Salisbury-Elk Lick SD · the Special Education Plan was submitted. In the summer of 2018, our...

Salisbury-Elk Lick SD

District Level Plan

07/01/2019 - 06/30/2022

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District Profile

Demographics

PO BOX 68 Salisbury, PA 15558 (814)662-2733 Superintendent: Joseph Renzi Director of Special Education: Kala Loya

Planning Process The Comprehensive Planning process began in December of 2017 when our school leadership team,

which consists of: Superintendent/Elementary Principal, Jr./Sr. High School Principal, K-12

Guidance Counselor, Special Education Coordinator, and Curriculum Coordinator began to establish

a time line of work flow and identification of data resources for review. In March of 2018 the

administrative team met to draft surveys for students, parents, teachers, and past graduates. These

surveys were implemented through Survey Monkey and data was collected.

In May 2018 the district leadership team met to review survey results. A parent meeting was held to

review parent results from the survey, analyze data, and suggest areas of improvement. Also, in May

the Special Education Plan was submitted.

In the summer of 2018, our school leadership team worked through the on-line Comprehensive

Process. We worked through each section, adding goals to improve our school and meet the new PA

Future Ready Index goals. We analyzed data from a variety of resources to improve decision making

and goal setting. The leadership team also developed indicators of success and how this new plan

would be measured, evaluated, and improved upon.

In July, 2018 invitations were sent out to stakeholders who attended the previous Comprehensive

planning meetings. Also, an open invitation was sent to our school community via the August school

newsletter for anyone who wanted to participate in the process. Also, the school leadership team

analyzed 2017-2018 school year data from the results of Stanford, PSSA, and Keystone assessments.

On September 4, 2018, we met with our Comprehensive Planning Committee. This committee

consists of the following: school board directors, school leaders, teachers, students, parents,

community members and business leaders. For the most recent Comprehensive Plan we used a

process called "Planning by Design" as our model. This model was presented to our leadership team

at Intermediate Unit 08. Our first goal was to establish our purpose and mission statement. Our

committee was asked the question, "Why do we do what we do?" This group continued by

developing our vision and core values and beliefs. We responded to the question of "what does our

organization look like at our ideal best and what are our shared values?" The meeting concluded

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with some general brainstorming and reporting out regarding anything the group believed would

better our school and meet our mission, vision, and values. For this year's meeting we used "Results

by Design," with the goal of producing short term visions with predetermined indicators of success.

We understood our mission, vision, and that our core shared values were nonnegotiable. Then, we

addressed the question, "How do we measure success?"

On September 18, 2018, our school leadership team added two goals to the plan that were proposed

and developed at our September 4 planning meeting. The leadership team walked through the plan

one last time to address any areas that needed updated. Following that meeting a draft form of this

plan was sent electronically to the entire Comprehensive Planning Committee. They were asked to

review and be prepared for an evening where the committee would come together to share thoughts

and offer any recommendations. When this process was completed, the Superintendent presented

the draft of the plan to the school board on October 3, 2018. The plan was then put out to the public

on the school website for a 28 day review period and also a copy of the draft was placed in each

building office for any parent or stakeholder who does not have access to the internet to review. The

Administrative team reviewed any concerns from the public and finalized the plan. The plan was

presented to the school board and approved by the board on November 14, 2018. The plan was then

properly submitted to the Pennsylvania Department of Education.

Mission Statement The mission of the Salisbury-Elk Lick School District is to provide a well-rounded, customized

education to produce inspired learners who are independent thinkers and problem solvers with a

strong personal and work ethic who will become active and committed members of society.

Vision Statement The Salisbury-Elk Lick School District, always striving for excellence, works with the community to

create a consistent educational environment through cooperation, respectful communication and

caring so that students can understand the value of their education and achieve goals according to

their individual aspirations.

Shared Values Learning is a lifelong process.

Learning is a shared responsibility of the educational community, which includes students, staff,

parents, and community members.

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Learning experiences will provide students with the knowledge and skills to become independent

learners, critical thinkers, effective communicators, and collaborative partners capable of solving

complex problems in a changing world.

Our learning environment will foster understanding and respect for every individual.

Our learning environment will produce responsible and active citizens.

Our learning community will provide ongoing professional development for educators to maintain

high standards and expectations for all members and to develop enthusiastic, encouraging,

and effective educators who will meet the needs of all learners.

Our learning community will work in partnership with all stakeholders to inform and include

everyone in the community to strengthen our school system.

Our learning environment will provide diverse educational opportunities for cultural, artistic, and

intellectual enrichment within and outside our community.

All of our students will graduate from high school with a college, military, and/or career path.

Educational Community The Salisbury-Elk Lick School District is in the southern part of Somerset County, near the Maryland

border. The small town atmosphere and beautiful landscape provide a unique way of life for the

proud people of Salisbury Borough and Elk Lick Township.

Our school district has two buildings: a K-6 Elementary School and a 7-12 High School. Currently

we have 282 students and employ 47 full time staff members. The school district not only serves as

an educational institution, but also serves as the center of the community where people gather to

support our students and enjoy community time together.

Perhaps the greatest advantage to a small school is the individual attention each student receives.

With an 8:1 student/teacher ratio, our district has been able to meet the needs of all learners and

provide a personalized learning path for all students.

Our school board and community continue to be very supportive of our school district. We have

prioritized building upgrades to maintain our facility and make way for new technology to be used.

Our school is dedicated to keeping strong family values while pursing current advancements in

education and technology. We believe student achievement is a result of a united effort between the

home and school and we welcome parent involvement in all of our programs and activities.

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The district maintains a rigorous standards based curriculum and has consistently demonstrated

achievement on state assessments. In previous years, our school district met or exceeded goals for

student achievement, attendance, and high graduation rates. During the 2017-2018 school year, our

elementary school was named a Title I Distinguished school and our high school received a Bronze

Medal from US News and World Report.

The Salisbury-Elk Lick School District has always been proud to serve the students of our

community, prepare them to be college and career ready upon graduation, and encourage all of

them to be contributing members of society.

Planning Committee Name Role

Richard Berkley Administrator : Professional Education Special

Education

Joseph Renzi Administrator : Professional Education Special

Education

Melissa McKenzie Business Representative : Professional Education

Angie Sines Business Representative : Professional Education

Eugene Wengerd Business Representative : Professional Education

Lawrence Cogley Community Representative : Professional

Education

Paul Dix Community Representative : Professional

Education

Sharon Johnson Community Representative : Professional

Education Special Education

James Henry Ed Specialist - School Counselor : Professional

Education

Kelly Edwards Elementary School Teacher - Regular Education :

Professional Education Special Education

Kim Miller Elementary School Teacher - Regular Education :

Professional Education

Emily Brady High School Teacher - Regular Education :


Joseph Leone High School Teacher - Regular Education :


Donna Robertson High School Teacher - Special Education :

Professional Education Special Education

Jason Collier Middle School Teacher - Regular Education :

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Jennifer Enos Middle School Teacher - Regular Education :


Brandi Bender Parent : Professional Education

Martha Dix Parent : Professional Education

Theresa Lynn Parent : Professional Education

Kala Loya Special Education Director/Specialist : Professional

Education Special Education

Kala Loya Special Education Director/Specialist

Timothy Abraham Student : Professional Education

Jewel Byler Student : Professional Education

Sarah Dix Student : Professional Education

Riley Easton Student : Professional Education

Sable Leone Student : Professional Education

Molly Piwonka Student : Professional Education

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Core Foundations

Standards

Mapping and Alignment

Elementary Education-Primary Level

Standards Mapping Alignment

Arts and Humanities Accomplished Accomplished

Career Education and Work Developing Developing

Civics and Government Accomplished Accomplished

PA Core Standards: English Language Arts Developing Developing

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

Developing Developing

PA Core Standards: Mathematics Developing Developing

Economics Accomplished Accomplished

Environment and Ecology Accomplished Accomplished

Family and Consumer Sciences Developing Accomplished

Geography Accomplished Accomplished

Health, Safety and Physical Education Accomplished Accomplished

History Accomplished Accomplished

Science and Technology and Engineering Education Developing Developing

Alternate Academic Content Standards for Math Accomplished Accomplished

Alternate Academic Content Standards for Reading Accomplished Accomplished

American School Counselor Association for Students Accomplished Accomplished

Early Childhood Education: Infant-Toddler⟶Second Grade

Accomplished Accomplished

English Language Proficiency Accomplished Accomplished

Interpersonal Skills Accomplished Accomplished

School Climate Accomplished Accomplished

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

This narrative is empty.

Elementary Education-Intermediate Level



Career Education and Work Developing Developing



PA Core Standards: Literacy in History/Social Studies, Developing Developing

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Science and Technical Subjects




Family and Consumer Sciences Developing Developing













Middle Level


Arts and Humanities Developing Developing

Career Education and Work Accomplished Developing




Developing Developing




Family and Consumer Sciences Developing Developing











World Language Accomplished Accomplished

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High School Level



Career Education and Work Accomplished Developing


PA Core Standards: English Language Arts Accomplished Accomplished


Accomplished Accomplished

PA Core Standards: Mathematics Accomplished Accomplished



Family and Consumer Sciences Accomplished Accomplished











World Language Accomplished Accomplished



Adaptations


Checked answers

Arts and Humanities

Career Education and Work

Civics and Government Economics

Environment and Ecology

Family and Consumer Sciences

Geography

Health, Safety and Physical Education

History

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Unchecked answers

None.


Checked answers

Arts and Humanities Career Education and Work

Civics and Government

Economics



Geography

Health, Safety and Physical Education History

Unchecked answers

None.

Middle Level

Checked answers

Arts and Humanities



Economics

Environment and Ecology Family and Consumer Sciences

Geography


History

Unchecked answers

None.

High School Level

Checked answers

Arts and Humanities

Career Education and Work Civics and Government

Economics



Geography

Health, Safety and Physical Education History

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Unchecked answers

None.

Explanation for any standards checked:

The District has accomplished aligning its curriculum with Pennsylvania Standards and is currently working towards aligning its curriculum with the new PA Core Standards and implementing a K-12 STEM curriculum.

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.

Accomplished

Processes used to ensure Accomplishment:

The elementary principal ensures that all teachers are following the district curriculum and that instruction is aligned to assessment. The staff works together on curriculum assessment days to use data to make informed decisions on the effectiveness of planned instruction.

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





Accomplished


Accomplished


Accomplished

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Accomplished


The elementary principal ensures that all teachers are following the district curriculum and that instruction is aligned with assessments. The staff works together on currculum assessment days to use data to make informed decisions on the effectiveness of planned instruction.



Middle Level



Accomplished


Accomplished


Accomplished


Accomplished


Staff development utilizing resources from PDE/PaTTAN, Intermediate Unit 8, SAS, and outside agencies provide the District with necessary tools to update trainings and curriculum development. These resources are used in teacher planning, instruction and assessment criteria to improve student achievement. Administrators monitor and evaluate staff to ensure curriculum objectives are being met.



High School Level



Accomplished


Accomplished

The relationship between the objectives of a planned course, Accomplished

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instructional unit or interdisciplinary studies and academic standards are identified.


Accomplished


Staff development utilizing resources from SAS, IU08 and outside agencies to provide the district with the necessary tools to update trainings and curriculum development. These resources are used in teacher planning, instruction and assessment criteria to improve student achievement. Administrators monitor and evaluate staff to ensure curriculum objectives are being met.



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.

