District Level Plan - Edl Lindsay Rosswog Community Representative / Building Principal Eileen Deklewa School Counselor Adrianne Desch Elementary School Teacher – Regular Education

Mars Area School District

District Level Plan

07/01/2018 - 06/30/2021

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District Profile

Demographics 545 Route 228 Mars, PA 16046 (724) 625-1518 Superintendent: Dr. Wesley Shipley Director of Special Education: Ms. Deborah Adams

Planning Process The Mars Area School District enlisted the talents of teachers, administrators, parents, local business leaders, and school board members to develop the District - Level Plan. Mars Area School District's planning committee worked to assess building needs as part of a K-12 perspective and to identify systemic challenges that all of the schools need to address. The systemic challenges became the guideposts for the development of strategic goals and the action steps needed to reach the goals. The action steps will serve as the annual operational plan.

Mission Statement The Mission of the Mars Area School District is to create and sustain a supportive educational environment that allows all students the opportunity to achieve their maximum learning potential.

Vision Statement The Mars Area School District is committed to cultivating and sustaining quality programs that meet the needs of individual learners, fostering visionary leadership, and developing lifelong learners who will have a positive impact on society.

Shared Values 1. All students are entitled to learn in a safe, healthy, and orderly environment.

2. All students should be challenged to master rigorous and relevant academic material so that each student can achieve his or her respective potential.

3. All students should communicate effectively, appropriately, and creatively in various contexts and formats.

4. The motivation and ultimate responsibility for academic achievement, personal growth, and service to the school and community depend on perseverance and committed effort of the individual student and family.

5. Quality education can be achieved in partnership with the contribution, dedication, and commitment of the surrounding community.

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Educational Community Mars Area School District is located in southern Butler County, approximately 25 miles north of Pittsburgh, Pennsylvania. The District serves the suburban communities of Mars and Valencia boroughs as well as Adams and Middlesex Townships. While the District includes a mix of light industrial, commercial, retail and real estate industries, the Mars Area community is primarily residential. The population consists of many younger and middle-aged families with a mix of elderly residents living throughout the Mars Area community. Overall, the District is considered to be a community of wealth. The community itself offers various civic, sports, and business-related organizations and opportunities. The District and its community are associated with forward thinking, quality consciousness, and a focus on high educational standards.

The District, itself, is made up of five school buildings, serving students in kindergarten through 12th grade. The District also offers a cyber-curriculum entitled The Mars Cyber Academy serving students in grades 4-12 who seek education outside of the traditional classroom setting. The current student population is approximately 3,250 students who come from a variety of ethnic and cultural backgrounds. The percentage of minority students is 4.0 percent. The District offers numerous general education and special education programs, pupil services, and health services. Additionally, students have the opportunity to participate in co-curricular activities as well as interscholastic and club sports. Students also have daily access to readily-available technology devices/resources for all students (K-6) and 1:1 technology for students at the secondary level (7-12).

A positive school-community partnership, an experienced professional staff, continuously-updated facilities, and a fiscally responsible School Board and Administration team support and make the Mars Area School District a quality education institution.

Planning Committee Name Role

Dr. Wes Shipley Superintendent Dr. Elizabeth McMahon Assistant Superintendent Mr. Matt Friedman Assistant Superintendent Ms. Deborah Adams Director of Special Education and Gifted Education Mrs. Anna Saker Director of Pupil Services Dayle Ferguson Board Member, President Christine Valenta Board Member Todd Kolson Building Principal Adam Kostewicz Building Principal Dale Sleva Building Principal Robert Zaccari Building Principal Dr. Rick Glosser School Psychologist Dr. William Pettigrew Local Business Representative / Board Member Melanie Sittler Local Business Representative Todd Lape Community Representative / Building Principal

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Lindsay Rosswog Community Representative / Building Principal Eileen Deklewa School Counselor Adrianne Desch Elementary School Teacher – Regular Education Dana Fenio Elementary School Teacher – Regular Education Sue McElheny Elementary School Teacher – Regular Education Jessica Semler Elementary School Teacher – Regular Education Joyce Doss Elementary School Teacher – Special Education Kim Morris Middle School Teacher – Regular Education Charlene Galovich High School Teacher – Regular Education Becky Hoffmann High School Teacher – Regular Education Charlesa Fassinger High School Teacher – Special Education Amy Chizmar Parent Michelle Deemer Parent Marna Furman Parent Jennifer Howell Parent Darren McCormick Parent Amy Riggio Parent Debbie Vogel Parent

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Core Foundations

Standards

Mapping and Alignment

Elementary Education-Primary Level

Standards Mapping Alignment

Arts and Humanities Accomplished Accomplished

Career Education and Work Accomplished Accomplished

Civics and Government Accomplished Accomplished

PA Core Standards: English Language Arts Accomplished Accomplished

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

Developing Developing

PA Core Standards: Mathematics Accomplished Accomplished

Economics Accomplished Accomplished

Environment and Ecology Accomplished Accomplished

Family and Consumer Sciences Non Existent Non Existent

Geography Accomplished Accomplished

Health, Safety and Physical Education Accomplished Accomplished

History Accomplished Accomplished

Science and Technology and Engineering Education Accomplished Accomplished

Alternate Academic Content Standards for Math Accomplished Accomplished

Alternate Academic Content Standards for Reading Accomplished Accomplished

American School Counselor Association for Students Developing Developing

Early Childhood Education: Infant-Toddler to Second Grade Accomplished Accomplished

English Language Proficiency Accomplished Accomplished

Interpersonal Skills Accomplished Accomplished

School Climate Accomplished Accomplished

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

Family and Consumer Sciences are not offered at this age level.

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Elementary Education-Intermediate Level











Family and Consumer Sciences Non Existent Non Existent











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

Family and Consumer Sciences (FCS) are not offered at this age level. FCS is offered at the middle level beginning in grade 7.

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Middle Level











Family and Consumer Sciences Accomplished Accomplished











World Language Non Existent Non Existent

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

World Language not offered at this age level. World languages are offered at the High School Level beginning in grade 9.

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High School Level











Family and Consumer Sciences Accomplished Accomplished











World Language Accomplished Accomplished

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Adaptations

Elementary Education-Primary Level • Arts and Humanities • Civics and Government • PA Core Standards: English Language Arts • PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects • PA Core Standards: Mathematics • Environment and Ecology • Geography • Health, Safety and Physical Education • History • Science and Technology and Engineering Education

Elementary Education-Intermediate Level • Arts and Humanities • Civics and Government • PA Core Standards: English Language Arts • PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects • PA Core Standards: Mathematics • Environment and Ecology • Geography • Health, Safety and Physical Education • History • Science and Technology and Engineering Education

Middle Level • Arts and Humanities • Civics and Government • PA Core Standards: English Language Arts • PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects • PA Core Standards: Mathematics • Economics • Environment and Ecology • Family and Consumer Sciences • Geography • Health, Safety and Physical Education • History • Science and Technology and Engineering Education

High School Level • Arts and Humanities • Career Education and Work • Civics and Government • PA Core Standards: English Language Arts • PA Core Standards: Literacy in History/Social Studies, Science and Technical Subjects • PA Core Standards: Mathematics • Economics • Environment and Ecology • Family and Consumer Sciences • Geography • Health, Safety and Physical Education • History • Science and Technology and Engineering Education

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Explanation for any standards checked:

Mars Area School District continually looks to develop, expand, and improve curriculum based upon the most current PA CORE Standards and Pennsylvania Academic Standards. Through an ongoing curriculum revision process, we are able to maintain curriculum alignment.

