Blueprint for Excellence

Blueprint for Excellence

2013-16 Comprehensive Plan

Council Rock School District

30 N. Chancellor Street

Newtown, PA 18940

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District Profile

Demographics

30 N. Chancellor Street Newtown, PA 18940

(215) 944-‐1000 Superintendent: Mark Klein, Esq.

Planning Process

Comprehensive Planning Process

Making a Difference!

In April 2012, the Council Rock School District initiated a comprehensive planning process to set the broad directions for the district for the next three years (2013-‐2016). A Comprehensive Planning Core Team, made up of 35 Council Rock parents, students, community members, teachers, staff, and administrators, met for many months to develop the plan. In addition, a number of “reality check” discussions were held with larger groups of Council Rock stakeholders to elicit their input and feedback.

In Council Rock, we strive to make a difference for our students every school day. This comprehensive plan reminds us that we all make a difference by striving to provide success for every student every day. The varied parts of our Comprehensive Plan help us to align our efforts to ensure we are all moving forward to accomplish our mission and goals. We can make a difference not only in our classrooms but by providing efficiency in fiscal operations, by reaching out and engaging our community, and by ensuring that relevant technology remains available to our students and staff. We make a difference by recognizing the talent embedded in our staff — our deep smarts — and by creating professional development opportunities to allow our entire staff to grow. This Comprehensive Plan recognizes the excellence that is already present in our school district and seeks to expand it. It is our collective commitment to continue our path from good to great.

A disciplined framework for planning is a vital tool for bringing about alignment of people, programs, processes, and resources. The resulting plan offers a coordinated roadmap for continuous improvement

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of educational practices and student achievement. In its essence, Council Rock’s Comprehensive Plan shows us how to make a difference for the students and community we serve.

Council Rock School District offers its sincere thanks to the Bucks County Intermediate Unit #22, led by Ms. JoAnn Perotti -‐ Director of Strategic Services, for her work in facilitating our Comprehensive Planning Process. Full implementation of the 2013-‐2016 Comprehensive Plan for Council Rock School District will begin, following Board approval.

Mission Statement

If the fundamental aim of our public schools is to nurture the full potential in every student, then the core purpose of Council Rock School District must be to create and sustain a culture where the life-‐long process of learning can thrive.

Council Rock’s mission statement is a declaration of the district’s essential purpose — its reason for being. It articulates why we exist as a school system and it gives shared meaning to the work of everyone within the district. It is a declarative statement of “what we have come together to experience and to accomplish.”

Therefore, everything we must do — including how we treat and relate to each other — must be consistent with this mission.

OUR MISSION

Council Rock School District, in partnership with its community, empowers all students with the knowledge, habits, and attitudes to become life-‐long learners

and to lead and serve in a diverse, global society.

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Vision Statement

OUR GOAL & SIX YARDSTICKS OF STUDENT SUCCESS

Council Rock School District’s Goal centers on excellence:

• Excellence in learning and achievement for every student • Excellence in our collective performance as a school district

The goal gives meaning and direction to the work of the district, informs the selection of educational programs, and guides the allocation of resources in purposeful ways. The goal is a statement of our collective commitment to our students and our community.

Successful accomplishment of Council School District’s goal for student learning and achievement requires paying regular attention to student progress toward that goal. Thus, Council Rock has articulated Six Yardsticks of Student Success that function as the indicators and measures of student progress. These yardsticks enable us to continually monitor student growth and development, so that we can intervene in a timely manner, provide extra support when needed, or adjust our educational practices to be more responsive to student needs.

The Six Yardsticks of Student Success provide multiple measures of student progress that address social-‐emotional and cognitive development. Each yardstick has at least one or more clearly measurable data points, also known as “Metrics of Excellence,” which will be closely monitored throughout the year.

As a collective, the yardsticks provide a gauge of “health and wellness” of our students at any point in time.

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CR Yardsticks

•Student attitude, motivation and achievement

•Student acquisition of knowledge through the appropriate use of technology

•Student attendance

•Student acquisition of positive life-‐skills

•Student learning and enrichment through participation in co-‐curricular activities and diverse opportunities for course electives in our high schools

•Student successful transition from grade-‐to-‐grade and elementary to middle school to high school to post-‐secondary

Shared Values

In everything we do, Council Rock School District will promote the following core values:

• Dignity and respect • High expectations • Equitable opportunity for personal success • Shared responsibility • A commitment to excellence • Pursuit of continuous learning • Global awareness

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Educational Community

Located in Lower Bucks County, the Council Rock School District covers 72 square miles with a population of roughly 60,000 people living in the five municipalities of Newtown Borough, Newtown Township, Northampton Township, Upper Makefield Township and Wrightstown Township. Council Rock has ten elementary schools configured K-‐6, three middle school (7-‐8) and two high schools (9-‐12). The District provides a program of special education that serves the diverse needs of over 1500 students. In addition, the district also provides services for a mentally gifted population of similar numbers. We have a growing number of students who require English as a second language services. Council Rock has a reputation for academic excellence. Over the past three years, the district has been recognized in local, state and national publications, including being named in the top schools in Newsweek Magazine and Philadelphia Magazine. Standard and Poors, Inc has recognized Council Rock as an "outperformer". Our attendance rate and college acceptance rate rank among the best in the state. Our system of co-‐curricular offerings allows our students to participate in diverse activities from athletics to music to clubs. Our music program, in particular, has garnered local, state and national awards. Each year, one of the performing groups from our high schools travel nationally or internationally to promote our music program including China, France, United Kingdom, Argentina and the Czech Republic. Service to our community is one of the important elements of our success. In monetary collections, volunteerism, and school-‐community partnerships Council Rock School District is distinguished in our service to the larger community. In Council Rock, we seek to make a difference for students, staff, parents and our community every day.

Planning Committee

Name Role

Mark Klein Superintendent

JoAnn Perotti BCIU #22 External Facilitator

Suzanne Antonelli Elementary School Teacher -‐ Regular Education

Ann DeMaio District Curriculum Coordinator – Staff Development

Maureen Flynn Middle School Teacher -‐ Regular Education

Robin Rheiner Teacher’s Assistant

Marge Weiner Community Representative

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Shighla Jackson District Curriculum Coordinator – Business, Computer & Information Technology and Staff Development

Nate Scott Administrator

Joy McClendon Administrator

Andy Sanko Administrator

Matt Frederickson Director of Information Technology

Al Funk Administrator

Susan McCarthy Administrator

Renee Devlin Secondary School Teacher -‐ Regular Education

Julie Eastburn Elementary School Teacher -‐ Regular Education

Chris Cooke Instructional Coach/Mentor Librarian

Mariann McKee Elementary School Teacher -‐ Regular Education

Chuck Lambert Special Education Director/Specialist

Audrey Shapiro Parent

Rosemary Wuenschel Business Representative

Ann Naragon Ed Specialist -‐ School Counselor

Patty Cosby Secondary School Teacher -‐ Special Education

Chris Simon Music Specialist

Daneyelle Jordan Ed Specialist -‐ School Psychologist

Kristen Weand Middle School Teacher -‐ Regular Education

Mike Fink Secondary School Teacher -‐ Regular Education

Mike Molloy Business Representative

Linda Kuepper Community Representative

Joanne Hinton Parent

Kyle McKessy Board Member

Bernadette Heenan Board Member

Molly Ledbetter Student

Ryan Walter Student

Barry Desko Administrator

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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 Accomplished Accomplished

Civics and Government Accomplished Accomplished

Economics Accomplished Accomplished

English Language Arts Accomplished Accomplished

Environment and Ecology Accomplished Accomplished

Family and Consumer Sciences Accomplished Accomplished

Geography Accomplished Accomplished

Health, Safety and Physical Education Accomplished Accomplished

History Accomplished Accomplished

Literacy in History/Social Studies, Science and Technical Subjects

Accomplished Accomplished

Mathematics Accomplished Accomplished

Science and Technology Accomplished Accomplished

Alternate Academic Content Standards for Math Accomplished Accomplished

Alternate Academic Content Standards for Reading Accomplished Accomplished

American School Counselor Association for Students Accomplished Accomplished

Early Childhood Education: Infant-‐Toddler& Second Grade Accomplished Accomplished

English Language Proficiency Accomplished Accomplished

Interpersonal Skills Accomplished Accomplished

School Climate Developing Developing

Elementary Education – Intermediate Level






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Middle Level





















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World Language Accomplished Accomplished

High School Level






















World Language Accomplished Accomplished

Adaptations

Elementary Education – Primary Level No standards have been identified for this content area.

Elementary Education – Intermediate Level No standards have been identified for this content area.

Middle Level No standards have been identified for this content area.

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High School Level No standards have been identified for this content area. Explanation for any standards checked: We have not developed, expanded or improved the existing Pennsylvania academic standards in specific content areas.

Curriculum

Planned Instruction


Curriculum Characteristics Status

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

Accomplished

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

Accomplished

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

Accomplished

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

Accomplished




Accomplished


Accomplished


Accomplished


Accomplished

Middle Level



Accomplished

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Accomplished


Accomplished


Accomplished

High School Level



Accomplished


Accomplished


Accomplished


Accomplished

Modifications 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. Current Curriculum Frameworks for each course/subject include a list of suggested accommodations and/or modifications in support of students' needs. Additionally, all teachers participate in ongoing professional development that includes strategies for differentiating instruction.