Through professional development, our teachers are trained to utilize specifically targeted

adaptations and modifications to meet the needs of a student learner. A comprehensive

checklist of possible adaptations and modifications is designed and maintained for teachers

to use and document. Parent conferences are held to review student progress and improve

the home to school connection for students who receive these.

Instruction

Instructional Strategies

Checked Answers Formal classroom observations focused on instruction

Walkthroughs targeted on instruction Annual Instructional evaluations

Peer evaluation/coaching

Unchecked Answers Instructional Coaching

Regular Lesson Plan Review

Checked Answers

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Administrators

Unchecked Answers

Building Supervisors

Department Supervisors

Instructional Coaches

Not Reviewed

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

Building administrators use the Danielson Framework and the teacher evaluation tool (Act 82) to ensure these strategies are being met. Also, building administrators work with teachers who request peer evaluation/coaching.

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

The District has a limited number of staff and we do not utilize instructional coaches or have department chairs. Content teachers meet during Curriculum Assessment time to discuss various strategies to help each other improve curriculum and instruction strategies.

Responsiveness to Student Needs


Instructional Practices Status

Structured grouping practices are used to meet student needs. Full

Implementation

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

Full Implementation

Differentiated instruction is used to meet student needs. Full

Implementation

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

Full Implementation

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





Implementation


Full Implementation


Implementation

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Full Implementation



Middle Level



Implementation


Full Implementation


Implementation


Full Implementation



High School Level



Implementation


Full Implementation


Implementation


Full Implementation



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.

Staff development and training provides all teachers with the necessary tools to meet the learning needs of students who are below proficiency or are at risk of not graduating.

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Assessments

Local Graduation Requirements

Course Completion SY 19/20 SY 20/21 SY 21/22

Total Courses 25.00 25.00 25.00

English 4.00 4.00 4.00

Mathematics 4.00 4.00 4.00

Social Studies 4.00 4.00 4.00

Science 3.00 3.00 3.00

Physical Education 1.00 1.00 1.00

Health 1.00 1.00 1.00

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

1.00 1.00 1.00

Electives 7.00 7.00 7.00

Minimum % Grade Required for Credit (Numerical Answer)

60.00 60.00 60.00

Graduation Requirement Specifics

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

Completion of secondary level coursework in English Language Arts (Literature),

Algebra I and Biology in which a student demonstrates proficiency on the associated

Keystone Exam or related project-based assessment if § 4.4(d)(4) (relating to

general policies) applies.

Locally approved and administered assessments, which shall be independently and

objectively validated once every 6 years. Local assessments may be designed to

include a variety of assessment strategies listed in ? 4.52(c) and may include the use

of one or more Keystone Exams. Except for replacement of individual test items that

have a similar level of difficulty, a new validation is required for any material

changes to the assessment. Validated local assessments must meet the following

standards:

I. Alignment with the following State academic standards: English Language

Arts (Literature and Composition); Mathematics (Algebra I) and

Environment and Ecology (Biology).

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II. Performance level expectations and descriptors that describe the level of

performance required to achieve proficiency comparable to that used for the

Keystone Exams.

III. Administration of the local assessment to all students, as a requirement for

graduation, except for those exempted by their individualized education

program under subsection (g), regarding special education students, or

gifted individualized education plan as provided in ? 16.32 (relating to

GIEP).

IV. Subject to appropriations provided by law, the cost to validate local

assessments shall be evenly divided between the school district, AVTS or

charter school, including a cyber-charter school, and the Department. If the

Department does not provide sufficient funding to meet its share, local

assessments submitted for validation shall be deemed valid until a new

validation is due to the Department.

V. The Department will establish a list of entities approved to perform

independent validations of local assessments in consultation with the Local

Assessment Validation Advisory Committee as provided in ? 4.52(f).

VI. School boards shall only approve assessments that have been determined to

meet the requirements of this subsection by an approved entity performing

the independent validation. If a school district, AVTS or charter school,

including a cyber-charter school, uses a local assessment that has not been

independently validated, the Secretary will direct the school entity to

discontinue its use until the local assessment is approved through

independent validation by an approved entity.

Unchecked answers

Completion of an Advanced Placement exam or International Baccalaureate exam that includes academic content comparable to the appropriate Keystone Exam at a score established by the Secretary to be comparable to the proficient level on the appropriate Keystone Exam.

Not Applicable. Our LEA does not offer High School courses.

Local Assessments

Standards WA TD NAT DA PSW Other

Arts and Humanities X X X

Career Education and Work X X X

Civics and Government X X

PA Core Standards: English Language Arts

X X X

PA Core Standards: Literacy in X X X

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History/Social Studies, Science and Technical Subjects

PA Core Standards: Mathematics X X X

Economics X X

Environment and Ecology X X

Family and Consumer Sciences X X

Geography X X


X X

History X X

Science and Technology and Engineering Education

X X

World Language X X

Methods and Measures

Summative Assessments

Summative Assessments EEP EEI ML HS

Stanford, Olsat X

PSSA, PASA X X X

Keystone, PASA, NOCTI X

Benchmark Assessments

Benchmark Assessments EEP EEI ML HS

Reading and Math Chapter X X X

Formative Assessments

Formative Assessments EEP EEI ML HS

Dibels X

Classroom based assessment X X X X

STAR Reading X X X X

Diagnostic Assessments

Diagnostic Assessments EEP EEI ML HS

Bader Reading Language Inventory X X X

Brigance Screening X

Classroom Diagnostic Tools X X X X

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Validation of Implemented Assessments

Validation Methods EEP EEI ML HS

External Review

Intermediate Unit Review X X X X

LEA Administration Review X X X X

Building Supervisor Review X X X X

Department Supervisor Review

Professional Learning Community Review

Instructional Coach Review

Teacher Peer Review X

Provide brief explanation of your process for reviewing assessments.

The administration conducts assessment reviews and organizes data to be reviewed by the professional development team for the purpose of improving student achievement on various assessments.

Development and Validation of Local Assessments

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

Teachers develop assessments that are not provided by curriculum selections and

administration reviews those annually.

Collection and Dissemination

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

Data is collected and analyzed by administration using various resources (DRC, e-metric,

CDT, PVAAS, SPP) then disseminated to appropriate staff for implementation.

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.

Through PVAAS and e-metric, teachers can review standards and competencies that are

lacking in proficiency and modify curriculum to increase needed skills. Students who are

not demonstrating proficiency will be placed in Title I programs, referred for tutoring for

additional academic support, or placed in remediation programs.

Assessment Data Uses

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Assessment Data Uses EEP EEI ML HS

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

X X X X

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

X X X X

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

X X X X

Instructional practices modified or adapted to increase student mastery.

X X X X

Provide brief explanation of the process for incorporating selected strategies.

Through professional trainings and curriuclum training time, teachers use available data to align assessments to standards and curriculum.

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 Guides X X X X

Directing Public to the PDE & other Test-related Websites

X X X X

Individual Meetings X X X X

Letters to Parents/Guardians X X X X

Local Media Reports

Website X X X X

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

Mass Phone Calls/Emails/Letters X X X X

Newsletters X X X X

Press Releases

School Calendar X X X X

Student Handbook X X X X

Provide brief explanation of the process for incorporating selected strategies.

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The District uses multiple methods of communication to reach all members of our school community.

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

It is not school policy to do press releases regarding this information.

Safe and Supportive Schools

Assisting Struggling Schools

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

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

The District has only two buildings, one K-6, the other 7-12. Continued professional

development and data analysis will be used to target areas of need to ensure student

growth.

Programs, Strategies and Actions

Programs, Strategies and Actions EEP EEI ML HS

Biennially Updated and Executed Memorandum of Understanding with Local Law Enforcement

X X X X

School-wide Positive Behavioral Programs X X X X

Conflict Resolution or Dispute Management X X X X

Peer Helper Programs X X X X

Safety and Violence Prevention Curricula X X X X

Student Codes of Conduct X X X X

Comprehensive School Safety and Violence Prevention Plans

X X X X

Purchase of Security-related Technology X X X X

Student, Staff and Visitor Identification Systems X X X X

Placement of School Resource Officers

Student Assistance Program Teams and Training X X X X

Counseling Services Available for all Students X X X X

Internet Web-based System for the Management of Student Discipline

X X X X

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

The District does not have a School Resource Officer because of funding challenges, however this option hasn't been ruled out. We currently have a working MOU with the Meyersdale Borough Police Department and the Pennsylvania State Police. The district has contracted with the A.L.I.C.E. program to provide on site and on-line trainings for safety and security.

Screening, Evaluating and Programming for Gifted Students

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

The district sends an annual newsletter with information pertaining to Gifted Education. This information is also in the student handbook.

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

Screening procedures include parent request for evaluation, teacher recommendation for evaluation and screening by school psychologist followed by the implementation of a GIEP if the student is found to be eligible.

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

The district contracts with IU-08 for School Psychologist services. The school psychologist evaluates the student and gives recommendation for Gifted services at a GIEP meeting, with parent/guardian.

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.

Gifted students are offered individualized enrichment, course acceleration and dual enrollment opportunities. Our district purchased Odysseyware to expand our curriculum opportunities and through this program can offer additional courses such as additional foreign languages, AP Courses, and STEM offerings.

Developmental Services

Developmental Services EEP EEI ML HS

Academic Counseling X X X X

Attendance Monitoring X X X X

Behavior Management Programs X X X X

Bullying Prevention X X X X

Career Awareness X X X X

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Career Development/Planning X X X X

Coaching/Mentoring X X X X

Compliance with Health Requirements –i.e., Immunization

X X X X

Emergency and Disaster Preparedness X X X X

Guidance Curriculum X X X X

Health and Wellness Curriculum X X X X

Health Screenings X X X X

Individual Student Planning X X X X

Nutrition X X X X

Orientation/Transition X X X X

RTII/MTSS

Wellness/Health Appraisal X X X X

Explanation of developmental services:

Our school district has a comprehensive school safety plan which was developed based on threat risk assessments conducted by PA state police. This plan includes emergency and disaster preparedness and is updated annually. We were also part of the Olweus program and continue to utilize this. We do health screenings that include dental and eye exams and work closely with parents and services to provide the best possible assistance to encourage health and wellness. We have a wellness committee which reports to the board annually.

Diagnostic, Intervention and Referral Services

Diagnostic, Intervention and Referral Services EEP EEI ML HS

Accommodations and Modifications X X X X

Administration of Medication X X X X

Assessment of Academic Skills/Aptitude for Learning X X X X

Assessment/Progress Monitoring X X X X

Casework X X X X

Crisis Response/Management/Intervention X X X X

Individual Counseling X X X X

Intervention for Actual or Potential Health Problems X X X X

Placement into Appropriate Programs X X X X

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

Small Group Counseling-Educational planning X X X X

Small Group Counseling-Personal and Social Development

X X X X

Special Education Evaluation X X X X

Student Assistance Program X X X X

Explanation of diagnostic, intervention and referral services:

Our district has a very active SAP program and we work closely with county services and our local Family Center to provide support to our families and our students.

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Consultation and Coordination Services

Consultation and Coordination Services EEP EEI ML HS

Alternative Education X X X X

Case and Care Management X X X X

Community Liaison X X X X

Community Services Coordination (Internal or External)

X X X X

Coordinate Plans X X X X

Coordination with Families (Learning or Behavioral) X X X X

Home/Family Communication X X X X

Managing Chronic Health Problems X X X X

Managing IEP and 504 Plans X X X X

Referral to Community Agencies X X X X

Staff Development X X X X

Strengthening Relationships Between School Personnel, Parents and Communities

X X X X

System Support X X X X

Truancy Coordination X X X X

Explanation of consultation and coordination services:

Our district works closely with families and services to help all students. We encourage families to get involved in education and use staff development time to work with teachers and staff on how to communicate effectively with parents.

