gettysburg area sd...oct 18, 2018 · caring school community that enables all students to become...

Gettysburg Area SD

District Level Plan

07/01/2019 - 06/30/2022

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District Profile

Demographics

900 Biglerville Rd Gettysburg, PA 17325 (717)334-6254 Superintendent: Jason Perrin Director of Special Education: Kelly Dewees

Planning Process The Gettysburg Area School District utilized the Comprehensive Planning District Level Planning

Offline Guidance Tool to assist with the development of our District Plan. We recruited members for

the committee in accordance with the legislative requirements. The planning committee includes at

least six Teacher representatives (two elementary, two middle, two high school, and one special

education) chosen by the teachers; two education specialists chosen by education specialists; two

parents of children attending a school in the district appointed by the Board of School Directors; two

Local business representatives appointed by the district board; two community representatives

appointed by the district board, and two Administrative representatives chosen by the

administration. Dr. Christine Lay, Assistant Superintendent, led the process and involved the

department heads and other district employees to gather input for the plan via face-to-face meetings

and electronic communications, ie., emails, online surveys. Data was gathered during the first

semester and the committee met in early February to view the collected data. The committee

members viewed the plan and were afforded an opportunity to provide feedback regarding the data

and goals.

Mission Statement The Gettysburg Area School District, in partnership with the family and community, is

dedicated to excellence and committed to maximizing every student's opportunity to reach

their full potential for achievement. Our purpose is to provide a safe and healthy

environment in which all students can learn. We embrace our responsibility in developing a

caring school community that enables all students to become active and productive members

of our diverse and ever-changing global society.

Vision Statement

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Gettysburg Area School District provides a safe and caring learning environment where students

develop skills to learn in an ever changing world and accept responsibility to use these skills to

achieve and graduate ready to learn, work, serve, and succeed in today's world and in a world we

cannot yet define or imagine.

Shared Values These are the values we share as a Gettysburg learning community:

Reading, writing, math and sciences are the cornerstones for everything we do

Our schools provide a safe and caring environment

Graduates possess the skills, including creativity, and knowledge to be successful in a global

society

Good character is a fundamental aspect of student learning

Technology literacy is a core component of the educational process in order to successfully

function in an ever-changing world

Educational Community

The Gettysburg Area School District is a rural district encompassing 185 square miles comprised of the

Borough of Gettysburg, Cumberland Township, Franklin Township, Freedom Township, Highland

Township, and parts of Mt. Joy Township and StrabanTownship. The Gettysburg National Military Park,

Gettysburg College and The Lutheran Theological Seminary are within the school district. Gettysburg is

within easy access to metropolitan areas such as Washington, DC, Baltimore, MD, Harrisburg, PA and

York, PA. The district serves 2900 students in three K-5 elementary buildings (Franklin Township, James

Gettys, Lincoln), one 6-8 middle school (Gettysburg Area Middle School) and one 9-12 high school

(Gettysburg Area High School). The 405 Gettysburg Area School District employees include 246

instructional staff and 159 non-instructional staff.

Planning Committee

Name Role

Frank Flamini Administrator : Professional Education

Nancy Herb Administrator : Professional Education

Shelly Lappi Administrator : Professional Education Special

Education

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Christine Lay Administrator : Professional Education Special

Education

Jeremy Lusk Administrator : Professional Education

Jeremy Lusk Administrator : Professional Education

Matthew McFarland Administrator : Professional Education

Noah Stachelek Administrator : Special Education

Deb Bair Business Representative : Professional Education

Kim Wakefield Business Representative : Professional Education

Alisha Sanders Community Representative : Professional

Education

Jeffrey Williams Community Representative : Professional

Education Special Education

Sandy Weikert Ed Specialist - Nutrition Service Specialist :

Professional Education

Amanda Stanley Ed Specialist - School Psychologist : Special

Education

Christine Cooley Elementary School Teacher - Regular Education :


Beverly Bradnick Elementary School Teacher - Special Education :

Professional Education Special Education

Sam Donahue High School Teacher - Regular Education :


Shawn Godack High School Teacher - Regular Education :


Tiffany McCreary High School Teacher - Regular Education : Special

Education

Julie Myers High School Teacher - Regular Education :


Christina Godard High School Teacher - Special Education : Special

Education

Royce Stoner High School Teacher - Special Education : Special

Education

Shawn Waybrant High School Teacher - Special Education : Special

Education

Justin Klingler Middle School Teacher - Regular Education :


Leann Deardorff Middle School Teacher - Special Education :


Matthew Crowner Parent : Professional Education

Kate Goodnow Parent : Professional Education

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Shannon Jones Parent : Professional Education Special Education

Joyce Thomas Parent : Professional Education

Kelly Dewees Special Education Director/Specialist : Professional

Education Special Education

Brook Hollinger Student : Professional Education

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Core Foundations

Standards

Mapping and Alignment

Elementary Education-Primary Level

Standards Mapping Alignment

Arts and Humanities Developing Developing Career Education and Work Accomplished Accomplished

Civics and Government Needs

Improvement Needs

Improvement

PA Core Standards: English Language Arts Developing Developing

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

Developing Developing

PA Core Standards: Mathematics Accomplished Accomplished

Economics Needs

Improvement Needs

Improvement

Environment and Ecology Developing Developing

Family and Consumer Sciences Needs

Improvement Needs

Improvement

Geography Needs

Improvement Needs

Improvement

Health, Safety and Physical Education Developing Developing

History Needs

Improvement Needs

Improvement

Science and Technology and Engineering Education Developing Developing

Alternate Academic Content Standards for Math Non Existent Non Existent

Alternate Academic Content Standards for Reading Non Existent Non Existent

American School Counselor Association for Students Developing Developing

Early Childhood Education: Infant-Toddler⟶Second Grade


English Language Proficiency Developing Developing

Interpersonal Skills Developing Developing

School Climate Developing Developing

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

The content standards designated as Needs Improvement (NI) are areas that are not currently assessed as part of the PSSAs and therefore have not been a priority for the elementary curriculum writing teams. We do not have Alternative Academic Standards for Math and Reading as we expect all students to achieve the PA Core Standards.

Elementary Education-Intermediate Level

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Arts and Humanities Developing Developing Career Education and Work Accomplished Accomplished

Civics and Government Developing Developing



Developing Not answered

PA Core Standards: Mathematics Accomplished Accomplished

Economics Needs

Improvement Needs

Improvement


Family and Consumer Sciences Needs

Improvement Needs

Improvement

Geography Needs

Improvement Needs

Improvement


History Needs

Improvement Not answered









The content standards designated as Needs Improvement (NI) are areas that are not currently assessed as part of the PSSAs and therefore have not been a priority for the elementary curriculum writing teams. We do not have Alternative Academic Standards for Math and Reading as we expect all students to achieve the PA Core Standards.

Middle Level


Arts and Humanities Developing Developing Career Education and Work Developing Developing





PA Core Standards: Mathematics Developing Developing

Economics Developing Developing


Family and Consumer Sciences Developing Developing

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Geography Developing Developing


History Developing Developing








World Language Not answered Not answered


We do not have Alternative Academic Standards for Math and Reading as we expect all students to achieve the PA Core Standards.

High School Level


Arts and Humanities Developing Developing Career Education and Work Developing Developing





PA Core Standards: Mathematics Developing Developing

Economics Developing Developing


Family and Consumer Sciences Developing Developing

Geography Developing Developing


History Developing Developing








World Language Developing Developing


We do not have Alternative Academic Standards for Math and Reading as we expect all students to achieve the PA Core Standards.

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Adaptations


Checked answers

None.

Unchecked answers

None.


Checked answers

None.

Unchecked answers

None.

Middle Level

Checked answers

None.

Unchecked answers

None.

High School Level

Checked answers

None.

Unchecked answers

None.

Explanation for any standards checked:

This narrative is empty.

Curriculum

Planned Instruction


Curriculum Characteristics Status

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

Developing

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

Developing

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

Developing

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

Developing

Processes used to ensure Accomplishment:

Select teachers have been working to align curriculum with the new Pennsylvania Core Standards frameworks.

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

NA




Developing


Developing


Developing


Developing




NA

Middle Level



Developing


Developing

The relationship between the objectives of a planned course, Developing

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instructional unit or interdisciplinary studies and academic standards are identified.


Developing




NA

High School Level



Developing


Developing


Developing


Developing




NA

Modification and Accommodations

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

All teachers, special education teachers and specialist have been training in the

instructional and planning model, Learning Focused School. A key component of this

framework for curriculum development (curriculum maps and student learning maps) is

focused upon access for all learners. The key components include scaffolding instruction,

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semantic maps and previewing of the learning. Additionally, students with IEPs and/or ELL

needs are clustered and supported by Learning-support and/or reading support staff

during the core instructional block. These research-based instructional strategies allow all

students to access and master a rigorous standards aligned curriculum.

Instruction

Instructional Strategies

Checked Answers Formal classroom observations focused on instruction

Walkthroughs targeted on instruction

Annual Instructional evaluations

Unchecked Answers

Peer evaluation/coaching

Instructional Coaching

Regular Lesson Plan Review

Checked Answers Administrators

Unchecked Answers Building Supervisors

Department Supervisors

Instructional Coaches

Not Reviewed

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

GASD is implementing the Act 82 Educator Effectiveness as published in Section 1123 of the School Code.

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

GASD recently hired instructional coaches, effective with the 2018-2019 school year. In addition, the Department Heads do not observe or review lesson plans.

Responsiveness to Student Needs


Instructional Practices Status

Structured grouping practices are used to meet student needs. Full

Implementation

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

Full Implementation

Differentiated instruction is used to meet student needs.

Implemented in 50% or more of

district classrooms

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


district classrooms

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

RtII, cluster grouping, and flexible grouping are examples of instructional practices at the elementary level.



Structured grouping practices are used to meet student needs. Full

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

Full Implementation



district classrooms



district classrooms


RtII, cluster grouping, and flexible grouping are examples of instructional practices at the elementary level.

Middle Level


Structured grouping practices are used to meet student needs.


district classrooms



district classrooms



district classrooms

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High School Level


Structured grouping practices are used to meet student needs.


district classrooms



district classrooms



district classrooms



district classrooms



Recruitment

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

It is the intent of the Gettysburg Area School District to provide highly qualified, diverse professional staff to meet the changing needs of our student population. The Human Resource Department is constantly striving to advertise, recruit, and hire staff that are qualified and certified with the appropriate Pennsylvania Certification in the field they will be instructing. It is imperative to use various resources of recruiting, to include but not limited to, specialized publications such as PSBA School Leader News, Pennsylvania Association of School Business Officials monthly newsletter, etc., as well as local newspapers, college career centers, District website, and direct contact with student teacher advisors. School administrators work closely with the Human Resource Department in identifying the specific needs of each school when a position becomes available. It is the goal of the District to obtain staff that are 100% highly qualified and certified each school year. Extensive interviewing practices are used with a team of qualified administrators and



district classrooms

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Department Chairpersons included. It is our goal to possess and retain the most qualified staff possible to meet the needs of all students

Assessments

Local Graduation Requirements

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

Total Courses 28.00 28.00 28.00 English 4.00 4.00 4.00

Mathematics 3.50 3.50 3.50

Social Studies 4.00 4.00 4.00

Science 3.50 3.50 3.50

Physical Education 4.00 4.00 4.00

Health 4.00 4.00 4.00

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

3.00

3.00

3.00

Electives 6.00 6.00 6.00

Minimum % Grade Required for Credit (Numerical Answer)

65.00

65.00

655.00

Graduation Requirement Specifics

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

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

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

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

general policies) applies.

Locally approved and administered assessments, which shall be independently and

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

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

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

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

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

standards:

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

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

Environment and Ecology (Biology).

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

performance required to achieve proficiency comparable to that used for the

Keystone Exams.

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

graduation, except for those exempted by their individualized education

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

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

GIEP).

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

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

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

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

assessments submitted for validation shall be deemed valid until a new

validation is due to the Department.

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

independent validations of local assessments in consultation with the Local

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

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

meet the requirements of this subsection by an approved entity performing

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

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

independently validated, the Secretary will direct the school entity to

discontinue its use until the local assessment is approved through

independent validation by an approved entity.