Instruction

Instructional Strategies • Annual Instructional evaluations • Formal classroom observations focused on instruction • Instructional Coaching • Peer evaluation/coaching • Walkthroughs targeted on instruction Regular Lesson Plan Review

• Building Supervisors

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Provide brief explanation of District's process for incorporating selected strategies. The district has developed district-‐level assessments to ensure standards aligned instruction and consistency between classrooms, grade levels, and curricular areas.

Provide brief explanation for strategies not selected and how the District plans to address their incorporation. Building level administrators are responsible for monitoring teacher lesson plans in their buildings.

Responsiveness to Student Needs


Instructional Practices Status

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

Differentiated instruction is used to meet student needs. Implemented in 50% or more of

district classrooms

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

Implemented in 50% or more of

district classrooms

Structured grouping practices are used to meet student needs. Implemented in 50% or more of

district classrooms




Full Implementation


district classrooms



district classrooms

Structured grouping practices are used to meet student needs. Implemented in

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50% or more of district classrooms

Middle Level



Full Implementation


district classrooms



district classrooms


district classrooms

High School Level



Full Implementation


district classrooms



district classrooms


district classrooms

Recruitment Describe the process the District implements to recruit and assign the most effective and highly qualified teachers in order to meet the learning needs of students who are below proficiency or are at risk of not graduating. The district employs a multi-‐tiered hiring practice that includes a paper screening by an outside consultant, a screening interview and a writing sample to be eligible for a building level interview. A collaborative team approach is used at the building level to identify a recommended candidate who is

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then interviewed at the district level. Recommended candidates are submitted to the Board of School Directors for approval.

Assessments

Local Graduation Requirements Course Completion SY 13-‐14 SY 14-‐15 SY 15-‐16 SY 16-‐17 SY 17-‐18 SY 18-‐19

Electives 6.00 6.00 6.00 6.00 6.00 6.00

English 4.00 4.00 4.00 4.00 4.00 4.00

Health 0.50 0.50 0.50 0.50 0.50 0.50

Mathematics 3.00 3.00 3.00 3.00 3.00 3.00

Minimum % Grade Required for Credit (Numerical Answer)

60.00 60.00 60.00 60.00 60.00 60.00

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

2.00 2.00 2.00 2.00 2.00 2.00

Physical Education 1.50 1.50 1.50 1.50 1.50 1.50

Science 3.00 3.00 3.00 3.00 3.00 3.00

Social Studies 3.00 3.00 3.00 3.00 3.00 3.00

Total Courses 23.00 23.00 23.00 23.00 23.00 23.00

2014 Graduation Specifics

Reading • Local Assessments aligned with State Standards

Writing • Local Assessments aligned with State Standards

Mathematics • Local Assessments aligned with State Standards

2015 and beyond Graduation Requirement Specifics

English Language and Composition No methods have been identified for this standard

English Literature No methods have been identified for this standard

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Mathematics No methods have been identified for this standard

Science & Technology No methods have been identified for this standard

Environment & Ecology No methods have been identified for this standard

2017 and beyond Graduation Requirement Specifics

Biology or Chemistry • Completion of Course Work with Keystone Exam as final exam Scoring Proficiency (Stand

alone option) • Successfully complete Advanced Placement or Independent Baccalaureate Courses including

"passing" a course exam

American History, Civics/Government or World History

Local Assessments Standards WA TD NAT DA PSW Other

Arts and Humanities X X X X

Career Education and Work X X X

Civics and Government X X X X

Economics X X X X

English Language Arts X X X X

Environment and Ecology X X X

Family and Consumer Sciences X X X

Geography X X X

Health, Safety and Physical Education X X X

History X X X


X X

Mathematics X X X

Science and Technology X X X

World Language X X X

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Methods and Measures Summative Assessments EEP EEI ML HS

Mid-‐term Exams X

Final Exams X

End-‐of-‐year RELA Assessment X X

Chapter / Unit Tests X X X X

Benchmark Assessments EEP EEI ML HS

Quarterly Exams X X X X

Formative Assessments EEP EEI ML HS

Performance Assessments X

Chapter / Unit Tests X X X X

Diagnostic Assessments EEP EEI ML HS

Beginning-‐of-‐year RELA Assessment X X

CDT's X X

Criterion Writing X

DRA X X

QRI X X

DIBELS X

Validation of Implemented Assessments Validation Methods EEP EEI ML HS

Building Supervisor Review

Department Supervisor Review X X X X

District Administration Review X X X X

External Review

Instructional Coach Review

Intermediate Unit Review

Professional Learning Community Review X X X X

Teacher Peer Review X X X X

Provide brief explanation of district's process for reviewing assessments.

Assessments are developed collaboratively with teachers, administrators, led by the district content specialist (district curriculum coordinator). These assessments are reviewed annually through our data warehouse software. Assessments are revised, as needed, based on this review.

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Collection and Dissemination Describe the district's system to collect, analyze and disseminate assessment data efficiently and effectively for use by district leaders and instructional teams. Using our Performance Plus program, assessment data is reviewed regularly by teachers, curriculum coordinators, building administrators, and district administrators. This information is used to support our curriculum revision process and to inform effective instructional practices.

Data Informed Instruction Describe how information from the assessments is used to assist students who have not demonstrated achievement of the academic standards at a proficient level or higher. Teachers and administrators utilize assessment data to develop strategies to support students who are not proficient. Academic supports could include Rtii, tutoring, clinic, and other types of instructional strategies to assist these students.

Assessment Data Uses Assessment Data Uses EEP EEI ML HS

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

X X X X

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

X X X X

Instructional practices modified or adapted to increase student mastery.

X X X X

Specific 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

Provide brief explanation of district's process for incorporating selected strategies. In reviewing assessment data at the school level, goals are developed and implemented to support identified instructional needs.

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Distribution of Summative Assessment Results Distribution Methods EEP EEI ML HS

Course Planning Guides

Directing Public to the PDE & AYP Websites X X X X

District Website X X X X

Individual Meetings X X X X

Letters to Parents/Guardians X X X X

Local Media Reports X X X X

Mass Phone Calls/Emails/Letters X X X X

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

Newsletters

Press Releases

School Calendar

Student Handbook

Provide brief explanation of district's process for incorporating selected strategies. Through building and district level communication methods, we effectively reach parents and community to share our summative assessment results.

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

We have found that some distribution methods are no longer effective, so we have stopped using these methods.

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.

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For the 2011-‐12 school year, Council Rock met AYP as a district. Three schools did not meet AYP based on disaggregated special education results. All three schools participated in the school improvement process collaborating within our school district and with other schools in Bucks County. We continue to find the school improvement process, as implemented through the Bucks County Intermediate Unit, as helpful in using data to help us improve practice and instruction.

A comprehensive system of curriculum, instruction and professional development, along with an articulated and coordinated system of special services, continues to be our best means to ensure student progress toward district and state standards. Our student data system, Performance Plus, allows Council Rock to collect and use student data for continued growth and improvement.

Programs, Strategies and Actions

Elementary Education – Primary Level • Biennially Updated and Executed Memorandum of Understanding with Local Law Enforcement • Comprehensive District-‐wide School Safety and Violence Prevention Plans • Conflict Resolution or Dispute Management • Internet Web-‐based System for the Management of Student Discipline • Purchase of Security-‐related Technology • Safety and Violence Prevention Curricula • School-‐wide Positive Behavioral Programs • Student Assistance Program Teams and Training • Student Codes of Conduct • Student, Staff and Visitor Identification Systems

Elementary Education – Intermediate Level • Biennially Updated and Executed Memorandum of Understanding with Local Law Enforcement • Comprehensive District-‐wide School Safety and Violence Prevention Plans • Conflict Resolution or Dispute Management • Internet Web-‐based System for the Management of Student Discipline • Purchase of Security-‐related Technology • Safety and Violence Prevention Curricula • School-‐wide Positive Behavioral Programs • Student Assistance Program Teams and Training • Student Codes of Conduct • Student, Staff and Visitor Identification Systems

Middle Level • Biennially Updated and Executed Memorandum of Understanding with Local Law Enforcement • Comprehensive District-‐wide School Safety and Violence Prevention Plans • Conflict Resolution or Dispute Management

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• Internet Web-‐based System for the Management of Student Discipline • Purchase of Security-‐related Technology • Safety and Violence Prevention Curricula • School-‐wide Positive Behavioral Programs • Student Assistance Program Teams and Training • Student Codes of Conduct • Student, Staff and Visitor Identification Systems

High School Level • Biennially Updated and Executed Memorandum of Understanding with Local Law Enforcement • Comprehensive District-‐wide School Safety and Violence Prevention Plans • Conflict Resolution or Dispute Management • Counseling Services for Students Enrolled in Alternative Education Programs • Internet Web-‐based System for the Management of Student Discipline • Placement of School Resource Officers • Purchase of Security-‐related Technology • Safety and Violence Prevention Curricula • School-‐wide Positive Behavioral Programs • Student Assistance Program Teams and Training • Student Codes of Conduct • Student, Staff and Visitor Identification Systems

Explanation of strategies not selected and how the district plans to address their incorporation: School Resource Officers are a collaborative effort between our local municipalities and our school district. Our school resource officers are only placed at our two high schools.

