the schools located within the CIU area. The CCJ is included in the annual public notice. In addition, our annual public notice is posted on the district's web page.Every student receives instruction in the five core subjects - English, math, science, social studies and health- totaling 20 hours per week. Special education students receive additional support/instruction as indicated in their IEP. Three teachers provide instruction at the correctional facility. One teacher is certified in Special Education and is also the math and science teacher. The two other teachers are certified in health/p.e and social studies/English. Students are delivered specially designed instruction in all classes in accordance with their IEP and spend the majority of their time with their peers in the regular class setting. Services are provided to all eligible school-age students. Due to the relatively small population of eligible students, instruction is delivered in small groups or on a one-to-one basis. Students attend daily educational classes and earn credits towards a high school diploma issued by the Clearfield Area School District. CASD contracts with CIU10 to provide the incarcerated youth program.

All incoming inmates are required to complete an educational registration form on the first day of arrival. The IU staff is notified immediately of any student who qualifies and who has indicated they have or currently receive special education services. Next, the alternative education coordinator contacts the home school district and/or the records department in

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Harrisburg requesting all special education records to prevent any lapse of time in the student's education. The IU special education supervisor/IY program supervisor is notified of the new inmate within 1-2 days of arrival. If the district has received enough information from the inmate regarding eligibility, the district would proceed to use CBA levels and develop an interim IEP while awaiting records.

Effectiveness of the child find process is checked and balanced by the number of incoming students with those receiving educational services. This is monitored on a regular basis by the CIU staff, CASD supervisor of special education and the CCJ staff. All incoming students at the CCJ are afforded their educational rights and educational options upon entering the facility. All incoming inmates complete a screening form and complete a Clearfield County Prison Education Notification Form. All records are then requested from the state to assure the most current and up-to-date records are obtained. The Supervisor of Special Education reviews all documents and proceeds with the IEP team to update them as needed in order to provide a Free and Appropriate Public Education.

Least Restrictive Environment1. 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 Clearfield Area School District continues to offer a full continuum of services for students requiring special education regardless of their exceptionality. The district also realizes that Special Education is a service provided to students rather than a place. In light of the monumental Gaskin's Case, the district continues to follow the process to determine each eligible student's Least Restrictive Environment on an individual basis. The IEP Teams within the CASD begin with education in the general education class first, and exhausts all possible services before placing eligible students in special class services outside of the general education classroom. Utilizing supplementary aides and services within the general education classroom has led to more paraprofessionals and inclusionary practices such as co-teaching. The securing of School Based Behavioral Health Team in grades K-12 prevents behaviors and supports those

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experiencing challenging behaviors. The process begins with the student's IEP team considering the required level of intervention needed, location of intervention, and instructional group that represents the Least Restrictive Environment. This Continuum of Services begins with the home school and regular classroom setting. CASD utilizes Child Study, MDT, and IEP Teams to determine additional need for assessment, and supplementary aids or services. The district offers learning support K-12, emotional support K-12, life skills support K-12 and autistic support K-12 as on campus educational options. In addition, speech/language support, vision, hearing, physical and occupational therapy are also provided. The district also collaborates with the IU for the services and provisions for low incidence challenges such as deaf/hard of hearing. Nonacademic and extracurricular services are afforded to all students regardless of the educational placement setting. The district also considers students who do not qualify for Chapter 14 to be evaluated for Chapter 15 services. In addition to the above mentioned services the following Supplementary Aids and services also provided include the following:Collaborative: (Adults working together to support students)• Scheduled time for co-planning and team meetings grades K-12 (Originated at Elementary 2015)• Instructional arrangements that support collaboration (e.g., co-teaching, paraprofessional support)• Professional development related to collaboration/LRE• Coaching and guided support for team members in the use of assistive technology for an individual student• Scheduled opportunities for parental collaboration• All school personnel collaborate in the development and delivery of SAS• Consultation from School Based Behavioral Health for all professional/non-professional staff.Instructional:(Development and delivery of instruction that address diverse learning needs)• Providing modified curricular goals• Providing alternate ways for students to demonstrate learning• Providing test modification• Providing alternate materials and/or assistive technology (e.g., materials on tape, transcribe text into Braille, large print, alternate computer access)• Providing instruction on functional skills in the context of the typical routines in the general classroom• Changing method of presentation• Using reader services• Providing research-based supplementary materials• Providing instructional adaptations (e.g., pre-teaching, repeating directions, extra examples and non-examples)• Use of assistive technology to communicate, write and remediate content across the curriculumPhysical

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: (Adaptations and modifications to the physical environment)• Furniture arrangement in environments• Specific seating arrangements• Individualized desk, chair, etc.• Adaptive equipment• Adjustments to sensory input (e.g., light, sound)• Environmental Aids (e.g., classroom acoustics, heating, ventilation)• Structural Aids (e.g., wheelchair accessibility, trays, grab bars)• On campus sensory roomSocial-Behavioral: (Supports and services to increase appropriate behavior and reduce disruptive or interfering behavior)• Social skills instruction• Counseling supports• Peer supports (e.g., facilitating friendships)• Individualized behavior support plans• School Wide Positive Behavior• Modification of rules and expectations• Cooperative learning strategies• Collaborative adults working together to support students• Instructional development and delivery of instruction that addresses diverse learning needs• Physical adaptations and modifications to the physical environment• In-house School Based Behavioral Health (Beacon Light) K-12• Supports and services to increase appropriate behavior and reduce disruptive or interfering behavior During the next three years, the district will continue to enhance SAS by implementing research-based core and remediation programs designed specifically for students with disabilities to be successful in the general education classes. Co-taught teachers will attend professional development to continue to enhance that practice. As assistive technology and devices continue to evolve so will the access for all students with disabilities who need such devices. Paraprofessionals will continue to be trained in order to more effectively provide services in the general education setting. Behavioral issues will be addressed in the general education via the districts recent securing of School Based Behavioral Health teams.