Unchecked answers

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

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

Local Assessments

Standards WA TD NAT DA PSW Other

Arts and Humanities X X X X Career Education and Work X X X X X X

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Civics and Government X X

PA Core Standards: English Language Arts

X X X

X


X

X

X

X

PA Core Standards: Mathematics X X X X

Economics X X

Environment and Ecology X X X

Family and Consumer Sciences X X X

Geography X X

Health, Safety and Physical Education

X X

X

History X X X

Science and Technology and Engineering Education

X X

X

World Language X X X

Methods and Measures

Summative Assessments

Summative Assessments EEP EEI ML HS

PSSAs X X Keystone Exams X X

Benchmark Assessments

Benchmark Assessments EEP EEI ML HS

DIBELS Next X X DIBELS Math Early Release X X X

Core Literacy Program (Journeys) Assessments X X

Heggerty Phonemic Awareness X

Kidwriting X

Core Literacy Program (Journeys) Benchmark Writing Assessments

X

Formative Assessments

Formative Assessments EEP EEI ML HS

Everyday Mathematics Unit Assessments X X X Core Literacy Program (Journeys) Weekly Assessments

X X

Fundations Weekly Assessments X

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Diagnostic Assessments

Diagnostic Assessments EEP EEI ML HS

Classroom Diagnostic Tools (CDTs) X X X iREady Math and Reading X

95% Group X

Validation of Implemented Assessments

Validation Methods EEP EEI ML HS

External Review Intermediate Unit Review

LEA Administration Review X X X X

Building Supervisor Review X X X X

Department Supervisor Review X X X X

Professional Learning Community Review X

Instructional Coach Review

Teacher Peer Review X X X X

Provide brief explanation of your process for reviewing assessments.

GASD intends to implement validation methods as part of the Standards of Learning (SOL) for non-designated Keystone and PSSA courses. The process will be developed and implemented beginning in the 2014-15 school year.

Development and Validation of Local Assessments

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

GASD implemented validation methods as part of the Standards of Learning (SOL) for non-

designated Keystone and PSSA courses beginning in the 2014-15 school year.

Collection and Dissemination

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

Use of Performance Tracker, emetric, data teams, professional development hours,

Classroom Diagnostic Tests, PVAAS, leadership goals, Individual Action Plans, SMART Goals

Data Informed Instruction

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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.

DIBELS Next (three times a year for all grades) is used as an early indicator of student

performance in the area of reading. DIBELS Math Early Release is used as an early indicator

of students performance in the areas of math computation and math concepts. Core

Program Benchmark assessments) are used as a curriculum-based assessment to monitor

student performance on the content. DAZE (three times a year for grades 3-5) is used as a

tool to measure comprehension. Standard protocol interventions are available for Tiered

Intervention groups as prescribed by the data. Specialized staff, classroom teachers and/or

paraprofessionals that have benefited from professional development provide the

instruction to the students. On-going progress monitoring is conducted for students

identified for tiered interventions.

Assessment Data Uses

Assessment Data Uses EEP EEI ML HS

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

X

X

X

X

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

X

X

X

X

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

X

X

X

X

Instructional practices modified or adapted to increase student mastery.

X X X X

Provide brief explanation of the process for incorporating selected strategies.

Standard protocol interventions are available for Tiered Intervention groups as prescribed by the data. Specialized staff, classroom teachers and/or paraprofessionals that have benefited from professional development provide the instruction to the students.

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

NA

Distribution of Summative Assessment Results

Distribution Methods EEP EEI ML HS

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Course Planning Guides

Directing Public to the PDE & other Test-related Websites

X X X X

Individual Meetings X X X X

Letters to Parents/Guardians X X X X

Local Media Reports X X X X

Website X X X X

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

Mass Phone Calls/Emails/Letters

Newsletters X X X X

Press Releases X X X X

School Calendar X X X X

Student Handbook

Provide brief explanation of the process for incorporating selected strategies.

Selected strategies have proven to be the most effective methods to distribute information about summative assessments to the public.

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

Unselected strategies are either not in use in the GASD or not designed for the purpose of distributing information about summative assessments to the public. Some strategies are not published at a time that is conducive with sharing the results of the summative assessments. We prefer to share this information in a timely manner.

Safe and Supportive Schools

Assisting Struggling Schools

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

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

The GASD does not currently have any schools that do not meet the annual student

achievement targets. The elementary schools complete the Title I School-wide Plan in

the Comprehensive School Plans, via the resources provided by PDE annually. Schools

relying upon these support systems have had success making annual student achievement

targets the following school year. Continued growth in student achievement is

demonstrated by the use of a standards aligned curriculum, materials and resources that

support the curriculum, implementation of the curriculum with fidelity

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Programs, Strategies and Actions

Programs, Strategies and Actions EEP EEI ML HS

Biennially Updated and Executed Memorandum of Understanding with Local Law Enforcement

X X X X

School-wide Positive Behavioral Programs X X X X

Conflict Resolution or Dispute Management X

Peer Helper Programs X X

Safety and Violence Prevention Curricula X X X X

Student Codes of Conduct X X X X

Comprehensive School Safety and Violence Prevention Plans

X X X X

Purchase of Security-related Technology X X X X

Student, Staff and Visitor Identification Systems X X X X

Placement of School Resource Officers X X X X

Student Assistance Program Teams and Training X X X X

Counseling Services Available for all Students X X X X

Internet Web-based System for the Management of Student Discipline

X X X X

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


Screening, Evaluating and Programming for Gifted Students

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

The district's identification process has two distinct pathways. The first path to identification starts with a comprehensive child find process that utilizes universal screening data in literacy and math. This data is collected three times a year, September, January, and May. Students who perform at the 90th percentile or higher (or determined cut-offs for which local percentiles are not available) are identified by the grade level teams and appropriate instruction is planned for them at their instructional level in literacy, math, or both. Documentation is collected whenever enrichment or acceleration is provided. If the student's needs are being met through the on or above grade level instruction, the child's progress is monitored. If the grade level team determines that the child is in need of more intensive services, or a pace that is beyond the scope of what the grade/course level teacher can provide, then the grade level team can refer the student for the second level of screening. During the universal screening process, students who meet the established cut-offs in the minimum number of areas, are also further screened with a WASI-II as well as a teacher completed Gifted Checklist created from items on the Renzulli-Hartman scale. Students will earn points for where they place on the WASI-II and how their teachers rate them, this scale process will require a minimum of 4 points to move on to evaluation. All student data collected (from level 1 and 2 screening, as well as any documentation surrounding

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completion of differentiated work) will be reviewed by the district level data team. The district level team may review data from other students if there are suspected factors that may mask giftedness, in which case documentation of those factors must also be accessible for the team. From this level, Permission to Evaluate (PTE) is distributed to the parents and upon receipt of a signed PTE, the evaluation process is started. The school psychologist will begin the paperwork by opening a new Gifted Written Report and will conduct the psychological. Other members of the Gifted Multidisciplinary Evaluation (GMDE) Team will be notified that the file has begun so that information collected can be populated. Input from the parent, as well as the student as deemed appropriate, will be collected. Further information from teachers other than those surveyed during the second level of the screening may be necessary if the student exhibits strength in a particular content area. The classroom teacher (and literacy specialist if needed) will also establish the instructional grade level of the student in both literacy and math. During the process, all members of the team will be asked to consider factors that may mask giftedness and report those to the team. Once the report is completed the GMDE Team will meet to review it. If it is determined that the student's IQ indicates potential giftedness, and a review of the multiple criteria supports an identification, the team will consider if the student is in need of specially designed instruction. If it is determined that the student meets the criteria for identification, and exhibits a need for specially designed instruction beyond the scope of the general education setting, the team will conclude the report by making recommendations to the Gifted Individualized Education Plan in the academic strength area(s) of the student. It is important to note that the GMDE team will include the parents. If it is determined that the child is not gifted, or gifted and not in need of specially designed instruction, the team will review any current recommendations for instruction based on the student's academic need and be sure to communicate those recommendations to the appropriate teachers. The second pathway begins with a referral from a parent and the process begins with a PTE being distributed to the parents. Once the district is in receipt of the signed PTE, then the evaluation timeline starts and the Gifted Multi-Disciplinary Team has 60 days to collect the same information detailed above. Information from the Universal Screening layer can be added to the Gifted Written Report, but it is not necessary to complete the Gifted Screening Tool (WASI-II). As part of the evaluation process, the Renzulli-Hartman scales will be collected from the student’s teachers.

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

The district's identification process has two distinct pathways. The first path to identification starts with a comprehensive child find process that utilizes universal screening data in literacy and math. This data is collected three times a year, September, January, and May. Students who perform at the 90th percentile or higher (or determined cut-offs for which local percentiles are not available) are identified by the grade level teams and appropriate instruction is planned for them at their instructional level in literacy, math, or both. Documentation is collected whenever enrichment or acceleration is provided. If the student's needs are being met through the on or above grade level instruction, the child's progress is monitored. If the grade level team determines that the child is in need of more intensive services, or a pace that is beyond the scope of what the grade/course level teacher can provide, then the grade level team can refer the student for the second level of screening.

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

Input from the parent, as well as the student as deemed appropriate, will be collected. Further information from teachers other than those surveyed during the second level of the screening may be necessary if the student exhibits strength in a particular content area. The classroom teacher (and literacy specialist if needed) will also establish the instructional grade level of the student in both literacy and math. During the process, all members of the team will be asked to consider factors that may mask giftedness and report those to the team. Once the report is completed the GMDE Team will meet to review it. If it is determined that the student's IQ indicates potential giftedness, and a review of the multiple criteria supports an identification, the team will consider if the student is in need of specially designed instruction. If it is determined that the student meets the criteria for identification, and exhibits a need for specially designed instruction beyond the scope of the general education setting, the team will conclude the report by making recommendations to the Gifted Individualized Education Plan in the academic strength area(s) of the student. It is important to note that the GMDE team will include the parents. If it is determined that the child is not gifted, or gifted and not in need of specially designed instruction, the team will review any current recommendations for instruction based on the student's academic need and be sure to communicate those recommendations to the appropriate teachers.

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

GASD relies upon the MTSS system to prescribe the continuum of services. Once it’s been determined by the teacher through pre-assessment that the student has mastered unit concepts; differentiation might include a change in pace, content, task, or product. Other considerations at Tier I include:

Compacted Curriculum Units

Independent Learning Contracts

Activity Menus

Learning Centers

Differentiated Assignments (in lieu of classroom assignments)

Cluster Grouping

Flexible Grouping

Professional Development for general education teachers

If a student requires more intensive support, as evidenced by the data, Tier 2 could include:

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• Individualized change of pace, content, task or environment that might be outside of

the classroom

Acceleration in one content area while sustaining current grade level placement

Advanced course material typically one year above grade level

Advanced Skill group instruction

Support is in addition to differentiated instruction in Tier I

For a limited percentage of the population who require the most intensive support, Tier 3 could

look like this:

Individualized change of pace, content, task, or environment that may be outside of

grade level or even school depending on age of student

Acceleration in multiple classes

Advanced course material

In addition to differentiated instruction in Tier I at the grade level the student is

currently working at.

Developmental Services

Developmental Services EEP EEI ML HS

Academic Counseling X X X X Attendance Monitoring X X X X

Behavior Management Programs X X X X

Bullying Prevention X X X X

Career Awareness X X X X

Career Development/Planning X X X X

Coaching/Mentoring X X X X

Compliance with Health Requirements –i.e., Immunization

X X X X

Emergency and Disaster Preparedness X X X X

Guidance Curriculum X X X X

Health and Wellness Curriculum X X X X

Health Screenings X X X X

Individual Student Planning X X X X

Nutrition X X X X

Orientation/Transition X X X X

RTII/MTSS X X X

Wellness/Health Appraisal X X X X

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Explanation of developmental services:

NA

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

Small Group Counseling-Educational planning X X X X

Small Group Counseling-Personal and Social Development

X X X

Special Education Evaluation X X X X

Student Assistance Program X X X X

Explanation of diagnostic, intervention and referral services:

NA

Consultation and Coordination Services

Consultation and Coordination Services EEP EEI ML HS

Alternative Education X X X X Case and Care Management X X X X

Community Liaison X X X X

Community Services Coordination (Internal or External)

X X X X

Coordinate Plans X X X X

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

Home/Family Communication X X X X

Managing Chronic Health Problems X X X X

Managing IEP and 504 Plans X X X X

Referral to Community Agencies X X X X

Staff Development X X X X

Strengthening Relationships Between School Personnel, Parents and Communities

X X X X

System Support X X X X

26

Truancy Coordination X X X X

Explanation of consultation and coordination services:

NA

Communication of Educational Opportunities

Communication of Educational Opportunities EEP EEI ML HS

Course Planning Guides X X Directing Public to the PDE & Test-related Websites X X X X

Individual Meetings X X X X


Local Media Reports X X X X

Website X X X X

Meetings with Community, Families and Board of Directors

X X X X

Mass Phone Calls/Emails/Letters X X X X

Newsletters X X X X

Press Releases X X X X


Student Handbook X X X X

Communication of Student Health Needs

Communication of Student Health Needs EEP EEI ML HS

Individual Meetings X X X X Individual Screening Results X X X X


Website X X X X

Meetings with Community, Families and Board of Directors

X X X X

Newsletters X X X X


Student Handbook X X X X

Frequency of Communication

Elementary Education - Primary Level

Monthly

Elementary Education - Intermediate Level

Monthly

27

Middle Level

Monthly

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.