Council Rock supports an alternative school that supports only high school students. There is a dedicated counselor assigned to that school.

After a history of peer-‐mediation in our schools, we have found this intervention to be less effective than other means of support and intervention. A comprehensive system of Restorative Practices and Responsive Classroom has been more effective to help resolve student conflict in our schools.

Identifying Gifted Students Describe your entity’s process for identifying gifted children.

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The Council Rock School District utilizes multiple criteria to determine student eligibility for gifted support services. Students may be found eligible as a result of outstanding cognitive functioning, exceptional academic achievement, and professional and parental judgment. The following guidelines assist building teams to determine eligibility in accordance with state and district criteria.

I. Students may be referred by parents once per school year to determine eligibility for gifted support services. Such referrals should be provided in writing to the building principal.

II. Professional staff within the schools may refer students to the building principal for gifted screening procedures. Typically, this includes:

• A cognitive ability screening test • PSSA data when available • Checklist data supplied by parents and teachers

III. Formal assessment facilitated by the school psychologist

• The WISC-‐IV, SB-‐V, and WJ-‐III Cog are the primary cognitive ability measures used to determine a student's level of cognitive functioning. However, multiple measures are taken into consideration by the psychologist when deemed necessary. Private assessments are always taken into consideration.

• Achievement data for Reading Comprehension and Math Reasoning obtained from screening instruments or other available standardized measures (e.g. PSSA)

IV. A Gifted Multidisciplinary Team, including the student's teacher(s), parent(s), and Local Educational Agency (LEA) representative review the information gathered for the Gifted Written Report and determine whether or not the student meets district and State eligibility criteria. Parents are provided with procedural safeguards to ensure due process rights throughout this process.

Developmental Services Developmental Services EEP EEI ML HS

Academic Counseling X X

Attendance Monitoring X X X X

Behavior Management Programs X X X X

Bullying Prevention X X X X

Career Awareness X X X X

Career Development/Planning X X X

Coaching/Mentoring X X X X

Compliance with Health Requirements –i.e., Immunization X X X X

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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

Nutrition X X X X

Orientation/Transition X X X X

RtII X X

Wellness/Health Appraisal X X X X

N/A

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

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

N/A

Consultation and Coordination Services Consultation and Coordination Services EEP EEI ML HS

Alternative Education X X

Case and Care Management X X X X

Community Liaison X X

Community Services Coordination (Internal or External) X X X X

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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

N/A

Communication of Educational Opportunities Communication of Educational Opportunities EEP EEI ML HS

Course Planning Guides X X X

Directing Public to the PDE & AYP Websites X X X X


District-‐wide Phone Calls/Emails/Letters X X X X



Local Media Reports X X X X


Newsletters

Press Releases X X X X

School Calendar

Student Handbook X X X X

N/A

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



Individual Screening Results X X X X



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Newsletters

School Calendar

Student Handbook X X X X

Council Rock Parent Handbook (web based) -‐ Outlines Student Health Needs including Immunization Guidelines

X X X X

Frequency of Communication

Elementary Education – Primary Level • More than once a month

Elementary Education – Intermediate Level • More than once a month

Middle Level • More than once a month

High School Level • More than once a month

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

Council Rock School District commits to ongoing communication among professionals inside and outside of school for the proper articulation of student needs and progress. Among other efforts, Council Rock invites interested parties to Instructional Support Team meetings, Student Assistance Team meetings and Child Study Teams. Ongoing communication occurs with individual teachers as they communicate progress to parents and to others who have an interest in the academic, social and/or emotional needs of a student. Our counseling team is often an added conduit for this information.

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

1. Child care

2. After school programs

3. Youth workforce development programs

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4. Tutoring

1. Child Care. Council Rock collaborates with Knowledge Learning Center, Inc to offer before and after care programs for elementary students. Community based care centers work with Council Rock to provide transportation to these centers from elementary schools. In addition, Council Rock has a policy to allow for transportation to these centers within identified boundaries. Council Rock supports a "pre-‐school initiative" with our community preschool programs that involves regular meetings and sharing of curriculum and expectations. We coordinate with the Bucks County Intermediate Unit to carefully transition students from Early Intervention Programs to school based services in Council Rock.

2. After School Programs. Council Rock has a strong commitment to the development of our own extra-‐curricular and co-‐curricular programs. In addition to these programs, a variety of community organizations use our school facilities to offer programs for students. These include classes through local YMCA and Township Programs. We support an elementary foreign language program in this way as well as driver training at our high school.

3. Youth Workforce Development. Council Rock does participate in community services that create workplace experiences for students.

4. Tutors. Council Rock has a Board Policy and Administrative Regulation that supports and regulates the use of tutors. While there are some community organizations that offer these programs, the vast majority of tutors in Council Rock are private tutors -‐ individuals that offer specific subject matter tutoring for an hourly fee.

Preschool Agency Coordination Explain how the district coordinates with agencies that serve preschool age children with disabilities.

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

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

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

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The Bucks County Intermediate Unit provides preschool intervention services for children with disabilities. Trained specialists assess the student’s strengths and needs and, when deemed eligible for special education services, they receive an individualized program designed to address the student's unique needs. When the student becomes kindergarten eligible by age, the Intermediate Unit and district coordinate the transition to school-‐age program and services. This coordination includes visitation by Council Rock personnel to the early intervention site. Parents are an integral part of the process and encouraged to actively participate in the transition planning. The school receiving the student is properly briefed of the incoming student needs, and the student's progress closely monitored. Their team meets prior to the beginning of the school based program to revised and update the IEP with parents.

Materials and Resources

Description of Materials and Resources

Elementary Education – Primary Level Material and Resources Characteristics Status

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

Accomplished

Accessibility for students and teachers is effective and efficient Accomplished

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

Accomplished

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

Accomplished

Provide explanation for processes used to ensure Accomplishment. Curriculum teams and coordinators -‐ articulated K-‐12 -‐ have worked over the past three years to identify and implement programs of study that provide materials that meet the needs of all learners.

Elementary Education – Intermediate Level Material and Resources Characteristics Status


Accomplished



Accomplished


Accomplished

Provide explanation for processes used to ensure Accomplishment.

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Curriculum teams and coordinators -‐ articulated K-‐12 -‐ have worked over the past three years to indentify and implement programs of study that provide materials that meet the needs of all learners.

Middle Level Material and Resources Characteristics Status


Accomplished



Developing


Accomplished

Provide explanation for processes used to ensure Accomplishment. Curriculum teams and coordinators -‐ articulated K-‐12 -‐ have worked over the past three years to indentify and implement programs of study that provide materials that meet the needs of all learners.

High School Level Material and Resources Characteristics Status


Developing



Developing


Accomplished

Provide explanation for processes used to ensure Accomplishment. Curriculum teams and coordinators -‐ articulated K-‐12 -‐ have worked over the past three years to indentify and implement programs of study that provide materials that meet the needs of all learners. The continued migration of state standards and the introduction of Keystone Exams create dilemmas at the high school level with materials that needs to be continually aligned to this evolving mandate.

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SAS Incorporation

Elementary Education – Primary Level Standards Status

Arts and Humanities Implemented in less than 50% of district classrooms

Career Education and Work Implemented in less than 50% of district classrooms

Civics and Government Implemented in less than 50% of district classrooms

Economics Implemented in less than 50% of district classrooms

English Language Arts Implemented in less than 50% of district classrooms

Environment and Ecology Implemented in less than 50% of district classrooms

Family and Consumer Sciences Implemented in less than 50% of district classrooms

Geography Implemented in less than 50% of district classrooms

Health, Safety and Physical Education Implemented in less than 50% of district classrooms

History Implemented in less than 50% of district classrooms

Literacy in History/Social Studies, Science and Technical Subjects Implemented in less than 50% of district classrooms

Mathematics Implemented in less than 50% of district classrooms

Science and Technology Implemented in

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less than 50% of district classrooms

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

Alternate Academic Content Standards for Reading Implemented in less than 50% of district classrooms

American School Counselor Association for Students Implemented in less than 50% of district classrooms

Early Childhood Education: Infant-‐Toddler-‐ Second Grade Implemented in less than 50% of district classrooms

English Language Proficiency Implemented in less than 50% of district classrooms

Interpersonal Skills Implemented in less than 50% of district classrooms

School Climate Implemented in less than 50% of district classrooms

Further explanation for columns selected "<50%", "UNK" or "NA". We are in the process of training teachers to access and utilize the resources and materials available through the SAS site. The SAS site under continual revision poses a challenge to our use.

Elementary Education – Intermediate Level Standards Status




31










Science and Technology Implemented in less than 50% of district classrooms




English Language Proficiency Implemented in

32





Middle Level Standards Status









33





Science and Technology Implemented in less than 50% of district classrooms







World Language Implemented in less than 50% of district classrooms


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High School Level Standards Status













Science and Technology Implemented in

35








World Language Implemented in less than 50% of district classrooms


Current Technology Services Required for LEA applying for eRate Priority 2 Funding Describe the district's current telecommunications services, hardware, software and other services used to implement education. What strengths and weaknesses, related to technology, have been identified by staff, students or parents? Council Rock School District currently uses the following telecommunications services, hardware, software and other services to implement education:

36

·∙ 300 Mbps connection to the Internet through the Bucks County Regional Wide Area Network in cooperation with the Bucks County Intermediate Unit and surrounding Bucks County School Districts

·∙ Website hosted by Schoolwires, Inc.