Curriculum

Planned Instruction Mars Area School District continues to review and revise curriculum aligning to the PA CORE and PA Academic Standards. The template utilized by the District, in the curriculum mapping process, encompasses the above characteristics. Utilizing the SAS Portal, during the 2014-2015 school year, the Mars Area School District successfully aligned the K-12 curriculum to the PA CORE Standards and PA Academic Standards. All K-12 revised curriculum is currently available online via the Mars Area School District's website.

Elementary Education-Primary Level Curriculum Characteristics Status

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

Accomplished

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

Accomplished

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

Accomplished

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

Accomplished

Elementary Education-Intermediate Level Curriculum Characteristics Status

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

Accomplished

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

Accomplished

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

Accomplished

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

Accomplished

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Middle Level Curriculum Characteristics Status

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

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

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

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

High School Level Curriculum Characteristics Status

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

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

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

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

Modification and Accommodations

The Mars Area School District’s 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. The District has developed a manual of accommodations that all teachers may implement for any student who demonstrates a need. Accommodations are defined as those strategies that level the playing field. Modifications are provided to students who have an Individualized Education Program (IEP). The goals within each IEP are aligned to the PA CORE Standards and PA Academic Standards. Modifications within an IEP are individualized per student need. Modifications made to the general education curriculum may require the special educator to adjust:

• The content of instruction.

• The presentation of material and content.

• The requirements for the process of learning and responding.

• The setting in which instruction is delivered.

• The final result format of assessing learning (projects, quizzes, tests, etc.).

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Instruction

Instructional Strategies The Mars Area School District continues to place great value and emphasis on formal classroom observations along with formal and informal walkthrough observations. The formal walkthrough observations will adhere to and assess teacher performance using the PA-ETEP portal. Pre- and post-observation discussions, with building administrators, will occur as a valuable component of the PA-ETEP observation process. This process will invite educational dialogue between teachers and administrators to promote effective instructional practices for student growth. Utilizing the structure of the Pennsylvania Educator Effectiveness Model, on the PA-ETEP portal, the District will ensure the following:

• Formal classroom observations focused on instruction

• Walkthroughs targeted on instruction

• Annual Instructional Evaluations

• Instructional Coaching

• Regular lesson plan review by administrators

As the District continues to expand upon observational practices, the Differentiated Supervision Model is evolving. During the 2014-2015 school year, a number of teachers, K-12, were eager to delve into the new observation practices. This new model has extended beyond administrative input. As these observational practices continue to grow, this will support continuous professional development among staff.

Responsiveness to Student Needs

Elementary Education-Primary Level Instructional Practices Status

Structured grouping practices are used to meet student needs. Full Implementation

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

Full Implementation

Differentiated instruction is used to meet student needs. Full Implementation

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

Full Implementation

Elementary Education-Intermediate Level Instructional Practices Status



Full Implementation



Full Implementation

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Middle Level Instructional Practices Status



Full Implementation



Full Implementation

High School Level Instructional Practices Status



Full Implementation



Full Implementation

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

• Following PDE guidelines to ensure compliance, completion of secondary level course work is English Language Arts (Literature), Algebra I, and Biology in which a student demonstrates proficiency on the associated Keystone Exam or related project based assessment applied.

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

Total Courses 23.23 23.20 23.20

English 4.00 4.00 4.00

Mathematics 3.00 3.00 3.00

Social Studies 4.00 4.00 4.00

Science 3.00 3.00 3.00

Physical Education 0.80 0.80 0.80

Health 0.40 0.40 0.40

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

0.00 0.00 0.00

Electives 8.00 8.00 8.00

Minimum % Grade Required for Credit (Numerical Answer)

60.00 60.00 60.00

Graduation Requirement Specifics

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

Assessments

Key: WA = Works of Art or Musical, Theatrical or Dance performance

TD = Teacher-developed assessments

NAT = Nationally available achievement tests

DA = Diagnostic Assessments

PSW = Evaluations of portfolios of students’ work

Other = Other measures as appropriate that may include standardized tests

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Local Assessments

Standards

WA

TD

NAT

DA

PSW

Other

Arts and Humanities X

Career Education and Work X X

Civics and Government X

PA Core Standards: English Language Arts

X


X

PA Core Standards: Mathematics X

Economics X

Environment and Ecology X

Family and Consumer Sciences X

Geography X

Health, Safety and Physical Education X

History X

Science and Technology and Engineering Education

X

World Language X

Methods and Measures

Summative Assessments

Summative Assessments Elem. Edu.

Primary

EEP

Elem. Edu. Intermediate

EEI

Middle Level

ML

High School Level HS

Mid-Term Exam and Final Exams X X X X

Chapter Test/Exams X X X X

Unit Test/Exams X X X X

PSSA X X

Projects X X X X

Curriculum Based Assessment (CBA) X X

Keystone Exams X X

Final Presentations X X

Final Projects X X

Final Written Papers X X

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Benchmark Assessments

Benchmark Assessments Elem. Edu.

Primary

EEP


EEI

Middle Level

ML


Various (State) Measures X X X

Journal X X X

AIMSweb X X

4Sight X X

EXPLORE Test X X

PLAN Test X X

Mid-Term Exams X X

Final Exams X X

Formative Assessments

Formative Assessments Elem. Edu.

Primary

EEP


EEI

Middle Level

ML


Exit Card X X X X

Think, Pair, Share X X X X

Pop Quiz X X X X

Peer Assessment X X X X

Conference X X X X

Worksheet X X X X

Observations X X X X

Graphic Organizer X X X X

Self-Assessment X X X X

Summaries X X X X

Oral Questioning X X X X

Discussion X X X X

Learning/Response Logs X X X X

Quizzes X X X X

Practice X X X X

Presentations X X X X

Visual Representations X X X X

Journal Entries X X X X

Debriefing X X X

Technology/Student Response Systems X X X X

Rubric Share/Review X X X

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Diagnostic Assessments

Diagnostic Assessments

Elem. Edu. Primary

EEP


EEI

Middle Level

ML


Pre Test X X X X

Running Records X X X X

Developmental Reading Assessment (DRA) X X

AIMSweb X X

KWL (chart) X X X X

Course Pre-Assessments X X X X

Classroom Diagnostic Tool (CDT) X X

Development and Validation of Implemented Local Assessments

While there are still diagnostic, formative, and summative assessments created by individual teachers, the Mars Area School District continues to build assessments between subject areas and grade levels across the District. Through this structure, we have an on-going focus of consistency within each classroom to foster academic growth.

Validation Methods Elem. Edu.

Primary

EEP


EEI

Middle Level

ML


External Review

Intermediate Unit Review

LEA Administration Review X X X X

Building Supervisor Review X X X X

Department Supervisor Review

Professional Learning Community Review X X X X

Instructional Coach Review

Teacher Peer Review X X X X

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Collection and Dissemination The Mars Area School District designates time during monthly contractual faculty meetings to focus on data. Additionally, time is allotted during professional development days throughout the year to continue this focus. This time allows for LEA leaders and instructional teams to collect, analyze, and disseminate assessment data efficiently. These days focus on reviewing data and deciding how to use it to improve student achievement.