Initial collaboration comes with overall data review and discussion with grade level

teachers and support teachers. This information is then further reviewed by school-wide

data teams. A plan for interventions is developed by the data team. Intervention teachers

progress monitor and report to classroom teachers, data team, and parents regarding

progress of students. Twice a month grade level teachers meet with support teachers to

discuss and adjust intervention needs.

Community Coordination

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

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

Dr. Lay, the assistant superintendent, serves on the Adams County School

Readiness/Transition committee to assist with the transition from early learning childhood

care to the school setting. This committee meets biannually to discuss ways to build

partnerships with community agencies to ensure students enter the GASD ready to learn. A

major responsibility of this committee is to plan the annual Bridging the Gap

seminar. During this seminar agencies come together to collaboratively work on issues

impacting early learning and the transition to kindergarten. The GASD sends

representatives to the seminar to both share and receive information to assist us with

transition issues.

Additionally, elementary school administrators meet annually with our preschool center

directors to obtain information about the students' early learning experiences and possible

needs the students may have in advance of the school year. Head Start students spend a day

in the elementary classroom "Moving Up Day" to experience what the school year start will

be like.

28

After school programs are conducted in the elementary buildings for six weeks in the fall

and six weeks in the spring. These programs provide a wide variety of activities based on

student interests and community resources such as Wellspan, Gettysburg College, YWCA,

and PA Arts Council. Students in 3rd - 5th grades are given the opportunity to engage in

activities both on- and off-site.

Several tutoring programs are offered in each elementary building. Big Brothers and Big

Sisters of Adams County provide after school tutoring and mentoring once a week

throughout the school year. This program primarily focuses on at-risk students.

The middle school also operates an after-school tutoring program. Additional after school

enrichment opportunities. An eighth grade service learning program is supported by the

community.

The high school has several programs sponsored and supported by community

organizations. In an effort to recognize academic achievement for all students, the high

school has developed the STARS program which is underwritten by local organizations such

as Herff-Jones, Gettysburg Pediatrics, Harrisburg Area Community College, and the

Gettysburg Optimists. The high school also has service organizations sponsored by the

Kiwanis (Key Club). An annual college and career fair hosted at Gettysburg College and

regular college application open houses and events to assist families with the college

application process. The high school also supports an after-school tutoring program with

peer support provided by the National Honor Society. Community members support bi-

annual mock interviews, job-shadowing and work partnership internship experiences.

Preschool Agency Coordination

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

1. Address coordination activities designed to identify and serve children with

disabilities and the supports and accommodations available to ensure both physical and programmatic access.

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

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

Dr. Lay, the assistant superintendent, serves on the Adams County School

Readiness/Transition committee to assist with the transition from early learning childhood

care to the school setting. This committee meets biannually to discuss ways to build

partnerships with community agencies to ensure students enter the GASD ready to learn. A

major responsibility of this committee is to plan the annual Bridging the Gap seminar.

During this seminar agencies come together to collaboratively work on issues impacting

early learning and the transition to kindergarten. The GASD sends representatives to the

seminar to both share and receive information to assist with transition issues.

29

GASD is the host site for the Adams County Tech Prep Early Learning Center. This program

offers families in the Adams County area a low-tuition pre-kindergarten learning

opportunity. The pre-kindergarten program is conducted by the students in the early

childhood career pathway with oversight provided by the Family and Consumer Sciences

teacher. Dr. Lay is a member of the occupational advisory committee for the Early Learning

program and provide support to ensure a smooth transition from this early learning

program to the school setting.

Additionally, GASD hosts kindergarten registration annually in March to afford time for us

to plan for the students' arrival. Following registration, students are screened for

information regarding their learning readiness levels. This information assists local

building administrators with placing students in cluster groups within the general

education setting and to plan for possible interventions. Every effort is made to provide

early intervention in an attempt to prevent future learning difficulties.

Over the summer, school administrators, kindergarten teachers, and guidance counselors

conduct home visits to meet the incoming kindergarten students and their families at their

homes. This unique experience provides great insight regarding the student's background

and allows home-school connections to develop prior to launching the student's formal

learning years.

Materials and Resources

Description of Materials and Resources


Material and Resources Characteristics Status

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

Developing

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

Developing

Accessibility for students and teachers is effective and efficient Developing

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

Developing

Provide explanation for processes used to ensure Accomplishment.

The district consistently is reviewing current resources to align with the PA Core Standards based upon student outcomes (data).

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

NA


30



Developing


Developing



Developing


The district consistently is reviewing current resources to align with PA Core Standards based upon student outcomes (data).


NA

Middle Level



Developing


Developing



Developing


The district consistently is reviewing current resources to align with the PA Core Standards based upon student outcomes (data).


NA

High School Level



Developing


Developing


31


The district is consistently reviewing current resources to align with the PA Core Standards based upon student outcomes (data).


NA

SAS Incorporation


Standards Status

Arts and Humanities


district classrooms

Career Education and Work


district classrooms

Civics and Government


district classrooms



district classrooms



district classrooms

PA Core Standards: Mathematics


district classrooms

Economics


district classrooms

Environment and Ecology


district classrooms


Developing

32

Family and Consumer Sciences


district classrooms

Geography


district classrooms



district classrooms

History


district classrooms



district classrooms

Alternate Academic Content Standards for Math


district classrooms

Alternate Academic Content Standards for Reading


district classrooms

American School Counselor Association for Students


district classrooms

Early Childhood Education: Infant-Toddler First & Second Grade


district classrooms

English Language Proficiency


district classrooms

Interpersonal Skills


district classrooms

School Climate


district classrooms

Further explanation for columns selected:

33

The GASD has also relied upon other resources for the purposes of planning for student achievement.


Standards Status

Arts and Humanities


district classrooms



district classrooms



district classrooms



district classrooms



district classrooms



district classrooms

Economics


district classrooms



district classrooms



district classrooms

Geography


district classrooms



district classrooms

History Implemented in

34

50% or more of district

classrooms



district classrooms



district classrooms



district classrooms



district classrooms



district classrooms



district classrooms

School Climate


district classrooms

Further explanation for columns selected "


Middle Level

Standards Status

Arts and Humanities


district classrooms



district classrooms

Civics and Government Implemented in 50% or more of

district

35

classrooms



district classrooms



district classrooms



district classrooms

Economics


district classrooms



district classrooms



district classrooms

Geography


district classrooms



district classrooms

History


district classrooms



district classrooms



district classrooms



district classrooms

American School Counselor Association for Students Implemented in 50% or more of

36

district classrooms



district classrooms



district classrooms

School Climate


district classrooms

World Language


district classrooms



High School Level

Standards Status

Arts and Humanities


district classrooms



district classrooms



district classrooms



district classrooms



district classrooms



district classrooms

37

Economics


district classrooms



district classrooms



district classrooms

Geography


district classrooms



district classrooms

History


district classrooms



district classrooms



district classrooms



district classrooms



district classrooms



district classrooms



district classrooms

School Climate Implemented in 50% or more of

district

38

classrooms

World Language


district classrooms



Early Warning System

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

Not answered


Characteristics

District’s Professional Education Characteristics EEP EEI ML HS

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

X X X X

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

X

X

X

X

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

X

X

X

X

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

X

X

X

X

Empowers educators to work effectively with parents and community partners.

X X X X

District’s Professional Education Characteristics EEP EEI ML HS

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

X

X

X

X

39

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

X

X

X

X

Provides leaders with the ability to access and use

appropriate data to inform decision making. X X X X

Empowers leaders to create a culture of teaching and

learning, with an emphasis on learning. X X X X

Instructs the leader in managing resources for

effective results. X X X X

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

Gettysburg Area School District elementary schools have Title I School-wide plans in which parents are involved as part of the Title I requirements. Surveys are conducted after each professional development session in order to align training with teacher and staff needs. In addition, Gettysburg Area School District participates in the Adam's County Consortium for teacher and staff professional development in order to maximize offerings for our teachers and staff.


NA

Educator Discipline Act 126, 71

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

Questions

The LEA has conducted the required training on:

8/31/2018

The LEA plans to conduct the required training on approximately:

2/12/2018

8/18/2023

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

Questions

The LEA has conducted the training on:

2/15/2016

The LEA plans to conduct the training on approximately:

40

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

Questions

The LEA has conducted the training on:

10/11/2018

The LEA plans to conduct the training on approximately:

12/7/2018

Strategies Ensuring Fidelity

Checked answers

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

Using disaggregated student data to determine educators’ learning priorities. Professional Development activities are based upon detailed needs assessments that

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

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

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

An implementation evaluation is created, based upon specific expectations related to changes in teacher practice, which is used to validate the overall effectiveness of the professional development initiative.

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

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

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

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

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

Unchecked answers

None.


Professional development activities are approved based upon the alignment to school and district goals. Surveys are conducted to ensure that the professional development is based upon the needs of teachers and staff. School administrators conduct walk-through as well as monitor expectations for the implementing school and district initiatives. School and

10/11/2021

41

district administrators monitor implementation of professional development activities through the use of lesson plans, formal and informal observation, and walk-throughs. For non-certified staff such as nursing monitoring is done through compliance of specific Professional Development tasks such as CPR certification. Schools also align and monitor instruction based upon data during district-wide data days as well as during school team meetings.


NA

Induction Program

Checked answers

Inductees will know, understand and implement instructional practices validated by

the LEA as known to improve student achievement.

Inductees will assign challenging work to diverse student populations.

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

initiatives, practices, policies and procedures.

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

practices and procedures.

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

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

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

Inductees will effectively navigate the Standards Aligned System website.

Inductees will know and apply LEA endorsed classroom management strategies.

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

students in crisis.

Inductees will take advantage of opportunities to engage personally with other

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

Unchecked answers

None.


The Adams County Teacher Induction Program is planned and coordinated by a planning committee made up of one representative from each of the six Adams County School Districts. This Induction Committee plays an important role in the following:

42

1. Developing the Teacher Induction Plan,

2. Publishing a Teacher Induction Notebook for participants,

3. Designing and conducting joint teacher induction workshops and seminars, and

4. Recommending induction activities to be carried out at the district and building

level.

The Adams County Induction Program begins with a total of three days, with the first two

days focusing on the Learning Focused Schools framework. The remaining day focuses on

“Preparing for School,” which includes presentations on: the “Code of Conduct,” “Teacher

Effectiveness,” “Child Abuse,” and other topics determined to be a focus for that year. The

County Induction includes bi-monthly meetings with the following focused topics:

October (County-wide in-service day) - Day 3 of Learning Focused School

October - Diversity

December - Community Resources

February - Emerging Needs

April - Final Reflection

In addition to the county-wide meetings, all new teachers meet within their home districts

for additional training. The Adams County induction program helps teachers to more

effortlessly acclimate so that they may accomplish the overall goal of educating students.

The goals for the induction program are:

to acclimate new employees to the school district procedures and policies

to provide resources, a time and place to ask questions, solve problems, and voice

concerns

to provide proper support and training in relation to the position

to problem solve regarding stressors experienced by new teachers

to enhance and expand teacher strategies inside the classroom

These goals are accomplished through monthly meetings, classroom observations, and

carefully selected mentors.

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

incorporation.

NA

43

Needs of Inductees

Checked answers

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

identify needs.

Frequent observations of inductee instructional practice by supervisor to identify

needs.

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

identify needs.

Student PSSA data.

Standardized student assessment data other than the PSSA.

Classroom assessment data (Formative & Summative).

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

Review of inductee lesson plans.

Review of written reports summarizing instructional activity.

Submission of inductee portfolio.

Knowledge of successful research-based instructional models.

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

and second-year teacher interviews).

Unchecked answers

None.