·∙ Wireless Cell Phone Service through Sprint/Nextel

·∙ Telephone Service is accomplished through a VoIP server and connectivity.

Council Rock students and staff have identified the current services listed as being sufficient, but, as demand increases, so will the bandwidth requirement to the Internet.

Future Technology Services Required for LEA applying for eRate Priority 2 Funding Describe what specific telecommunications services, hardware, software and other services will be needed to improve education? (Address how the District plans to take advantage of emerging technologies to improve education. Be sure to include the acquisition or implementation of such services/equipment within the District Action Plans.) With more applications and demand required for on-‐line resources, an increase in Internet bandwidth will be necessary to support the delivery of education at the Council Rock School District. Internal infrastructure upgrades will also be necessary to meet the demand of an influx of devices on the internal network -‐ including an emerging BYOD policy. Such devices include student and staff owned hardware through the district’s “Bring Your Own Device” initiative as well as an increase in district owned devices. Wireless and wired infrastructure will need to be upgraded as demand necessitates.

Professional Education

Characteristics District’s Professional Education Characteristics EEP EEI ML HS

Empowers educators to work effectively with parents and community partners.

X X X X

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

X X X X

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struggling students.

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

X X X X

District’s Professional Education Characteristics EEP EEI ML HS

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

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

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 struggling students are aligned to each other, as well as to Pennsylvania’s academic standards.

X X X X

Provide brief explanation of district's process for ensuring these selected characteristics. Through a comprehensive Supervision and Evaluation Plan and a well-‐articulated Professional Education Program, Council Rock meets the needs of professional staff and enhances their professional learning through a diverse set of staff development offerings. The Professional Education sub-‐committee meets to review and reflect on the effectiveness of our professional development programming.

Strategies Ensuring Fidelity • 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.

• Building administrators participate fully in all professional development sessions targeted for their faculty.

• Clear expectations in terms of teacher practice are identified for staff implementation. • District has an ongoing monitoring system in place (i.e. walkthroughs, classroom observations). • District level has a systemic process that is used to validate whether or not providers have the

capacity to present quality professional development. • Every professional development initiative includes components that provide ongoing support to

teachers regarding implementation. • Professional development activities are based upon detailed needs assessments that utilize

student assessment results to target curricular areas that need further alignment.

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

• Professional development activities are developed that support implementation of strategies identified in the District Level Plan.

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

Provide brief explanation of district's process for ensuring these selected characteristics.

Council Rock's Professional Development Plan is designed to meet the needs of students through data analysis and corresponding identification of needs in curriculum and instruction to improve student learning. This is accomplished through a comprehensive professional development program that involved administrators, teachers, and other staff members. The district has aligned its instructional strategies through intense study of Robert Marzano's work -‐ The Art and Science of Teaching. Through this study, the district also has continued and refined its practice for walk-‐throughs and instructional rounds to continue to provide feedback to teacher on instructional practices.

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

Council Rock continues an emphasis on using student data to help us define priorities for teachers and students.

Induction Program • Inductees will assign challenging work to diverse student populations. • Inductees will be able to access state curriculum frameworks and focus lesson design on leading

students to mastery of all state academic standards, assessment anchors and eligible content (where appropriate) identified in district curricula.

• Inductees will know and apply district endorsed classroom management strategies. • Inductees will know and utilize school resources that are available to assist students in crisis. • Inductees will know the basic details and expectations related to district-‐wide initiatives,

practices, policies and procedures. • Inductees will know the basic details and expectations related to school initiatives, practices and

procedures. • Inductees will know, understand and implement instructional practices validated by the district

as known to improve student achievement. • Inductees will take advantage of opportunities to engage personally with other members of the

faculty in order to develop a sense of collegiality and camaraderie. • N/A


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Council Rock offers an extensive three -‐year induction program including 40 hours of classroom professional learning over the first year of induction. The induction process includes workshops and instruction from our team of professional developers AND members of our administrative team who offer workshops in school law, special education services, and student services. In addition to district level induction, inductees are involved in building level induction with experienced mentors during their first year of service.

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

Council Rock uses curriculum coordinators to meet individually with inductees to introduce and develop work on the SAS website. However, Council Rock also has its own comprehensive standards aligned system -‐ Curriculum Connector -‐ that allows us to continue to develop standards and instruction in our classrooms.

Needs of Inductees • Classroom assessment data (Formative & Summative). • Frequent observations of inductee instructional practice by a coach or mentor to identify needs. • Frequent observations of inductee instructional practice by building supervisor to identify needs. • Inductee survey (local, district, intermediate units and national level). • Information collected from previous induction programs (e.g., program evaluations and second-‐

year teacher interviews). • Knowledge of successful research-‐based instructional models. • Regular meetings with mentors or coaches to reflect upon instructional practice to identify

needs. • Review of inductee lesson plans. • Review of written reports summarizing instructional activity. • Standardized student assessment data other than the PSSA. • Student PSSA data. • Submission of inductee portfolio. • Observation of inductee instructional practice by district level administrators.


Through a carefully designed professional development program, Council Rock ensures that inductees are supported through diverse data collection -‐ ranging from informal instruments to direct observation by mentors, supervisors, professional development coaches, and administrators for effective feedback on practice. The coordination of professional development activities ensures an articulated sequence of professional development opportunities from first year to retirement.

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Mentor Characteristics • Mentors and inductees must have compatible schedules so that they can meet regularly. • Mentors must complete mentor training or have previous related experience (e.g., purpose of

induction program and role of mentor, communication and listening skills, coaching and conferencing skills, problem-‐solving skills and knowledge of adult learning and development).

• Pool of possible mentors is comprised of teachers with outstanding work performance. • Potential mentors have similar certifications and assignments. • Potential mentors must be willing to accept additional responsibility. • Potential mentors must have demonstrated ability to work effectively with students and other

adults. • Potential mentors must have knowledge of District/School policies, procedures and resources. • Potential mentors must model continuous learning and reflection.


Through a clear articulation of criteria for appropriate mentors, building level administrators in consultation with our staff development team choose professional mentors each year to match the needs of inductees with the professional strengths of building mentors.

Induction Program Timeline Topics Aug-‐Sep Oct-‐Nov Dec-‐Jan Feb-‐Mar Apr-‐May Jun-‐Jul

Accommodations and Adaptations for diverse learners

X X

Assessments X X X X

Best Instructional Practices X X X X X

Code of Professional Practice and Conduct for Educators

X X X X X

Curriculum X X X X X

Data informed decision making

X X X X X

Instruction X X X X X

Materials and Resources for Instruction

X X X X X

Safe and Supportive Schools X X X X X

Standards X X X X X

Monitoring Evaluating and Induction Program Identify the procedures for monitoring and evaluating the Induction Program.

Council Rock gathers a tremendous amount of data on our inductees ranging from portfolio collections and work product from the induction program to multiple observations and feedback from classroom observation. Through this data collection, feedback is given to the inductee on classroom practice but

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also feedback -‐through reflections, surveys, and direct contact -‐ is provided to our administrative team on the effectiveness of our Induction Program.

Recording Process • Completion is verified by the Superintendent on the Application for Level 2 Certification. • District administrator receives, tallies, and archives all district mentor records. • Mentor documents his/her inductee's involvement in the program. • Schools maintain accurate records of program completion and provide a certificate or statement

of completion to each inductee who has completed the program.

Special Education

Special Education Students Total students identified: 1841

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

The Council Rock School District maintains the use of a discrepancy model for identification of children with specific learning disabilities. The district implements RtII practices. This is most focused in the area of reading at the elementary level. The district finds our implementation of these practices to be very beneficial in ensuring systematic utilization of student data to guide directed interventions to struggling students. It is important to note that our RtII teams are impressed with the results they are seeing in student outcomes. Also, there is a very obvious greater emphasis on data in instructional planning and decision making among all teachers.

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

According to the 2010-‐11 Special Education Data Report (LEA Performance on State Performance Plan [SPP] Targets) the district met the target for Disproportionate Representation by Race/Ethnicity and Disability Category.

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Non-Resident Students Oversight 1. How does the district meet its obligation under Section 1306 of the Public School Code as the

host district at each location?

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

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

The district does not serve as a host district for any children's institutions. There are none located within the boundaries of the district.

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).

Their are no facilities for incarcerated youth located within the boundaries of the district. If there was, we would implement the same Childfind procedures we have in place ion our school district's buildings to ensure that all potentially eligible students are evaluated, identified when deemed eligible, and offered a free appropriate public education if found eligible. The district would take this as its responsibility but would do so in collaboration with the child's district of residence.

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.)

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The district ensures that children with disabilities are educated to the maximum extent possible with non-‐disabled children through compliance with the evaluation, identification, and the IEP development process. In most cases, the district goes beyond the legal requirements to involve parents in the process and ensure that all modifications and adaptations have been exhausted prior to moving to a more restrictive placement. A thorough evaluation is conducted by the multi-‐disciplinary team to identify a child’s specific needs. Programs for students are developed with all team members committed to implementing the IEP in the least restrictive environment possible. Building-‐level and district-‐level administrators are involved in all meetings where there is the potential for a move to a more restrictive setting. In addition, they review the IEPs and ERs to make sure students are receiving services in the Least Restrictive Environment. For children receiving services outside of the school district, a special education supervisor attends these meetings and ensures there is a focus on movement to a less restrictive setting as soon as is possible based on the student’s needs.