Assistive Technology

As per the framework established by the Pennsylvania Department of Education Bureau of Special Education, the CASD considers a full range of supplementary aids and services. From a collaborative perspective, the district purposefully arranges academic courses, staff and student schedules to promote co-teaching at all levels. Grade level

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teams meet on a scheduled daily basis to accommodate parents, agencies, and all service providers (speech, hearing, and mental health) to work in unison to meet student needs. Summer trainings are offered annually to collectively accommodate parents, regular, and special education staff along with paraprofessionals. From an instructional standpoint, all district staff members are provided with a formal list of the 10 most effective instructional strategies to implement in all classes. The district also provides staff development annually on Differentiated Instruction. In addition, special education staff, work closely with regular staff members to modify curricular concepts and assessments prior to students taking courses and throughout the year. All regular staff, directly working with students in special education, receive a detailed description of the students Specially Designed Instruction, strengths and weaknesses as per their IEP accessed via the district wide software system Sapphire acquired in 2015. All physical adaptations and modifications are addressed with each student and classroom. The district assures access, seating arrangements, lighting, sound issues, and environmental adjustments to provide the most beneficial physical setting. Finally, the CASD promotes an overall positive social and behavioral climate with an array of methods. Working collaboratively with all staff, special education staff provide school wide reward systems to promote appropriate behavior for any student experiencing difficulties. Social skills instruction is also provided via the school counselors and the two school psychologists along with outside agency support. FBA's and PBSP are developed by the students IEP team accordingly. Buddy systems are in place and cooperative learning environments are utilized to break down barriers and promote social acceptance. In addition to the above aids and services, all aspects of assistive technology are provided and implemented to meet the student's needs and maintain students in the LRE within the district. Beginning with awareness, the CASD has developed procedures to address awareness, assessment, and maintenance of services. The CASD utilizes assistive technology staff including an AT Liasion Teacher, hearing therapists, speech and language pathologists and assistive technology consultants from the IU to determine appropriate devices needed to maintain students in the LRE. It is a team approach of qualified and certified individuals who promote awareness and training to all involved.

Autism Support The Clearfield Area School District has trained selected staff members in the TEACH Program. In addition, the district collaborates on a regular basis with the CIU#10 Autism Support Specialist on a case-by-case basis. In response to the increasing number of

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students identified as having autism, the district added a full-time professional position in addition to existing positions (2015/16). The CASD is participating in the Autism Initiative provided through PaTTAN utilizing ABA supports. The district has begun to enhance autism services at the elementary level by assigning a comprehensive team including the school psychologist, special education teacher, principal, occupational therapist and speech and language therapist to collaborate on a model approach for our students. The model will include a full stimulus room, weekly consultation with the school psychologist, School Rules software program for social skills training and full academic services.

Collaborative Supplementary Aids and Services

The CASD utilizes a common collaboration time (K-12) which allows special education staff, general education staff along with administration to meet on an ongoing basis to collectively include all parties in all aspects of education. The district now uses the Sapphire Software providing all teachers in the student's schedule a copy of the student's specific information, accommodations, etc. Whenever a student has a schedule change, the new teachers automatically have access to this information.

Emotional Support

CASD offers on campus emotional support grades in K-12. Behavioral services are delivered in the regular class setting and in the Emotional support room. The district employs four full-time Emotional support teachers as a means to keep students with emotional issues on campus. The district also utilizes a school-based behavioral health service through Beacon Light at both the Elementary and Secondary buildings.

Instructional Supplementary Aids and Services

The following is used in the district: co-teaching model in all buildings; modified curricular goals; students scheduled to utilize special education rooms to reinforce general curriculum; modified assignments, tests, and requirements; Braille materials; Large Print materials; Differentiated Instruction training; Assistive Technology (FM Systems).

Learning SupportLearning support is offered in grades K-12 at Clearfield Area Elementary and Clearfield Area Junior Senior High School.

Life Skills SupportOffered grades K-12 at Clearfield Area Elementary and Clearfield Area Junior Senior High School.

Transition Services

Transition services begin with a thorough assessment at the age of 14 (or 8th grade). The district has one appointed Transition Coordinator located at the Clearfield Junior Senior High School.

As per the most recent Special Education Data Report 2014/15 target indicator #5 the district did not meet the indicator regarding percentage of students in the regular

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classroom 80% or more of the day. That discrepancy data was addressed by the district during compliance monitoring in 2015 and a number of changes were implemented by the district within the last two years. As a result of those changes, the district now has over 63% of students inside the regular class 80% or more and .05% of students inside the regular class less than 40% of the day. The district now exceeds or is lower than the state average in both of these categories. An overall increase in co-teaching by 40% of the elementary staff members (K-6) in 2015/16 school year and continued co-teaching and inclusionary practices at all levels have contributed to the districts positive results. In addition, calculations of the percentages were not being done in a consistent method across the district. This issue has been addressed and all special education faculty have been given the correct method to calculate percentages, as was necessary due to the length of the school day being increased with the recent district reconfiguration. All professional staff K-6 attended an LRE training during the latter part of the 2015 year regarding strategies and methodologies to maintain and increase the LRE for all exceptionalities. As a result of the above mentioned changes the district has and will continue to promote students with disabilities in their LRE.The district has seen an increase in the number of students placed off campus for a number of reasons. Due to students moving into the district with current out of school placements, the district has honored those current educational placements; however, we will continue to re-evaluate those accordingly to determine the LRE. In addition, the district has seen a greater number of students requiring a higher level of emotional and behavioral support needed. In order to assure students with behavioral disorders are maintained in their LRE, the district utilizes in-house emotional support along with PBSPs and in-house School Based Behavioral Health. Services and supports are exhausted prior to considering an educational placement in and out of district placement. The district recognizes the need for a full spectrum of services inside the general educational setting. The district is below the SPP target for students in Other Settings; however, we currently have experienced a rise in this area but are being proactive to prevent further out-of district placements. The district continues to remain below the state average of students placed in Other Settings.

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 Behavior Support Policy (BSP) of the Clearfield Area School District is aligned with all provisions of IDEA 2004 and Pa 22 School Code 14.133. It indicates positive techniques for the development, change, and maintenance of selected behaviors which should be employed before more intrusive or restraining measures are implemented. The policy indicates restraints should be only used as a last resort and never for punishment, convenience, or for substitution of an educational program. Mechanical restraints, which are used to control

51

voluntary movement or lack of muscular control of students when due to organic causes or conditions, may be employed only when specified by an IEP and as determined by a medical professional qualified to make the determination, and as agreed to by the student's parents. Mechanical restraints shall prevent student from injuring himself/herself or others or promote body positioning and physical functioning.The Clearfield Area School District prides itself on providing positive behavior management in a variety of ways in a proactive manner. School personnel have been trained and updated through the Central Intermediate Unit on De-escalation techniques using the Nonviolent Crisis Intervention (NCI) program. Prone restraints are prohibited and never used in the CASD. A behavior support plan is constructed in accordance with this policy for all students in need of a behavior management plan to benefit from a free and appropriate education within the LRE. All regular and special education staff including related outside personnel are offered behavior support and classroom management trainings throughout the school year and during the summer.The district incorporates the School Wide Positive Behavior Model at its Elementary School building and School Based Behavioral HealthTeams at both the Elementary level and Secondary level. The district has an agreement with Beacon Light Behavioral Health Systems to provide SBBH in the form of case management, family therapy, psychiatric evaluations, in-school sessions and crisis intervention to students at both settings. As of this date, approximately 35 students are receiving needed services to address their current needs and maintain their current educational placement in the LRE.

Intensive Interagency/Ensuring FAPE/Hard to Place Students1. If the LEA is having difficulty ensuring FAPE for an individual student or a particular

disability category, describe the procedures and analysis methods used to determine gaps in the continuum of special education supports, services and education placement options available for students with disabilities.