The Adam's County Teacher Induction Program is planned and coordinated by a planning committee made up of one representative from each participating school entity. The Induction Consortium provides each inductee with a comprehensive manual focusing on Consortium and local goals based upon best practices. Seminars conducted under the auspices of the Adams County Teacher Induction Program are designed to address some of the general concerns faced by all beginning teachers. The seminars, scheduled throughout the school year, provide opportunities to meet and share first year experiences with beginning teachers from other schools and school entities. Specific needs of individual beginning teachers are assessed at the building level both formally and informally throughout the school year. At the Adams County Teacher Induction Program level, induction participants are asked to identify additional seminar topics at mid-year. These recommendations are used to develop an "Emerging Needs Seminar" to take place in the spring of the year.

44

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

NA

Mentor Characteristics

Checked answers

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

Potential mentors have similar certifications and assignments. Potential mentors must model continuous learning and reflection.

Potential mentors must have knowledge of LEA policies, procedures and resources. Potential mentors must have demonstrated ability to work effectively with students

and other adults.

Potential mentors must be willing to accept additional responsibility. Mentors must complete mentor training or have previous related experience (e.g.,

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

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

Unchecked answers

None.


The selection of mentors will be guided by the “Essential Qualities of a Mentor Teacher”: a. Knowledge and skills in the classroom. b. A commitment to the teaching profession and service to children. c. Instructional leadership. d. The ability to teach the district standards-based curriculum. e. The use of appropriate, effective problem-solving techniques. f. The use of a variety of instructional, classroom organizational, management and grouping techniques, g. The ability to convey enthusiasm for a subject to students. h. A willingness to give special attention to students requiring assistance. i. Success in fostering excellent student performance. j. The ability to give and receive constructive criticism. k. The ability to effectively communicate with colleagues, parents and students. l. Knowledge of policies and procedures within the specific school building. Further, the GASD will seek to recruit mentor teachers who: a. Are tenured. b. Hold an Instructional II Certificate. c. Have taught a minimum of two years with the school entity. d. Are recognized and respected by colleagues. e. Teach at the same grade level or in the same subject area as the beginning teacher. f. Are assigned to classrooms in close proximity to the beginning teacher.

45

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

NA

Induction Program Timeline

Topics Aug- Sep

Oct- Nov

Dec- Jan

Feb- Mar

Apr- May

Jun- Jul

Code of Professional Practice and Conduct for Educators

X

Assessments X X

Best Instructional Practices X X X X

Safe and Supportive Schools X X

Standards X X X

Curriculum X

Instruction X X

Accommodations and Adaptations for diverse learners

X

Data informed decision making X X

Materials and Resources for Instruction X

If necessary, provide further explanation.

NA

Monitoring and Evaluating the Induction Program

Identify the procedures for monitoring and evaluating the Induction program.

Each beginning teacher is expected to attend all Adams County workshops, seminars, local induction activities and building induction team meetings. In addition, beginning teachers must meet local expectations regarding peer visitations and maintain a log of induction activities’ that provides the documentary base for entries on the Teacher Induction Criteria for Completion Form. This form, which includes a record of attendance for all consortium seminars, district and building level meetings and peer visitations, must be signed by all members of the building-level induction team and then submitted to the school district office for verification of completion of the program. All courses are uploaded to the Act 48 System. The GASD will maintain records of those beginning teachers completing the induction process by:1) giving each beginning teacher completing the program certification of this accomplishment,2) placing a copy of the certification with the signed Teacher Induction Criteria for Completion Form in the teacher’s personnel file. Participants in each County Induction Seminar will be asked to evaluate the effectiveness with which it achieved its intended goals/objectives. Summaries of the responses to these instruments will be reviewed annually by the County Induction Council as a means of making recommendations for program improvement. In addition, induction participants may be surveyed on an

46

ongoing basis as well as at the end of the school year to determine the effectiveness of local level induction activities and the appropriateness of topics.

Recording Process

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

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

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

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

program.

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

Unchecked answers

A designated administrator receives, evaluates and archives all mentor records. Completion is verified by the LEA Chief Executive Officer on the Application for Level 2

Certification.

Special Education

Special Education Students

Total students identified: 424

Identification Method

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

The Gettysburg Area School District follows federal and state regulatory guidelines for

assessing students for specific learning disabilities. The district has a universal screening

process in the area of reading and mathematics that takes place three times per year for

students in grades kindergarten through fifth. For those students who are not meeting

benchmark grade-level indicators, research-based interventions are provided in order to

address the area of deficit through a multi-tiered system of support. For those students who

are receiving interventions, a strategic progress monitoring system is provided to measure

growth in the regular education curriculum. In kindergarten through twelfth, there is a set

time in each school day where support is provided through a RTII/MTSS model. At the

kindergarten through fifth grades, each grade has a set intervention period each school day

where in-class or pull-out interventions are provided dependent on the intensity the

student demonstrates a need to receive. At the Middle School, a resource period is

scheduled at the start of each school day for students to receive intervention support. High

school students have a resource period at the end of each day to receive teacher support.

47

The Gettysburg Area School District uses a Discrepancy Model in the initial evaluation of a

"thought to be" exceptional student for the identification of a specific learning disability

(SLD). The SLD identification for the Discrepancy Model is "...a process that examines

whether a student exhibits a pattern of strengths and weaknesses, relative to intellectual

ability as defined by a severe discrepancy between ability and achievement (Discrepancy

Model) or relative to age or grade."(§14.125[a][2][ii]).

The evaluation process is designed to assess the needs of the child and may consist of

developmental, educational, and psychological assessments in addition to a review of

intervention data and progress within the interventions. Evaluation data is gathered by

parents, teachers, specialists, professional support staff and related services providers.

Additional assessments and input is gathered through observations and rating scales to help

incorporate information regarding social-emotional functioning, executive functioning,

behavior, adaptive skills and memory.

The evaluation report brings together all information and findings concerning the

educational needs and strengths of the student. The evaluation report makes

recommendations as to whether the student is exceptional and makes suggestions

regarding an appropriate educational program. Eligibility recommendations are based on

the documentation of a severe discrepancy between cognitive ability and academic

achievement. The identification process for a Specific Learning Disability includes the

exclusionary factors of vision, hearing, or motor problems, emotional disturbance,

environmental, intellectual disability, socioeconomic status, lack of instruction, cultural

factors, inadequate rate of improvement or limited English proficiency. Team members have

an equal opportunity to provide information to the multidisciplinary team process, agree

or disagree with the recommendations and submit a dissenting opinion to be included

in the multidisciplinary team evaluation report. The multidisciplinary team forwards the

results of the evaluation report to the individual educational planning team and the

Individual Educational Program (IEP) is developed to provide instructional goals, specially

designed instruction and the related services as outlined in the evaluation report in

accordance with the student's educational placement.

The GASD utilizes the discrepancy model for identifying students with learning disabilities.

The district’s K-5 buildings utilize a tiered intervention system for students not meeting

benchmark. Data teams in each K-5 building consider a child’s response to research-based

interventions that have been implemented over time with fidelity. Progress monitoring

data utilizes a goal that is based on rate of improvement and takes into account if the rate of

improvement is sufficient to close the gap between current progress and grade level

expectations. This information is utilized to determine appropriate referrals for evaluation

of a possible specific learning disability.

While interventions for reading begin in the classroom with the classroom teacher, those

students who are in need of a more intensive intervention receive one appropriate to their

needs through flexible grouping or during time allotted for direct instruction in the specific

48

skill deficit. Students in need of a particular intervention that cannot be met in the above

mentioned formats receives additional intensive intervention specific to their needs. When

the need for intervention goes beyond the regular classroom, reading teachers, special

education teachers, and paraprofessionals assist in delivering the needed intervention.

The process for determining what intervention a student needs and what level of intensity

is determined by building level data teams and grade level teams. Building level teams

consist of the principal, school psychologist, special education teachers, and reading

specialists and sometimes guidance. In all of the elementary buildings, benchmark

assessments are administered three times per year. After benchmark assessments have

been completed, building level data teams meet to analyze the data and determine which

students are in need of an intervention and what specific intervention they may need.

These recommendations are shared with grade level teams (who work with a liaison from

the building level data team) to determine a grade level action plan or goal to assist all

students. Based on the area of need, students are recommended for additional support

through Tier 2, or Tier 3 interventions. Progress monitoring data is collected for students at

each Tier: Tier 2 progress monitoring is completed every other week and Tier 3 progress

monitoring is collected weekly at a minimum. Goals are set for students within an

intervention based on ROI—rate of improvement. Progress within the intervention is

monitored (typically 6-8 data points) and recommendations for movement within the Tier

system are based on a student’s progress or lack of progress. Students who have not shown

progress within a Tier 3 intervention (that has been implemented with fidelity) may be

recommended for further assessment to determine eligibility and need for specially

designed instruction.

Teams exist at the K-12 level to act as the vehicle that gathers data on a particular student and

recommend interventions. If a student is experiencing difficulty in the classroom academically,

behaviorally, and/or socially, the classroom teacher or interventionist will implement

adaptations or strategies to address the difficulty the student is experiencing. The teacher

documents and progress monitors the student’s progress or lack of progress. If the student is

not making progress, the teacher/interventionist presents the data and refers the student to the

building level team. At the K-5 level the principal, reading specialists, special education teacher,

school counselor, school psychologist and speech clinician make up the team. At the middle

school level (6-8) the students are placed on teams and the process is called CPS,

collaborative problem solving and the team of teachers, guidance counselor, principal or

assistant principal and the student meet during common planning time to discuss a student who

has been referred to CPS. The make-up of the 9-12 teams are the student's teachers, special

education department chair, grade level principal, and guidance counselor. The teams on each

level review the teacher's data and may suggest additional time for the strategies that are being

used, suggest additional or other strategies or additional support for the classroom

teacher. The elementary and middle school teams reconvene weekly to assess the progress or

lack of progress the student is making. The high school team does not have a process and uses a

child study team meeting as a referral process. If the student has not made progress, the teams

at the K-8 level make a recommendation to proceed to multidisciplinary evaluation. In the

49

above mentioned system for referral questions that continue to exist include the duration of a

given intervention and the number of research-based interventions prior to referral.

Enrollment

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

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

Not significantly disproportionate.

Non-Resident Students Oversight

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

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

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

As the host district for Hoffman Homes, GASD is responsible for providing the Hoffman

Homes student with an appropriate special education program and staff whose training is

consistent with IDEA and Chapter 14. Regarding educational placement decisions, GASD, as

the LEA, Hoffman Academy (PAL school), and the parent discuss and consider a full

continuum of educational placement options to determine the least restrictive environment

for each student. The team first considers a regular education placement with the full range

of supplementary aids and services in the district. Next, the team discusses and determines

the appropriate type and level of support for the special education student at Hoffman. The

final educational placement decision for a student with an IEP is made on an individual

basis and by the IEP team which includes input from parents, home district and GASD. GASD

will place a student in a regular or special education program in a regular public school

unless a court order requires that the student be educated at the residential facility; a

current IEP and NOREP requires a full-time emotional support placement, the student is

currently expelled from their last educational placement due to a weapons offense; or if the

student is deemed unsafe by the treating psychiatrist to attend public school. Placements

are in accordance with IDEA and federal and state disciplinary protections referenced in the

BEC’s on Alternative Education for Disruptive Youth and Enrollment of Students. For

students requiring full-time special education placement in ES, the educational

component is provided by Hoffman Academy. GASD with Hoffman Academy make

decisions regarding the goals, programming, and educational placement for each student.

The student’s resident school district is kept informed regarding the student’s educational

plans. No barriers exist which limit the district in meeting the obligations under 1306.

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

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Incarcerated Students Oversight

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

Gettysburg Area School District, in cooperation with the Adams County Prison and the

Lincoln Intermediate Unit 12 provides ongoing services for all incarcerated students who

are or may be eligible for special educational services to ensure that they are offered a free

and appropriate public education. The district provides support for procedures that are

established in the facility by the Lincoln intermediate unit staff to identify anyone eligible

for special education services. Students may be evaluated while incarcerated if there is a

reason to believe the youth may be disabled and in need of specially designed instruction.

Students who may be eligible for special education are located, identified, and evaluated.

Those students already identified are provided re-evaluation services, psychological

services and counseling services as needed. LIU procedures are established and followed in

order to notify school districts when school age youth enter the facilities. Students are

eligible for a diploma when the home school district superintendent with the high school

principal determines that the work completed by the student meets the school district

criteria for graduation.

Least Restrictive Environment

1. Describe the District procedures, which ensure that, to the maximum extent

appropriate, children with disabilities, including those in private institutions, are educated with non-disabled children, and that removal from the regular education environment only occurs when education in that setting with supplementary aids and services, cannot be achieved satisfactorily.