The district’s Sloan Alternative School was developed with the expectation of bringing special education students back to the school district with their needs being met through this program when appropriate. Additionally, the high school supervisors of special education who are responsible for transition services play a primary role in seeing to the transition of students from placement to placement as well as to adult life. In this role, there is the expectation that students remain in their regular school programs rather than being placed outside of the district and that those students placed outside of the district have plans for transitioning back to the district.

Serving students in the least restrictive environment is one of the district’s areas of pride. There is a strong commitment to the least restrictive environment mandate and educating children in inclusive settings at all levels of the district. There are numerous co-‐teaching opportunities in all buildings. The district employs a large number of one-‐to-‐one instructional assistants in an effort to maintain students in the regular education classroom as much as possible. Related services are integrated into the regular classroom to the maximum extent possible. The district also provides a wide variety of assistive technology to students as an accommodation to foster integration. A staff member is designated as our technology integration specialist. This position's sole responsibility is working with teachers through the SETT process to identify appropriate assistive technology to aid the student in the least restrictive setting. Training on the use of devises is also an important function of this position.

The district utilizes the services of approximately 3.5 behavior analysts to develop behavior intervention plans in response to functional behavioral assessments. They also work in conjunction with building principals and teams to develop and revise building wide positive behavioral support programs.

Over the past two years, the district has realigned staff to allow for an elementary level and secondary level autistic support inclusion facilitators. These two individuals are itinerant teachers with no caseloads. Their primary responsibility is to consult with regular education teachers on strategies for working with higher functioning students with autism. Through this consultation, we are able to help

44

teachers help students be successful in the regular education classroom and not need a more restrictive setting.

Through our Focused Professional Development Programs, staff either voluntarily with prompting can participate in 2 or 3 day training series. As an example, in the 2012-‐13 school year, there is a 3 day program on reading assessment and interventions. We are also providing a 3 day training for special education teachers and regular education teachers in whose classes the special education teachers provide support to identified students. About 50 teachers will participate this year to learn about modifying accommodating. This will include time for guided co-‐planning. These sessions are co-‐facilitated between district staff and IU technical and training consultants. In addition to training for the professional staff, training is provided for support staff, including our bus monitors. This, too, is done with district staff and IU staff.

Behavior Support Services Provide a summary of the district policy on behavioral support services including, but not limited to, the school-‐wide positive behavior supports (PBS).

School Board Policy 113.1 addresses Behavior Support of Students with Disabilities. The policy was written to reflect the requirements of the IDEA and Chapter 14. It emphasizes the need for positive rather than negative measures. It also discourages the use of physical restraints and stipulates the processes to be in place when such restraints become necessary. It stipulates what aversive techniques (i.e., corporal punishment, locked rooms) are prohibited. Finally, it addresses the requirements regarding a student’s exclusion from his/her educational program.

In Council Rock, each school is required to have a positive behavior support plan. These are reviewed annually in conjunction with a review of discipline data. Revisions are made as needed based upon this review. Each plan is required to be positive in nature and progressive should there be a need for consequences. Not only do the plans expect positive behavior on the part of students, the plans have a component, which focuses on ways to teach and model appropriate behavior.

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.

45

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

The school district is able to provide FAPE to all students. IEP teams remain focused on selecting placements for implementing student IEPs in the least restrictive environment. This is most evident in looking at the small number of students in other settings (1.3% for the 2010-‐11 school year). This level has been maintained over the past several years. In addition, the school district has seen a decline in the number of students serviced by the Bucks County Intermediate Unit in regular school buildings in neighboring districts. Each year, the district has been able to bring a number of these students back to Council Rock buildings. Therefore, our focus has been on maintaining students in the district and not seeking outside placements.

That being said, when outside placements are necessary, the most difficult placements have been for students with severe autism, particularly when aggressive behaviors are a part of the student’s profile. Fortunately, although finding appropriate placements is a little more difficult with these students, the district has been able to find a placement that provides FAPE in all cases.

Effective with the 2012-‐13 school year, the district created additional autistic support positions/classrooms at all three levels (elementary, middle, and high school). This was due to an increase in an enrollment as well as returning students from outside placements to district operated programs. During the 2012-‐13 school year, we will be planning for the implementation of transition programs for 18 to 21 year olds. The program will be community based but will have home base for the students in Council Rock Schools. Young adults are currently in programs operated by the IU.

Strengths and Highlights Describe the strengths and highlights of your current special education services and programs.

The Special Education Program in the Council Rock School District is marked by its commitment to offering a full continuum of services to children, program implementation in the least restrictive environment, allowing students access to the general curriculum and to make progress within that curriculum, and a dedicated teaching staff.

Council Rock operates classrooms, which provide a variety of supports including learning support, emotional support, autistic support, life skills support, and multi-‐disability support. Through the Transfer of Entity process, Council Rock is now providing speech/language support services directly to our students. The district's newly formed Speech/Language Department is focused on utilizing a variety of service delivery models in speech and language support. In addition, the Bucks County Intermediate Unit (BCIU) provides vision support, hearing support, orientation and mobility services, physical therapy, and occupational therapy. Students of all disability categories can have their needs met through these programs. Each specific program is tailored to meet the needs of the students being served. For example, autistic support services are provided with a variety of methods being utilized to meet the needs of students based on their Individual Educations Plans (IEP). Programs are provided

46

which are based on principles of applied behavior analysis and best instructional practices for students with autism who have significant behavioral and/or language based needs. At the other end of the autistic spectrum, classes address the needs of higher functioning students. A primary goal in these classes is grade appropriate participation in the general curriculum as well as inclusion in regular education classrooms.

Of pride to the district is the extent to which special education services are offered in the least restrictive environment. Every effort is made to educate Council Rock students in Council Rock schools. A small percentage of children receive their education in schools located outside of the district. On another level of least restrictive environment, there is a commitment to educating children in the regular classroom. Almost all students participate to some extent in the regular education classroom. The district prides itself in the large number of special education students who spend their entire school day in a regular education classroom with varying levels and types of supports provided to maximize their success. At elementary, middle and high school levels, there are classes in which special education and regular education teachers co-‐teach for part of the school day and in many cases all of the school day. There has been much staff development over the past years on inclusive practices with our low incidence populations. The results of these are seen in increasing number of opportunities for inclusion for these students. In recent years at the high school level, some of our more needy students are receiving specialized 'elective courses' to focus on functional daily skill development and receiving integration opportunities with non-‐disabled peers in science and social studies classes.

The Council Rock School District prides itself in implementing a comprehensive system for aligning student graduation outcomes with high school coursework. Our system is a results-‐oriented process that is focused on improving the academic and functional achievement of each student with a disability. The focus of our transition planning aligns the student’s movement from school to post-‐school activities, including postsecondary education, vocational education, competitive employment, supported employment, continuing and adult education, adult services, independent living, or community participation.

The district has placed a greater emphasis on community-‐based instruction. This starts at the elementary level and expands as student’s progress through the grades. The district is proud of the SAIL program. This is a house that is owned by the district on district property. It is set up as a home. Students are able to go there throughout the year to work on generalizing skills they have learned in the classroom. This facility is shared with the IU so that students from other districts can benefit from this as well.

Due to the district’s firm commitment to educating its students in the regular education classroom to the maximum extent possible, students have the opportunity to participate in the general education curriculum alongside their non-‐disabled peers. When the needs of a student warrant, the general curriculum is provided within a special education support class. In both cases, the district provides the necessary supplemental aids and services as well as program modifications to insure that children are

47

successful in progressing through the general curriculum. Examples of this include individualized instruction, one-‐to-‐one assistance, and assistive technology.

Finally, the dedication and commitment to the district’s special needs students by all staff is clearly evident in the day-‐to-‐day operation of the program. Teachers, both regular education and special education, utilize best practices in meeting the diverse needs of our special education students. In addition, the atmosphere in the classrooms would unilaterally be described as warm, safe and supportive. Support staff and related service providers are instrumental in helping in our mission to help our special needs students make progress each and every day.