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

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

Previously the CASD has resolved placement issues by utilizing the interagency Coordinator from IU#10, and the CASSP process to exhaust placement options and agency support while considering the LRE. In addition to the above mentioned resources, the CASD utilizes a host of services to provide FAPE such as the following: Clearfield County Children Youth Services, Community Connections, OVR, Cen Clear Child Services, Hope for Kids, Pyramid Health Care, Meadows Partial Program, New Story, and Central Pennsylvania Autism Academy. Currently, the CASD is meeting the placement needs of all students. In the event that the district would encounter a student identified as a Cordero case, the district would also utilize support from the Regional Interagency Coordinator (RCI) through PaTTAN.

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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 Clearfield Area School District (CASD) takes great pride in our Special Education Program. One of the districts greatest strengths comes in the belief that every parent and student be treated with respect; that every student is capable of learning in our schools and is able to become a responsible and contributing member of the community. From our investment in researched based reading and math programs, to school based mental health services, a School Wide Positive Behavior program, a successful transition component including a recent partnership with Goodwill Industries and a Life Skills Prom that now includes hundreds of students from three counties and over 10 school districts, we believe we can make a difference in the lives of students with exceptionalities from the beginning of their education to a successful transition plan.Beginning with academics, the district has invested in research based programs including READ 180 and Triumphs reading programs, along with Every Day Math and Number Worlds for all our students in special education who need remedial math or reading instruction. In addition, the general education population is made up of approximately 90% co-taught classrooms, which include trained special education staff for each. Power Teaching for mathematics is also utilized at the elementary and secondary levels. This alignment of curriculum and instruction has directly led to increased scores for our students on the PSSA. Finally, all special education staff teaching reading grades 5-12 have been trained in the READ 180 Language Reading Program. The district continues to explore the most effective research based instructional materials in all curriculum areas and will adopt new materials/programs accordingly over the next three years.The CASD continues to implement Every Day Math and Chicago Math at the secondary level. All of our special education teachers from kindergarten through eighth grade have been trained in the implementation and use of Every Day Math. This alignment of the instructional program with educational expectations has led to increased gains for our students on the math section of the PSSA. In addition, all K-8 special education math staff have been trained in "Number Worlds," the sister program of Everyday Math. Number Worlds is a research based mathematical program designed for students performing below grade level. The Clearfield Area School District staff has embraced the concept of co-teaching at both the elementary school and high school levels. As a result of staff efforts, our district is now newly able to offer co-taught services from grades K-6 in the areas of Reading/Language Arts, Mathematics, Social Studies, and the sciences. The Junior/Senior High School has seen a large transition from pull-out services to an increase in inclusive classrooms. The district now offers co-taught English, all subjects of Mathematics, and all sciences grades 7-12. As a result of inclusionary practices the district exceeds the state average for including students with disabilities in the LRE in all categories.The CASD is committed to providing a Free and Appropriate Public Education almost

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exclusively within its boundaries. From a parental standpoint, this is of paramount importance and another strength of the program. The district offers classes in Life Skills support K-12, Learning support K-12, Emotional Support K-12, Autistic Support K-12, as well as, related services in grade K-12 which are delivered to the classroom in order to meet the needs of every eligible student within our district. The district facilitates numerous outside agency services and programs that provide students with a comprehensive support system.In addition to academics, the CASD has a newly adopted School Wide Positive Behavior program at the elementary level. The intent of the program is to recognize students' positive behaviors according to predetermined school-wide expectations. This program has allowed for the reduction of negative behavior referrals for students with behavior disorders. Our IEP teams ensure the Least Restrictive Environment by considering any necessary accommodations needed to progress in a regular education setting. These services are in the form of paraprofessionals, co-taught classes, classroom adaptations and accommodations. Any services that are not provided within the confines of our district are provided in a neighboring school district via the intermediate unit's fair share plan. For students whose needs are greater than what can be provided by the district, the CASD uses numerous facilities within the Commonwealth to assist our students. If after a comprehensive search, a facility within the Commonwealth cannot be found, the CASD will team with facilities outside of the state.The CASD has been a catalyst in preparing students to transition from school to post- secondary life. The component of our program is critical, noteworthy, and a highlight of our special education department. Through the work of the CASD transition coordinator, the district provides assessment of each student beginning at the age of fourteen or eighth grade. Services employed by the district include comprehensive assessments, career searches, job fairs, college and vocation facility tours, job shadowing, functional living instruction, and employment opportunities. The district has committed itself to providing the most effective transition for each student. The CASD has spearheaded transition planning with Clearfield County Transition Council. As a result of CASD efforts, the following are a regular occurrence within the county: transition training for parents including Agency Fairs; Career Fairs; and Post-Secondary Trainings; an annual job fair for all students in the county; employment relationships with businesses in the community; and close working relationships with numerous agencies in the area. Most recently the district has entered into a job training agreement with Goodwill Industries Incorporated to provide on the job training at the Falls Creek facility located in Falls Creek, Pa. This opportunity allows approximately 20 students to train on location twice a month at Goodwill Industries main distribution center with alternating weeks of skill building instruction at CASD and offers students possible permanent employment after graduation. To date, Goodwill has employed 4 graduates upon completion of the training program. Last but certainly not least, students with disabilities in the Clearfield Area School District have and will continue to be part of every extracurricular activity offered on campus. Students with disabilities have participated in virtually every sport offered in the district,

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included in the band, choir, orchestra and numerous clubs and organizations. Most recently the district created "No Boundaries Productions" an opportunity for students in the Life Skills Program to be actors and actresses alongside their peers in the spring play.

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Assurances

Safe and Supportive Schools AssurancesThe LEA has verified the following Assurances:

Implementation of a comprehensive and integrated K-12 program of student services based on the needs of its students. (in compliance with § 12.41(a))

Free Education and Attendance (in compliance with § 12.1)

School Rules (in compliance with § 12.3)

Collection, maintenance and dissemination of student records (in compliance § 12.31(a) and § 12.32)

Discrimination (in compliance with § 12.4)

Corporal Punishment (in compliance with § 12.5)

Exclusion from School, Classes, Hearings (in compliance with § 12.6, § 12.7, § 12.8)

Freedom of Expression (in compliance with § 12.9)

Flag Salute and Pledge of Allegiance (in compliance with § 12.10)

Hair and Dress (in compliance with § 12.11)

Confidential Communications (in compliance with § 12.12)

Searches (in compliance with § 12.14)

Emergency Care and Administration of Medication and Treatment (in compliance with 35 P.S. § 780-101—780-144)

Parents or guardians are informed regarding individual survey student assessments and provided a process for refusal to participate (consistent with § 445 of the General Education Provisions Act (20 U.S.C.A. § 1232h) and in compliance with § 12.41(d))