K-12 Data Overview Actions

The following steps are taken at the Primary Center, Mars Area Elementary School, and Centennial: PHASE 1:

• Analyze PSSA reporting categories from previous years in order to provide data for future meetings with teachers, students, and parents

• Analyze PSSA results and begin to introduce assessment anchors needed for an area of focus

• Analyze AIMSweb Fall Benchmark Data from previous year’s 3rd Grade PSSA scores along with 4Sight (3rd & 4th Grade) to note trends, strengths, and weaknesses for grade levels as well as develop assessment items to implement into the lessons based upon the results

• Utilize identified strengths and weaknesses for grade levels/student subgroups to develop assessment items to implement into the lessons based upon the results

• Evaluate student progress based on interventions and progress monitoring data

• Analyze AIMSweb Winter Benchmark Data, 4Sight results to note trends, strengths, and weaknesses for grade levels, and develop assessment items to implement into the lessons based upon the results

All special area classroom teachers will:

• Introduce the identification of assessment anchors and the use of anchors in the classroom. All classroom teachers obtain appropriate professional development, as needed, in order to use data retrieval tools in an effective manner.

PHASE 2: All subject specific classroom teachers will:

• Prepare PSSA performance reports and PVAAS projection data (as available)

• Analyze grade-specific PSSA trends and discuss findings with colleagues

• Share results from AIMSweb Fall & Winter Benchmarks and collaborate on intervention ideas

• Discuss progress monitoring through AIMSweb

• Debrief on successful interventions for students and continue until the next benchmark period

• Analyze AIMSweb data to identify new students to progress monitor and to compare Fall and Winter data to identify students who achieved little or no growth

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The following steps are taken at the Mars Area Middle School and the Mars Area High School: PHASE 1:

• Analyze either PSSA reporting categories for previous years or Keystone results in order to provide data for future meetings with teachers, students, and parents

• Analyze a report of PSSA or subject-specific Keystone results and begin to introduce assessment anchors needed for an area of focus

• Obtain appropriate professional development in order to use data retrieval tools in an effective manner

• Utilize identified strengths and weaknesses for grade levels/student subgroups to develop assessment items to implement into the lessons based upon the results

• Reevaluate student progress based on interventions and progress monitoring data

• Identify students who may be considered Tier II or III based upon PVAAS projections to proficiency as well as past and current academic achievement data

• Analyze achievement data for the entire department

• Observe PVAAS growth measure for subject area

All special area classroom teachers will:

• Introduce the identification of assessment anchors and the use of anchors in the classroom

PHASE 2: All subject specific classroom teachers will:

• Analyze PSSA or Keystone performance reports and PVAAS projection data (as available)

• Analyze subject-specific PSSA and Keystone trends and discuss findings with colleagues

• Share results from Fall Benchmarks and collaborate on intervention ideas

• Debrief on successful and unsuccessful interventions for students and adjust accordingly

Data Informed Instruction

With regards to students who have not demonstrated achievement of the academic standards at a proficient level or higher, the Mars Area School Districts’ classroom teachers utilize data-driven decision-making when determining which instructional approaches to use with students. Teachers make decisions, at the classroom level, based on assessments to implement intervention strategies for learners.

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Assessment Data Uses

Mars Area School District is a K-12 Standards-Based District. All student progress is assessed according to state standards. Grades are earned and reported based on student understanding of our standards-based curriculum. District- and building-level data is provided for teachers. Teachers receive professional development on how to access and use data to plan instruction to meet student needs.

Assessment Data Uses Elem. Edu.

Primary

EEP


EEI

Middle Level

ML


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

X X X X

Instructional practices are identified and 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

Distribution of Summative Assessment Results As the Pennsylvania Department Education provides summative assessment data, this data is shared through letters to parents, the District website, and in public presentation meetings.

Distribution Methods Elem. Edu.

Primary

EEP


EEI

Middle Level

ML


Course Planning Guides X X

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

Individual Meetings X X X X

Letters to Parents/Guardians X X X X

Website X X X X

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

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Safe and Supportive Schools

Assisting Struggling Schools The Mars Area School District has no struggling schools and demonstrates continued student growth and achievement. This is evident by:

• Our administrators and staff analyze testing data as well as all student data (grades, attendance, and discipline) monthly to refine curriculum needs and provide student interventions when necessary.

• The District's goal to demonstrate continued growth is to close the gap so that all students perform at a proficient or advanced level.

Programs, Strategies and Actions

Programs, Strategies and Actions Elem. Edu.

Primary EEP


EEI

Middle Level ML


Biennially Updated and Executed Memorandum of Understanding with Local Law Enforcement

X X X X

School-wide Positive Behavioral Programs X X X X

Conflict Resolution or Dispute Management X X X X

Peer Helper Programs X X X X

Safety and Violence Prevention Curricula X X X X

Student Codes of Conduct X X X X

Comprehensive School Safety and Violence Prevention Plans X X X X

Purchase of Security-related Technology X X X X

Student, Staff, and Visitor Identification Systems X X X X

Placement of School Resource Officers 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

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Screening, Evaluating and Programming for Gifted Students

The Mars Area School District informs the public of the gifted education and services offered through students’ handbooks, school website, parent-teacher conferences, etc. Initial referrals for gifted education may be made by either parent or teacher, verbally or in written form. The school's psychologist then meets with the teacher, completes the screening assessments, and overlays those scores onto the District-approved matrix. Completion of the matrix directs further testing, the outcome of which is reported in the Gifted Written Report (GWR). All screening measures and assessments adhere to Chapter 16 of the Pennsylvania state regulations for gifted education.

The following screening process is utilized for students who are thought to be gifted and may be in need of specially designed instruction.

• The Screening Assessment for Gifted Elementary Students (SAGES)

• Gifted Rating Scales (GRS)

• Chuska Scales of Acquisition and Retention

The following evaluation process is utilized when determining eligibility (through multiple criteria) and need (based on academic strength) for potentially mentally gifted students.

• The administration of a cognitive/intellectual assessment

• The administration of an academic achievement assessment

• Incorporation of teacher input/scoring of higher level thinking work beyond curricular concepts

• Incorporation of parental input via a questionnaire

These scores also are overlaid on the District's approved matrix to determine final eligibility.

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

• Acceleration occurs based on a team decision regarding an individual student's learning strengths in one or more core courses. Subject acceleration and full grade level acceleration both exist within the District. Students who are accelerated are supported in a variety of ways including, but not limited to, age/grade level appropriate guidance counseling opportunities, transportation if accessing a different building within the District, implementation of various technologies for learning, and supportive scheduling of courses.

• Enrichment occurs based on a student's identified learning strengths and interests. Enrichment seeks to provide a greater depth and/or breadth to curricular concepts. Enrichment work is most often provided in a small group setting, allowing for peer interactions, and the development of leadership skills among students.