Communication of Educational Opportunities

Communication of Educational Opportunities EEP EEI ML HS

Course Planning Guides X X X X

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



Local Media Reports

Website X X X X

Meetings with Community, Families and Board of Directors

X X X X

Mass Phone Calls/Emails/Letters X X X X

Newsletters X X X X

Press Releases



Communication of Student Health Needs

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Communication of Student Health Needs EEP EEI ML HS


Individual Screening Results X X X X


Website X X X X

Meetings with Community, Families and Board of Directors

X X X X

Newsletters X X X X



Frequency of Communication

Elementary Education - Primary Level

More than once a month

Elementary Education - Intermediate Level


Middle Level


High School Level


Collaboration for Interventions

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

When a student has a personal need or academic need, school personnel and individuals

providing interventions meet and discuss appropriate actions. Our administrators, along

with Curriculum Coordinator and IST support teacher, work closely with teachers to

monitor and support their planning and instruction for students with specific learning

needs. This core team reviews data to promote student achievement and also to strengthen

the home to school connection.

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.

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

At this time, the District has no before or after school programs.

The Pre-K program is housed in the district elementary building, but is run through the

Somerset County Headstart.

Through Tableland, students are provided opportunities for summer employment. High

school students are provided with job shadowing opportunities, work release options and

vocational programs.

Teacher and peer tutoring are available during school hours.

The Salisbury Family Center does Early Intervention programs in the community.

The district utilizes OVR services for students who qualify.

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.

Intermediate Unit 8 coodinates with the District when providing services to preschool age

children with disabilities and transitioning those children to school age Kindergarten

programming.

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

Developing

Accessibility for students and teachers is effective and efficient Accomplished

27

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

Accomplished

Provide explanation for processes used to ensure Accomplishment.

The Salisbury-Elk Lick School District has a K-12 curriculum and adoption cycles for continually upgrading and advancing the tools and resources to educate our students. Every five years an elementary discipline is replaced. Those disciplines include: Language Arts, Math, Science, Reading, and Social Studies. In addition, annually, we use needs assessments from teachers to guide the ordering of resources and materials to supplement the curriculum in the classrooms. We are now moving to PA Core standards and using this adoption process to meet the needs of the new standards so we are aligned K-6 in the Elementary.

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





Accomplished


Developing



Accomplished


Same as Elementary Primary Level.



Middle Level



Accomplished


Developing



Accomplished

28


Same as High School Level.



High School Level



Accomplished


Developing



Accomplished


The Salisbury-Elk Lick School District has a K-12 curriculum adoption and technology adoption cycle for continually upgrading and expanding our curriculum. The High School has a five year adoption cycle for curriculum, where each year one core course is updated. For example, in high school Science we rotate Chemistry, Physics, Biology, Chemistry II, Biology II. This is only a Science example, but it is what we do in all other disciplines. Annually, through needs assessments, teacher order supplemental materials and resources for their classrooms. The high school has implemented a one-to-one program that provides an Ipad to all high school students. Curriculum for on line textbooks is continuously updated as standards change. Also, we continually expand course offerings, such as college level courses, and these are updated or ordered as needed. We also purchased Odysseyware to meet additional customization of learning needs.



SAS Incorporation


Standards Status

Arts and Humanities Implemented in 50% or more of

29

district classrooms


Implemented in 50% or more of

district classrooms



district classrooms



district classrooms



district classrooms

PA Core Standards: Mathematics


district classrooms

Economics


district classrooms



district classrooms



district classrooms

Geography


district classrooms



district classrooms

History


district classrooms



district classrooms

Alternate Academic Content Standards for Math Implemented in

30

50% or more of district

classrooms

Alternate Academic Content Standards for Reading


district classrooms

American School Counselor Association for Students


district classrooms

Early Childhood Education: Infant-Toddler→Second Grade


district classrooms

English Language Proficiency


district classrooms

Interpersonal Skills


district classrooms

School Climate


district classrooms

Further explanation for columns selected "



Standards Status

Arts and Humanities


district classrooms



district classrooms



district classrooms



district classrooms

31



district classrooms



district classrooms

Economics


district classrooms



district classrooms



district classrooms

Geography


district classrooms



district classrooms

History


district classrooms



district classrooms

Alternate Academic Content Standards for Math


district classrooms



district classrooms



district classrooms

English Language Proficiency Implemented in 50% or more of

district

32

classrooms



district classrooms

School Climate


district classrooms



Middle Level

Standards Status

Arts and Humanities


district classrooms



district classrooms



district classrooms



district classrooms



district classrooms



district classrooms

Economics


district classrooms



district classrooms

Family and Consumer Sciences Implemented in 50% or more of

33

district classrooms

Geography


district classrooms



district classrooms

History


district classrooms



district classrooms



district classrooms



district classrooms



district classrooms



district classrooms



district classrooms

School Climate


district classrooms

World Language


district classrooms



34

High School Level

Standards Status

Arts and Humanities


district classrooms



district classrooms



district classrooms



district classrooms



district classrooms



district classrooms

Economics


district classrooms



district classrooms



district classrooms

Geography


district classrooms



district classrooms

History


district classrooms

35



district classrooms



district classrooms



district classrooms



district classrooms



district classrooms



district classrooms

School Climate


district classrooms

World Language


district classrooms



Early Warning System

The free PA Educator Dashboard Early Warning System and Intervention Catalog (PA EWS/IC) utilizes the metrics of Attendance, Behavior and Course grades to identify students who may be on a path to dropping out of school. Please indicate your selection of the following options.

Not answered


36

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.

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 effective results.

X X X X

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

Administrators in the district particpated in PIL courses and were trained to effectively implement the teacher evaluation tool based on the Danielson Framework. All teachers were trained on this as well and continue to be evaluated based on this model. We require teachers to submit SLO's and to effectively measure and evaluate data. We have four PLCs that meet throughout the school year and plan staff development and community events.


The District plans on doing staff developent trainings for gifted learners.

37

Educator Discipline Act 126, 71

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

Questions

The LEA has conducted the required training on:

8/22/2013

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

Questions

The LEA has conducted the training on:

2/29/2016

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

Questions

The LEA has conducted the training on:

1/16/2017

Strategies Ensuring Fidelity

Checked answers

Professional Development activities are based upon detailed needs assessments that utilize student assessment results to target instructional areas that need strengthening.

Using disaggregated student data to determine educators’ learning priorities.

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

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

Clear expectations in terms of teacher practice are identified for staff implementation. An implementation evaluation is created, based upon specific expectations related to

changes in teacher practice, which is used to validate the overall effectiveness of the professional development initiative.

The LEA has a systemic process that is used to validate whether or not providers have the capacity to present quality professional development.

Administrators participate fully in all professional development sessions targeted for their faculties.

Every Professional development initiative includes components that provide ongoing support to teachers regarding implementation.

38

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

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

Unchecked answers

None.


In our professional development plan, the District does a comprehensive needs assessment with staff and uses that data to plan future trainings. The professional development team evaluates the effectiveness of trainings, based on the feedback of participants and the student data collected from a variety of resources.



Induction Program

Checked answers

Inductees will know, understand and implement instructional practices validated by

the LEA as known to improve student achievement.

Inductees will assign challenging work to diverse student populations.

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

initiatives, practices, policies and procedures.

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

practices and procedures.

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

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

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

Inductees will effectively navigate the Standards Aligned System website.

Inductees will know and apply LEA endorsed classroom management strategies.

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

students in crisis.

Inductees will take advantage of opportunities to engage personally with other

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

39

Unchecked answers

None.


The District's Induction Program for new teachers uses a variety of strategies to ensure new teachers' success. Meetings are held monthly or more often if necessary. All new teachers are assigned a mentor and that mentor is someone who possess positive personal and teacher characteristics, but also can assist that new teacher in their teaching assignment.



Needs of Inductees

Checked answers

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

identify needs.

Frequent observations of inductee instructional practice by supervisor to identify

needs.

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

identify needs.

Student PSSA data.

Standardized student assessment data other than the PSSA.

Classroom assessment data (Formative & Summative).

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

Review of inductee lesson plans.

Review of written reports summarizing instructional activity.

Submission of inductee portfolio.

Knowledge of successful research-based instructional models.

Information collected from previous induction programs (e.g., program evaluations

and second-year teacher interviews).

Unchecked answers

None.

40


During induction meetings, a variety of new teachers' needs are addressed. Tools are provided and inductees closely monitored. Through strong collaboration between the mentor and the induction leader, the new teacher receives relevant trainings on state standards and assessments. Both the induction leader and mentor teacher review lesson plans and work with the new teacher to understand the goals of the Danielson Framework and to ensure active engagement from students.

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


Mentor Characteristics

Checked answers

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

Potential mentors have similar certifications and assignments.

Potential mentors must model continuous learning and reflection.

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

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

Potential mentors must be willing to accept additional responsibility.

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

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

Unchecked answers

None.


The District's Induction Program provides multiple ways to ensure that mentors meet the requirements. As stated above, the mentor must have specific characteristics to be a highly positive influence and also be versed in the discipline or area of the new teacher's assignment.

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


Induction Program Timeline

41

Topics Aug-Sep

Oct-Nov

Dec-Jan

Feb-Mar

Apr-May

Jun-Jul

Code of Professional Practice and Conduct for Educators

X X X X X X

Assessments X X X X X X

Best Instructional Practices X X X X X X

Safe and Supportive Schools X X X X X X

Standards X X X X X X

Curriculum X X X X X X

Instruction X X X X X X

Accommodations and Adaptations for diverse learners

X X X X X X

Data informed decision making X X X X X X

Materials and Resources for Instruction X X X X X X

If necessary, provide further explanation.


Monitoring and Evaluating the Induction Program

Identify the procedures for monitoring and evaluating the Induction program.

The inductee is successful after completing the District's Induction Program. New teachers are kept current with District and state policy changes. They also fill out a survey about the effectiveness of the induction program.

Recording Process

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

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

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

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

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

program.

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

Completion is verified by the LEA Chief Executive Officer on the Application for

Level 2 Certification.

Unchecked answers

None.

42

Special Education

Special Education Students

Total students identified: 45

Identification Method

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

The Salisbury-Elk Lick School District currently utilizes the aptitude-achievement

discrepancy model to identify students with specific learning disabilities. This process

examines whether a child exhibits a pattern of strengths and weaknesses, relative to

intellectual ability as defined by severe discrepancy between ability and achievement, or

relative to age or grade.

First, it is determined that the child does not achieve adequately for age or grade

equivalent standards in one or more of the eight areas involved in language, spoken or

written, oral expression, listening comprehension, written expression, basic reading skills,

reading fluency skills, reading comprehension, math calculations, or math problem solving.

Next, it is determined by the Multidisciplinary Education Team Members based on norm

referenced assessment data and student performance records if there is a discrepancy that

is not primarily due to any of the following: visual, hearing or motor problems, intellectual

disability, emotional disturbance, cultural and/or environmental/economic issues, or

limited English proficiency. Finally, it is ruled out that the discrepancy is not due to lack of

appropriate instruction in reading or math.