Persons delivering student services shall be specifically licensed or certified as required by statute or regulation (in compliance with § 12.41(e))

Development and Implementation of Local Wellness Program (in compliance with Public Law 108-265, Section 204)

Early Intervention Services System Act (if applicable) (11 P.S. § 875-101—875-503)

http://government.westlaw.com/linkedslice/default.asp?SP=PAC-1000

http://www.fns.usda.gov/cnd/governance/legislation/historical/pl_108-265.pdf

http://www.fns.usda.gov/cnd/governance/legislation/historical/pl_108-265.pdf

http://www.pacode.com/secure/data/022/chapter12/s12.41.html


http://www2.ed.gov/policy/elsec/leg/esea02/pg122.html

http://www2.ed.gov/policy/elsec/leg/esea02/pg122.html


















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Establishment and Implementation of Student Assistance Programs at all of levels of the school system (in compliance with 24 PS § 15-1547)

Acceptable Use Policy for Technology Resources

Providing career information and assessments so that students and parents or guardians might become aware of the world of work and career options available.

Special Education AssurancesThe Local Education Agency (District) has verified the following Assurances:

Implementation of a full range of services, programs and alternative placements available to the school district for placement and implementation of the special education programs in the school district.

Implementation of a child find system to locate, identify and evaluate young children and children who are thought to be a child with a disability eligible for special education residing within the school district's jurisdiction. Child find data is collected, maintained and used in decision-making. Child find process and procedures are evaluated for its effectiveness. The District implements mechanisms to disseminate child find information to the public, organizations, agencies and individuals on at least an annual basis.

Assurances of students with disabilities are included in general education programs and extracurricular and non-academic programs and activities to the maximum extent appropriate in accordance with an Individualized Education Program.

Compliance with the PA Department of Education, Bureau of Special Education's report revision notice process.

Following the state and federal guidelines for participation of students with disabilities in state and district-wide assessments including the determination of participation, the need for accommodations, and the methods of assessing students for whom regular assessment is not appropriate.

Assurance of funds received through participation in the medical assistance reimbursement program, ACCESS, will be used to enhance or expand the current level of services and programs provided to students with disabilities in this local education agency.

24 P.S. §1306 and §1306.2 FacilitiesFacility Name Facility Services Provided By Student


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Type Count

Clearfield County Jail

Incarcerated

The Clearfield School District in conjunction with CIU#10 provide special education and general education services to all eligible inmates incarcerated in the Clearfield County Jail.

7

New Story Academy

Nonresident New Story 3

New Vista Learning Center

Nonresident Pyramid Health Care 6

Central Pennsylvania Autism Academy

Nonresident Pyramid Health Care 6

DuBois Partial Program

Nonresident Alpha Adolescent Program 1

Least Restrictive Environment FacilitiesFacility Name Type of

FacilityType of Service Number of

Students Placed

Central PA Autism Spectrum Disorder Academy

Other Full-Time Autistic Support 9

New Vista Learning Center Other Full-Time emotional support

4

New Story Inc. Other Full-Time Emotional and Autistic Support

3

Special Education Program ProfileProgram Position #1 - Proposed Program

Operator: School DistrictPROPOSED PROGRAM INFORMATION

Type: ClassImplementation Date: August 26, 2015Average square feet in regular classrooms: 672 sq. ft.Square footage of this classroom: 672 sq. ft. (24 feet long x 28 feet wide)

PROGRAM SEGMENTSLocation/Building Grade Building Type Type of

SupportLevel of Support

Age Range

Caseload

FTE

Clearfield Elementary EK

An Elementary School Building

A building in which General Education programs are operated

Full-Time Special Education Class

Life Skills Support

7 to 11

9 1

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Justification: The district is aware of the age range discrepancy and the IEP team has addressed and documented agreement of services on an individual basis accordingly.

Program Position #2 - Proposed ProgramOperator: School DistrictPROPOSED PROGRAM INFORMATION


PROGRAM SEGMENTSLocation/Building Grade Building

TypeType of Support

Level of Support

Age Range

Caseload

FTE

Clearfield Elementary - JS



Itinerant Emotional Support

6 to 9 8 0.5

Clearfield Elementary School JS



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

Emotional Support

6 to 9 2 0.5





Age Range

Caseload

FTE

Clearfield Elementary AJ



Itinerant Learning Support

7 to 9 12 1



PROGRAM SEGMENTS

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Location/Building

Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE

Clearfield Elementary - PT




Autistic Support

6 to 9 8 1



PROGRAM SEGMENTSLocation/Building

Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE

Clearfield Elementary - PB




Learning Support

6 to 8 13 1




Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE

Clearfield Elementary - MC




10 to 12

10 0.5

Clearfield Elementary MC




Learning Support

10 to 12

3 0.5


Type: Class

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Implementation Date: August 26, 2014Average square feet in regular classrooms: 672 sq. ft.Square footage of this classroom: 672 sq. ft. (24 feet long x 28 feet wide)


Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE

Clearfield Elementary - KH




Learning Support

10 to 11

10 1




Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE

Clearfield Elementary - BB




Learning Support

6 to 9 15 1




Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE

Clearfield Elementary - JS




Learning Support

9 to 12

14 1


Type: ClassImplementation Date: August 26, 2014

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Average square feet in regular classrooms: 832 sq. ft.Square footage of this classroom: 448 sq. ft. (28 feet long x 16 feet wide)