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

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

Least Restrictive Environment 34 CFR §300.114

Ensuring Maximum Integration

1. Gettysburg Area School District provides a continuum of service options for students with

disabilities. To ensure that students with disabilities are educated with non-disabled peers

to the greatest extent possible the continuum of services begins with total inclusion of

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students into regular education classes in the district with supplementary aids and services.

Co-teaching is in place on the primary and secondary levels. In addition, the learning

support program utilizes paraprofessionals in the regular classroom environment to

provide the supplementary aids and services necessary to ensure that all the identified

students are receiving instruction in the least restrictive environment. Due to significant

skill deficits in reading, some students who are well below grade level in reading at the high

school level are offered replacement English in grades 9-12. The curriculum in the

replacement class is based on PA Common Core, but is delivered at a pace that is

commensurate with the students' abilities. These students cannot access their grade level’s

regular education classroom in English even with supplementary aids and services, but with

curricular modifications and the necessary support, they are able to access the regular

education classes in other subject areas, such as social studies and science. Targeting the

five big areas of reading for all students including our special needs students who are below

proficient is an attempt to ensure that students identified with a disability make adequate

progress.

In the special education program interventions, such as Early Reading Intervention (ERI),

are used in kindergarten and first grade to intervene with all students who exhibit deficits in

phonemic awareness. In grades K-3, all students participate in the Fundations program as part

of the core curriculum. In addition to receiving Fundations in the core, students who are

struggling can receive additional Fundations intervention or a replacement Fundations program

at a lower level. Other scientifically evidence based programs, such as the Wilson Reading

System, can be delivered targeting students (grade 3 and above) who have serious deficits in

phonemic awareness and phonics skills. Other interventions available include: Horizons,

Corrective Reading, PASP, Rewards. Fluency is addressed in grades K-6 in the special

education programs through the Read Naturally program, Great Leaps, or Six-minute

Solution which is delivered by both special education teachers and Para educators. For

students who have deficits in comprehension SOAR to SUCCESS is offered as an intervention

program. The READ 180 program, by Scholastic, was implemented in 2010 for the 6-12

special education students and those regular education students who need an intervention

for comprehension. Students attend READ 180 classes based on the results of the SRI

screener and their lexile levels. SYSTEMS 44, a program by Scholastic is available at the

middle school for students with lexile levels less than 300 and based on SPI (phonics

inventory) results. Everyday Math is taught in all regular K-6 grades and is supported

through co-teaching and guided math groups for students with disabilities. Four weeks of

summer school is offered to students performing below proficient especially targeting the

special education population, in order to address their reading and math deficits, as well as a

preview to support their grade level core math and reading curriculum program.

Secondary transition services in the special education program also help to ensure that

students with disabilities are educated with non-disabled students by providing on-site job

programs, agency assistance, vocational classes and access to Junior ROTC. The high school

special education teachers participate in the Adams County Transition Council. They

organize and coordinate the vocational services with the Office of Vocational Rehabilitation

and junior students with special needs. The district's guidance counselors are actively

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involved with the transition component of the IEP and work with the teachers to assist the

special needs students. The district offers tech prep programs in Culinary Arts, Building

Trades, Allied Health, Law Enforcement/Police Science, Diesel Mechanics, and Early

Learning. They also offer a program of study in Agriculture. The tech prep teachers

participate in the IEP team planning and meetings for the special needs students who attend

the vocational programs. The district also has a Junior ROTC program which supports the

special needs students who join the program. Gettysburg High School students with

IEPs have been participating in the PAS program offered through Harrisburg Community

College (HACC), Gettysburg campus and the Office of Rehabilitation (OVR). Promoting

Academic Success or (PAS) is a course designed to provide special education students an

opportunity to earn a college credit and introduce the rigor and expectations of post-

secondary education. The secondary special education teachers participate in on-going

transition training for Indicators 13 and 14 through PaTTAN.

The continuum of services is further enhanced with Lincoln Intermediate classes for those

students who cannot access the regular education curriculum. Students whose needs go

beyond what can be offered in the regular education classes with supplementary aids and

services attend IU operated classes contracted by the school district. In these settings,

disabled peers are educated with non-disabled peers to the greatest extent possible. Some

students in IU classes are supported with paraprofessionals or personal care assistants who

accompany them to the regular education classes when appropriate. Vocational and job

training sites are also available through IU programs, such as the LIU#12 York Learning

Center, on-site locations at the local Outlet Center and other locations.

In keeping with the former state initiative “Include Me from the Start”, the district has

included Kindergarten students with Intellectually Disability and Autism and in Learning

Support settings using the support of paraprofessionals, IU behavioral consultants, and

providing professional development to regular education and Learning Support teachers.

GASD students whose needs cannot be met in regular education or special IU classes

with supplementary aids and services are those students who have been recommended for

residential, partial or special programs. The district contracts with the facility or IU to

deliver the educational component while the student is not in the regular education setting.

Ultimately a transition plan can be implemented when the student is able to return to public

school.

2.

The district first began discussing Response to Instruction and Intervention

in 2006-07. Many aspects of RtII were put into place between 2008 and 2011. The RtII

initiative blossomed in 2011 at the elementary level with the goal of developing a well-

integrated system to connect general education curriculum, reading and Title I services, and

special education services. Each elementary building created a data team to include special

education teachers, reading specialists, gifted teachers, ELL teachers, school psychologist,

guidance counselor and principal. The following RtII components exist at GASD:

Reading: aligned to standards and is research based-delivered with fidelity

(Common Core Training- last spring and summer)

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Universal screening K-5 (DIBELSNext)- administered by trained staff

Universal Screening K-5 (DIBELSMath)- administered by trained staff

Differentiated instruction at Tier 1—Core curriculum—co-teaching

• Research based tiered interventions (tier 2 and 3)- training on-going and on as-

needed basis

Progress monitoring in reading (DIBELS and Aimsweb)—students performing

below benchmark—can be weekly, bi-weekly, monthly—use to see if student is

responding to intervention (Aimsweb training offered in February)

90 minute reading block for all students

Regular data team meetings to review benchmark and progress monitoring data

(data based decision making) for Tier movement

Grade level action plans (SMART goals) –collaboration between general education

teachers and specialists

Continuum of interventions (5 areas of reading)

30 minutes of intervention time for reading

Math= 60+ uninterrupted minutes per day, push in and pull out interventions

Math core curriculum is aligned to PA common Core standards and delivered with

fidelity

Parents are informed about tiered instruction through Title 1 overview, informational

letters about interventions, quarterly report cards and progress monitoring updates.

Franklin Township Elementary consulted with LIU and participated in RtII training

throughout school year 2011-2012. Professional development is ongoing and job-

embedded through collaborative discussions, meetings, summer training offerings, and

through other opportunities offered by PATTAN, LIU, and PDE.

The high school athletic department offers Allied Sports teams in three disciplines, golf, bowling and track & field. Students with disabilities are partnered with mentor athletes who participate side by side. Varsity status is recognized and honored. Participation rates continue to increase, especially in bowling. This is modeled after the Howard County (MD) Allied Sports program, which differs somewhat from Special Olympics Unified Sports. 3. Refer to and discuss the SPP (state performance plan) and district indicator 5

percentages

According to the most recent Special Education Data Report 2015-16, Gettysburg Area School District has

exceeded the state average for SE Student Educated inside the Regular Class 80% or more with 71.9% an

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increase from 66.3% at the onset of this plan. This indicator has improved and held above the state rate

over the last five reporting years.

Year SE inside

regular

classroom 80%

Less than 40% SE Other

settings

2015-16 71.8 13.0 7.2

2014-15 72.8 8.9 7.4

2013-14 70.1 10.9 8.1

2012-13 66.3 10.3 6.6

2011-12 66.6 7.6 5.1

2010-11 56.7 (did not

meet)

7.7 19.2

The district has successfully included students with autism in the regular education classroom, as well as

kindergartners with ID in the learning support setting through the use of supplementary aids and services

such as personal care assistants and learning support. The district Learning Support teachers have

embraced inclusion to the maximum extent possible. The high school students in LIU classes for Life Skills

and Autistic Support participate in numerous community and school related opportunities.

The district Data Report for 2015-16 indicates an above average rate of 13.0% for special

education students inside the Regular Class <40%. This number is higher than the previous

year. The District entered into a Corrective Action Plan to address LREJanuary 2016. The

plan was successfully closed in June 2017. Actions included closely monitoring the accuracy

of LRE calculations using the PaTTAN provided annotated IEP and Calculation guide.

Programs operated by the LIU #12 as transition placements for 18+ year olds were

inaccurately calculating % of time in community as "Outside Regular Education". Students

in SE in Other Settings (placements outside the public school) has decreased since 2013-14

but still exceeds the state average. Work continues in this area by addressing student

progress and returning them to the least restrictive environment as they make gains. The

area of mental health continues to be a barrier for many of these students who are educated

in full time placements outside the public school. Additionally students entering the district

from other districts or from out of state with significant needs addressed in current IEPs

must be placed appropriately even if that means outside the public school setting. In 2016-

17, the number of Instruction Conducted in the Home doubled (form 2 to 4) while student

in Public Separate Facilities decrease by one third (21-13)

The most difficult students to place are often identified as having significant mental health

concerns in combination with an identified disability. Several students have been placed in

Residential Treatment Facilities (RTF), Partial Hospitalization Programs (PHP) or Inpatient

Hospitalizations (all outside our county) and upon discharge it is determined not to be

appropriate to return to their previous special education class or placement. The district

participates in discharge planning meetings, IEP meetings, periodic updates and

Reauthorization / Review meetings to ensure that the student’s needs will be met in the

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proposed placement. Finding appropriate placement options for our students with severe

mental health and behavioral issues in a nearby or neighboring county is difficult. While we

have options in Fair Share classes for children with multi-disabilities through the LIU#12,

there are students who require more support than is available. The district works closely

with the county office of MH/IDD; however our local County Child and Adolescent Service

System Program (CASSP) has been terminated in Adams County.

Behavior Support Services

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

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

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

The Gettysburg Area School District Policy 113 (Special Education) and Administrative

Guidelines 113.2 (Behavior Support: Restraint Procedure) supports the use of positive,

rather than negative, measures for behavior support programs and provides for the use of

restraint as a last resort. The use of Positive School Wide Behavior Support is present in all

district buildings. A Functional Behavior Assessment is conducted for Special Education

students who are in need of additional (Tier 3) behavior support. Teachers, guidance

counselors and aides are trained in the use of de-escalation techniques so that the use of

restraints is only used as of last resort. Positive Behavior Support Plans incorporate the use

of teaching replacement behaviors and skills to children with disabilities and include

progressive consequences as needed. Functional Behavior Assessment and Individual positive

behavior support plans are developed and implemented for students who have demonstrated a need and

whose behaviors interfere with academic progress.

The district has put into place the foundation and belief that school-wide positive behavior supports can

and do reduce discipline incidents, increase school attendance and address the needs of many children in a

more systematic approach. The Gettysburg Area High School was the first district school to receive training

in School-wide Positive Behavior Support (SWPBS) at the LIU. Topics include reinforcing the expectations

of the high school, promoting diversity, equality, bullying prevention, dedication, perseverance.

Gettysburg Area Middle School was the next school trained in SWPBS in 2014-15. Core team members

have studied the SWPBS program at the high school and are implementing many of the same concepts and

lessons, geared to younger teens.

Each elementary school has implemented a school-wide positive behavior support plan to reinforce school

rules and reward positive behavior. These buildings have not received formal training in SWPBS, but have

many of the core components of RtII for behavior in place, such as:

School-wide universal screening (SRSS) by guidance counselor to identify students in need of

behavior support (see below for explanation)

Small groups of students are created by guidance counselor to address student needs (Tier 2/3)

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Guidance Counselor whole class lessons on character traits (6 pillars-character counts)—Tier 1

Faculty and Staff nominate students for good character

Each elementary school has developed school wide rules and positive reward system.

Typical behavior management strategies, using such tools as behavior cards, picture

schedules and other strategies designed by the child’s teacher, guidance counselor and /or

psychologist address students whose needs can be met at the Tier 1or Tier 2 level. A

Functional Behavior Assessment is conducted for children who do not respond to typical

behavior management strategies. The data informs the team who will develop a Positive

Behavior Support Plan.

The Bullying Prevention Program, which has been incorporated into the Middle School

SWPBS, educates middle school students on avoiding bullying behaviors and learning how

to properly respond in a bullying situation as both a victim and bystander. The SWPBS

Committee compiles data of reported disciplinary infractions including bullying incidents,

sorted by gender, grade, location and type of incident. They also ensure that school staff,

students, and parents are familiar with and actively engaged in activities surrounding

bullying prevention.