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

As of the December 1, 2017 child count, the school district is educating 45 students with

special needs. The total enrollment of the school district as of December 1 was 265

students. Therefore, the population of students with special needs comprises 17% of the

total enrollment. The most recent federally approved data from the 2014-2015 school year

identifies that the percentage of school-age students with special needs enrolled throughout

the state was 15.6%. Our district's percentage is slightly higher, but this can be attributed to

a recent growth in students being identified with Speech/Language Impairments. The

number of students identified with a Speech/Language Impairment as of December 1, 2017

rose 60% since December 1, 2016. Although they are not yet federally approved, Special

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

43

Education Data Reports from the 2015-2016 and 2016-2017 school years indicate that the

percentage of students with special needs throughout the state has risen each year, and the

Salisbury-Elk Lick School District's percentage of students with special needs was lower

than the state's during both school years. No significant disproportionality exists when

comparing the percentage of students within the district identified in each disability

category with state-wide percentages.

Non-Resident Students Oversight

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

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

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

1. How does the School District meet its obligations under 1306 as the host district at

each location?

With regard to Section 1306 of the Public School Code, the Salisbury-Elk Lick School

District does not have any identified facilities naming the district as a host. If we were a host

district, we would work with Appalachia IU8 staff and staff from the facility to promote and

offer opportunities for education and inclusion within Salisbury-Elk Lick School District

programs.

2. How does the School District ensure that students are receiving FAPE in the Least

Restrictive Environment?

With regard to Section 1306 of the Public School Code, the Salisbury-Elk Lick School District

is not a host entity. If we were a host district, we would have our Special Education

Coordinator meet with the educational staff from the facilities to ensure that all special

education paperwork followed IDEA requirements and updates were scheduled as needed.

We would also discuss educating students in the LRE and how the facility could promote

more inclusion throughout the community and within the school district. We would work

with Appalachia IU8 to promote inclusion within our public school system whenever

possible for classes and activities.

3. What problems or barriers exist which limit the School District's ability to meet its

obligations under 1306?

No problems or barriers exist due to not having any identifiable facilities or students under

the provision of Section 1306. If there was a facility, we would have the Special Education

Coordinator work with the facility and districts of residency to ensure that all paperwork is

completed on a timely basis and that IEPs are being implemented for each student. We

would not foresee any barriers.

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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).

Salisbury-Elk Lick School District contracts with Intermediate Unit 8 for services to

ensure that incarcerated youth needing special education services are identified, evaluated

and provided a Free Appropriate Public Education (FAPE). While the District currently has

no incarcerated students, those identified through the Intermediate Unit 8 would be

serviced and monitored. Communication with the correctional institution would be ongoing.

Least Restrictive Environment

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

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

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

To ensure that all children with disabilities, including those in private institutions, are

educated with non-disabled children to the maximum extent appropriate, the District

Special Education Coordinator, who serves as Local Agency Representative, attends all IEP

meetings. Appropriate protocol for IEP development and placement determination is

monitored. The Coordinator also acts as a liaison between parents and serving districts to

promote parent/district participation and cooperation. Areas identified in the IEP that can

not be adequately addressed in an inclusive environment with supplementary aids and

services are accommodated through special education programming and services.

Trainings in the use of Supplementary Aids and Services are provided by PDE/PaTTAN

and Intermediate Unit 8 to district teachers and paraprofessionals in order to support

students with disabilities as active participants with nondisabled peers and enable their

access to the general curriculum. Individualized Education Program (IEP) Teams consider

and implement a number of supplementary aids and services. Time is scheduled for

teachers, staff and parents to collaborate and co-plan. Curricular goals, instruction

45

and tests are modified to meet diverse learning needs. The District adapts and modifies the

physical environment using furniture and specific seating arrangements along with

adaptive equipment and handicap accessibility to meet student needs. Counseling supports,

individualized behavior support plans and social skill instruction are utilized to increase

appropriate behavior and reduce disruptive or interfering behavior. Staff development

trainings address the four categories of supplementary aids and services: Collaborative,

Instructional, Physical, and Social-Behavioral annually.

With the goal of promoting the least restrictive environment placement before

considering any other options, Salisbury-Elk Lick School District has been very successful in

educating its children with disabilities with their non-disabled peers. To meet the goal for

all students, the District has participated in CAASP Interagency Team Service Plan meetings

regarding students placed outside the District by other agencies. District students with

special needs are integrated in the regular education classroom with supplementary aids

and services to the maximum extent deemed appropriate by their IEP team. To ensure the

delivery of a continuum of supports/services and educational placement options that

promote access to general education curriculum in the LRE, Salisbury-Elk Lick School

District provides numerous IU 8/PDE/PaTTAN training opportunities throughout the

year. By participating in these trainings, regular education teachers have a better

understanding of the needs of a student with disabilities and are able to give pertinent

information for Evaluation Reports, Reevaluation Reports, and IEP Review meetings.

Regular education teachers have access to a digital file that outlines specifically designed

instruction/modifications that is updated as needed. The Special Education Coordinator and

special education teachers collaborate with regular education teachers to assure the best

possible educational environment for our students. As students move from the elementary

building to the high school building, every effort is made to appropriately remove support

and encourage student independence and self-sufficiency. During the 2017-2018 school

year, 0% of identified high school (7-12) students required support at a level higher than

Itinerant. At the elementary level (K-6), 61% of identified students required Itinerant

support and 39% required Supplemental Support.

To promote understanding and ownership of one's educational direction and success,

beginning at the end of 6th grade and as appropriate, the District invites students to their

IEP meetings. Present levels, goals and specially designed instruction/modifications are

discussed in the presence of the student with the student also providing input. When

appropriate, students are asked to sign the IEP as well. Since initiating this practice, the

District has seen an increased willingness to accept and work with interventions, ownership

of the IEP goals and objectives, a sense of accomplishment with success and an increase in

self-confidence. This, in turn, has resulted in students being able to reduce their time in the

learning support environment. While the need for support at the Supplemental level may

arise, there has been a sharp decrease in the number of students who require this support

past grade 5.

Administrative support provides for needed trainings, funding, and supports for

teachers of identified students as well as regular education staff. Each year our District

provides in-service training for all teachers regarding students with special needs. New

46

teachers receive extra training through the induction program. Appropriate resources are

provided to teachers to help implement IEP goals. Our District is committed to small class

size which makes it easier for teachers to provide individual attention to those children who

need it.

The district's regular education teachers modify and adapt the curriculum to meet

student needs as designated in the IEP. The guidance counselor, instructional support

teacher, and our learning support teachers provide support and advice when necessary to

ensure the IEP is being followed. Paraprofessionals are utilized in regular education

classrooms as support for students with disabilities. With the cooperation of the classroom

teacher, administration and support personnel, we are able to include our identified

students in regular education for the maximum amount of time appropriate.

Salisbury-Elk Lick School District is replicating successful programs developed by the

IU8 and PDE/PaTTAN and is utilizing them as teacher trainings. Site-based training is

provided through educational/behavioral specialists from the IU8, local behavioral health,

mental health agencies and social service providers. Children and Youth, MH/ID/EI (Mental

Health/Intellectual Disability/Early Intervention) and Health Choices, Probation, Partial

Hospitalization, Children's Behavioral Health, Alternative Community Resource Programs,

Nulton Diagnostic & Treatment Center, Tableland, and the Office of Vocational

Rehabilitation provide necessary services and act as resources for our District.

By collaborating with these agencies, we are able to provide the best education possible for

all of our students.

Salisbury-Elk Lick School District did not meet the Indicator 5, Educational

Environments, SPP Target for the 2016-17 school year. While the percentage of students

receiving regular education 80% or more of the day is lower than the state's percentage

(60% compared with 62.4%), providing appropriate support for student success is key to

the District's programming. As a student achieves success and builds skills, services and/or

supports are reduced. When needed, the District provides intense instruction and support

at the elementary level with gradual removal of supports so that at the high school level we

are seeing student success with less support. By the time a student enters ninth grade, the

level of support is usually 15% or less. Services and supports are kept in place only if there

is a need. Every effort is made to increase student participation in the regular education

environment. Our low student enrollment also has an impact on data when comparing our

district totals to state percentages. In 2016-2017, if just one identified student who required

the Supplemental level of support only required the Itinerant level, the district would have

met the SPP Target.

To ensure students being considered for LRE are included in the general education

classroom and curriculum to the maximum extent appropriate, the District, in collaboration

with consortium districts and Intermediate Unit 8, works to ensure LRE opportunities.

Salisbury-Elk Lick School District has worked with Frostburg State University, PDE/Pattan

and Intermediate Unit 8 to provide staff development and training on Inclusive Practices,

focusing on the topics of Differentiated Instruction, Universal Design For Learning, and

Reading and Math Strategies and Progress Monitoring, all directed at reducing time in the

learning support environment. When appropriate, the District utilizes push-in instruction

47

to encourage student independence and participation in the regular education

environment.

Because of low student enrollment, 265 students K-12, the Salisbury-Elk Lick School

District collaborates with various partners to provide appropriate services to our students.

In the past, the District's secondary life skills students have attended class in the

Meyersdale Area School District where their needs can best be met. The Salisbury-Elk Lick

School District has also developed relationships with partial placement facilities in

Maryland (the district is located only 2 miles from the Maryland border) to meet student

needs. To ensure that students placed in these facilities receive an appropriate education,

the Special Education Coordinator would attend all IEP meetings and maintain regular

contact with the administration at these facilities and the students' parents. Various other

services and supports are contracted through IU8 and other agencies.

We feel our programming practices and policies have been instrumental in enabling us

to graduate 100% of our students with disabilities over the past four school years.

Behavior Support Services

1. Provide a summary of the District policy on behavioral support services including, but not limited to, the school wide positive behavior supports (PBS).

2. Describe training provided to staff in the use of positive behavior supports, de-escalation techniques and responses to behavior that may require immediate intervention.

3. If the district also has School-Based Behavioral Health Services, please discuss it.

SELSD students with disabilities shall be educated in the least restrictive environment and

shall only be placed in settings other than the regular education class when the nature or

severity of the student's disability is such that education in the regular education class with

the use of appropriate supplementary aids and services cannot be achieved satisfactorily.

The IEP team for a student with a disability shall develop a positive behavior support plan if

the student requires specific intervention to address behavior that interferes with learning.

The identification, evaluation, and plan or program shall be conducted and implemented in

accordance with state and federal laws and regulations.

The Board directs that the District's behavior support programs will be based on positive

rather than negative behavior techniques to ensure that students shall be free from

demeaning treatment and unreasonable use of restraints or other aversive techniques. The

use of restraints shall be considered a measure of last resort and shall only be used after

other less restrictive measures, including de-escalation techniques. Behavior support

programs and plans shall be based on a functional assessment of behavior and shall include

a variety of research-based techniques to develop and maintain skills that will enhance

students' opportunity for learning and self-fulfillment.

48

The Superintendent or designee shall ensure that this Board policy is implemented in

accordance with federal and state laws and regulations, shall develop administrative

regulations to implement this policy, shall provide regular training and retraining as needed

of staff in the use of specific procedures, methods and techniques, including restraints and

seclusions, that will be used to implement positive behavior supports or interventions in

accordance with students' IEPs and Board policy, shall maintain and report data on the use

of restraints, as required. Such report shall be readily available for review during the state's

cyclical compliance monitoring. Procedures shall be established requiring reports be made

to the District by entities educating students with disabilities who attend programs or

classes outside the District, including private schools, agencies, intermediate units and

vocational schools.

Development of a separate Behavior Support Plan is not required when appropriate

positive behavioral interventions, strategies and supports can be incorporated into a

student's IEP. However, when an intervention is necessary to address problem behavior, a

functional behavior assessment and positive behavior support plan will be developed. The

types of intervention chosen for a student shall be the least intrusive necessary.