TypeType of Support

Level of Support

Age Rang

e

Caseload

FTE

Clearfield Area JS/Sr High School - BB

A Junior/Senior High School Building



Autistic Support

12 to 14

1 0.5

Clearfield Jr/Sr. high school BB




Emotional Support

12 to 14

4 0.25

Clearfield Jr./Sr. high School BB




12 to 14

8 0.25




TypeType of Support

Level of Support

Age Range

Caseload

FTE

Clearfield Area Jr/Sr high school- RG




11 to 13

11 0.5

Clearfield Jr/Sr High school RG




Learning Support

10 to 13

2 0.5



62



TypeType of Support

Level of Support

Age Range

Caseload

FTE

Clearfield Elementary School - MM




Learning Support

11 to 14

9 0.5

Clearfield Elementary School MM




11 to 14

1 0.5




TypeType of Support

Level of Support

Age Rang

e

Caseload

FTE

Clearfield Area High School - JK




Learning Support

12 to 15

8 0.5

Clearfield High School JK




12 to 15

4 0.5





Age Range

Caseload

FTE

63

Clearfield High School - JP




12 to 14

8 1




Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE

Clearfield High School - DH




Learning Support

13 to 15

7 0.5

Clearfield High School DH




13 to 16

5 0.5




Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE

Clearfield High School JB



Full-Time Special Education Class

Life Skills Support

12 to 15

9 1



64



Grade Building Type

Type of Support

Level of Support

Age Rang

e

Caseload

FTE

Clearfield Area High School - CT




15 to 18

10 0.5

Clearfield Area High School CT




Emotional Support

15 to 18

3 0.5




TypeType of Support

Level of Support

Age Range

Caseload

FTE

Clearfield Area High School - WB

A Senior High School Building



Learning Support

14 to 18

8 0.7

Clearfield High School WB




14 to 18

11 0.3




TypeType of Support

Level of Support

Age Rang

Caseload

FTE

65

e

Clearfield Area High School - HM




Learning Support

15 to 19

5 0.3

Clearfield JS/HS A Junior/Senior High School Building



15 to 18

11 0.7




TypeType of Support

Level of Support

Age Rang

e

Caseload

FTE

Clearfield Area High School - MB




Learning Support

15 to 19

5 0.3

Clearfield Jr/SR A Junior/Senior High School Building



15 to 19

11 0.7


Type: ClassImplementation Date: June 26, 2014Average square feet in regular classrooms: 672 sq. ft.Square footage of this classroom: 448 sq. ft. (28 feet long x 16 feet wide)


TypeType of Support

Level of Support

Age Rang

e

Caseload

FTE

Clearfield Area High School - BP

A Junior/Senior

A building in which

Supplemental (Less Than

Learning Support

14 to 18

13 0.7

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High School Building

General Education programs are operated

80% but More Than 20%)

Clearfield High School BP




14 to 18

7 0.3




TypeType of Support

Level of Support

Age Rang

e

Caseload

FTE

Clearfield Area High School - DW




Learning Support

14 to 18

5 0.3

Clearfield High School DW




14 to 18

10 0.7





Age Range

Caseload

FTE

Clearfield Elementary School - SG



Itinerant Speech and Language Support

11 to 14

55 1

67




TypeType of Support

Level of Support

Age Range

Caseload

FTE

Clearfield Area High School - JJ




15 to 18

25 0.5




TypeType of Support

Level of Support

Age Rang

e

Caseload

FTE

Clearfield Area High School - AG




14 to 18

15 0.75

Clearfield High School AG




Learning Support

14 to 18

4 0.25




TypeType of Support

Level of Support

Age Range

Caseload

FTE

68

Clearfield Area High School - JMG




Life Skills Support

15 to 20

2 0.3

Justification: The district is aware of the age discrepancy and the IEP team has addressed and documented agreement of services accordingly on an individual basis. Clearfield Jr/Sr HS A

Junior/Senior High School Building



Life Skills Support

16 to 21

7 0.7

Justification: The district is aware of the age range discrepancy and the IEP team has addressed and documented agreement of services on an individual basis accordingly.





Age Range

Caseload

FTE

Clearfield Elementary - SH




6 to 9 55 1





Age Range

Caseload

FTE

Clearfield Elementary - MK




6 to 9 55 1

Program Position #29Operator: Intermediate UnitPROGRAM SEGMENTS

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Location/Building Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE

Clearfield Middle School Clearfield High School MS



Itinerant Deaf and Hearing Impaired Support

11 to 17

2 0.04

Justification: Hearing Impaired support is given in a one-to-one setting, IEP's are implemented on an individual basis.




TypeType of Support

Level of Support

Age Range

Caseload

FTE

Clearfield Elementary School LW




Autistic Support

9 to 12

8 1


Type: ClassandPositionImplementation Date: August 26, 2014Average square feet in regular classrooms: 672 sq. ft.Square footage of this classroom: 896 sq. ft. (28 feet long x 32 feet wide)


Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE

Clearfield High School DM




Learning Support

12 to 13

10 0.5

Clearfield High School DM




12 to 13

5 0.5

Program Position #32 - Proposed Program

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Operator: School DistrictPROPOSED PROGRAM INFORMATION



Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE

Clearfield Elementary KW




Emotional Support

9 to 11

9 1





Age Range

Caseload

FTE

Senior High School - KW




15 to 19

11 1




Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE

Clfd Elementary - TB




Autistic Support

6 to 8 8 1

Program Position #35 - Proposed ProgramOperator: Intermediate Unit

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PROPOSED PROGRAM INFORMATIONType: ClassandPositionImplementation Date: April 7, 2016Average square feet in regular classrooms: 160 sq. ft.Square footage of this classroom: 224 sq. ft. (14 feet long x 16 feet wide)


Grade Building Type

Type of Support

Level of Support

Age Range

Caseload

FTE

Clearfield County Jail




Learning Support

16 to 21

5 1

Justification: This district is aware of the age range discrepancy and informs guardians/parents accordingly and will assure that FAPE will be implemented accordingly

Program Position #36 - Proposed ProgramOperator: Intermediate UnitPROPOSED PROGRAM INFORMATION

Type: PositionImplementation Date: April 7, 2016Average square feet in regular classrooms: 806 sq. ft.Square footage of this classroom: 144 sq. ft. (12 feet long x 12 feet wide)


TypeType of Support

Level of Support

Age Range

Caseload

FTE

Clearfield Area Elementary School and jr/sr. high school



Itinerant Blind or Visually Impaired Support

6 to 12

3 0.18

Justification: Grouping of students complies with age range requirements

Special Education Support ServicesSupport Service Location Teacher

FTESchool Psychologist Clearfield Area Jr/Sr HS 1School Psychologist Clearfield Area School District Administrative

Office1

Special Education Secretary Clearfield Area School District Administrative Office

1

Instructional assistants K-6 Clearfield Area Elementary School 30Instructional Assistants 7-12 Clearfield Jr/Sr HS 18Director of Special Education

Clearfield Area School District 1

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Special Education Contracted Services

Special Education Contracted Services Operator Amt of Time per Week

Physical Therapist Outside Contractor 5 DaysOccupational Therapist Outside Contractor 5 DaysPersonal Care Aide Intermediate Unit 5 DaysPersonal Care Aide Intermediate Unit 5 DaysPersonal Care Aide Intermediate Unit 5 DaysPersonal Care Aide Intermediate Unit 5 Days

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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:While collaboration is a strength at the Jr/Sr High school and provides multiple benefits, it is a challenge at the Elementary level that needs addressed.While our teachers are good at gathering data, and possibly reviewing it, there is a system wide challenge in applying our data to our needs.Reading/ELA needs improvement at the Elementary school.Biology and Algebra 1 need improvement at the Jr/Sr High School.

District Accomplishments

Accomplishment #1:The school district successfully completed a realignment of schools and grade levels, going from five schools with an elementary, middle, and high school level, to operating two buildings, an elementary K-6 and a Jr/Sr High school grades 7-12.

Accomplishment #2:The District's special education program has made a strong push to including all students in as much of the general education curriculum as possible through the use of co-teaching.

Accomplishment #3:The District has seen increases in its overall graduation and attendance rates.