At the elementary level, bullying prevention efforts are school-wide and are addressed

through classroom lessons, small groups, and individually. Elementary students are taught

how to identify bullying behaviors and they learn useful strategies on how to cope with

these types of behaviors. Students who engage in bullying behaviors learn problem solving

skills and more positive ways of interacting with peers. These efforts help students feel

comfortable and safe in school.

One way the identification and progress monitoring of students' behavioral health concerns

is accomplished is through the use of a universal screener called Student Risk Screening

Scale (SRSS). The SRSS allows teachers to rate students' behaviors in several domains three

times throughout the academic year and the results help guide interventions and supports

to be provided to students who are identified as being at risk. Students at highest risk are

placed into age/grade based small groups and meet once per cycle to address deficient

skills.

Individual developmental counseling sessions can satisfy the particular needs of children,

which may appear as they develop and grow. Concerns appropriately addressed by

individual counseling may include peer-related difficulties, academic problems, decision

making, and problem solving skills. Behavioral concerns are often addressed, as school

counselor’s guide and encourage students to reflect on feelings and behavior patterns.

Working together with the student, counselors offer insight and support to help students

manage feelings and emotions in a healthy manner.

The virtues of Respect, Responsibility, Caring, Fairness, Trustworthiness, and Citizenship

are the key ingredients of the K-5 Character Education Program. The intent of this program

is to supplement the home environment and encourage these traits to stress the importance

of a positive life style and making good choices. Through school wide themes and

classroom lessons these character traits are taught and reinforced so students have an

understanding of the meaning and importance of good character.

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2. De-Escalation Techniques

The district utilizes Crisis Prevention Institute (CPI)

as a non-violent crisis intervention training program for de-escalation techniques and

responses to behaviors. CPI is a 2-day training program focusing on the safe management of

disruptive and assaultive behavior founded on the philosophy of providing for the best

possible care, welfare, safety, and security of everyone involved. This program provides

school personnel with the skills and strategies for safely managing assaultive and disruptive

behavior. This highly interactive, reality-based training includes demonstration, role-plays,

and practice, and ensures that participants learn and understand program concepts. CPI

trained staff are able to organize their thoughts about how to respond to agitated,

disruptive or assaultive individuals and know when it is appropriate to physically intervene.

The district offers refresher training each year to previously CPI certified staff through

formal staff development, small groups/teams or at faculty meetings.

Additionally, the district developed and implemented a Threat Assessment Protocol in

2013-2014. The process includes a core threat assessment team that conducts the

assessment. If further evaluation is needed the school psychologist has available various

standardized threat assessments for children and adolescents.

The Student Assistance Programs operate at each district building including all three

elementary schools. SAP is a student-centered approach that identifies barriers to academic

success, and addresses emotional and behavioral issues that interfere with student success.

The SAP teams collect information and make recommendations for interventions. This

takes place within a system of school based support, referral and after-care monitoring. The

Student Assistant Programs are coordinated through the guidance counselors and include

the Principal and other staff as appropriate.

Peer Mediation is a voluntary, problem solving process used in all three elementary schools,

where students are specially trained to help other students talk about their conflicts and

find positive ways to resolve them. Peer Mediators learn about conflict, the mediation

process, and problem solving steps. They learn and practice skills necessary to become an

effective mediator, under the supervision of the school counselor. Fourth and fifth grade

students are eligible to become mediators.

Any GASD students who appear depressed or angry or are referred by school staff, parent

or other student can be evaluated by their counselor for suicide risk and ideation. If the

student is deemed to be at-risk the counselor will contact Adams County Crisis. The student

can meet with the Crisis counselor at the school or a parent can take the student to the

Emergency Room for an evaluation. There is a walk in center in Hanover as well if parents

cannot afford the ER visit. Parents are notified either way. Counselors receive training

through the local LIU and through other resources throughout the year.

Warrior Academy is a transition program for students coming into 9th grade. It is open to

students who are at-risk for failure and/or dropping out due to poor grades, poor

attendance, and/or behavioral problems during their 8th grade year. The students enrolled

in the program have their 4 core classes with the same four teachers who have a common

planning time. The class size is a maximum of 15 students. The core classes run on an A/B

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schedule and meet all year as opposed to the current high school schedule of a 4x4 block.

The other two courses in which the students are enrolled are on the block schedule for

Mods 3, 4 and 5. Warrior Academy students are involved in Student Led Conferences in

which they present their portfolio to their parent(s) on their goals, attendance, academics

and behavioral progress once a year. Warrior Academy also provides opportunities to

develop self- esteem, team building and problem solving including but not limited to high

and low rope courses and programs with the JROTC program.

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.

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

Ensuring FAPE to students identified as having significant emotional disturbances and in need of

full time educational placements is an ongoing concern for the GASD and has been a concern for

neighboring district in Adams County. Contracting services from IU #12 has provided part-time

and full-time educational placements. However, the availability of therapeutic emotional support

placements continues to present a challenge for the district and the IU. The mental health of the

special education student who has significant emotional issues and presents a danger to

themselves or others proves to be the most challenging for the district. Hospitalization or a partial

therapeutic setting is often the recommendation. But, there are students who need an

educational program with an intensive therapeutic component that is not there in the continuum of

services of emotional support programs, a partial or hospitalization. It is these students who are

hard to place. Finding appropriate placement options for these students with severe mental

health and behavioral issues is difficult due to the gaps in the mental health services in our county

and the lack of a facility that can address their needs.

Multiple-disabilities also present a difficult challenge in fulfilling transition requirements.

IU#12 provides excellent programs for the multi disabled student utilizing job-site placements. In

the past our district has had several multi disabled students who needed the option of a group

home, but the availability of group homes is non-existent in Adams County and crowded in

neighboring districts.

Students with autism are successfully included in regular education classrooms with itinerant or

supplemental speech or learning support services. The district IU Speech Language Specialists

assigned to our district also provide support to regular classroom teachers and learning support

teachers with strategies to be used in the classroom and with social skills training and groups.

The district now has four LIU contracted autistic support fair share classrooms at every level,

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primary and intermediate elementary, middle and high school for student who require more

support.

The district has previously utilized the services of the Adams County Child and Adolescent

Service System Program (CASSP) until it was terminated in Adams County. Agency involvement

with MH/IDD, mental health providers such as PA Counseling, TrueNorth and Youth Advocate

Program continue to occur. The high school learning support teachers work closely with Office of

Vocational Rehabilitation (OVR) when designing the transition plans for identified students.

The District is looking to expand services for students in learning support who require a high level

of supplemental and/or full-time support. Currently the GASD contracts with the LIU to provide

intensive learning support services at all three levels, elementary, middle and high school. In

looking forward, the goal is to reduce the need for LIU support starting at the elementary level

through the addition of staffing and programming. Over the course of the plan the goal is to add

this level of support at the middle school too. This request for both elementary and middle

school was made for the start of the 2018-19 school year, pending Board Budget Approval.

Strengths and Highlights

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

The strengths and highlights of the Gettysburg Area School District special education

programs and services are strongly intertwined with district-wide strengths and initiatives.

ELA Curriculum and program:

The District has a very strong ELA/reading programs for our elementary students and

access to research-based reading interventions across the K-12 continuum.

Fundations, from the Wilson Program is used with ALL K-3 students as a part of the core

program. Special education students also have access to numerous interventions including

the Wilson Program and Fundations for those students who have serious below grade level

deficits in phonemic awareness and phonics skills. Other reading programs used at the

elementary level are Rewards, Quick Reads and Journeys from the district adopted reading

program, Houghton-Mifflin. At the secondary level, READ 180 is used for the 6-12 special

education students and those regular education students who need an intervention for

comprehension. Students attend READ 180 classes based on their lexile levels at the middle

school and the high school. SYSTEMS 44 is provided to those students who are still in need

of phonics skills at the upper grades. Exceptional growth rates are noted for our high school

Read 180 students.

Supports Beyond School Day:

District operated summer school is offered to K-5 students performing below proficient

especially targeting the special education population in order to address both reading and

math deficits. All students may attend, but classroom teachers recommend those students

who would benefit from the additional interventions during the summer. This enables the

district to give a student who would never be eligible for ESY the benefit of summer

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instruction. In 2017 the District began including preschool students transitioning to

Kindergarten with IEPs. After-school tutoring is offered three days a week at the high

school. Transportation is provided. A special education teacher directs the program and

special needs students are specifically targeted for tutoring in any of the core curriculum

areas.

Secondary Transition:

The District participates in Adams County Transition Council, a collective working group of

all the transition coordinators and/or secondary special education teachers in Adams

County who plan county-wide transition events with OVR.Through the Adams County

Transition Council, a Student Day for tenth and eleventh grade special education students is

held at Harrisburg Area Community College (HACC) Gettysburg Campus. Post-secondary

schools, agencies, law enforcement, Special Olympics and career based agencies attend and

give presentations.

Besides the collaboration between the secondary teachers and Occupational Vocational

Rehabilitation (OVR) for eleventh grade students and their parents, additional transitional

supports have been initiated for those students 14 years old or older. Gettysburg special

education students, grades 11-12 are also provided with the opportunity to attend an 8-

week transition course, Promoting Academic Success, taught at HACC. The district

transports the students to the college for PAS which is offered once a week for 8 weeks. An

online resource, Career Cruising offers interest and aptitude assessments, post-secondary

The special education students at the secondary level will also be scheduled for Career

Cruising. The Adams County Tech Prep program, housed in the GASD, continues to offer

programs to all students, including the special needs population the opportunity to take

programs in Allied Health, Building Trades, Culinary, Diesel Mechanics, Early Learning, and

Law Enforcement. .

Allied Sports:

During the 2013-14 school year the athletic department initiated Allied Sports, an after-

school PIAA sanctioned sports program targeting special needs students at the secondary

level. Non-identified students are also welcome to participate. The District now has three

varsity designated sports including bowling, golf and track & field. School districts in Adams

county are looking to replicate this program so that inter-district competitions can be held

for each sport.

MTSS:

The K-5 elementary schools use data based teams using the Multi-Tiered System of

Supports(MTSS). Each building has an intervention block where all students are receiving the

intervention that addresses their literacy needs. Over the course of the past two years special

education replacement classes at the elementary level have been eliminated and all identified

students are totally included in general education classes with interventions through the block

and flexible grouping. Each building has access to resource supports in reading specialists (2

per K-8 building,) ELL support, district special education teachers (2 per elementary school, one

per grade level 6-8 and five in the high school).

SWPBS:

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SWPBS has been initiated district-wide and through this School Wide Positive Behavior

Support S system, the district schools have implemented building-specific programs to

promote. A decrease in negative behaviors has been experienced.

Student Assistance Program:

GASD offers SAP in all grades K-12

. There is a guidance counselor in each elementary building. SAP teams at each school are

trained and meet regularly to discuss student s who are experiencing barriers to their

learning. Student mental health and behavior needs at the elementary level have been

increasing and the implementation of the SAP program at the elementary level is supporting

these needs.

Technology & 1:1 Computer Initiatives:

Other district-wide initiatives that greatly benefit the special needs population are

the Hybrid Learning (station rotation) Model and the 1:1 computer initiative at the high

school (24/7 for high school students) and at the middle school

The emphasis on literacy, data analysis and intervention and remediation support the RtII

model. These initiatives have bolstered the support through the inclusion model for the

special needs population. The 24/7 initiative at the high school provides all students and

especially the special needs student with the benefit of 24/7 technology through the use of

their own computer.

Hybrid learning grades 3-6:

Teachers in grade 3-6 have received extensive training through Delicker Strategies (grant)

and the LIU #12 that includes the use of digital content for math and ELA taught in

conjunction with the core curriculum in a station rotation model. The student are grouped

and rotate through Direct Instruction, Collaborative work and Independent work. The work

began in 2014-15 as a pilot and has expanded to the current grades. Student grouping and

"push-in" support from learning support teachers and paraprofessionals (as well as the ELL

teachers) enable students to remain in the regular education classroom to relieve support

and instruction at their level. Students who require a good deal of support still receive pull-

out instruction as needed.