Physical Restraints

Restraints to control acute or episodic aggressive behavior may be used only when the

student is acting in a manner that presents a clear and present danger to the student, other

students or employees, and only when less restrictive measures and techniques have

proven to be or are less effective. The Director of Special Education or designee shall notify

the parent/guardian as soon as practicable of the use of restraints to control the aggressive

behavior of the student and shall convene a meeting of the IEP team within ten (10) school

days of the use of restraints, unless the parent/guardian, after written notice, agrees in

writing to waive the meeting. At this meeting, the IEP team shall consider whether the

student needs a functional behavioral assessment, re-evaluation, a new or revised positive

Behavior Support Plan, or a change of placement to address the inappropriate behavior.

The use of restraints shall not be included in the IEP for the convenience of staff, as a

substitute for an educational program, or employed as punishment. Restraints may be

included in an IEP only if:

1. The restraint is used with specific component elements of a Positive Behavior Support

Plan.

2. The restraint is used in conjunction with teaching socially appropriate alternative skills

or behaviors.

3. Staff are authorized to use the restraint and have received appropriate training.

4. Behavior Support Plan includes efforts to eliminate the use of restraints.

Mechanical Restraints

49

Mechanical restraints, which are used to control involuntary 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/guardians. Mechanical restraints

shall prevent a student from injuring him/herself or others or promote normative body

positioning and physical functioning.

Seclusion

The district permits involuntary seclusion of a student in accordance with the student's IEP

or in an emergency to prevent immediate or imminent injury to the student or others, but

the seclusion must be the least restrictive alternative. The district prohibits the seclusion of

students in locked rooms, locked boxes and other structures or spaces for which the student

cannot readily exit.

Aversive Techniques

The following aversive techniques of handling behavior are considered inappropriate and

shall not be used in educational programs:

1. Corporal Punishment.

2. Punishment for a manifestation of a student's disability.

3. Locked rooms, locked boxes, other locked structures or spaces from which the

student cannot readily exit.

4. Noxious substances.

5. Deprivation of basic human rights, such as withholding meals, water, or fresh air.

6. Suspensions constituting a pattern as defined in state regulations.

7. Treatment of a demeaning nature.

8. Electric shock.

9. Methods implemented by untrained personnel.

10. Prone restraints, which are restraints by which a student is held face down on the

floor.

Referral to Law Enforcement

The Superintendent or designee shall immediately report required incidents and may

report discretionary incidents committed on school property, at any school-sponsored

activity or on a conveyance providing transportation to or from a school or school-

sponsored activity by a student with a disability, including a student for whom an

evaluation is pending, to the local police department that has jurisdiction over the school's

50

property, in accordance with state and federal laws and regulations, the procedures set

forth in the memorandum of understanding with local law enforcement and Board policies.

The Superintendent or designee shall respond to such incidents in accordance with the

District's Special Education Plan and, if applicable, the procedures, methods, and techniques

defined in the student's Behavior Support Plan.

The District provides training to faculty and staff on non-violent crisis intervention. New

staff members are sent to the initial certification trainings provided by Intermediate Unit 8.

Refresher trainings are conducted annually. The District has trained personnel in both the

elementary and high school buildings.

When a student exhibits concerns related to behavior, a behavior support team meeting

is convened. Members of the team consist of the student, teachers, parents, and

administrators. Concerns, issues, and interventions are discussed and a positive plan is

developed. Effective techniques to modify the contextual influences of behavior, teach

socially appropriate alternative skills and reduce problem behavior are employed to create

positive side effects.

Field trips are used as incentives for appropriate behavior. Students are held

accountable for behavior, attendance, and grades. A deficit in one or more of these areas

will trigger a meeting with the student, his/her parents and District representatives to

discuss the issues and required remedy in order for the student to go on the trip. A contract

is then drawn up stating the requirements for trip eligibility and all parties sign.

The Board provides funding to bring a licensed professional counselor to the District

once a week to work with at-risk students. With parental permission, students, grades K-

12, are taken for thirty (30) minute sessions to discuss academic and behavioral issues and

positive ways to deal with them. With parental permission, concerns from counseling

sessions are shared with Student Assistance Program (SAP) team members. This K-12

program serves to articulate supportive intervention services and assistance throughout

the District. Providing this service to students has proven to be very successful. As sessions

produce positive results, the number of sessions has reduced from weekly to monthly or

every other month to no need to see the counselor. Students who achieve this level of

success are monitored with a session every few months to once a year.

Intensive Interagency/Ensuring FAPE/Hard to Place Students

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

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

51

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

Currently, the District has no students for whom there has been difficulty locating a

program to ensure the provision of FAPE. Should this occur, the District would utilize the

resources of the IU8 and the IU8 interagency coordinator, PDE/PaTTAN, and the numerous

agencies with whom the District has collaborative service agreements and memorandums

of understanding. The Children and Adolescent Service System Program (CASSP) would be

consulted for coordination of needed services. Representatives from the various agencies

involved with the child and the family would collaborate to provide appropriate programs

and services for an individual student or a particular disability category.

The Salisbury-Elk Lick School District has previously established and maintained

working relationships with a neighboring School District and an out-of-state facility for

autistic, emotional and life skills support services. Through coordination of services with

other districts/facilities and the Intermediate Unit, the district is able to provide maximum

services to our students. The District has utilized the services of MH/ID/EI, and Health

Choices, Children's Aide Home, Children's Behavioral Health, Children and Youth Services,

Juvenile Probation Office, Youth Advocate Program, Alternative Community Resource

Programs and Nulton Diagnostic & Treatment Center to meet identified needs.

If students have issues that are impacting their education, interventions are planned

following a continuum of child mental health services. The District accesses the appropriate

agency when students are identified through instructional support, guidance, student

assistance, or special education programs and procedures. The Board provides funding to

bring a licensed professional counselor to the district once a week to work with at-risk

students. With parental permission, students, grades K-12, are taken for thirty (30) minute

sessions to discuss academic and behavioral issues and positive ways to deal with them.

With parental permission, concerns from counseling sessions are shared with Student

Assistance Program (SAP) team members. This K-12 program serves to articulate

supportive intervention services and assistance throughout the district. Providing this

service to students has proven to be very successful. As counseling sessions produce

positive results, the number of sessions is reduced from weekly to monthly or every other

month to no meetings with the counselors. Students who achieve this level of success are

monitored with a session every few months to once a year. The district also provides

Autistic Support and Emotional Support to students who are identified as students with

special needs who require these supports to be successful in school.

The District has a working relationship and excellent communication with Somerset

County Career Technology Center (SCTC). This facility ensures FAPE to students with

disabilities. The special education teacher at SCTC has access to and participates in the

development of the student's IEP and provides progress on the IEP. Should a student need

support for success, the District employs a paraprofessional to accompany the student. The

guidance counselor monitors the student to assure the student is in the correct field. If a

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student struggles, more self-assessment /inventories are completed. SCTC follows the IEP

including accommodations for NOCTI. Emotional Support teachers and social workers visit

the facility on a regular basis. The District provides students with opportunities to job

shadow and complete a co-op. Salisbury-Elk Lick students attend SCTC in the morning.

Learning support staff work with students in the afternoon to monitor and offers support

for continued success.

Other areas of cooperation are with the IU8 Early Intervention Program and with various

transition groups. The District schedules Early Intervention transition meetings in the

spring of each year to plan for the transition of identified students into appropriate school-

age programs. The District's transition program has collaborative arrangements with

nearby school districts and community agencies which allows for the coordination of

activities. Salisbury-Elk Lick School District is looking to expand its cooperation with more

colleges and businesses during the life of this plan. Site visits, discussions with student

service departments and job shadowing opportunities are giving our students with

disabilities more options for their post-secondary life. The district also refers students with

special needs who are of transition age to OVR and assists them in the application process.

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 Salisbury-Elk Lick School District's goal is to develop a program that meets our

students' educational interests, needs and abilities while meeting Pennsylvania Core

Standards and preparing the students for post-secondary life. The District

provides students with special needs programs and services to meet this goal. Our District

is using local resources, Intermediate Unit programs, PDE/PaTTAN trainings, partnerships

with local colleges and universities and interagency liaisons with Partial Hospitalization,

MH/ID/EI and Health Choices, Children and Youth Services, Probation, Nulton Diagnostic &

Treatment Center, Children's Behavioral Health, Youth Advocate Program, Alternative

Community Resource Programs, Tableland, Career Link and the Office of Vocational

Rehabilitation to improve services and programs for students with disabilities.

The Salisbury-Elk Lick School District operates its own learning support, autistic support,

and emotional support programs. The district contracts with Appalachia Intermediate Unit

8 to provide social work and Speech/Language Support Services. The district utilizes the

Intermediate Unit to provide other needed services, guidance, and training to students, staff

members,and families. The district also contract with CAMCO PT/OT to provide physical

and occupational therapy services to those students who require this support.

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Salisbury-Elk Lick School District has all highly qualified teachers except for High School

Spanish. All teachers have been trained or in-serviced on differentiated instruction,

universal design for learning, inclusion and the SAS Toolkit. Updates in the field of special

education are provided on a regular basis by the District Special Education Coordinator and

special education staff. Every teacher within the District uses differentiated instruction

in his/her individual lessons to ensure that all the student needs are being met, including

the students with IEPs. Paraeducators receive twenty (20) hours of continuing education

annually.

A programming strength is the use of inclusionary practices with identified

students, implementing the necessary adaptations and modifications. Students who are

able to participate in regular education classes are included to the maximum extent

possible. Our elementary learning support teachers collaborate with regular education

teachers on a regular basis to assist with the implementation of individual learning goals.

The learning support teacher and support staff in the high school go into the regular

education classrooms on a daily basis to meet individualized learning goals and specially

designed instruction requirements for students with IEPs. As a result of this approach,

the amount of time identified students participate in regular education classes has

increased dramatically at the high school level. Between the 2015-2016 and 2016-2017

school years, the percentage of students with special needs who receive instruction in the

general education environment for 80% or more of the school day increased by 17%. The

students and parents in our District have been quite receptive to this inclusive practice.

Another programming strength is the number of in-service trainings and workshops on

special education topics that our District provides to staff. Trainings on confidentiality,

inclusionary practices, differentiated instruction, universal design for learning, IEP

requirements, transition, classroom adaptations and modifications, Pennsylvania Core

Standards, SaS Toolkit, restraints and de-escalation techniques are conducted annually.

Resources are provided to back up the trainings. Our District utilizes outside sources of

training to better provide programs to identified students. The entire staff has been trained

in effective behavior management. District funds are used to support and reinforce a

school-wide behavior plan that provides more effective academic and behavior support to

our students. The District also provides weekly counseling sessions in collaboration with an

outside agency to students deemed academically or behaviorally at risk.

Over the past 4 school years, the district's overall graduation rate has been 96% or higher.

During the past 2 school years, the overall graduation rate was 100%. The graduation rate

for students with special needs has been 100% during the past 4 school years.

Our District provides programs for secondary special needs students to prepare them for

post-secondary life. Identified students may attend the Somerset County Technology Center

or enroll in Agricultural Mechanics or Business/Administrative Assisting Vocational

Programs at Salisbury. This enables these students to pursue job training in their areas of

interest. Identified students who participate in these programs can benefit from job

54

shadowing, mentoring opportunities and work release programs. Students with special

needs are also referred to the Office of Vocational Rehabilitation, and OVR counselors are

invited to IEP meetings. The school district has developed relationships with local

businesses to allow some students to work during part of their school days. Through

cooperation with PDE/PaTTAN, IU8, other school districts, and local businesses and

colleges, we are providing for the needs of all of our students.