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Assurances

Safe and Supportive Schools Assurances The LEA agrees to comply with all requirements of Student Services outlined in Chapter 12, these include:

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

• Free Education and Attendance (in compliance with § 12.1) • School Rules (in compliance with § 12.3) • Collection, maintenance and dissemination of student records (in compliance § 12.31 (a) and §

12.32) • Discrimination (in compliance with § 12.4) • Corporal Punishment (in compliance with § 12.5) • Exclusion from School, Classes, Hearings (in compliance with § 12.6, § 12.7, § 12.8) • Freedom of Expression (in compliance with § 12.9) • Flag Salute and Pledge of Allegiance (in compliance with § 12.10) • Hair and Dress (in compliance with § 12.11) • Confidential Communications (in compliance with § 12.12) • Searches (in compliance with § 12.14) • Emergency Care and Administration of Medication and Treatment (in compliance with 35 P.S. §

780-‐101—780-‐144) • Parents or guardians are informed regarding individual survey student assessments and provided

a process for refusal to participate (consistent with § 445 of the General Education Provisions Act (20 U.S.C.A. § 1232h) and in compliance with § 12.41(d))

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

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

• Early Intervention Services System Act (11 P.S. § 875-‐101—875-‐503) • Establishment and Implementation of Student Assistance Programs at all levels of the school

system • Acceptable Use Policy for Technology Resources • Providing career information and assessments so that students and parents or guardians might

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

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Special Education Assurances

The Local Education Agency (District) assures that there are local policies and procedures in place that address:

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

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

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

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

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

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

Least Restrictive Environment Facilities Facility Name Type of Facility Type of Service Number of Students

Placed

Woods Services Approved Private Schools

Multiple Disabilities Support

2

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Martin Luther Schoool Approved Private Schools

Emotional Support 1

Overbrook School Approved Private Schools

Vision Support 1

Valley Day School Approved Private Schools

Emotional Support 1

Home of the Merciful Savior

Approved Private Schools


2

Devereux Approved Private Schools

Autistic Support 2

Comprehensive Learning Center

Other Autistic Support 1

Bancroft School Out-‐of-‐State Schools Autistic Support 1

New Hope Academy Other Emotional Support 1

Lifeworks Other Emotional Support 2

Special Education Program Profile Program Position #1

Operator: School District PROGRAM SEGMENTS

Location/Building Grade Building Type

Support Service Type

Age Range

Caseload FTE

CR South A Senior High School Building

A building in which general education programs are operated

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

Learning Support

13 to 17 4 0.2


A building in which general education

Itinerant Learning Support

13 to 17 40 0.8

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programs are operated

Program Position #2 Operator: School District PROGRAM SEGMENTS



Age Range

Caseload FTE




Learning Support

14 to 18 14 0.7




14 to 18 15 0.3




Age Range

Caseload FTE




Learning Support

14 to 18 20 1




Age Range

Caseload FTE

CR South A Senior High

A building in which

Supplemental (Less Than

Learning Support

14 to 18 4 0.2

52

School Building

general education programs are operated

80% but More Than 20%)




14 to 18 20 0.4




Age Range

Caseload FTE




Learning Support

14 to 18 12 0.6




14 to 18 20 0.4




Age Range

Caseload FTE


A building in which general education programs


Learning Support

14 to 18 12 0.6

53

are operated




14 to 18 20 0.4




Age Range

Caseload FTE




14 to 18 50 1




Age Range

Caseload FTE




Autistic Support

14 to 18 1 0.2




14 to 18 30 0.6

CR South A Senior A building Supplemental Learning 14 to 18 4 0.2

54

High School Building

in which general education programs are operated

(Less Than 80% but More Than 20%)

Support




Age Range

Caseload FTE




Learning Support

14 to 18 6 0.3




14 to 18 35 0.7




Age Range

Caseload FTE




Learning Support

14 to 18 4 0.2




14 to 18 40 0.8

55





Age Range

Caseload FTE




Learning Support

14 to 18 8 0.4




14 to 18 30 0.6




Age Range

Caseload FTE




Learning Support

14 to 18

4 0.2




14 to 18

30 0.6

56



Itinerant Autistic Support

14 to 18

1 0.1



Itinerant Emotional Support

14 to 18

5 0.1




Age Range

Caseload FTE




14 to 18 25 0.5




Learning Support

14 to 18 6 0.3




Autistic Support

14 to 18 1 0.2

Program Position #14

57




Age Range

Caseload FTE




Learning Support

14 to 18 14 0.7




14 to 18 15 0.3




Age Range

Caseload FTE




Learning Support

14 to 18 4 0.2




14 to 18 40 0.8


Location/Building Grade Building Support Service Age Caseload FTE

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Type Type Range CR South A Senior




Learning Support

14 to 18 6 0.3




Age Range

Caseload FTE




Learning Support

14 to 18 12 0.6




14 to 18 20 0.4




Age Range

Caseload FTE




Emotional Support

14 to 18

8 0.4

CR South A Senior High

A building in which

Itinerant Emotional Support

14 to 18

10 0.2

59

School Building

general education programs are operated




Learning Support

14 to 18

8 0.4




Age Range

Caseload FTE




Learning Support

14 to 18 14 0.7




14 to 18 15 0.3




Age Range

Caseload FTE


A building in which general education programs


Life Skills Support

14 to 18 20 1

60

are operated




Age Range

Caseload FTE



Full-‐Time Special Education Class


14 to 18 8 1




Age Range

Caseload FTE



Itinerant Speech and Language Support

14 to 18 65 1




Age Range

Caseload FTE

CR North A Senior High School Building



14 to 18 50 1


61



Age Range

Caseload FTE




Learning Support

14 to 18 20 1




Age Range

Caseload FTE




Learning Support

14 to 18 20 1




Age Range

Caseload FTE




14 to 18 20 1




Age Range

Caseload FTE

CR North A Senior High School

A building in which general


14 to 18 50 1

62

Building education programs are operated




Age Range

Caseload FTE




14 to 18 40 0.8




Age Range

Caseload FTE




Learning Support

14 to 18 20 1




Age Range

Caseload FTE




Learning Support

14 to 18 20 1


63




Age Range

Caseload FTE




14 to 18 25 0.5




Age Range

Caseload FTE




14 to 18 50 1




Age Range

Caseload FTE




14 to 18 50 1




Age Range

Caseload FTE

CR North A Senior A building Itinerant Learning 14 to 18 50 1

64



Support




Age Range

Caseload FTE

CR North A Junior/Senior High School Building



14 to 18 40 0.8




Age Range

Caseload FTE




14 to 18 40 0.8




Age Range

Caseload FTE


A building in which general education programs are


14 to 18 50 1

65

operated




Age Range

Caseload FTE




Emotional Support

14 to 18

12 0.6




14 to 18

20 0.4




Age Range

Caseload FTE




Emotional Support

14 to 18

20 1




Age Range

Caseload FTE




14 to 18 65 1

66





Age Range

Caseload FTE

Churchville Elementary

An Elementary School Building



8 to 11 5 0.1





Learning Support

8 to 11 18 0.9




Age Range

Caseload FTE





9 to 12 10 0.2





Learning Support

9 to 12 16 0.8

67




Age Range

Caseload FTE





10 to 13

30 0.6





Learning Support

10 to 13

8 0.4




Age Range

Caseload FTE





6 to 9 45 0.9




Itinerant Autistic Support

6 to 9 1 0.1


68



Age Range

Caseload FTE





9 to 12 30 0.6





Learning Support

9 to 12 8 0.4




Age Range

Caseload FTE





Learning Support

10 to 13

8 0.4





10 to 13

30 0.6




Age Range

Caseload FTE

Churchville An A building Itinerant Speech 6 to 12 65 1

69

Elementary Elementary School Building


and Language Support

Justification: Students are seen in groups that do not exceed age range requirements. Program Position #48




Age Range

Caseload FTE





6 to 12 13 0.2

Justification: Students are seen in groups that do not exceed required age range. Rolling Hills Elementary




6 to 12 52 0.8

Justification: Students are seen in groups that do not exceed required age range. Program Position #49




Age Range

Caseload FTE

Holland Elementary




Learning Support

5 to 8 20 1


70




Age Range

Caseload FTE

Holland Elementary




9 to 12 50 1




Age Range

Caseload FTE

Holland Elementary




Learning Support

9 to 12 8 0.4

Holland Elementary




9 to 12 30 0.6




Age Range

Caseload FTE

Holland Elementary


A building in which general education programs are


8 to 11 50 1

71

operated




Age Range

Caseload FTE

Holland Elementary




6 to 9 10 0.2

Holland Elementary




Learning Support

6 to 9 16 0.8




Age Range

Caseload FTE

Holland Elementary




Learning Support

9 to 12 20 1




Age Range

Caseload FTE

Holland Elementary



Supplemental (Less Than 80% but More Than

Learning Support

7 to 10 20 1

72


20%)




Age Range

Caseload FTE

Holland Elementary




9 to 12 50 1

Special Education Support Services Support Service Location Teacher FTE

Instructional Assistants multiple buildings 1

Behavior Analyst multiple buildings 1

Director of Special Services Multiple Buildings 1

Supervisor of Pupil Services Multiple Buildings 1

Supervisors of Special Education Multiple Buildings 1

School Psychologists Multiple Buildings 1

Social Workers Multiple Buildings 1

Assistive Technology Integration Specialist

Multiple Buildings 1

Autism Facilitator Consultant Multiple Buildings 1

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Special Education Contracted Services Special Education Contracted

Services Operator Amt of Time per Week

Behavior Analyst Intermediate Unit 5 Days

Instructional Assistants (3) Intermediate Unit 105 Hours

Occupational Therapy Intermediate Unit 1 Day

Physical Therapy Intermediate Unit 1 Day

Interpreter Intermediate Unit 1 Day

Behavior Analyst Outside Contractor for the School District

21 Hours

Autistic Support Home Therapy Outside Contractor for the School District

42 Hours

Lakeside (social skills counseling)

Outside Contractor for the School District

15 Hours

Behavior Analyst Outside Contractor for the School District

3 Days

Austill's (occupational therapy) Outside Contractor for the School District

45 Minutes

Lenape Valley Foundation (emotional support counseling)


21 Hours

James DelPino (emotional support counseling)


4 Hours

Kyle Walsh (social skills counseling)


1.5 Hours

Interpreter Services Intermediate Unit 1 Day

Captionist Services Intermediate Unit 1 Day

Vision Services Intermediate Unit 1 Day

Hearing Services Intermediate Unit 1 Day

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Needs Assessment

District Accomplishments

Accomplishment #1:

Over the last three years, National Standardized Testing Results (SAT, ACT, AP) have continued to improve each year.