Additional strengths and highlights include:

School Board support

LIU partnership and relationships cultivated with Supervisors and central

leadership

LIU expertise, programming and equipment for our most significantly delayed

students (Franklin Learning Center)

Paraprofessional support. Each school is staffed with compassionate and skilled

support professionals who routinely meet or exceed their training requirements

62

Adams County Study Council - monthly networking and problem solving meetings of

the six special education directors in Adams County and two from York

The district uses district resources, the Lincoln Intermediate Unit, PaTTAN and outside

agencies for training opportunities for faculty, staff and parents

63

Assurances

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

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

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

Free Education and Attendance (in compliance with § 12.1)

School Rules (in compliance with § 12.3)

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

§ 12.32)

Discrimination (in compliance with § 12.4)

Corporal Punishment (in compliance with § 12.5)

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

Freedom of Expression (in compliance with § 12.9)

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

Hair and Dress (in compliance with § 12.11)

Confidential Communications (in compliance with § 12.12)

Searches (in compliance with § 12.14)

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

P.S. § 780-101—780-144)

Parents or guardians are informed regarding individual survey student assessments and

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

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

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

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

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

Law 108-265, Section 204)

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

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















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



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





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




64

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

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

Acceptable Use Policy for Technology Resources

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

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

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

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

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

the school district.

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

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

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

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

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

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

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

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

appropriate in accordance with an Individualized Education Program.

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

revision notice process.

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

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

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

not appropriate.

Assurance of funds received through participation in the medical assistance reimbursement

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

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


65

24 P.S. §1306 and §1306.2 Facilities

Facility Name Facility Type Services Provided By Student Count

Hoffman Homes for Youth Nonresident Hoffman Academy 80 Adams County Prison Incarcerated Lincoln Intermediate Unit #12 2

Least Restrictive Environment Facilities

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

Student's Residence Instruction in the Home

MDS 2

Devereux Kanner Learning Center

Approved Private Schools

AS 1

New England School for Girls (VT)

Out-of-State Schools LS 1

Upper Adams School District

Neighboring School Districts

Autistic Support 2

Hanover Area School District


Austistic Support 2

Bermudian Springs School District


Emotional Support 1

Paradise School Other Full-Time Emotional Support

11

Conewago Area School District


MDS Support 1

Gettysburg Outlets Other Life Skills Transition Site (LIU)

2

York Learning Center Special Education Centers

Multiple Disabilities Support

1

Littlestown Area School District



2

River Rock Academy Other Alternative Education 1

Adams County Learning Center

Other Behavior Intervention 5

Adams County Prison Other Alternative Education 2

Franklin Learning Center Special Education Centers

Austistic Support 3


Life Skills Support 1



1

66

Special Education Program Profile Program Position #1

Operator: School District

PROGRAM DETAILS

Type:

Implementation Date:

PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

Itinerant Learning Support 16 to 19 16 1 Locations: Gettysburg Area High School

A Senior High School Building

A building in which General Education programs are operated

Program Position #2 Operator: School District PROGRAM DETAILS

Type: Implementation Date:

PROGRAM SEGMENTS


Itinerant Learning Support 15 to 17 17 1 Locations: Gettysburg Area High School





PROGRAM SEGMENTS


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

Learning Support 15 to 17 4 0.06

Locations: Gettysburg High School A Senior High

School Building A building in which General Education programs are operated



PROGRAM SEGMENTS


Itinerant Learning Support 15 to 18 14 1 Locations:

67

Gettysburg High School





PROGRAM SEGMENTS


Itinerant Learning Support 14 to 16 16 1 Locations: Gettysburg High School





PROGRAM SEGMENTS


Itinerant Learning Support 13 to 15 21 0.68 Locations: Gettysburg Area Middle School

A Middle School Building




PROGRAM SEGMENTS


Itinerant Learning Support 12 to 15 22 1 Locations: Gettysburg Area Middle School





PROGRAM SEGMENTS


Itinerant Learning Support 13 to 13 10 1 Locations:

68

Gettysburg Area Middle School





PROGRAM SEGMENTS







PROGRAM SEGMENTS







PROGRAM SEGMENTS







PROGRAM SEGMENTS


Itinerant Learning Support 6 to 10 7 0.92 Justification: One student is 6. Parents in agreement with this placement

69

Locations: James Gettys Elementary

An Elementary School Building




PROGRAM SEGMENTS


Itinerant Learning Support 9 to 12 16 1 Locations: James Gettys Elementary





PROGRAM SEGMENTS


Itinerant Learning Support 5 to 8 9 0.75 Locations: Franklin Township Elementary





PROGRAM SEGMENTS


Itinerant Learning Support 9 to 11 10 1 Locations: Franklin Township Elementary





PROGRAM SEGMENTS

Type of Support

Level of Support Age Range Caseload FTE

70

Itinerant Learning Support 9 to 12 9 1

Locations: Lincoln Elementary





PROGRAM SEGMENTS

Type of Support


Itinerant Learning Support 8 to 10 10 0.87 Locations: Lincoln Elementary



Program Position #18 Operator: Intermediate Unit PROGRAM DETAILS


PROGRAM SEGMENTS



Emotional Support 9 to 10 3 0.25

Locations: Franklin Township Elementary An Elementary




PROGRAM SEGMENTS



Life Skills Support 8 to 11 5 0.3

Locations: James Gettys Elementary An Elementary




71

PROGRAM SEGMENTS




Locations: Lincoln Elementary An Elementary




PROGRAM SEGMENTS

Type of Support


Itinerant Learning Support 9 to 9 1 0.14 Locations: Lincoln Elementary





PROGRAM SEGMENTS



Emotional Support

11 to 14 7 0.4

Locations: Gettysburg Middle A Middle School

Building A building in which General Education programs are operated



PROGRAM SEGMENTS


Full-Time Special Education Class


Locations: Gettysburg Middle A Middle School


Program Position #24 Operator: Intermediate Unit

72

PROGRAM DETAILS Type: Implementation Date:

PROGRAM SEGMENTS




Locations: Gettysburg Senior High A Senior High




PROGRAM SEGMENTS


Itinerant Emotional Support 15 to 19 12 0.85 Locations: Gettysburg Senior High





PROGRAM SEGMENTS




Justification: This exception is deemed appropriate and justified in IEP.





PROGRAM SEGMENTS




Locations: Gettysburg Senior High A Senior High School


73



PROGRAM SEGMENTS



Autistic Support 16 to 19 3 0.63





PROGRAM SEGMENTS



Autistic Support 15 to 15 1 0.08

Locations: Gettysburg Senior High A Senior High School




PROGRAM SEGMENTS


Itinerant Learning Support 15 to 18 14 0.94 Locations: Gettysburg High School





PROGRAM SEGMENTS




74





PROGRAM SEGMENTS








PROGRAM SEGMENTS

Type of Support Level of Support

Age Range Caseload FTE


Learning Support

12 to 15 4 0.4

Locations: Gettysburg Middle School A Middle School




PROGRAM SEGMENTS




Locations: James Gettys Elementary An Elementary




75

PROGRAM SEGMENTS




Locations: Franklin Township Elementary An Elementary




PROGRAM SEGMENTS








PROGRAM SEGMENTS


Itinerant Speech and Language Support

5 to 10 18 0.61

Justification: Speech/Language Itinerant Support






PROGRAM SEGMENTS

Type of Support



5 to 11 23 0.6





76



PROGRAM SEGMENTS



5 to 11 20 0.63


Locations: Franklin township Elementary





PROGRAM SEGMENTS



12 to 14 3 0.15

Justification: Spech/Language Itinerant Support

Locations: Gettysburg Middle School





PROGRAM SEGMENTS



15 to 16 2 0.15

Locations: Gettysburg Senior High





PROGRAM SEGMENTS

77


Itinerant Deaf and Hearing Impaired Support

9 to 11 2 0.5






PROGRAM SEGMENTS



11 to 11 1 0.27

Locations: Franklin Township Elementary





PROGRAM SEGMENTS



18 to 18 1 0.25

Locations: Gettysburg Senior High




Type: ClassandPosition Implementation Date: September 28, 2018

PROGRAM SEGMENTS




Locations: Lincoln Elementary An Elementary


Type of Support


Itinerant Learning Support 5 to 8 1 0.12

78





Type: ClassandPosition Implementation Date: September 28, 2018

PROGRAM SEGMENTS


Itinerant Learning Support 11 to 14 8 0.47 Locations: Gettysburg Area Middle School



Type of Support Level of Support

Age Range Caseload FTE


Life Skills Support

11 to 14 9 0.53

Locations: Gettysburg Area Middle School A Middle School


Special Education Support Services

Support Service Location Teacher FTE

Paraprofessional Gettysburg High School 1 Paraprofessional Gettysburg High School 1

Paraprofessional Gettysburg High School 1

Paraprofessional Gettysburg Middle School 1

Paraprofessional Lincoln Elementary 1

Paraprofessional Lincoln Elementary 1

Paraprofessional Franklin Township Elementary 1

Paraprofessional Franklin Township Elementary 1

Paraprofessional James Gettys Elementary 1

Paraprofessional James Gettysburg Elementary 1

Paraprofessional James Gettys Elementary 0.5

School Psychologist District Wide 1

School Psychologist District Wide 1

Coordinator of Educational Services District Wide 0.5

Special Educational Supervisor District Wide 1

Paraprofessional Gettysburg Middle School-LSS 1

Paraprofessional Gettysburg Middle School 1

79

Special Education Contracted Services

Special Education Contracted Services Operator Amt of Time per Week

Personal Care Assistant Intermediate Unit 35 Hours Personal Care Assistant Intermediate Unit 35 Hours

Personal Care Assistant Intermediate Unit 35 Hours









Occupational Therapy Intermediate Unit 2.75 Days

Physical Therapy Intermediate Unit 0.45 Days

COTA Intermediate Unit 5 Hours





Personal Care Assistant Outside Contractor 12 Hours

80

Needs Assessment

Record School Patterns

Question:

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

identify among your schools?

What other information do you still need to assess?

Answer:

This question has not been answered.

District Accomplishments

Accomplishment #1:

Strong K-12 arts program supported by the community. This is illustrated in the largest number of

students per enrollment earning Scholastic Arts recognition in our region. Also illustrated by the

support for international art education through sister city of Leon, Nicaragua.

Accomplishment #2:

Cutting edge technology initiatives including the implementation of a 24/7 laptop computer

program for high school students.

Accomplishment #3:

Successful Science, Technology, Engineering, and Math program (STEM) working in collaboration

with our Technology Student Association (TSA). This includes a special branch, STEM-Savy, which

focuses on increasing opportunities for female students.

Accomplishment #4:

Multiple community partnerships supporting student internships including Harrisburg Area

Community College, Wellspan, the Adams County Business-Education Partnership, the Chamber of

Commerce, etc.

Accomplishment #5:

The largest number of dual-enrollment and college level courses offered among county high schools

through partnerships with Harrisburg Area Community College's College in the High School program

as well as Gettysburg College.

81

Accomplishment #6:

Addition of four Programs of Study to the vocational education program (Horticulture, Accounting,

Communications, Ag Mechanics)

Accomplishment #7:

Growth in standardized test scores in all areas at all grade levels.

Accomplishment #8:

Use of assessments and data to inform instructional choices in all areas at all grades.

Accomplishment #9:

Implementation of school/community programs such as Bingo Night, Fine Arts Night, Fall Festivals,

Schedule Fest.

Accomplishment #10:

Facility renovation at multiple campuses designed specifically to increasing school safety and

security.

Accomplishment #11:

Developed a Five Year Technology Plan and began implementing in the 2018-19 school year.

District Concerns

Concern #1:

Continuing need for differentiated teaching demands in order to honor different learner needs

Concern #2:

Increase in instructional responsibilities without increased instructional time needed to implement

(social-emotional learning, career readiness, etc.)

Concern #3:

Opportunities to extend learning to higher levels of Depth of Knowledge (Levels 3 and 4).

Concern #4:

Increasing need for professional development in the areas of data use and instructional technology.

Concern #5:

Aging community with fewer and fewer tax-payers having school-aged children.

Concern #6:

82

Lack of opportunities for student internship across industries.

Concern #7:

Meeting the diverse socio-emotional and academic needs of students.

Concern #8:

Amount of time required to accommodate standardized testing.

Prioritized Systemic Challenges

Systemic Challenge #1 (Guiding Question #2) Establish a district system that fully ensures the

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

Aligned Concerns:

Continuing need for differentiated teaching demands in order to honor different learner

needs


Increasing need for professional development in the areas of data use and instructional

technology.

Meeting the diverse socio-emotional and academic needs of students.


Systemic Challenge #2 (Guiding Question #1) Establish a district system that fully ensures

consistent implementation of standards aligned curricula across all schools for all students.

Aligned Concerns:

Increase in instructional responsibilities without increased instructional time needed to

implement (social-emotional learning, career readiness, etc.)