The Salisbury-Elk Lick School District has an excellent transition program that works in

collaboration with transition agencies, nearby districts and local businesses to provide

work placement for identified students. A key component of our transition program is

working with our students on self-advocacy skills. When students enter seventh grade, they

begin to work with staff on skills that will help them share their strengths and explain any

weaknesses they may have. By graduation, students are able to go to

teachers/employers/college professors and advocate for themselves. Teachers at the high

school level also complete annual transition opportunities surveys. The teachers are asked

to look at each of their courses and list transition opportunities for students (i.e. World

Cultures lists responsibility, test-taking skills and time management skills under Post-

Secondary Education/Training; meeting deadlines, cooperation, technology, organization,

and time management under Employment; and reading maps, organization and time

management under Independent Living). Prior to the annual IEP meeting, a Student

Transition Survey is administered to students to gain insight into their needs and vision for

the future. Parents are also asked to complete a Parent Transition Survey that gives the

District their perspective on what they see as needs/concerns that the District can be

addressing and where they see their child post-high school. Transition assessments are

used to determine appropriate activities and services to prepare students for post-

secondary life in the areas of post-secondary education and training, employment, and

independent living. The district partners with agencies such as OVR and local businesses to

provide Transition opportunities and supports to students with special needs. The special

education coordinator and transition coordinator collaborate with the guidance counselor

to plan and provide these opportunities and supports to students. The district, working

closely with Appalachia Intermediate Unit 8, participated in Indicator 13 training during the

2017-2018 school year. This training was aimed at improving practices related to

secondary transition. The district has increased and improved its use of transition

assessments, is developing a transition map that outlines transition opportunities by grade

level, is working to expand relationships with local agencies, employers, and colleges and

universities, and is working to improve ease of access to transition resources by parents

and students. The district will continue to maintain a strong collaborative relationship with

Intermediate Unit 8 transition staff to continually improve and expand the transition

program and work toward the highest level of excellence possible.

Providing appropriate programming for every student is an on-going goal at Salisbury-

Elk Lick School District. Should the district be unable to achieve its goal of appropriate

programming, alternative solutions are sought. In the past, the Salisbury-Elk Lick SD has

had a close working relationship with a neighboring school district to provide Life Skills

Support programming. Currently, no students enrolled in the district require this level of

55

support, but if the need would arise, the district would work with this school district again.

Because of our rural setting and long distance from facilities who provide programming for

more intensive needs, the District, with support from PDE, has previously placed students in

an out-of-state facility that is only eight miles away. Trained and certified

counselors and staff provide full day Special Education programming and Emotional

Support. The district provides Emotional Support and Autistic Support to those identified

students who show a need for these services.

The Instructional Support Team, Guidance Counselor, and SAP Team work together with

Multidisciplinary Teams and Individual Education Plan Teams to provide students with

necessary supports to be successful. The District provides identified students with

accommodations on assessments as noted in the IEP so that students can demonstrate their

knowledge. Programs that help build self-esteem, team building skills and provide tutoring

and mentoring opportunities are also in place at Salisbury-Elk Lick School District. The

Junior/Sixth Grade Mentoring Program pairs sixth-grade students with juniors from the

high school. Students meet once a week for peer tutoring and mentoring. This has been

effective in helping to prepare students for the transition from the elementary building to

the high school building for seventh grade.

If students have behavioral or academic issues that are impacting their educational

progress, interventions are planned following a continuum of child mental health services.

The District accesses the appropriate agency when students are identified through

instructional support, guidance, student assistance, or special education programs and

procedures. The Board provides funding to bring a licensed professional counselor to the

district once a week to work with at-risk students. With parental permission, students,

grades K-12, are taken for thirty (30) minute sessions to discuss academic and behavioral

issues and positive ways to deal with them. The district also contracts with MD/ID/EI and

Health Choices to bring in a counselor who focuses on older female students. With parental

permission, concerns from counseling session are shared with Student Assistance Program

(SAP) team members. The K-12 program serves to articulate supportive intervention

services and assistance throughout the District. Offering this service to students has proven

to be very successful. As counseling sessions produce positive results, the number of

sessions is reduced from weekly to monthly or every other month to no meetings with the

counselors. Students who achieve this level of success are monitored with a session every

few months to once a year.

Other areas of cooperation are with the IU8 Early Intervention Program and with various

transition groups. The District schedules Early Intervention transition meetings in the

spring of each year to plan for the transition of identified students into appropriate school-

age programs. The Kindergarten orientation and screening procedures begin with parents

registering their child. The process also includes various staff such as the School Nurse,

Title I Reading Specialist, Speech/ Language Therapist, Somerset Blind Center, Special

Education Coordinator, principal and teachers who screen, gather information for record

keeping and offer assistance and information to parents.

During the district's special education cyclical monitoring in 2016, the Bureau of Special

Education commended the district for its foresight in establishing a school-based mental

56

health program.

We feel we have an excellent program that meets the needs of our identified students. It

is our goal to continue this level of excellence in providing the appropriate services.

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Assurances

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

Implementation of a comprehensive and integrated K-12 program of student services based

on the needs of its students. (in compliance with § 12.41(a))

Free Education and Attendance (in compliance with § 12.1)

School Rules (in compliance with § 12.3)

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

§ 12.32)

Discrimination (in compliance with § 12.4)

Corporal Punishment (in compliance with § 12.5)

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

Freedom of Expression (in compliance with § 12.9)

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

Hair and Dress (in compliance with § 12.11)

Confidential Communications (in compliance with § 12.12)

Searches (in compliance with § 12.14)

Emergency Care and Administration of Medication and Treatment (in compliance with 35

P.S. § 780-101—780-144)

Parents or guardians are informed regarding individual survey student assessments and

provided a process for refusal to participate (consistent with § 445 of the General Education

Provisions Act (20 U.S.C.A. § 1232h) and in compliance with § 12.41(d))

Persons delivering student services shall be specifically licensed or certified as required by

statute or regulation (in compliance with § 12.41(e))

Development and Implementation of Local Wellness Program (in compliance with Public

Law 108-265, Section 204)

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

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















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


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

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



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


58

Establishment and Implementation of Student Assistance Programs at all of levels of the

school system (in compliance with 24 PS § 15-1547)

Acceptable Use Policy for Technology Resources

Providing career information and assessments so that students and parents or guardians

might become aware of the world of work and career options available.

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

Implementation of a full range of services, programs and alternative placements available to

the school district for placement and implementation of the special education programs in

the school district.

Implementation of a child find system to locate, identify and evaluate young children and

children who are thought to be a child with a disability eligible for special education residing

within the school district's jurisdiction. Child find data is collected, maintained and used in

decision-making. Child find process and procedures are evaluated for its effectiveness. The

District implements mechanisms to disseminate child find information to the public,

organizations, agencies and individuals on at least an annual basis.

Assurances of students with disabilities are included in general education programs and

extracurricular and non-academic programs and activities to the maximum extent

appropriate in accordance with an Individualized Education Program.

Compliance with the PA Department of Education, Bureau of Special Education's report

revision notice process.

Following the state and federal guidelines for participation of students with disabilities in

state and district-wide assessments including the determination of participation, the need

for accommodations, and the methods of assessing students for whom regular assessment is

not appropriate.

Assurance of funds received through participation in the medical assistance reimbursement

program, ACCESS, will be used to enhance or expand the current level of services and

programs provided to students with disabilities in this local education agency.

24 P.S. §1306 and §1306.2 Facilities There are no facilities.


59

Least Restrictive Environment Facilities

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

No Facilities Other None 0

Special Education Program Profile Program Position #1

Operator: School District

PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

Itinerant Learning Support 6 to 9 4 0.4

Justification: Classes are scheduled to meet age group requirements - younger students are grouped together as are older students. Age groups work separately from each other.

Locations:

Salisbury-Elk Lick Elementary

An Elementary School Building

A building in which General Education programs are operated


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

Learning Support 8 to 9 5 0.6

Justification: Classes are scheduled to meet age group requirements - younger students are grouped together as are older students. Age groups work separately from each other.

Locations:

Salisbury-Elk Lick Elementary An Elementary School Building


Program Position #2

Operator: School District PROGRAM SEGMENTS



Justification: Classes are scheduled to meet age group requirements - younger students are grouped together as are older students. Age groups work separately from each other. *This position's FTE does not total to 1.0 because the person filling this position also serves as curriculum coordinator for the district.

Locations:

Salisbury-Elk Lick Jr/Sr High School

A Junior/Senior High School Building





Justification: Classes are scheduled to meet age group requirements - younger students are grouped together

60

as are older students. Age groups work separately from each other.

Locations:

Salisbury-Elk Lick Jr/Sr High School

A Junior/Senior High School Building


Program Position #3

Operator: Intermediate Unit PROGRAM SEGMENTS


Itinerant Speech and Language Support

5 to 16 26 0.57

Justification: Sessions are scheduled to meet age group requirements - younger students are grouped together as are older students. Age groups work separately from each other.

Locations:

Salisbury-Elk Lick Elementary



Program Position #4

Operator: Intermediate Unit PROGRAM SEGMENTS


Itinerant Deaf and Hearing Impaired Support

15 to 15 1 0.02

Justification: Individual sessions utilized

Locations:

Meyersdale Area Middle School

A Middle School Building


Program Position #5 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: ClassandPosition Implementation Date: August 1, 2017

PROGRAM SEGMENTS


Itinerant Autistic Support 8 to 16 4 0.5

Justification: Individual sessions utilized.

Locations:

Salisbury-Elk Lick Elementary School




Itinerant Emotional Support 17 to 17 1 0.04

Justification: Individual sessions utilized.

Locations:




61



Locations:







Locations:




Special Education Support Services

Support Service Location Teacher FTE

Paraprofessional Salisbury-Elk Lick Elementary Building 1

Paraprofessional Salisbury-Elk Lick Jr./Sr. High School 0.89

Special Education Coordinator

Salisbury-Elk Lick Elementary & Jr./Sr. High School Buildings

0.9

Special Education Contracted Services

Special Education Contracted Services Operator Amt of Time per Week

School Psychologist Intermediate Unit 1 Days

Occupational Therapy Outside Contractor 68 Minutes

Physical Therapy Outside Contractor 45 Minutes

Social Worker Intermediate Unit 30 Minutes

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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:

The Salisbury-Elk Lick School District has two schools, K-6 and 7-12, that share staff and resources

and therefore have similar accomplishments and concerns.

District Accomplishments

Accomplishment #1:

The Salisbury-Elk Lick School District has committed funding over the past five years to upgrade

security on its campus.

Accomplishment #2:

The Salisbury-Elk Lick School District has maintained a high level of education while keeping the tax

base consistent since 2001.

Accomplishment #3:

The Salisbury-Elk Lick School district continues to offer district wide counseling services to at-risk

students with an outside agency. The district works closely with student services and various

agencies to connect our students and their families with avenues of support.

Accomplishment #4:

The Salisbury-Elk Lick School District Board of Directors strongly supports staff development

opportunities. The district is committed to providing the best training opportunities for teachers

and staff.

Accomplishment #5:

The Salisbury-Elk Lick School District has developed a K-12 curriculum based on PA standards and

continues to assess and evaluate its curriculum to meet the needs of all learners.

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District Concerns

Concern #1:

According to data from PSSA and Keystone reports, our students are not performing at a consistently

high level on constructed responses in open ended questions.

Concern #2:

The district continues to be aware of how social media impacts the climate of the school.