Accomplishment #4:The growth of the dual enrollment and associates degree program at the Jr/Sr high school.

Accomplishment #5:With a foundation of a strong elementary SWPB program, the District has seen an overall improvement in student behaviors. This has been assisted by an increase in rigor within the schedules and courses.

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District Concerns

Concern #1:The need for collaboration structures in the elementary school and further development of collaboration time at the secondary school.

Concern #2:Curriculum review and alignment within departments and grade levels to ensure consistent implementation across all grade levels, including applicable professional development.

Concern #3:The development of data use to confirm and improve our teaching and learning within the classroom, and to validate the curriculum.

Concern #4:The physical space needs of the elementary school need to be resolved.

Prioritized Systemic Challenges

Systemic Challenge #1 (Guiding Question #5) Establish a district system that fully ensures barriers to student learning are addressed in order to increase student achievement and graduation rates.

Aligned Concerns:

The need for collaboration structures in the elementary school and further development of collaboration time at the secondary school.

Curriculum review and alignment within departments and grade levels to ensure consistent implementation across all grade levels, including applicable professional development.

The physical space needs of the elementary school need to be resolved.

The development of data use to confirm and improve our teaching and learning within the classroom, and to validate the curriculum.

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Systemic Challenge #2 (Guiding Question #2) Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school.

Aligned Concerns:




Systemic Challenge #3 (Guiding Question #3) Establish a district system that fully ensures staff members in every school use standards aligned assessments to monitor student achievement and adjust instructional practices.

Aligned Concerns:




Systemic Challenge #4 (Guiding Question #1) Establish a district system that fully ensures consistent implementation of standards aligned curricula across all schools for all students.

Aligned Concerns:


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Systemic Challenge #5 (Guiding Question #7) Establish a district system that fully ensures students who are academically at risk are identified early and are supported by a process that provides interventions based upon student needs and includes procedures for monitoring effectiveness.

Aligned Concerns:


Systemic Challenge #6 (Guiding Question #9) Establish a district system that fully ensures each member of the district community promotes, enhances and sustains a shared vision of positive school climate and ensures family and community support of student participation in the learning process.

Systemic Challenge #7 (Guiding Question #6) 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.

Systemic Challenge #8 (Guiding Question #12) Establish a district system that fully ensures classrooms are staffed with highly qualified teachers.

Systemic Challenge #9 (Guiding Question #0) To create a system that helps students build resilience, perseverance, and the ability to be independent learners.

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District Level Plan

Action Plans

Goal #1: Establish a district system that fully ensures barriers to student learning are addressed in order to increase student achievement and graduation rates.

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 the consistent implementation of effective instructional practices across all classrooms in each school.

Establish a district system that fully ensures staff members in every school use standards aligned assessments to monitor student achievement and adjust instructional practices.

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: PSSA, Keystone, and School Profiles

Specific Targets: The District will see achievement and growth data improve on a yearly basis.

Strategies:

Master Schedule

Description:

The school day and the master schedule will be investigated to find a way to provide regular and consistent application of collaboration time.

SAS Alignment: Assessment, Instruction, Materials & Resources

Identify At Risk students for targeted interventions

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Description:

Through the use of data analysis, the students will be reviewed for tiers of intervention and areas of needed support.

SAS Alignment: Assessment

Implementation Steps:

K-12 Guidance Plan Development

Description:

Guidance staff will meet regularly to implement the K-12 guidance plan to promote career awareness, student goal setting, and student resilience during their education years.

Start Date: 10/18/2016 End Date: 6/30/2020

Program Area(s): Student Services

Supported Strategies:


Collaboration / In-service Schedule

Description:

The District Administration and School Principals, with input from all stakeholders will develop collaboration time in the elementary school. In addition to the development of the time, teachers will be trained in the full use of such time to make it an active event for all involved.


Program Area(s): Professional Education


Master Schedule

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Assessment and Data Analysis Training

Description:

Through instructional coaching, collaborative meetings, and staff meetings, teachers will learn to expand their skill at creating, implementing, and interpreting formative assessments. Also, teachers will work collaboratively with their benchmark and summative data to dig more deeply into the information to extract information to help individual and groups of students increase achievement.




Master Schedule Identify At Risk students for targeted interventions

Student Data Analysis

Description:

Each building will have a structure for regularly examining student achievement data and using such data to shape and guide the building action plans, curriculum decisions, and any and all other needs as the data presents.





Goal #2: 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.

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Related Challenges:


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.

To create a system that helps students build resilience, perseverance, and the ability to be independent learners.


Type: Annual

Data Source: PSSA, Keystone, and other related data.

Specific Targets: SPP scores in both schools will improve based upon academic growth and achievement

Strategies:

Transition Program

Description:

Transition program to assist Pre-K to K-12 students and staff in creating a positive climate that encourages students academically, socially, emotionally, and physically in a safe and caring environment.

SAS Alignment: Safe and Supportive Schools

Improved Teacher Effectiveness

Description:

Since the first step in any student support or intervention plan begins in the classroom, the District will focus on increasing teacher effectiveness (Tier I or RTII).

SAS Alignment: Safe and Supportive Schools, Standards, Assessment, Instruction

Master Schedule

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Description:




Annual Meetings

Description:

Elementary administration will meet at least annually with Pre-K providers to share information and ideas to ensure smooth transitions for students.

Upper Elementary staff will meet annually with Jr/Sr High staff to share information and ideas to ensure smooth transitions for students.


Program Area(s):


Transition Program

Collaboration / In-service Schedule

Description:

The District Administration and School Principals, with input from all stakeholders will develop collaboration time in the elementary school. In addition to the development of the time, teachers will be trained in the full use of such time to make it an active event for all involved.




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Improved Teacher Effectiveness

Student Data Analysis

Description:

Each building will have a structure for regularly examining student achievement data and using such data to shape and guide the building action plans, curriculum decisions, and any and all other needs as the data presents.




Improved Teacher Effectiveness Master Schedule

Support Program Evaluation

Description:

Each year, each building will evaluate the effectiveness of the available support programs for Tier II and III interventions (Title I, LLI, Read 180, Number Worlds, Algebra Readiness, Algebra Essentials, tutoring, and other initiatives).


Program Area(s): Special Education, Student Services, Educational Technology


Transition Program Improved Teacher Effectiveness

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Goal #3: Establish a system that ensures staff learn and implement strategies to build resilience, perseverance, and independent learning through supportive talk, effective questioning and language that empowers students. (PEC 2016)

Related Challenges:


To create a system that helps students build resilience, perseverance, and the ability to be independent learners.


Type: Annual

Data Source: CDT, STAR, PSSA, and Keystone results.

Specific Targets: We will see steady progress in the number and percent of students who score on-grade-level/proficient or better on these assessments.

Type: Annual

Data Source: Assignment and class grades

Specific Targets: We would expect to observe an increase in completion of homework, projects, and classwork.