83



Systemic Challenge #3 (Guiding Question #0) Creating an environment that utilizes technology as

an instructional tool (limits include: teacher, hardware, professional knowledge, funding)

Aligned Concerns:

Increasing need for professional development in the areas of data use and instructional

technology.


84

District Level Plan

Action Plans

Goal #1: Establish a district system that fully ensures the consistent implementation of

effective instructional practices across all classrooms in each school.

Related Challenges:

Creating an environment that utilizes technology as an instructional tool (limits include: teacher, hardware, professional knowledge, funding)

Indicators of Effectiveness:

Type: Annual

Data Source: Teacher Observation reports, Lesson Plans, Curriculum Maps

Specific Targets: Improved student performance evidenced in growth measures on the School Performance Profile (SPP)

Strategies:

Technology Integration

Description:

Embedding technology into instructional practice better prepares students for the demands of the digital age supported by the Office of Curriculum and Instruction, Instructional Technology and Instructional Coaches.

SAS Alignment: Instruction

85

Danielson Framework for Teaching

Description:

Provide professional development for teachers regarding the Educator Effectiveness Instrument. Professional staff will continue to use professional development modules on the SAS Portal, on-site sessions, and be provided opportunities to attend conferences off-site.


Increase the rigor of learning for all students

Description:

Teachers will recognize and design activities and assignments that align to Webs Depths of Knowledge (Level of 3 and 4) for all students.

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

Materials & Resources

Implementation Steps:

Annual Needs Assessment

Description:

Develop and administer annually to all professional staff an annual needs- assessment regarding best practices in education.

Start Date: 2/8/2015 End Date: 6/30/2018

Program Area(s): Professional Education, Teacher Induction, Educational

Technology

Supported Strategies:

Technology Integration Danielson Framework for Teaching


Analyze data

86

Description:

Review annual summative assessment results, needs-assessment data and Educator Effectiveness evidence to determine professional development needs to implement effective instructional practices district-wide.


Program Area(s): Professional Education, Teacher Induction, Gifted Education





Develop Annual Professional Development Plan

Description:

Based upon data analysis a professional development plan will be developed annually.


Program Area(s): Professional Education, Teacher Induction, Special

Education, Student Services, Gifted Education, Educational Technology


Technology Integration Danielson Framework for Teaching


Professional Development for Technology Integration

Description:

1. Using surveys to generate the needs of our professional staff, we will recruit

presenters (internal and external providers) to provide professional development for the teachers to best integrate technology in the instructional setting.

87

2. Collect feedback from teachers and presenters regarding the effectiveness of the professional development session.

3. Design follow-up support to ensure the teachers are able to implement the strategies, techniques and tools learned.


Program Area(s): Professional Education





Design professional development to increase knowledge regarding Webs Depth of Knowledge

Description:

Teachers will learn how to accommodate the needs of the diverse learner with the expectation of demonstrating proficiency on tasks and assessment at the high level of depths of knowledge.


Program Area(s): Professional Education, Special Education, Student Services,

Gifted Education, Educational Technology




Literacy and Language Acquisition

Description:

Implement core literacy and language acquisition programs to ensure all students receive explicit instruction in phonemic awareness/phonics.


88

Program Area(s): Professional Education, Teacher Induction, Special

Education, Gifted Education, Educational Technology



Goal #2: Establish a system that fully ensures consistent implementation of the Educator Effectiveness System.

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: Annual

Data Source: 82-1, 82-2, and 82-3 with accompanying evidence

Specific Targets: Increase percentage of professional employees' level of performance on Domains 1-4 by 10%.

Strategies:


Description:

Provide professional development for teachers regarding the Educator Effectiveness Instrument. Professional staff will continue to use professional development modules on the SAS Portal, on-site sessions, and be provided opportunities to attend conferences off-site.


Implementation Steps:

89

Design on-going professional learning regarding Danielson's

Framework for Teaching

Description:

Design on-going professional learning regarding Danielson's Framework for Teaching


Program Area(s): Professional Education, Teacher Induction, Student Services,

Gifted Education



90

Appendix: Professional Development Implementation

Step Details

Start End Title Description

7/1/2019 6/30/2022 Develop Annual Professional

Development Plan

Based upon data analysis a professional development plan will be developed

annually.

Person Responsible SH S EP Provider Type App. Assistant 7.0 15 50 GASD School Yes Superintendent Entity

Knowledge Best practices in instructional strategies

Supportive

Research Danielson Framework, ISTE, Tomlison, Fisher and Frey, Marzano, Reeves, etc.

Designed to Accomplish

For classroom teachers, school counselors and education specialists:

Enhances the educator’s content knowledge in the area of the educator’s

certification or assignment.

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

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

Establish a district system that fully ensures

LEA Goals Addressed: the consistent implementation of effective instructional practices across all classrooms in each school.

Strategy #1: Technology Integration

Strategy #2: Danielson Framework for Teaching

Strategy #3: Increase the rigor of learning for all students

91

For school and district administrators, and other educators seeking leadership roles:

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

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

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

Instructs the leader in managing resources for effective results.

Training Format

Series of Workshops School Whole Group Presentation

Live Webinar Department Focused Presentation

Offsite Conferences

Participant Roles

Dir

Classroom teachers Principals / Asst. Principals

Supt / Ast Supts / CEO / Ex

School counselors Paraprofessional

New Staff Other educational

Grade Levels

Elementary - Primary (preK - grade 1)

Elementary - Intermediate (grades 2-5) Middle (grades 6-8)

High (grades 9-12)

specialists

Follow-up Activities Team development and Evaluation Methods Classroom observation focusing on

92

sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers

Creating lessons to meet varied student learning styles

Joint planning period activities

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

Student PSSA data

Standardized student assessment data other than the PSSA

Classroom student assessment data

Participant survey

Review of participant lesson plans


7/1/2015 7/1/2018

Design professional development to increase

knowledge regarding Webs Depth of Knowledge

Teachers will learn how to accommodate the needs of the diverse learner with the

expectation of demonstrating proficiency on tasks and assessment at the high level

of depths of knowledge.

Person Responsible SH S EP Provider Type App.

Assistant Superintendent

5.0 9 25 District and IU staff IU Yes

Knowledge

Teachers will gain knowledge about designing rigorous assignments and assessments with/without scaffolds to

ensure students are adequately prepared to perform at a proficient/advanced level on the state formative

assessments

Establish a district system that fully ensures Strategy #1: Danielson Framework for

LEA Goals Addressed: the consistent implementation of effective Teaching

instructional practices across all classrooms Strategy #2: Increase the rigor of learning in each school. for all students

93

Norman Webb

Charlotte Danielson

Supportive Robert Marzano Research

Carol Tomlison

Benjamin Bloom


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

Increases the educator’s teaching skills based on research on effective practice, with

For classroom teachers, school attention given to interventions for struggling students. counselors and education Provides educators with a variety of classroom-based assessment skills and the skills specialists: needed to analyze and use data in instructional decision-making.



For school and district Provides leaders with the ability to access and use appropriate data to inform administrators, and other decision-making. educators seeking leadership

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

learning. Instructs the leader in managing resources for effective results.

Training Format

Series of Workshops

94

School Whole Group Presentation

Professional Learning Communities Offsite Conferences

Participant Roles

Classroom teachers

Principals / Asst. Principals

Supt / Ast Supts / CEO / Ex Dir

New Staff

Grade Levels

Elementary - Primary (preK - grade 1)

Elementary - Intermediate (grades 2-5)

Middle (grades 6-8)

High (grades 9-12)

Follow-up Activities

Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers

Analysis of student work, with administrator and/or peers



Evaluation Methods

Classroom observation focusing on


Student PSSA data


Participant survey

Review of participant lesson plans

LEA Goals Addressed:

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


95


6/1/2019 6/30/2022 Literacy and Language

Acquisition

Implement core literacy and language acquisition programs to ensure all students

receive explicit instruction in phonemic awareness/phonics.

Person Responsible SH S EP Provider Type App.

Assistant Superintendent

6.0 5 25 GASD and outside providers For Profit Company

Yes

Knowledge Teachers will learn the justification for providing explicit instruction in phonics/phonemic awareness and learn

how to implement the program with fidelity.

Susan Hall

Supportive Research

Anita Archer

LETRS

National Reading Association







For school and district Provides the knowledge and skills to think and plan strategically, ensuring that

96

administrators, and other educators seeking leadership roles:

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.




Training Format

Series of Workshops

School Whole Group Presentation

Professional Learning Communities

Participant Roles

Dir

Classroom teachers

Principals / Asst. Principals

Supt / Ast Supts / CEO / Ex

Paraprofessional

New Staff

Other educational

Grade Levels

Elementary - Primary (preK - grade 1) Elementary - Intermediate (grades 2-5)

specialists




Creating lessons to meet

Evaluation Methods

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



97

varied student learning styles

Peer-to-peer lesson discussion

Lesson modeling with mentoring


Participant survey Review of participant lesson plans

Review of written reports

summarizing instructional activity


7/1/2019 6/30/2022

Design on-going professional learning regarding Danielson's

Framework for Teaching

Design on-going professional learning regarding Danielson's Framework for

Teaching

Person Responsible SH S EP Provider Type App. Assistant 6.0 6 25 LEA and LIU School Yes Superintendent Entity

Knowledge Participants will learn about the four Domains and 22 Components of the Danielson framework for effective

instruction.

Supportive Research

Charlotte Danielson

Robert Marzano

LEA Goals Addressed: Establish a system that fully ensures consistent implementation of the Educator Effectiveness System.


98








For school and district administrators, and other educators seeking leadership roles:





Training Format

LEA Whole Group Presentation

Series of Workshops School Whole Group Presentation

Online-Asynchronous

Professional Learning Communities

Offsite Conferences

Participant Roles

Dir

Classroom teachers Principals / Asst. Principals Supt / Ast Supts / CEO / Ex

Grade Levels

Elementary - Primary (preK - grade 1) Elementary - Intermediate (grades 2-5)

Middle (grades 6-8)

99

New Staff High (grades 9-12)






Evaluation Methods

Classroom observation focusing on



Participant survey Review of participant lesson plans

100

District Level Affirmations

We affirm that this District Level Plan was developed in accordance, and will comply with the

applicable provisions of 22 Pa. Code, Chapters 4, 12, 16, and 49. We also affirm that the contents are

true and correct and that the plan was placed for public inspection in the school district/AVTS

offices and in the nearest public library until the next regularly scheduled meeting of the board or

for a minimum or 28 days whichever comes first.

We affirm that the responses in the Professional Education Core Foundations and the Professional

Development Implementation Steps focus on the learning needs of each staff member to enable all

staff members meet or exceed the Pennsylvania academic standards in each of the core subject

areas.

No signature has been provided

Board President

No signature has been provided

Superintendent/Chief Executive Officer

101

Special Education Affirmations

We also affirm our understanding that any requests for any deviations from the Chapter 14

regulations, standards, policies, and procedures must be made in writing to the Pennsylvania

Department of Education. The school district understands that the Special Education Component of

the District Level Plan will be approved by PDE in accordance with the following criteria as set forth

in 22 Pa. School Code § 14.104 and as part of the District Level Plan:

1. There are a full range of services, programs and alternative placements available to the

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

school district.

2. The school district has adopted a child find system to locate, identify and evaluate young

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

education residing within the school district's jurisdiction. Child find data is collected,

maintained, and used in decision-making. Child find process and procedures are evaluated

for its effectiveness. The school district implements mechanisms to disseminate child find

information to the public, organizations, agencies, and individuals on at least an annual basis.

3. The school district has adopted policies and procedures that assure that students with

disabilities are included in general education programs and extracurricular and non-

academic programs and activities to the maximum extent appropriate in accordance with an

Individualized Education Program.

4. The school district will comply with the PA Department of Education, Bureau of Special

Education's revision notice process.

5. The school district follows the state and federal guidelines for participation of students with

disabilities in state and district-wide assessments including the determination of

participation, the need for accommodations, and the methods of assessing students for

whom regular assessment is not appropriate.

6. The school district affirms the Pennsylvania Department of Education that funds received

through participation in the medical assistance reimbursement program, ACCESS, will be

used to enhance or expand the current level of services and programs provided to students

with disabilities in this local education agency.

We affirm that the school district has completed a 28 day public inspection and comment period as

required under 22 PA Code § 4.13 (d) prior to the school entity's governing board approval and

submission to the Department of Education (Bureau of Special Education).

Affirmed by Carlos Wampler on 4/27/2018

102

Board President

Affirmed by Jason Perrin on 4/27/2018

Superintendent/Chief Executive Officer

gettysburg area sd...oct 18, 2018 · caring school community that enables all students to become...

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