• Enrichment options often seek to provide cross-curricular opportunities for students in order to show the relationships of concepts addressed in various courses. Some students require acceleration in a specific subject area and enrichment in a different subject area. This determination is a team decision that is individualized to each student.

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Developmental Services

Developmental Services Elem. Edu.

Primary

EEP


EEI

Middle Level

ML


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

Wellness/Health Appraisal X X X X

Pupil Service Intervention Process and Procedure is used K-12 X X X X

Explanation of developmental services:

Pupil Service Intervention Process and Procedure is used K-12. This process resembles the RTII model in that it provides interventions for students and helps identify a variety of student's needs.

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Diagnostic, Intervention and Referral Services

The Mars Area School District provides all of the below interventions and diagnostic services to better enhance our educational programs.

Diagnostic, Intervention and Referral Services Elem. Edu.

Primary

EEP


EEI

Middle Level

ML


Accommodations and Modifications X X X X

Administration of Medication X X X X

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

Assessment/Progress Monitoring X X X X

Casework X X X X

Crisis Response/Management/Intervention X X X X

Individual Counseling X X X X

Intervention for Actual or Potential Health Problems X X X X

Placement into Appropriate Programs X X X X

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

Small Group Counseling-Educational planning X X X X

Small Group Counseling-Personal and Social Development X X X X

Special Education Evaluation X X X X

Student Assistance Program X X X X

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Consultation and Coordination Services

The Mars Area School District provides all of the below consultation and coordination services to better enhance our educational programs at all grade levels.

Consultation and Coordination Services Elem. Edu.

Primary

EEP


EEI

Middle Level

ML


Alternative Education X X X X

Case and Care Management X X X X

Community Liaison X X X X

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

Coordinate Plans X X X X

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

Home/Family Communication X X X X

Managing Chronic Health Problems X X X X

Managing IEP and 504 Plans X X X X

Referral to Community Agencies X X X X

Staff Development X X X X

Strengthening Relationships Between School Personnel, Parents and Communities

X X X X

System Support X X X X

Truancy Coordination X X X X

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Communication of Educational Opportunities

Communication of Educational Opportunities Elem. Edu.

Primary

EEP


EEI

Middle Level

ML


Course Planning Guides X X X X

Directing Public to the PDE & Test-related Websites 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

School Calendar X X X X

Student Handbook X X X X

Communication of Student Health Needs

Communication of Student Health Needs Elem. Edu.

Primary

EEP


EEI

Middle Level

ML



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

School Calendar X X X X

Student Handbook X X X X

Frequency of Communication Elementary Education - Primary Level

• Quarterly

Elementary Education - Intermediate Level

• Quarterly

Middle Level

• Quarterly

High School Level

• Quarterly

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Collaboration for Interventions Teachers or parents may refer students for an evaluation. Once a referral is received, the guidance counselor, school psychologist, and teacher meet to plan interventions. If the interventions are successful, they are continued to maximize student growth. If the interventions are not successful, the team, along with the parents, meet to develop an intervention plan. If that intervention plan is unsuccessful, the team then refers the student for a special education evaluation.

Community Coordination In order to support the community coordination, with local Pre-Schools and Learning Centers, the Mars Area School District’s Assistant Superintendent, Dr. Elizabeth A. McMahon, is an active member of the Early Care Education Council of Butler County. Additionally, the Mars Area School District has a “Community Connection Team” consisting of local Pre-Schools and Learning Centers. The team meets yearly to discuss important current topics regarding early education, early interventions, Kindergarten readiness preparation, and to review Pre-K student data. There are currently no before or after school programs provided by the Mars Area School District.

Preschool Agency Coordination

The LEA coordinates with agencies that serve preschool age children with disabilities to:

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

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

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

The Mars Area School District’s Director of Special Education, Ms. Deborah Adams, works closely with the Intermediate Unit and local agencies to conduct Early Intervention (EI) transitional meetings to ensure that all students entering the Mars Area School District, with identified needs, will have all needed services in place for optimal student success. In order to support students and parents with the transition to Kindergarten process, the Mars Area School District provides Pre-K students optimal opportunities to visit the Mars Area Primary Center during various theme day events: Kindergarten Preview Day, Pre-K Assessment Days, Watermelon Welcome Day, Open Building Visitation Day, and Kindergarten Orientation.

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Materials and Resources

Description of Materials and Resources

The District has adopted a six-year curriculum cycle to provide quality instructional materials and resources. This textbook adoption cycle provides the materials and resources to support all planned instruction within the Mars Area School District. Planned instruction is directly aligned with PA CORE Standards and PA Academic Standards. The implementation of curriculum materials and resources are continuously under review to meet the needs of students utilizing effective instructional practices.

Elementary Education-Primary Level Material and Resources Characteristics Status

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

Accomplished

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

Accessibility for students and teachers is effective and efficient Accomplished

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

Accomplished

Elementary Education-Intermediate Level Material and Resources Characteristics Status


Accomplished




Accomplished

Middle Level Material and Resources Characteristics Status

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

A robust supply of high quality aligned instructional materials and resources available Accomplished Accessibility for students and teachers is effective and efficient Accomplished Differentiated and equitably allocated to accommodate diverse levels of student motivation, performance and educational needs Accomplished

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High School Level Material and Resources Characteristics Status


Accomplished




Accomplished

SAS Incorporation

Elementary Education-Primary Level Standards Status

Arts and Humanities Full Implementation

Career Education and Work Full Implementation

Civics and Government Full Implementation

PA CORE Standards: English Language Arts Full Implementation

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

Full Implementation

PA CORE Standards: Mathematics Full Implementation

Economics Full Implementation

Environment and Ecology Full Implementation

Family and Consumer Sciences Not Applicable

Geography Full Implementation

Health, Safety and Physical Education Full Implementation

History Full Implementation

Science and Technology and Engineering Education Full Implementation

Alternate Academic Content Standards for Math Full Implementation

Alternate Academic Content Standards for Reading Full Implementation

American School Counselor Association for Students Full Implementation

Early Childhood Education: Infant-Toddler to Second Grade Full Implementation

English Language Proficiency Full Implementation

Interpersonal Skills Full Implementation

School Climate Not Applicable Further explanation for columns selected:

The items marked “Not Applicable” are not associated with Primary Level-Elementary Education.

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Elementary Education-Intermediate Level Standards Status


Career Education and Work Full Implementation




Full Implementation




Family and Consumer Sciences Not Applicable










School Climate Not Applicable Further explanation for columns selected:

The items marked “Not Applicable” are not associated with Intermediate Level-Elementary Education.

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Middle Level Standards Status


Career Education and Work Not Applicable




Full Implementation




Family and Consumer Sciences Full Implementation










School Climate Full Implementation

World Language Not Applicable Further explanation for columns selected:

The items marked “Not Applicable” are not associated with Middle Level.

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High School Level Standards Status


Career Education and Work Not Applicable




Full Implementation




Family and Consumer Sciences Full Implementation










School Climate Full Implementation

World Language Full Implementation Further explanation for columns selected:

Career Education is not offered directly in the Mars Area High School; it is, however, offered through the Butler County Area Vocational Technical School.