Concern #3:

Students in grades 5-8 are not performing consistently on a high level on PSSA Math Asessment.

Concern #4:

The district needs to develop a new Schoolwide Positive Behavior Support Plan.

Concern #5:

The district needs to utilize social media to share positive events with the community.

Concern #6:

Meeting the goals of the PA Ready Index, College and Career Ready.

Concern #7:

Tutoring time for high school students.

Prioritized Systemic Challenges

Systemic Challenge #1 (Guiding Question #0) The district is in the process of expanding our College

and Career Readiness program to meet the goals of the PA Ready Future Index and the ESSA.

Aligned Concerns:

Meeting the goals of the PA Ready Index, College and Career Ready.

Systemic Challenge #2 (Guiding Question #0) Aligning our math curriculum to the new PA Core

math standards and integrating new strategies and curriculum to prepare students for the PSSA

Math Assessment. Also, scheduling students for PSSA Prep courses who are on an academic fast

track, taking Algebra 1.

Aligned Concerns:

Students in grades 5-8 are not performing consistently on a high level on PSSA Math

Asessment.

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Systemic Challenge #3 (Guiding Question #0) School climate can be impacted by social media

happenings outside of the school setting. The district has policies in place to counsel students and

work with parents to support our school code of conduct.

Aligned Concerns:

The district continues to be aware of how social media impacts the climate of the school.

Systemic Challenge #4 (Guiding Question #0) Students need more opportunities to communicate

written responses in all areas of the curriculum.

Aligned Concerns:

According to data from PSSA and Keystone reports, our students are not performing at a

consistently high level on constructed responses in open ended questions.

Systemic Challenge #5 (Guiding Question #0) Salisbury-Elk Lick School District does not use the

RTIII model to identify at risk students. Our district uses the Discrepancy Model. This is the reason

the box was not checked.

Systemic Challenge #6 (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:

Tutoring time for high school students.

Systemic Challenge #7 (Guiding Question #0) There is no schoolwide program to provide positive

reinforcement and feedback to students who demonstrate positive behaviors.

Aligned Concerns:

The district needs to develop a new Schoolwide Positive Behavior Support Plan.

Systemic Challenge #8 (Guiding Question #0) The district currently has a website, but is interested

in expanding its use of technology to connect with the community.

Aligned Concerns:

The district needs to utilize social media to share positive events with the community.

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Systemic Challenge #9 (Guiding Question #0) Scheduling common planning time for teachers who

share common goals.

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District Level Plan

Action Plans

Goal #1: The district is in the process of expanding our College and Career Readiness

program to meet the goals of the PA Ready Future Index and the ESSA.

Related Challenges:

Scheduling common planning time for teachers who share common goals.

Indicators of Effectiveness:

Type: Annual

Data Source: Upon graduation, seniors would have completed a career portfolio and have a specific college or career plan established.

Specific Targets: Post graduation surveys. College acceptance and completion. Career development and job skills.

Strategies:

Career Cruising Program

Description:

This is a research based program for all students, grades K-12 to research and match skills and interests with career possibilities.

SAS Alignment: Standards, Curriculum Framework, Materials & Resources

Work Mentoring and Job Shadowing Program

Description:

This program gets students out into the workforce of their choosing to be educated on the day to day skills and duties that accompany a specific profession.

SAS Alignment: Standards, Instruction, Materials & Resources

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Career and Technical Education Programs

Description:

Today's economy demands a better educated workforce than ever before, and jobs in this new economy require more complex knowledge and skills than the jobs of the past. Research from the Center for Education and the Workforce at Georgetown University debunks the oft-cited myth that the economy lacks jobs for young people to fill, finding instead that industries across the economy have created a wealth of new jobs that require workers with appropriate education and training. CTE transition pathway programs seek to help students transition from high school to college and into family-sustaining wage careers. (Sources: Career and Technical Education Pathway Programs, Academic Performance, and the Transition to College and Career , How Career and Technical Education Can Help Students Be College and Career Ready: A Primer)

SAS Alignment: Instruction, Materials & Resources

Pennsylvania Career Education and Work Standards Toolkit

Description:

This electronic toolkit provides resources, references, crosswalks and other tools to assist elementary, middle and high schools teachers and administrators in implementing the Pennsylvania (PA) Career Education and Work Standards. The Career Education and Work Standards, Chapter 4 of Title 22, are part of the State Board of Education's regulations of required education for all students in Pennsylvania. (Sources: PA Career Standards)

SAS Alignment: Materials & Resources

PLCs - Professional Learning Communities

Description:

A professional learning community, or PLC, is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students. ‐ The Glossary of Education Reform (Sources: What Is a Professional Learning Community? , 3 keys to keep learning communities focused on the learning)

http://www.nrccte.org/resources/publications/career-and-technical-education-pathway-programs-academic-performance-and



http://appservice.caiu.org/GetDocument?folderPath=CP%5CResouceBank%5C&filename=Career%20and%20Technical%20Education%20Programs.pdf

http://appservice.caiu.org/GetDocument?folderPath=CP%5CResouceBank%5C&filename=Career%20and%20Technical%20Education%20Programs.pdf

http://www.education.pa.gov/K-12/PACareerStandards/Pages/default.aspx#tab-1

http://www.education.pa.gov/K-12/PACareerStandards/Pages/default.aspx#tab-1

http://appservice.caiu.org/GetDocument?folderPath=CP%5CResouceBank%5C&filename=Professional%20Learning%20Community%201.pdf


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The district has four Professional Learning Committees: Career Connection, STEM, Contemporary Literacy, and Early Literacy.


Curriculum Mapping

Description:

A curriculum map is a working document that illustrates exactly what is taking place in classrooms. Maps reveal what is being taught over the course of a year, within a unit of study, and even down to a specific lesson. Often, a map for a lesson will include essential questions, the content that will be covered, skills students will demonstrate if they understand the content, assessments, and activities. (Sources: Getting Results with Curriculum Mapping)

The district has two state approved CTE programs: Agriculture Mechanics and Business and Technology for Administrative Assistance Program.

SAS Alignment: Curriculum Framework, Standards, Assessment, Materials &

Resources

Implementation Steps:


Description:

This program was started with a select group of students last school year, but will be introduced to all students in the 2018-2019 school year.

Start Date: 8/27/2018 End Date: 5/31/2019

Program Area(s): Special Education, Student Services

Supported Strategies:



http://appservice.caiu.org/GetDocument?folderPath=CP%5CResouceBank%5C&filename=Curriculum%20Mapping.pdf

http://appservice.caiu.org/GetDocument?folderPath=CP%5CResouceBank%5C&filename=Curriculum%20Mapping.pdf

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Description:

Students will schedule opportunities for their junior and senior years to go out into the workforce.


Program Area(s): Special Education, Student Services



Goal #2: Aligning our math curriculum to the new PA Core math standards and integrating new strategies and curriculum to prepare students for the PSSA Math Assessment. Also, scheduling students for PSSA Prep courses who are on an academic fast track, taking Algebra 1.


Type: Annual

Data Source: CDT,PSSA, and locally designed assessments.

Specific Targets: Students will perform at a proficient level on PSSA Prep.

Strategies:

PSSA /Local Assessment Results

Description:

Pennsylvania System of School Assessment (PSSA) includes assessments in English Language Arts and Mathematics which are taken by students in grades 3, 4, 5, 6, 7 and 8. Students in grades 4 and 8 are administered the Science PSSA. The English Language Arts and Mathematics PSSAs include items that are consistent with the Assessment Anchors/Eligible Content aligned to the Pennsylvania Core Standards in English Language Arts and Mathematics. The Science PSSA includes items that are aligned to the Assessment Anchors/Eligible Content aligned to the Pennsylvania Academic Standards for Science, Technology, Environment and Ecology.

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(Sources: Pennsylvania System of School Assessment (PSSA) , Pennsylvania Department of Education (PDE))

The district utilizes Stanford Testing for grades K-2.

SAS Alignment: Standards, Assessment, Instruction

Classroom Diagnostic Tools (CDT)

Description:

Classroom Diagnostic Tools (CDT) are based on content assessed by the Keystone Exams and the Pennsylvania System of School Assessment (PSSA). Although not a predictor for PSSA and Keystone Exam performance, CDTs provide a snapshot on why and how students may still be struggling or exceeding grade and/or course Eligible Content. The CDT data, along with other data, informs instruction in a timely and efficient manner. (Sources: Classroom Diagnostic Tools (CDT))

SAS Alignment: Assessment

Professional Development

Description:

In many ways professional development is the link between the design and implementation of education reforms and the ultimate success of reform efforts in schools. "In education, the term professional development may be used in reference to a wide variety of specialized training, formal education, or advanced professional learning intended to help administrators, teachers, and other educators improve their professional knowledge, competence, skill, and effectiveness" ‐ The Glossary of Education Reform (Sources: High-Quality Professional Development for Teachers , Reviewing the evidence on how teacher professional development affects student achievement)

SAS Alignment: Standards, Assessment, Instruction

Technology and Student Achievement

Description:

The International Society for Technology in Education (ISTE) cites research that indicates an increase in access to technology has a positive

https://www.pdesas.org/Page/Viewer/ViewPage/10

http://www.education.pa.gov/K-12/Assessment%20and%20Accountability/PSSA/Pages/default.aspx#.Ve8RkM7axKU

https://www.pdesas.org/Page/Viewer/ViewPage/9

http://appservice.caiu.org/GetDocument?folderPath=CP%5CResouceBank%5C&filename=Professional%20Development%201.pdf




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effect on student achievement. (Sources: Edtech research: Explore the horizons of education technology)

New Accerlated Math program in the elementary and the one-to-one initiative with technology in the high school.

SAS Alignment: Instruction

Using Student Achievement Data to Support Instructional Decision

Making

Description:

As educators face increasing pressure from federal, state, and local accountability policies to improve student achievement, the use of data has become more central to how many educators evaluate their practices and monitor students' academic progress. Despite this trend, questions about how educators should use data to make instructional decisions remain mostly unanswered. In response, this guide provides a framework for using student achievement data to support instructional decision making. (Sources: Using Student Achievement Data to Support Instructional Decision Making)

SAS Alignment: Assessment, Instruction

SAS: Comprehensive Resources

Description:

The resources available in Comprehensive Resources span two or more of the Safe and Supportive Schools element's major tabs and are robust in nature. (Sources: SAS: Comprehensive Resources)



PSSA Prep Course

Description:

All students, in grades 7 and 8 will complete a PSSA Prep course, in addition to their regular math course.

http://www.iste.org/learn/edtech-research

http://www.iste.org/learn/edtech-research

http://appservice.caiu.org/GetDocument?folderPath=CP%5CResouceBank%5C&filename=Using%20Student%20Achievement%20Data%20to%20Support%20Instructional%20Decision%20Making.pdf

http://appservice.caiu.org/GetDocument?folderPath=CP%5CResouceBank%5C&filename=Using%20Student%20Achievement%20Data%20to%20Support%20Instructional%20Decision%20Making.pdf

http://www.pdesas.org/SafeSupportiveSchools/Standard?setCode=pde-safe&standardId=101564

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Program Area(s): Educational Technology


PSSA /Local Assessment Results

Goal #3: School climate can be impacted by social media happenings outside of the school setting. The district has policies in place to counsel students and work with parents to support our school code of conduct.

Related Challenges:

The district currently has a website, but is interested in expanding its use of technology to connect with the community.