Accomplishment #2:

In 2011-‐12 school year, 46 Council Rock students were recognized through the national merit scholarship program.

Accomplishment #3:

Council Rock High School students consistently score above the state and national averages on the Scholastic Aptitude Test (SAT).

Accomplishment #4:

Major implementation of new Research Based and Standards Aligned Mathematics and Reading Programs in all elementary schools, serving approximately 5,000 students. Both programs include student and family online access to all program resources strengthening the home and school connection.

Accomplishment #5:

On average, approximately 94% of Council Rock graduating seniors have gone on to post-‐secondary advanced schooling.

Accomplishment #6:

Both Council Rock North and South High Schools were recognized by Newsweek Magazine as 'One of the Best High Schools in the United States'.

Accomplishment #7:

Council Rock School District is fortunate to have and sustain strong relationships with community organizations which greatly enhance our school programs. We continue to applaud the participation of SAGE (Senior Adults for Greater Education) volunteers active in most schools.

Accomplishment #8:

Both Council Rock North and South High Schools are consistently ranked in Philadelphia Magazine's 'Top Schools in the Philadelphia Metropolitan Area'.

Accomplishment #9:

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The entire Council Rock community was recently recognized by the America's Promise Alliance's as one of our nation's 100 Best Communities.

District Concerns

Concern #1:

We need to continue to examine and improve practice and policy to keep pace with rapidly evolving technology.

Concern #2:

We are currently developing a system that fully ensures consistent implementation of standards aligned curricula across all schools for all students.

Concern #3:

We are currently strengthening a system within the district that fully ensures family and community support of student participation in the learning process and a shared vision of a positive school climate.

Prioritized Systemic Challenges

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

Aligned Concerns:

We need to continue to examine and improve practice and policy to keep pace with rapidly evolving technology.

We are currently developing a system that fully ensures consistent implementation of standards aligned curricula across all schools for all students.

Systemic Challenge #2 (System #9) Establish a district system that fully ensures each member of the district community promotes, enhances and sustains a shared vision of positive school climate and ensures family and community support of student participation in the learning process.

Aligned Concerns:

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We are currently strengthening a system within the district that fully ensures family and community support of student participation in the learning process and a shared vision of a positive school climate.

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District Level Plan Action Plans

Goal #1: Teaching and Learning Related Challenges: • Establish a district system that fully ensures consistent implementation of standards

aligned curricula across all schools for all students. Indicators of Effectiveness:

Type: Summative Data Source: Information stored on district data portals including Performance Plus and Curriculum Connector. Specific Targets: Curriculum and Assessment aligned to core standards and articulated across a K-‐12 program.

Strategies:

Teaching and Learning -‐ Curriculum Renewal/Common Core Implementation

Description: Ensuring all course content is aligned with the common core standards. SAS Alignment: Standards

Teaching and Learning -‐ Using data Description: Ensuring that all programming decisions are data-‐driven. SAS Alignment: Assessment

Action Steps:

Common Core Standards will be incorporated into curriculum workshops and building-‐level meetings.

Indicator of Implementation: All new staff will be introduced to Common Core standards through the Induction Program. Updates to standards provided periodically to all staff by curriculum coordinators. Start Date: 5/1/2012 End Date: 6/15/2015 Program Area(s): Professional Education Supported Strategies:

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• Teaching and Learning -‐ Curriculum Renewal/Common Core Implementation

Course Frameworks/Curriculum Maps and district assessments will be revised and developed to align Common Core and PA State Common Core Standards.

Indicator of Implementation: All Curriculum maps will be designed based on Common Core Standards Start Date: 9/1/2012 End Date: 6/15/2015 Program Area(s): Professional Education Supported Strategies: • Teaching and Learning -‐ Curriculum Renewal/Common Core Implementation

Implement Journeys Core Literacy Program at Elementary Level and Monitor and Evaluate its Effectiveness

Indicator of Implementation: Classroom Observations, Performance Tracker, Standardized Assessments Start Date: 9/1/2012 End Date: 6/15/2014 Program Area(s): Professional Education Supported Strategies: • Teaching and Learning -‐ Curriculum Renewal/Common Core Implementation

Literacy Strategies will be embedded in all secondary curriculum maps and implemented in all secondary classrooms.

Indicator of Implementation: On-‐line Training System documentation of teacher participation, Classroom observations Start Date: 9/1/2012 End Date: 6/15/2015 Program Area(s): Professional Education Supported Strategies: • Teaching and Learning -‐ Curriculum Renewal/Common Core Implementation

Expand opportunities for students to read non-‐fiction and informational texts at the secondary level.

Indicator of Implementation: Increase in non-‐fiction and informational resources. Classroom observation. Start Date: 9/1/2012 End Date: 6/15/2015 Program Area(s): Professional Education

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Supported Strategies: • Teaching and Learning -‐ Curriculum Renewal/Common Core Implementation

Ensure students are prepared for high stakes assessments and create a mechanism for identifying skill deficits, along with a plan for remediation.

Indicator of Implementation: After school and/or curricular offerings Start Date: 3/1/2013 End Date: 11/15/2014 Program Area(s): Professional Education Supported Strategies: • Teaching and Learning -‐ Curriculum Renewal/Common Core Implementation

Develop a process to ensure that all instructional programs are implemented with fidelity.

Indicator of Implementation: Final written document defining process, classroom observations by coordinators and administrators Start Date: 9/1/2012 End Date: 6/15/2015 Program Area(s): Professional Education Supported Strategies: • Teaching and Learning -‐ Curriculum Renewal/Common Core Implementation

Develop a process for identifying questions at the district level which can be answered via analysis of quantitative and/or qualitative data.

Indicator of Implementation: Develop questions at the district level which can be answered via analysis of quantitative and/or qualitative data. Production of questions to be used Start Date: 1/4/2012 End Date: 8/30/2013 Program Area(s): Professional Education Supported Strategies: • Teaching and Learning -‐ Using data

Identify the sources of data that can answer identified questions. Indicator of Implementation: Document containing questions and data resources Start Date: 7/2/2012 End Date: 9/27/2013 Program Area(s): Professional Education

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Supported Strategies: • Teaching and Learning -‐ Using data

Determine the statistical analysis needed to evaluate the data and deliver to administration.

Indicator of Implementation: Written summary identifying the model to be used to find areas for growth and student improvement Start Date: 7/2/2012 End Date: 8/29/2014 Program Area(s): Professional Education Supported Strategies: • Teaching and Learning -‐ Curriculum Renewal/Common Core Implementation

Design a plan for professional development to communicate the findings of the data and its implication for instructional planning at the district/school/classroom level.

Indicator of Implementation: Document from each department indicating how data will impact student learning and achievement; production of handbook outlining guidelines of sharing of student data with parents Start Date: 8/30/2014 End Date: 6/30/2015 Program Area(s): Professional Education Supported Strategies: None selected

Develop a plan for data to be shared with the community. Indicator of Implementation: Booklet/brochure for public, presentation to school board, report to local newspaper Start Date: 8/1/2014 End Date: 6/30/2015 Program Area(s): Professional Education Supported Strategies: • Teaching and Learning -‐ Using data

Goal #2: Building Relationships Related Challenges: • Establish a district system that fully ensures each member of the district community

promotes, enhances and sustains a shared vision of positive school climate and ensures family and community support of student participation in the learning process.

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Indicators of Effectiveness: Type: Summative Data Source: Student information system, surveys, and perception data Specific Targets: Positive data received from surveys and perception data.

Strategies:

Building Relationships -‐ Enhance student-‐to-‐student support programs – analyze current programs, determine additional needs.

Description: Ensuring that student needs are met to further optimal access to academic learning. SAS Alignment: Safe and Supportive Schools

Building Relationships -‐ Expand/promote “professional to professional” support programs to increase collaborative relationships and further professional growth.

Description: Optimize effective programming through continued professional growth of staff. SAS Alignment: Assessment, Instruction

Building Relationships -‐ Enhance/promote the district’s positive visibility/exposure with the community at-‐large – Increase district’s visibility on cable access channel.

Description: Increased community engagement SAS Alignment: None selected

Building Relationships -‐ Enhance/promote the district’s positive visibility/exposure with the community at-‐large – representation at civic and community meetings in order to establish reciprocal relationship.

Description: Increase community engagement. SAS Alignment: None selected

Building Relationships -‐ Enhance/promote the district’s positive visibility/exposure with the community at-‐large – increase community participation in CR activities/events.

Description: Increase community engagement.

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SAS Alignment: None selected

Action Steps:

Collect data on current student to student programs and determine level of student participation and the various communication methods of current programs.

Indicator of Implementation: School Counselors and Administrators Start Date: 7/2/2012 End Date: 6/30/2015 Program Area(s): Student Services Supported Strategies: • Building Relationships -‐ Enhance student to student support programs – analyze

current programs, determine additional needs.