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Professional Education

Characteristics The Mars Area School District has made a strong effort to begin to personalize professional development by providing dedicated times to staff members for collaborative and individual analysis of District data. In an ongoing effort to empower and build capacity from within, we strongly encourage educators, in our District, to explore instructional technologies to support effective instructional practices. Additionally, we encourage teachers to take leadership roles amongst their peers and create professional learning communities through the use of their Teacher SLOs.

Characteristics of the Mars Area School District’s Professional Education Program for Classroom Teachers, School Counselors, and Educational Specialists:

District’s Professional Education Characteristics Elem. Edu.

Primary

EEP


EEI

Middle Level

ML


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

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Characteristics of the Mars Area School District’s Professional Education Program for Administrators and Other Educators Seeking Leadership Roles:

District’s Professional Education Characteristics Elem. Edu.

Primary

EEP


EEI

Middle Level

ML


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

X X X X

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

X X X X

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

X X X X

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

X X X X

Instructs the leader in managing resources for effective results.

X X X X

Educator Discipline Act 126 (Child Abuse Recognition/Reporting) and Act 71 (Youth Suicide Awareness And Prevention) Provides educators with mandated reporter training, totaling 3 hours, every 5 years as outlined in Act 126.

The LEA has conducted the required training on: 6/5/2015 & 11/11/2016– This Act 126 mandated training was provided to all K-12 staff. The LEA plans to conduct the required training on approximately: 1/15/2018 – To offer a make-up session and provide training to new employees. This mandated training will be offered again. 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. The LEA has conducted the required training on: 8/26/2016 – Teachers and staff members, for students in grades 5-12, will participate in a youth suicide awareness four-hour training session. The LEA plans to conduct the required training on approximately: 1/22/2018 – To offer a make-up session and provide training to new employees. This mandated training will be offered again.

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

Not Applicable for our school entity

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Strategies Ensuring Fidelity Professional Development guidelines are put in place, at the District level, in order to ensure fidelity, make optimal use of time, and support staff, as they work to achieve personalized professional growth. Student data and teacher feedback provide the opportunity to specifically target District needs. Administrators and staff use professional development time to collaborate to support student and District growth. Administratively, there is an emphasis on the implementation of the new teacher evaluation tool (PA-ETEP), teacher and principal SLOs, and the advancement of and utilization of instructional technology.

• 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.

Recruitment The Mars Area School District has an excellent reputation and is selective in the hiring process. All teachers in this District are highly qualified. Building-level administration strategically assign teachers based on the individual's instructional strengths combined with the needs of grade-level courses. All teachers have been trained by accredited and licensed colleges or universities to meet the learning needs of all students, including those who are below proficiency or are at risk of not graduating.

Induction Program All inductees work closely with their mentors to discuss and ensure they are implementing effective instructional practices to improve student achievement. The basic details and expectations of the LEA-wide initiatives, practices, policies, and procedures are reviewed during Induction. These concepts are expanded upon throughout the year during meetings with mentors, during In-service days, and throughout faculty meetings. Inductees have access to the curriculum and frameworks and are given opportunities to navigate the Student-Aligned System (SAS) portal. Mentors, in particular, work very closely to support inductees with classroom management. Inductees are given opportunities to meet with other members of the faculty after the students are dismissed, at In-service days, during lunch, and at faculty meetings.

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At this time, Mars Area School District is using all of the below suggested strategies for a quality Induction program.

• Inductees will know, understand, and implement instructional practices validated by the LEA as known to improve student achievement.

• Inductees will assign challenging work to diverse student populations.

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

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

• Inductees will be able to access state curriculum frameworks and focus lesson design on leading students to mastery of all state academic standards, assessment anchors, and eligible content (where appropriate) identified in the LEA's curricula.

• 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.

Needs of Inductees The inductee's mentor will meet on a regular basis, with the inductee, to reflect upon effective instructional practices and to support student needs. The teachers make use of the data on EdInsight to identify how the students are progressing and where their weaknesses lie. The inductee will gain an understanding of this site during In-service days and/or from his/her mentor. The site may be used to help the inductee understand the needs of his/her students. Inductees may reflect upon their formative and summative assessments and discuss data with their mentors. Lesson plans are submitted every week to be reviewed by the building administrators.

• 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

• Standardized student assessment data other than the PSSA

• Classroom assessment data (Formative & Summative)

• Review of inductee lesson plans

• Submission of Inductee Portfolio

Currently, mentors are not guaranteed to have an opportunity to observe the instructional practices of inductees due to scheduling conflicts. In order to gain a better understanding of inductees needs, we do conduct a very brief survey at the beginning year induction days. Inductees do not summarize their instructional activities. However, their instruction is documented, in their lesson plans, and each inductee submits a culminating portfolio of works at the end of the induction year.

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Mentor Characteristics Each mentor is selected by the building principal, who is conscientious of the inductee's teaching assignment and teaching/educational background. The principal assigns mentors based on their work performance, as well as their ability to adapt to new situations, work with students and colleagues, and willingness to take on more responsibility within the building. Before this official assignment is approved, mentors are asked to accept the responsibility of being an inductee's mentor. Currently there is not a program provided for training mentors, however, the expectations of being a mentor are reviewed prior to taking on the responsibility.

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

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 X X X

Best Instructional Practices X X X X X

Safe and Supportive Schools X X X X X

Standards X X X X X

Curriculum X X X X X

Instruction X X X X X

Accommodations and Adaptations for Diverse Learners X X X X X

Data Informed Decision Making X X X X

Materials and Resources for Instruction X X X X X

Monitoring and Evaluating the Induction Program The inductees complete a brief survey during their initial Induction days. This survey allows the District to adapt the Induction Program, from year to year, to meet the needs of all inductees. The mentors and inductees also meet throughout the year at pre-scheduled dates to review and discuss pertinent educational topics. Administrators continuously check in with the inductee and his/her mentor to review status and address concerns.

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Recording Process

The recording process for inductee participation and program completion.

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

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

• At the end of the induction year, inductees submit a culminating portfolio based on the four domains of the Danielson Model.

• School/LEA maintains accurate records of program completion and provides a certificate or statement of completion to each inductee who has completed the program.

SpecialEducation

Special Education Students

• Total students identified: 281

Identification Method

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

The Mars Area School District is using the discrepancy model for identification of students with specific learning disabilities. Our school psychologist conducts the evaluations and authors the Evaluation Report (ER). The ER incorporates ability/cognitive-intellectual and academic achievement measures along with behavior, adaptive, social-emotional, and attentional measurements as is individually appropriate. Parents provide input through their active participation in the pre-referral process and via a Parent Questionnaire.

Our teachers use the AIMSweb as a screener, administering this to all students three times each school year. Students not reaching benchmarks are progress monitored by the general educator on a regular basis. If students are not demonstrating progress, the teachers complete a more in-depth checklist of specific skills and meet with the guidance counselor and school psychologist to review skill development. We refer to this team as pre-referral team. Other teachers at the same grade level may be consulted for additional ideas regarding the implementation of interventions. Once the team agrees to interventions appropriate for this student, the general education teacher implements the intervention(s) and tracks the data to note progress. The pre-referral team meets again to review the impact of the interventions. The timeline for this varies by student, but is typically 2-4 weeks. Our teachers have and implement some interventions for specific instruction. Given the accumulated data, the pre-referral team will then include the parents in a more formal referral meeting and will discuss the option to conduct a school based evaluation to determine further needs. A child’s work on any interventions is documented in the ER and is shared with parents.