Strategies:

Define the reasons, needs, and purpose for working to increase the students' resilience, perseverance, and capacity for independent learning. (PEC 2016)

Description:

Through presentations and breakout sessions, staff will be engaged in the issues of student motivation and the idea that we can change our behavior and instruction in ways that help students become more perseverant, resilient, and to have "more grit". Thereby, staff will be better prepared to engage in the learning of these strategies and practices.

SAS Alignment: Instruction, Safe and Supportive Schools

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Through book studies, presentations, workshops and collaboration, staff will learn effective strategies, behavior, and language that build student resilience. (PEC 2016)

Description:

Through a series of activities, staff will increase their knowledge in the strategies, behaviors and language that enforces resilience, perseverance, and independent learning with students. Activities may include book studies, workshops, and large group presentations. Also, collaboration time will be used to reinforce and further promote implementation of these practices and strategies.


Explore and learn classroom structures or procedures that enhance resilience and perseverance in students. (PEC 2016)

Description:

Certain classroom structures and procedures are more effective at supporting students in becoming resilient and independents learners.

Authors and researchers such as Robert Marzano, Merril Harmin, Presida & William Himmel and others offer strategies and structures for doing this.



Introductory In-Service on Resilience, Mind-set, and "Grit" (PEC 2016)

Description:

This workshop would be to help teachers recognize the role that mind-set plays in student perseverance, motivation, resilience, and "grit". This may be done in one large session, or a number of smaller sessions.



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Define the reasons, needs, and purpose for working to increase the students' resilience, perseverance, and capacity for independent learning. (PEC 2016)

In-Service Series on Resilience (PEC 2016)

Description:

A series of in-services that focus on strategies, language, and classroom procedures/processes that support the students ability to persevere, be resilient, and have "grit".





Explore and learn classroom structures or procedures that enhance resilience and perseverance in students. (PEC 2016)

Collaboration to support student resilience. (PEC 2016)

Description:

Through department and grade-level collaboration, teachers will work to revise how they teach and how they talk to students so that they better support students to become more resilient learners, more perseverant, and have more "grit".




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Book Study on Importance of Mind-set (PEC 2016)

Description:

Groups of 3 or more teachers will read one of the following books or similar sources and spend 6 or more hours of discussion and reflection time with the book group.





Goal #4: Build capacity of the staff to collaborate and communicate effectively within and across areas to improve student work and learning. (PEC 2016)

Related Challenges:


Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school.




Type: Annual

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Data Source: STAR, CDT, PSSA and Keystone Exams

Specific Targets: We are looking for ongoing growth in the number and percent of our students who score on-level or proficient.

Type: Annual

Data Source: SPP Scores

Specific Targets: Progressively higher SPP scores for both of our buildings.

Strategies:

Train staff in the characteristics and practices of effective collaboration. (PEC 2016)

Description:

Engage staff in learning about the characteristics, habits, procedures, and protocols of effective collaboration.

SAS Alignment: Assessment, Curriculum Framework, Instruction, Safe and Supportive Schools

Model effective collaboration and give staff opportunities to observe effective collaboration in practice. (PEC 2016)

Description:

Through videos, observations, visit, and "fish bowl" activities, educate staff as to what effective collaboration looks like and sounds like.

SAS Alignment: Assessment, Curriculum Framework, Instruction, Safe and Supportive Schools

Ensure staff reflection on the collaborative process with an intent to improve it. (PEC 2016)

Description:

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Provide structures, protocols, and opportunities for staff to reflect on collaborative processes in their learning groups and their classrooms.



Collaboration Facilitator Training (PEC 2016)

Description:

Offer in-service in skills and strategies of facilitating group processes and collaboration.





Model effective collaboration and give staff opportunities to observe effective collaboration in practice. (PEC 2016)


Ensure time for collaboration

Description:

Make sure that the school schedule includes time for staff to collaborate. The JSHS has scheduled time, we need to find a more effective way to ensure that time at Clearfield Elementary.





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Reflection and feedback on collaboration

Description:

Provide tools for staff to reflect and offer feedback on the collaboration process so that resources and structures can be adjusted as needed.





Goal #5: Establish a district system that fully ensures the consistent implementation of effective instructional practices across all classrooms in each school.

Related Challenges:




Type: Annual

Data Source: Establishment of elementary collaboration meetings

Specific Targets: Collaboration time is established on a weekly, if not daily, basis. This time should be used for grade level meetings and department meetings.

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Type: Interim

Data Source: Student results on assessments

Specific Targets: Through efforts of teachers collaborating student assessments will show improvement.

Strategies:

Master Schedule

Description:



Professional Development in utilizing, analyzing CDT data

Description:

Professional Development in utilizing, analyzing CDT data, and learning how to provide conferencing with feedback.

SAS Alignment: Standards, Assessment

Grade Level Meetings

Description:

Monthly grade level meetings that includes faculty, guidance, and administrators to identify students that are struggling academically.

SAS Alignment: Safe and Supportive Schools


Master Schedule

Description:

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A building level committee will review the length of the school day and the master schedule. The success of this work will be the creation of regularly scheduled collaboration times.


Program Area(s): Professional Education, Student Services


Master Schedule Professional Development in utilizing, analyzing CDT data Grade Level Meetings

Professional Development in utilizing, analyzing CDT data, and learning how to provide feedback to students about data and student goal setting during conferencing.

Description:

Training completed. Conferencing completed after each time CDTs are given.




Professional Development in utilizing, analyzing CDT data

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Appendix: Professional Development Implementation Step Details

LEA Goals Addressed: Establish a district system that fully ensures barriers to student learning are addressed in order to increase student achievement and graduation rates.

Strategy #1: Master ScheduleStrategy #2: Identify At Risk students for targeted interventions

Start End Title Description

10/18/2016 6/30/2020 Assessment and Data Analysis Training

Through instructional coaching, collaborative meetings, and staff meetings, teachers will learn to expand their skill at creating, implementing, and interpreting formative assessments. Also, teachers will work collaboratively with their benchmark and summative data to dig more deeply into the information to extract information to help individual and groups of students increase achievement.

Person Responsible SH S EP Provider Type App.Curriculum and Assessment

3.0 3 12 District School Entity

Yes

Knowledge Train teachers to use all parts of assessment tools (3-5 CDTs, formative assessments at secondary,

eSuites, interpreting and using base-line assessment),

Learn to use new Early Childhood STAR assessment.

Collaboratively discuss and plan a variety of formative assessments.

Fully understand CCSS and differences between grade levels.

Create differentiated instruction goals/activities based on classroom data.

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Increase the repertoire of effective instructional practices.

Supportive Research Data Informed Decisions and Instruction.