Identify unified district themes for student-‐to-‐student programs. Indicator of Implementation: District Position Statement Start Date: 10/31/2012 End Date: 6/30/2015 Program Area(s): Supported Strategies: • Building Relationships -‐ Enhance student to student support programs – analyze


Determine needs for additional student-‐to-‐student programs based on the data.

Indicator of Implementation: Summary Report Start Date: 11/30/2012 End Date: 6/30/2015 Program Area(s): Supported Strategies: • Building Relationships -‐ Enhance student to student support programs – analyze


Determine a unified district approach that supports building specific programs

Indicator of Implementation: District Position Statement

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Start Date: 10/30/2012 End Date: 6/30/2015 Program Area(s): Supported Strategies: • Building Relationships -‐ Enhance student to student support programs – analyze


Collect baseline data on current exposure and programming by contacting cable provider and district manager

Indicator of Implementation: Data Analysis Report Start Date: 10/31/2012 End Date: 6/30/2015 Program Area(s): Supported Strategies: • Building Relationships -‐ Enhance/promote the district’s positive visibility/exposure

with the community at-‐large – Increase district’s visibility on cable access channel.

Establish method for communicating use of network to public Indicator of Implementation: Programming Document Start Date: 10/31/2012 End Date: 6/30/2015 Program Area(s): Supported Strategies: • Building Relationships -‐ Enhance/promote the district’s positive visibility/exposure


Create model/format for Cable Access Channel Indicator of Implementation: Programming Document/Calendar Start Date: 10/31/2012 End Date: 6/30/2015 Program Area(s): Supported Strategies: • Building Relationships -‐ Enhance/promote the district’s positive visibility/exposure


Launch new format Indicator of Implementation: Increased database of programs Start Date: 10/31/2012 End Date: 6/30/2015

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Program Area(s): Supported Strategies: • Building Relationships -‐ Enhance/promote the district’s positive visibility/exposure


Collect follow up data and analyze Indicator of Implementation: Data Report Start Date: 10/31/2012 End Date: 6/30/2015 Program Area(s): Supported Strategies: • Building Relationships -‐ Enhance/promote the district’s positive visibility/exposure


Establish list of community meetings and events for a calendar year and communicate CR purpose for participation

Indicator of Implementation: Calendar of Township and Community Meetings/Events Start Date: 10/31/2012 End Date: 6/30/2015 Program Area(s): Supported Strategies: • Building Relationships -‐ Enhance/promote the district’s positive visibility/exposure

with the community at-‐large – representation at civic and community meetings in order to establish reciprocal relationship.

Determine key message points and who will present/receive at various meetings

Indicator of Implementation: Good News District Reports Start Date: 10/31/2012 End Date: 6/30/2015 Program Area(s): Supported Strategies: • Building Relationships -‐ Enhance/promote the district’s positive visibility/exposure

with the community at-‐large – representation at civic and community meetings in order to establish reciprocal relationship

Establish method of reporting back to district

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Indicator of Implementation: Summary Reports Start Date: 10/31/2012 End Date: 6/30/2015 Program Area(s): Supported Strategies: • Building Relationships -‐ Enhance/promote the district’s positive visibility/exposure

with the community at-‐large – representation at civic and community meetings in order to establish reciprocal relationship

Establish baseline data for community attendance at key school/district events

Indicator of Implementation: Data Report Start Date: 10/31/2012 End Date: 6/30/2015 Program Area(s): Supported Strategies: • Building Relationships -‐ Enhance/promote the district’s positive visibility/exposure

with the community at-‐large – increase community participation in CR activities/events

Utilize/expand methods of communicating upcoming events to community Indicator of Implementation: Summary Report Start Date: 10/31/2012 End Date: 6/30/2015 Program Area(s): Supported Strategies: • Building Relationships -‐ Enhance/promote the district’s positive visibility/exposure

with the community at-‐large – increase community participation in CR activities/events

Collect data of community attendance at key events and analyze which methods proved most effective

Indicator of Implementation: Summary Report Start Date: 10/31/2012 End Date: 6/30/2015 Program Area(s): Supported Strategies:

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• Building Relationships -‐ Enhance/promote the district’s positive visibility/exposure with the community at-‐large – increase community participation in CR activities/events

Identify and analyze participation data of current staff development (teacher to teacher and paraprofessional support staff programs and administrator)

Indicator of Implementation: Data report of level of staff participation in various programs Start Date: 10/31/2012 End Date: 6/30/2015 Program Area(s): Professional Education Supported Strategies: • Building Relationships -‐ Expand/promote “professional to professional” support

programs to increase collaborative relationships and further professional growth

Analyze data and determine additional needs for focused comprehensive professional development (i.e. learning communities, coaching, etc.)

Indicator of Implementation: Analysis of data, identification of target areas for growth within disciplines Start Date: 10/31/2012 End Date: 6/30/2015 Program Area(s): Supported Strategies: • Building Relationships -‐ Expand/promote “professional to professional” support

programs to increase collaborative relationships and further professional growth

Expand professional development opportunities promote collaboration Indicator of Implementation: Data report of increased level of staff participation in various programs Start Date: 10/31/2012 End Date: 6/30/2015 Program Area(s): Supported Strategies: None selected

Goal #3: Technology Related Challenges: • Establish a district system that fully ensures consistent implementation of standards

aligned curricula across all schools for all students. Indicators of Effectiveness:

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Type: Formative Data Source: Data for technology will be gathered from staff, students and our community through formal and informal mean. Specific Targets: Continued integration of technology to improve learning.

Strategies:

Technology-‐Provide access for staff and students to more technology resources.

Description: Self-‐sufficiency -‐ By providing better training and resources, allow educators, administrators and students to better utilize existing technology and adapt quicker to new technology. Personal Commitment -‐ By providing the assistance in the classrooms, and better access to equipment, allow the educational staff to better explore how technology is being utilized by students outside of school, and learn to incorporate those processes into the educational process. Ticketing System -‐ Decrease in number of medium to low technical issues tickets. Budget -‐ Re-‐allocation of existing resources to provide additional funding for staff and equipment. SAS Alignment: Materials & Resources

Technology -‐ Build out technology infrastructure to provide a safe and secure operating environment, which embraces the concept of anyone being able to do anything, at any time, from anywhere.

Description: Show a reduction in the stress of resources from a 90% threshold to a 70% threshold. Students and teachers bring their own devices to school and are able to do what they need to in order to be successful. Savings -‐ By planning for a robust BYOD environment, will reduce the amount of technology required. Flexibility -‐ Provide the ability to utilize technology to support education without being limited by choice. SAS Alignment: Materials & Resources

Action Steps:

Increase access to equipment. Indicator of Implementation: Increase access to equipment. Current ratio of student to PC is 2.5:1 – however, this does not accurately reflect the actual availability of the technology when it is needed. Count increases in auditing use as well as actual inventory numbers. Start Date: 7/1/2013 End Date: 6/30/2015

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Program Area(s): Educational Technology Supported Strategies: • Technology-‐Provide access for staff and students to more technology resources.

Self-‐sufficiency and Personal Commitment

Provide focused full-‐time instructional technology support at all levels. Indicator of Implementation: Provide focused full-‐time instructional technology support at all levels. Develop a plan to increase instructional technology access and support at the elementary and secondary levels. Start Date: 7/1/2013 End Date: 6/30/2014 Program Area(s): Educational Technology Supported Strategies: • Technology-‐Provide access for staff and students to more technology resources.


Provide additional desktop/data support. Indicator of Implementation: Position approved and filled. Start Date: 7/1/2013 End Date: 6/30/2014 Program Area(s): Educational Technology Supported Strategies: • Technology-‐Provide access for staff and students to more technology resources.


Provide access to cloud based services such as Microsoft Office 365. Indicator of Implementation: Services are in place and operational. Start Date: 7/1/2013 End Date: 6/30/2014 Program Area(s): Educational Technology Supported Strategies: • Technology-‐Provide access for staff and students to more technology resources.


Wireless -‐ Provide a wireless access point in every other classroom. Indicator of Implementation: The number of access points will continue to grow each year as time and resources are placed into the improvement of our wireless access.

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Start Date: 7/1/2013 End Date: 6/30/2015 Program Area(s): Educational Technology Supported Strategies: • Technology -‐ Build out technology infrastructure to provide a safe and secure

operating environment, which embraces the concept of anyone being able to do anything, at any time, from anywhere.

Provide dynamic provisioning of equipment, to include integration of devices and allow self-‐remediation for patches, anti-‐virus updates and other essential technology functions.

Indicator of Implementation: Planning and implementation of a Bring Your Own Device policy and practice The implementation of software and hardware solutions to provide for automated process for technology functions. Start Date: 7/1/2013 End Date: 6/30/2015 Program Area(s): Educational Technology Supported Strategies: • Technology -‐ Build out technology infrastructure to provide a safe and secure


Security Audit -‐ Develop policy and process to provide regular audits of network security.

Indicator of Implementation: Regular audits and audit reports Start Date: 7/1/2013 End Date: 6/30/2015 Program Area(s): Educational Technology Supported Strategies: • Technology -‐ Build out technology infrastructure to provide a safe and secure


Blueprint for Excellence

Documents

Transcript of Blueprint for Excellence