Enrollment

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

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

The Special Education Data Report for the 2014-2015 school year does show enrollment differences between the numbers for the Mars Area School District (MASD) and the numbers for the state. Specifically, our numbers differ in these categories:

1. Total Special Education Enrollment - Our reports from the past three school years (2012-2013, 2013-2014, and 2014-2015) show an increasing numbers of students identified for special education supports in each of those school years respectively. That is an overall increase in our special education population. We believe this occurred for two reasons. First, this is a growing district with many families moving into MASD each school year and some of their children have special education needs. Second, we have refined the pre-referral process and we continue to look at the efficiency and the accuracy of our processes.

2. Autism - Our 2012-2013 data report shows our District much higher than the state level in this category. Our data reports for 2013-2014 and 2014-2015 continue to show our numbers higher than the state percentage. We believe this occurs because we are thirty miles, at most, from the hospitals and universities in Pittsburgh. These hospitals and universities all have graduate programs in this disability area and they operate diagnostic clinics and are involved with several approved private schools in the greater Pittsburgh area. Families come to this area for the diagnostic centers, moving into the area to receive services. In addition, the county agencies that support families of children with autism are prevalent and active in this area, so families want to live where services are readily available. The majority of our students with an autism spectrum disorder come to school already having that diagnosis from one of the many centers in Pittsburgh.

3. Speech/language impairment - Our data report from 2012-2013 school year shows us far above the state percentage in this category. The next two years' data reports (2013-2014 and 2014-2015) shows us much closer to the state numbers. We believe this occurs for the same reasons we have greater percentages in the autism category; because we are thirty miles, at most, from the hospitals and universities in Pittsburgh. These hospitals and universities all have graduate programs in this disability area and they operate diagnostic clinics and are involved with several approved private schools in the greater Pittsburgh area. Families come to this area for the diagnostic centers, moving into the area to receive services.

Non-Resident Students Oversight

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

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

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

The Mars Home for Youth – Longmore Academy (MHY-L) is located within the geographical boundaries of the Mars Area School District.

When a student moves into MHY, the guidance counselor at Longmore Academy completes the Notice of Admission form (NOA) and sends it to the Mars Area School District’s Office of Special Education. An

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enrollment packet is then mailed to the parent/guardian. We only require what is typically referred to as “the four in the door” in terms of paperwork: the NOA gives the date of birth and the student’s new address, and most often the immunization information is also sent from Longmore’s counselor. The one final form we need is the Safe Schools Affidavit. That mailing is followed, within a few days, by a phone call to the parent/guardian. That phone call explains the information they will receive and lets the parent/guardian know that as soon as that one form is received back in the office here, a meeting will be held for the purpose of determining the most appropriate, least restrictive setting for that student to receive their special education services. Concurrently, the Office of Special Education or the counselor at Longmore Academy requests the student’s records from the prior school. A meeting is held and the determination of the setting for delivering special education is determined by the team. A Notice of Recommended Educational Placement/Prior Written Notice is completed by the District and the agreed upon placement is implemented.

During the 2012-2013 school year, the Mars Area School District and our solicitor and the MHY-L administrators and their solicitor had worked on the process just delineated above. That work eliminated problems experienced prior to that date. This process has continued in effect throughout the school years and is in place for the 2015-2016 school year and beyond.

We had a few students living at Mars Home for Youth attend school and receive their IEP support in our public schools. Sometimes parents elect to have their students receive their education at Longmore Academy. This is an individual decision made with the parents.

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).

Mars Area School District is not host to a correctional facility. Incarcerated students from the District are identified when a PDE-4605 is received. The District students on IEPs who attend a 1306.2 facility are monitored by this LEA through the Office of Special Education.

In the event of such occurrence, the office would contact the correctional institution to establish an IEP team meeting. The current IEP and ER/RR would be forwarded to the correctional facility. The IEP team would be convened for the purpose of developing a new IEP (if needed) and providing guidance regarding the student’s educational needs.

If the correctional facility has a District student in residence who has not been identified as eligible for special education supports but the facility feels that student may need special education services, the District will execute the standard process for identifying eligible students. Data will be collected, testing completed, intervention provided if appropriate, and a multidisciplinary team will commence to determine the handicapping condition. If that student is found eligible, an initial IEP will be written and services provided at the correctional facility. Because we are not host to such a facility, we may find it appropriate to contract with the host school district to deliver any agreed upon services and supports.

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.

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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.

Student placement in a regular education classroom is discussed at every student's IEP team meeting. Mars Area School District (MASD) has been very successful with implementing inclusion models in order to support our students in the general education setting. Students with a specific learning disability are all in their general education classrooms and special education teachers are co-teaching with the general educators. We do have a resource room where the special education teachers and/or paraprofessionals can take a small group of students for specific tasks. This is usually used for pre-teaching some vocabulary and/or concepts, or re-teaching that information as needed and for taking curricular tests in smaller environment where the special education teachers can use testing accommodations that the IEP team decided were most appropriate for each student. MASD has also been successful in keeping students with an intellectual disability in their general education classrooms through elementary school. We do have paraprofessionals who are with these students for all areas where the student demonstrates the need for greater assistance. Special education teachers are modifying the curriculum for these students, and in some cases, we are using supplementary and/or replacement curriculum for specific areas of work, based on individual needs. MASD's Penn Data report does indicate that we are above the state's percentage for having students in other settings. This was the focus of our improvement plans after the last cyclical monitoring audit. Since then, we have increased our autistic support services in the public schools and in September 2012, the MASD took back our Life Skills Support Services class at the high school level. There are budget requests, with supporting data, already submitted for increasing our program opportunities for the 2016-2017 school year in the areas of autistic support and emotional support. Over the past three years, looking at our data reports from the 2012-2013, 2013-2014, and 2014-2015 school years, we have made progress in decreasing our percentage of students "in other settings." The MASD does use:

• Several different inclusion models • Co-teaching between general education and special education teachers • Differentiated instruction, including fluid or flexible groupings within classrooms • The PA SAS website • Assistive technology support through the IU's AT consultant • Only new textbooks that are accessible electronically • BookShare and in some students' cases, Learning Ally • Scheduled co-planning periods every week for every co-teaching team • Paraprofessional support in general education classrooms and in unstructured settings (particularly

lunch and recess and for some students on an individual basis) • Social skills learning opportunities with the school's guidance counselor • Research based supplementary materials • Enlarged print and Braille as needed for specific students • Every classroom in grades K-6 has a sound field system in the room that the teachers use during all

large group instruction

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Several years ago, the District put together an Accommodations and Adaptations Manual and instructed the teachers in its use. This is reviewed every fall at a faculty meeting and is in use in our general education classrooms. Across special education settings, you would see these various supplementary aides and services in place: Collaborative:

• Scheduled time for co-planning and team meetings • Instructional arrangements that support collaboration (e.g., co-teaching, paraprofessional support) • Coaching and guided support for team members in the use of assistive technology for an individual

student • Scheduled opportunities for parental collaboration/scheduled parent-teacher conferences which special

education teachers participate • All school personnel collaborate in the development and delivery of SAS