Type: Annual

Data Source: PA School Climate Survey

Specific Targets: Results of school climate survey

Strategies:

PDE Approved Safe Climate School Survey

Description:

Results of this survey will help the district to identify areas of concern from students, staff, and parents and work to implement strategies to maintain and approve a healthy school climate.

SAS Alignment: Materials & Resources, Safe and Supportive Schools

SAS: Safe and Supportive Schools

Description:

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Safe and Supportive Schools supplies resources and exemplars to promote active student engagement in a safe and positive learning environment. (Sources: SAS: Safe and Supportive Schools)

SAS Alignment: Safe and Supportive Schools

Character and Social Skill Building Programs - Social Skills Training

Description:

Social skills training is not a specific curriculum, but rather a collection of practices that utilize a behavioral approach to teaching preschool children age‐appropriate social skills and competencies, including communication, problem solving, decision making, self-management, and peer relations. Social skills training can occur in both regular and special education classrooms. (Sources: Social Skills Training)

SAS Alignment: Standards, Curriculum Framework, Instruction, Safe and

Supportive Schools

Pennsylvania's Schoolwide Positive Behavior Support System

Description:

Schoolwide Positive Behavior Support (SWPBS) is a proactive approach to discipline that promotes appropriate student behavior and increased learning. Traditionally, models of school discipline tend to be reactive (i.e., student misbehavior results in punitive consequences). The word "approach" is key in that SWPBS provides direction, not a canned program, for developing a comprehensive system of behavior support tailored to individual school needs. (Sources: Positive Behavioral Interventions & Supports , Pennsylvania's Schoolwide Positive Behavior Interventions and Supports System: An Introduction , Pennsylvania's Schoolwide Positive Behavior Support System: An Introduction)

SAS Alignment: Standards, Assessment, Curriculum Framework, Instruction,



PDE Approved School Climate Survey

Description:

http://www.pdesas.org/SafeSupportiveSchools/Overview?setCode=pde-safe

http://appservice.caiu.org/GetDocument?folderPath=CP%5CResouceBank%5C&filename=Social%20Skills%20Training.pdf

http://www.pbis.org/


http://appservice.caiu.org/GetDocument?folderPath=CP%5CResouceBank%5C&filename=PA's%20Schoolwide%20Positive%20Behavior%20Interventions%20and%20Support%20System%201.pdf




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Students, staff, and parents will take the survey created by PDE and results will be analyzed and distributed to stakeholders.


Program Area(s): Student Services


PDE Approved Safe Climate School Survey

Goal #4: Students need more opportunities to communicate written responses in all areas of the curriculum.


Type: Annual

Data Source: CDT, PSSA, and locally designed assessments

Specific Targets: Results of local and state assessments.

Strategies:

Teaching Literacy in the Content Areas

Description:

Literacy is the foundation of knowledge acquisition; therefore, all students must know how to read and write in the content areas to achieve. Effective content area teachers help students successfully and productively access, read, and understand text. Students need support with learning the skills that reinforce how to attack new text, solve problems, and learn new content. Texts are one of the tools of the trade for students. If students know how to read them and use them, there is a greater chance of transferring and retaining important and relevant content. When this happens, the success rate for students to know, understand, and be able to successfully perform in the content area will be greatly increased. Pennsylvania Department of Education, Bureau of Special Education, Pennsylvania Training and Technical Assistance Network. (Sources: Teaching Literacy in the Content Areas , Evidence-based decisionmaking:

http://appservice.caiu.org/GetDocument?folderPath=CP%5CResouceBank%5C&filename=Teaching%20Literacy%20in%20the%20Content%20Areas%201.pdf


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assessing reading across the curriculum interventions , Reading Comprehension: More Than Just Strategies)

SAS Alignment: Assessment, Curriculum Framework, Instruction

Effective Teaching Principles

Description:

Effective instruction encompasses more than your lesson plans ‐ it defines the arrangement of your classroom, how you allocate instructional time, the supplemental resources you select, how you determine whether your students are learning, and the way you communicate with your students' families. (Sources: Getting Acquainted with the Essential Nine , Research-Based Effective Teaching Principles , Principles of Instruction , Instructional Practices for an Effective Classroom)


PLCs - Professional Learning Communities

Description:

A professional learning community, or PLC, is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students. ‐ The Glossary of Education Reform (Sources: What Is a Professional Learning Community? , 3 keys to keep learning communities focused on the learning)


Common Planning Time for Teachers

Description:

This straegy will allow teachers to meet and discuss student learning and achievement and develop startegies to design learning activities across the curriculum.

SAS Alignment: None selected


Writing Across the Curriculum




http://www.ascd.org/publications/curriculum-update/winter2002/Getting-Acquainted-with-the-Essential-Nine.aspx

http://appservice.caiu.org/GetDocument?folderPath=CP%5CResouceBank%5C&filename=Effective%20Teaching%20Principles%201.pdf






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Description:

Teachers will implement strategies for implementing writing in their curriculum.


Program Area(s): Professional Education


Teaching Literacy in the Content Areas

Goal #5: 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.


Type: Annual

Data Source: Title I Program

Specific Targets: Students identified in the elementary grades receive support from a Title I intervention specialists.

Strategies:

Title I Program

Description:

Students receive math and reading reinforcement through the Title I program in the elementary.

SAS Alignment: Standards, Assessment, Instruction, Materials & Resources

Classroom Size Reduction

Description:

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Very large class-size reductions, on the order of magnitude of 7‐10 fewer students per class, can have significant long-term effects on student achievement and other meaningful outcomes. These effects seem to be largest when introduced in the earliest grades and for students from less advantaged family backgrounds. Reduced class size is statistically, positively correlated with higher academic performance at the secondary level but with less significance at the elementary level. (Sources: Class Size Reduction)


Common Assessments - Using Student Achievement Data to

Support Instructional Decision Making

Description:

As educators face increasing pressure from federal, state, and local accountability policies to improve student achievement, the use of data has become more central to how many educators evaluate their practices and monitor students' academic progress. (Sources: Using Student Achievement Data to Support Instructional Decision Making )

SAS Alignment: Assessment

SAS: Instruction

Description:

SAS: Instruction provides educators with resources focused on teacher effectiveness and Student Learning Objectives (SLOs). (Sources: SAS: Instruction)


Family Engagement

Description:

To ensure that every child reaches academic proficiency in core academic disciplines regardless of zip code, economic status, race, ethnicity or disability, schools and districts need to consider the importance of parent engagement. Research clearly points to a strong correlation between parent involvement and student achievement (Epstein, 2005; Furger, 2006; Henderson & Berla, 1994; Henderson & Mapp, 2002). When schools implement intentional and intensive parent engagement strategies, there is a significant rise in student achievement scores (Redding, et al., 2004).

http://appservice.caiu.org/GetDocument?folderPath=CP%5CResouceBank%5C&filename=Class%20Size%20Reduction.pdf

http://appservice.caiu.org/GetDocument?folderPath=CP%5CResouceBank%5C&filename=Class%20Size%20Reduction.pdf

http://appservice.caiu.org/GetDocument?folderPath=CP%5CResouceBank%5C&filename=Common%20Assessments%202.pdf

http://appservice.caiu.org/GetDocument?folderPath=CP%5CResouceBank%5C&filename=Common%20Assessments%202.pdf

http://www.pdesas.org/Instruction/Index/

http://www.pdesas.org/Instruction/Index/

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PaTTAN, in partnership with the Bureau of Special Education, provides training and technical assistance to local education agencies (LEAs) in planning for continuous improvement and effective family engagement. (Sources: Family Engagement , Top Five Reasons Schools Need to Engage Parents)


High School Tutoring Program

Description:

Students who need additional support in math receive one-to-one or small group tutoring from one of our math teachers at least two times a week.

SAS Alignment: None selected


Title I

Description:

Students in our schoolwide program will be placed in the program as needed.


Program Area(s): Professional Education


Title I Program

Goal #6: There is no schoolwide program to provide positive reinforcement and feedback to students who demonstrate positive behaviors.


Type: Annual

http://www.pattan.net/category/Educational%20Initiatives/Family%20Engagement

http://appservice.caiu.org/GetDocument?folderPath=CP%5CResouceBank%5C&filename=Family%20Engagement.pdf

http://appservice.caiu.org/GetDocument?folderPath=CP%5CResouceBank%5C&filename=Family%20Engagement.pdf

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Data Source: Schoolwide response system generated by teachers.

Specific Targets: Fewer discipline referrals, healthier school climate.

Strategies:

SWPBIS Program

Description:

The district will use results from parent, teacher, and student surveys to develop a positive behavior support system, K-12.



Description:

Schoolwide Positive Behavior Support (SWPBS) is a proactive approach to discipline that promotes appropriate student behavior and increased learning. Traditionally, models of school discipline tend to be reactive (i.e., student misbehavior results in punitive consequences). The word "approach" is key in that SWPBS provides direction, not a canned program, for developing a comprehensive system of behavior support tailored to individual school needs. (Sources: Positive Behavioral Interventions & Supports , Pennsylvania's Schoolwide Positive Behavior Interventions and Supports System: An Introduction , Pennsylvania's Schoolwide Positive Behavior Support System: An Introduction)




Description:

Social skills training is not a specific curriculum, but rather a collection of practices that utilize a behavioral approach to teaching preschool children age‐appropriate social skills and competencies, including communication, problem solving, decision making, self-management, and peer relations. Social skills training can occur in both regular and special education classrooms. (Sources: Social Skills Training)







http://appservice.caiu.org/GetDocument?folderPath=CP%5CResouceBank%5C&filename=Social%20Skills%20Training.pdf

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SAS Alignment: Standards, Curriculum Framework, Instruction, Safe and

Supportive Schools

PaTTAN Behavior Resources for Educators

Description:

The Behavior Resources for Educators tool is a compilation of the many behavior‐related videos, articles, and publications found on the PaTTAN website. The tool is designed to provide educators with quick access to effective resources that are aligned to The Framework for Teaching, with explicit connections to Domain 2: Classroom Environment. (Sources: (PDE) Behavior Resources for Educators , PaTTAN Behavior Resources for Educators)




Description:

Safe and Supportive Schools supplies resources and exemplars to promote active student engagement in a safe and positive learning environment. (Sources: SAS: Safe and Supportive Schools)



SWPBIS

Description:

Implement a school wide positve behavioral support program with rewards for students for meeting criteria of positive behavior.


Program Area(s):


SWPBIS Program

http://www.pattan.net/category/Educational%20Initiatives/Behavior/page/Behavior_Resource_for_Teachers.html

http://www.pattan.net/category/Educational%20Initiatives/Behavior/page/Behavior_Resource_for_Teachers.html

http://appservice.caiu.org/GetDocument?folderPath=CP%5CResouceBank%5C&filename=PaTTAN%20Behavior%20Resources%20for%20Educators.pdf

http://appservice.caiu.org/GetDocument?folderPath=CP%5CResouceBank%5C&filename=PaTTAN%20Behavior%20Resources%20for%20Educators.pdf

http://www.pdesas.org/SafeSupportiveSchools/Overview?setCode=pde-safe

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PaTTAN Behavior Resources for Educators


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Appendix: Professional Development Implementation

Step Details

No Professional Development Implementation Steps have been identified for Salisbury-Elk Lick SD.

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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 Wendell Yoder on 5/1/2018

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Board President

Affirmed by Joseph Renzi on 5/1/2018

Superintendent/Chief Executive Officer

Salisbury-Elk Lick SD · the Special Education Plan was submitted. In the summer of 2018, our...

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Transcript of Salisbury-Elk Lick SD · the Special Education Plan was submitted. In the summer of 2018, our...