Designed to Accomplish

For classroom teachers, school counselors and education specialists:

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

Training FormatSeries of Workshops

Participant RolesClassroom teachers

Grade Levels

Elementary - Primary (preK - grade 1)Elementary - Intermediate (grades 2-5)Middle (grades 6-8)High (grades 9-12)

Follow-up ActivitiesJob embedded coaching.

Evaluation Methods

Standardized student assessment data other than the PSSA

Classroom student assessment dataParticipant survey

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LEA Goals Addressed:

Establish a system that ensures staff learn and implement strategies to build resilience, perseverance, and independent learning through supportive talk, effective questioning and language that empowers students. (PEC 2016)

Strategy #1: Define the reasons, needs, and purpose for working to increase the students' resilience, perseverance, and capacity for independent learning. (PEC 2016)


8/24/2016 2/28/2017Introductory In-Service on Resilience, Mind-set, and

"Grit" (PEC 2016)

This workshop would be to help teachers recognize the role that mind-set plays in student perseverance, motivation, resilience, and "grit". This may be done in one large session, or a number of smaller sessions.


3.0 1 180 Clearfield Area SD or a contracted provider chosen by the District

School Entity

Yes

Knowledge

Teachers will come to see that the mind-set that students bring to issues and work can have a significant role in their ability and inclination to attack and complete tasks.

Teachers will come to understand that mind-set can be altered and effected by how we talk to and interact with students.

Supportive Research

Dweck, Carol

Duckworth, Angela

Johnston, Peter

Designed to AccomplishFor 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.

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


Participant Roles

Classroom teachersPrincipals / Asst. PrincipalsSupt / Ast Supts / CEO / Ex

DirSchool counselorsNew Staff

Grade Levels


Follow-up ActivitiesJournaling and reflecting

Evaluation Methods

Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.

Participant survey

LEA Goals Addressed: Establish a system that ensures staff learn and implement strategies to build resilience, perseverance, and independent learning through supportive talk, effective questioning and language that empowers

Strategy #1: Through book studies, presentations, workshops and collaboration, staff will learn effective strategies, behavior, and language that build student resilience. (PEC 2016)

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students. (PEC 2016)Strategy #2: Explore and learn classroom structures or procedures that enhance resilience and perseverance in students. (PEC 2016)


1/2/2017 6/1/2018 In-Service Series on Resilience (PEC 2016)

A series of in-services that focus on strategies, language, and classroom procedures/processes that support the students ability to persevere, be resilient, and have "grit".


3.0 3 75 Clearfield Area SD or provider contracted by the District

School Entity

Yes

Knowledge

Staff will gain a battery of strategies to help student become more resilient, perseverant, and have more "grit".

Staff will learn habits of language that support students in becoming more resilient, perseverant, and to have "grit".

Staff will learn procedures and classroom process that support students' ability to become more resilient, perseverant, and have more "grit".

Supportive Research

Dweck, Carol

Johnston, Peter

Duckworth, Angela

Designed to AccomplishFor classroom teachers, school Increases the educator’s teaching skills based on research on effective practice, with

97

counselors and education specialists:

attention given to interventions for struggling students.




Participant Roles

Classroom teachersPrincipals / Asst. Principals

Grade Levels


Follow-up Activities

Collaborative learning and planning Evaluation Methods


Student PSSA dataParticipant survey

LEA Goals Addressed: Establish a system that ensures staff learn and implement strategies to build resilience, perseverance, and independent learning through supportive talk, effective questioning and language that empowers

Strategy #1: Through book studies, presentations, workshops and collaboration, staff will learn effective strategies, behavior, and language that

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students. (PEC 2016) build student resilience. (PEC 2016)


1/2/2018 6/3/2019Collaboration to support student resilience. (PEC

2016)

Through department and grade-level collaboration, teachers will work to revise how they teach and how they talk to students so that they better support students to become more resilient learners, more perseverant, and have more "grit".


1.0 20 10 Clearfield Area SD School Entity

Yes

Knowledge Staff will learn to incorporate strategies to support students’ development of perseverance into their lessons.

Supportive Research

Hord, Shirley

Dufour, Richard

Fullan, Micheal

Dweck, Carol






Training Format Professional Learning Communities

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Grade Levels


Follow-up Activities

Creating lessons to meet varied student learning styles

Peer-to-peer lesson discussion Evaluation Methods


Review of participant lesson plans

LEA Goals Addressed:

Establish a system that ensures staff learn and implement strategies to build resilience, perseverance, and independent learning through supportive talk, effective questioning and language that empowers students. (PEC 2016)

Strategy #1: Through book studies, presentations, workshops and collaboration, staff will learn effective strategies, behavior, and language that build student resilience. (PEC 2016)


6/14/2016 6/1/2017 Book Study on Importance of Mind-set (PEC 2016)

Groups of 3 or more teachers will read one of the following books or similar sources and spend 6 or more hours of discussion and reflection time with the book group.


1.0 6 5 Clearfield Area SD School Entity

Yes

100

KnowledgeTeachers will gain knowledge of the language, mind-set, and strategies that support resilience and perseverance.

Supportive Research

Dweck, Carol

Duckworth, Angela

Johnston, Peter

Jensen, Eric






Training FormatProfessional Learning Communities


Grade Levels


Follow-up Activities Journaling and reflecting Evaluation Methods Participant survey

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LEA Goals Addressed: Build capacity of the staff to collaborate and communicate effectively within and across areas to improve student work and learning. (PEC 2016)

Strategy #1: Train staff in the characteristics and practices of effective collaboration. (PEC 2016)Strategy #2: Model effective collaboration and give staff opportunities to observe effective collaboration in practice. (PEC 2016)Strategy #3: Ensure staff reflection on the collaborative process with an intent to improve it. (PEC 2016)


8/1/2016 8/1/2017 Collaboration Facilitator Training (PEC 2016)

Offer in-service in skills and strategies of facilitating group processes and collaboration.


6.0 2 25 Penn State University or Learning Forward College or

University

Yes

Knowledge Learn the skills, attitudes, structures and protocols that are effective when facilitating group collaboration.

Supportive Research

Hord, Shirley

Dufour, Richard

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Hargreaves, Andy

Leaning Forward




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

Empowers educators to work effectively with parents and community partners.


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.


Participant Roles

Classroom teachersPrincipals / Asst. Principals

Grade Levels


Follow-up Activities Peer-to-peer lesson discussion

Joint planning period activities

Evaluation Methods Participant surveyReview of written reports

summarizing instructional activity

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Journaling and reflecting

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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

No signature has been provided

Superintendent/Chief Executive Officer

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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.

We affirm that the school district has completed a 28 day public inspection and comment period as required under 22 PA Code § 4.13 (d) prior to the school entity's governing board approval and submission to the Department of Education (Bureau of Special Education).

Affirmed by Larry Putt on 4/5/2016

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Board President

Affirmed by Terry Struble on 3/31/2016

Superintendent/Chief Executive Officer

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