Instructional:

• Test modification • Providing alternate materials and/or assistive technology (e.g., materials on tape, transcribe text into

Braille, large print, alternate computer access) - computer access is generally available now K-12 with recent district wide initiatives

• Providing instruction on functional skills in the context of the typical routines in the general classroom; focus on executive functioning skills as a class wide approach in some classrooms where there are specific needs

• Changing method of presentation • Providing research-based supplementary materials • Providing instructional adaptations (e.g., pre-teaching, repeating directions, extra examples and non-

examples)

Physical: • Furniture arrangement in environments • Specific seating arrangements • Individualized desk, chair, etc. • Adaptive equipment • Adjustments to sensory input (e.g., light, sound) • Environmental Aids (e.g., classroom acoustics, heating, ventilation) • Structural Aids (e.g., wheelchair accessibility, trays, grab bars) • Special transportation where necessary to aid in positive behavior support

Social-Behavioral:

• Social skills instruction • Counseling supports by our own guidance counselors and/or by a contracted counseling psychologist • Peer supports (e.g., facilitating friendships) • Individualized behavior support plans • Modification of rules and expectations • Cooperative learning strategies

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Behavior Support Services

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

Behavior Support Service The Mars Area School District (MASD) has policy #113.2 – Behavior Support Policy for Exceptional Children in effect. This policy is up to date, having been adopted by the school board on 12/1/15. Purpose: The strategies and concepts included in this policy are intended to reduce the opportunities for student misbehavior in the school by promoting a safe climate and proactive approach to the management of student behavior. The behavior is of particular concern when it interferes with the productive learning processes of others.

Authority: A student with an identified disability who exhibits behavior problems which interfere with the student’s ability to learn or the learning of others must have a program including behavior support in accordance with 22 Section 14.122. The behavior support plan included in the IEP address the following: focus on positive measures, use interventions that are the least intrusive, do not substitute discipline for behavior change techniques, and use only techniques in which the staff has been trained. Policy: This policy details three levels of intervention:

• Level 1 – strong, positive classroom management strategies

• Level 2 – designing and implementing specific interventions and goals

• Level 3 – more intense intervention plans based on a FBA for individual students

MASD focuses on the positive aspect of addressing problem behaviors. Classroom teachers each have a class-wide procedure for recognizing/rewarding individual behaviors and group behaviors. Each school has a procedure focused on the positive aspect of behavior. The Olweus Anti-Bullying program is implemented in each school, grades K–12.

Specific to students with an IEP, individual teachers have age/grade appropriate ways to reinforce and reward positive behaviors. Many teachers are now incorporating technology and using the Dojo program to monitor behaviors in their classroom in general and with some students specifically. We do conduct functional behavior assessments (FBA) as necessary and we use the FBA information to develop positive behavior support plans within an IEP. Our school psychologist conducts the FBA or, for a more complex FBA, we contract with the IU.

Special education teachers have been trained in positive behavior support by the Director of Special Education. Material for this training has come, primarily, from PaTTAN training. Much of the same material was used for paraprofessional training on this same topic.

The staff in our public schools is not trained, however, in the use of restraints. We are just beginning to form a crisis prevention team in each of our five schools. Staff will be trained for this situation in case it occurs. MASD students who have severe behaviors are in placements where the staff is trained in the use of restraints. We do enter that information into the RISC system. In the District-wide comprehensive plan, we have included the initiation of a School Wide Positive Behavior Intervention System (SWPBIS). This initiative has begun in the spring of 2016, but will actually be rolled out district-wide in the fall of 2016.

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MASD does have a school-based mental health agreement with Psychological Services in Butler, PA. Our guidance counselors have been trained in the Student Assistance Program (SAP) and several teachers have now been trained in the SAP process. SAP is also included in the District-wide comprehensive plan and was rolled out across K-12 in the fall of 2016. The guidance counselors facilitate the mental health referrals, in conjunction with the school psychologist. Counselors come into the school to provide therapy for those students for whom we have parental permission to provide this service.

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.

There are no students in the Mars Area School District (MASD) that require the implementation of the intensive interagency approach, nor has the MASD had any difficult-to-place students in the past several years. In cases where the student's needs would be difficult to meet, the MASD would rely on the interagency approach to locate, develop, and obtain necessary programs and services.

To date, MASD has been able to work with students with more complex needs by hiring a PCA or a nurse to accompany those students to school. Currently, we have two students who have a nurse ride the school bus with them to and from home/school and stay with them in school all day. These students do attend an APS for individualreasons. We plan to continue nursing care as individual students need this in order to participate in their education.

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.

Strengths/Highlights

• Ability to acquire and access materials needed to best meet the needs of our students

• Organization of IEP meetings is consistent across grades and schools, so teachers and parents know

what to expect at team meetings and paperwork is completed and in compliance

• ALICE Training for staff, students, and parents - ALICE is an acronym for a training provided by local

first responders and is pertinent to a crisis situation which may occur in a school setting

• Parent trainings are provided each year on a variety of topics

• Cooperation and collaboration between regular education and special education is very good

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• Time is allotted weekly to meet with classroom teachers to plan/modify instruction and materials for students

• Special educators at each building work well as a team to provide needed assistance for students

• Increase in staff over the last two years

• The District focuses on inclusion and differentiated instruction for learning support students.

• Allowing special education staff to attend conferences/workshops and then share information gained with their peers

• Support of building principal in scheduling special education students in appropriate classes

• Supplemental Learning Support offers supplementary and replacement curriculum based on individual student IEP goals

• Special education students are socially accepted throughout the High School and participate in many extra-curricular activities

• New technology has broadened resources that can be used for special education students and teachers

• One-on-one technology that enables our students to have guided notes while listening to the teacher lecture (HS)

• Special education staff can review and preview notes and in class assignments with students via Edline (HS)

• District technology staff offers opportunity to enhance a teacher’s technological skills through various trainings utilizing IEP Writer

Paraprofessionals:

• Knowledgeable in the subject areas they cover

• Each special education teacher has a paraprofessional assigned to them

Our principals are supportive of the special education programs and the administrative team works well together. There is one group of students and they are 'ours'.

Even though MASD's Kindergarten is a half-day program, IEP teams have been able to schedule full-day Kindergarten programs for specific students where that is most appropriate and the students do benefit from that approach.

Once we participated in the Transition Training offered by the MIU IV, our transition plans improved greatly. The OVR representative comes into our high school to meet, interview, and assess students. MASD implemented a 'Bring Your Own Technology' (BYOT) policy in the spring of 2013 which has greatly increased student's access to and ability to use technology in all classes.

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Our school psychologist, a MASD staff member, is trained in the BrainSTEPS program and facilitates the concussion management team within the MASD.

General educators have learned from special educators and are now using accommodations in their regular education classrooms, for all students. We have been able to include a special teacher on the District-wide textbook selection committee and we have a special education teacher as part of the curriculum leaders group.

We have always had a Reading Strategies credited class at the high school. We have added a credited Math Strategies class now at the high school. We also have a Reading Strategies class and a Math Strategies class at the middle school.

The data regarding parent participation in IEP team meetings revealed that we have 94% of our parents attending and participating in their child's IEP team meeting. That number does include those who participate via a phone conference.

Special education teachers and general education teachers have used their data training and are working together on grade level data teams during the District's prescheduled days in the school calendar.

Principals regularly attend IEP team meetings, even though the Director of Special Education serves as LEA.

Parent trainings are held four times per school year.

Special education teachers and paraprofessionals receive training during In-service and ACT 80 days. Some of these are District-wide and others are department specific trainings.

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Assurances SafeandSupportiveSchoolsAssurances 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)

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

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• Acceptable Use Policy for Technology Resources

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

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

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

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

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

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

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

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

24 P.S. §1306 and §1306.2 Facilities Facility Name Facility

Type Services Provided By Student

Count

Mars Home for Youth - Longmore Academy

Nonresident Longmore Academy hires their own teachers. Longmore Academy contracts with Midwestern IU 4 for related services.

30

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

Students Placed Pressley Ridge Approved Private Schools Autistic Support 1 South Butler Primary Center

Neighboring School Districts

Autistic Support 3

St. Stephens Approved Private Schools Emotional Support and Autistic Support

7

Tillotson Approved Private Schools Learning Support 4 Watson Approved Private Schools Multiply Handicapped 6 WPSD Approved Private Schools Deaf/Hearing Impaired 1 Hope Learning Center Other Autistic support services 4 Easter Seals Approved Private Schools Multiply Handicapped 1 McGuire Memorial School

Approved Private Schools Multiply Handicapped 1

WISCA Other Emotional Support/Therapeutic 2

Special Education Program Profile Program Position #1

Operator: School District PROGRAM DETAILS

Type: Position Implementation Date: August 25, 2016 Reason for the proposed change: updated caseload numbers

PROGRAM SEGMENTS

Location/Building Grade Building Type Support Service Type

Age Range

Caseload FTE

Primary Center An Elementary School Building

A building in which General Education programs are operated

Itinerant Learning Support

5 to 7 11 0.75



Itinerant Autistic Support

5 to 7 2 0.25

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Program Position #2 Operator: School District PROGRAM DETAILS


PROGRAM SEGMENTS


Age Range

Caseload FTE



Itinerant Speech and Language Support

5 to 7 20 0.5

Mars Elementary An Elementary School Building



7 to 10

24 0.5

Program Position #3


Type: Position Implementation Date: August 25, 2016 Reason for the proposed change: updated age range and caseload numbers

PROGRAM SEGMENTS


Age Range

Caseload FTE




8 to 11

19 1

Program Position #4



PROGRAM SEGMENTS


Age Range

Caseload FTE




7 to 10

16 1

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PROGRAM SEGMENTS


Age Range

Caseload FTE




8 to 10

12 1

Program Position #6



PROGRAM SEGMENTS


Age Range

Caseload FTE

Centennial An Elementary School Building



10 to 12

17 1

Program Position #7



PROGRAM SEGMENTS


Age Range

Caseload FTE




10 to 13

18 1

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Type: Position Implementation Date: August 25, 2016 Reason for the proposed change: updated age range

PROGRAM SEGMENTS


Age Range

Caseload FTE




10 to 13

9 1

Program Position #9


Type: Implementation Date:

PROGRAM SEGMENTS


Age Range

Caseload FTE

Middle School A Middle School Building



12 to 14

26 1

Program Position #10


Type: Class Implementation Date: August 25, 2016 Average square feet in regular classrooms: 825 sq. ft. Square footage of this classroom: 768 sq. ft. (32 feet long x 24 feet wide) Reason for the proposed change: updated caseload numbers

PROGRAM SEGMENTS


Age Range

Caseload FTE



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

Life Skills Support

11 to 14

4 1

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Type: Position Implementation Date: August 25, 2016 Reason for the proposed change: updated caseload numbers and corrected the FTE, as this is a full-time, 1.0, position

PROGRAM SEGMENTS


Age Range

Caseload FTE




10 to 12

15 0.34




12 to 14

14 0.33

High School A Senior High School Building



14 to 18

14 0.33




PROGRAM SEGMENTS


Age Range

Caseload FTE




16 to 19

17 1

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PROGRAM SEGMENTS


Age Range

Caseload FTE




14 to 16

24 1



Type: Position Implementation Date: August 25, 2016 Reason for the proposed change: updated caseload number

PROGRAM SEGMENTS


Age Range

Caseload FTE




14 to 18

11 1




PROGRAM SEGMENTS


Age Range

Caseload FTE



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

Life Skills Support

15 to 21

9 1

Justification: In this class, some students are staying in public school until they are 21 years of age.

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Program Position #16 Operator: Outside Contractor for the School District PROGRAM DETAILS

Type: Position Implementation Date: August 25, 2016 Reason for the proposed change: updated caseload numbers and updated the contractual information pertinent to this position

PROGRAM SEGMENTS


Age Range

Caseload FTE

All A Senior High School Building


Itinerant Blind or Visually Impaired Support

10 to 15

5 0.5

Justification: This itinerant teacher, contracted from the Western PA School for Blind Children (WPSBC), actually works with students in each one of our schools. Because she covers various buildings, the age range looks wide, but our schools only have 2-3 grade levels per building. This teacher is also contracted to other school districts. Program Position #17

Operator: Intermediate Unit PROGRAM DETAILS

Type: Position Implementation Date: August 25, 2016 Reason for the proposed change: updated caseload and added to the justification details regarding this caseload

PROGRAM SEGMENTS


Age Range

Caseload FTE

All An Elementary School Building


Itinerant Deaf and Hearing Impaired Support

8 to 15

3 0.08

Justification: This teacher, from MIU, works in different school buildings across our District, as one student is in the Elementary School, one is in our Centennial School, and one is in our High School. Program Position #18


Type: Position Implementation Date: August 25, 2016 Average square feet in regular classrooms: 800 sq. ft. Square footage of this classroom: 750 sq. ft. (30 feet long x 25 feet wide)

PROGRAM SEGMENTS


Age Range

Caseload FTE




7 to 10

14 1

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Type: Position Implementation Date: August 25, 2016 Average square feet in regular classrooms: 825 sq. ft. Square footage of this classroom: 800 sq. ft. (32 feet long x 25 feet wide)

PROGRAM SEGMENTS


Age Range

Caseload FTE

Mars Middle School

A Middle School Building



13 to 15

20 1

Special Education Support Services Support Service Location Teacher FTE

Director of Special Education and Gifted Education MASD Administrative Office 1 School Psychologist MASD Administrative Office 1 Paraprofessional Primary Center 2 Paraprofessionals Elementary School 5 Paraprofessionals Centennial School 3 Paraprofessionals Middle School 3 Paraprofessionals High School 7 Paraprofessional Vo-Tech 1

Special Education Contracted Services Special Education Contracted Services Operator Amt. of Time per Week

Occupational Therapy (OT) Outside Contractor 2 Days Psychological Counseling Outside Contractor 1 Day

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Needs Assessment

District Accomplishments

Accomplishment #1: Mars Area Elementary School Based on the 2015-2016 PSSA data, the Mars Area Elementary School identified the following student achievements and/or performance accomplishments in English Language Arts:

• The students have demonstrated strength in vocabulary acquisition and use.

• The students have demonstrated a strength in the use of conventions of Standard English.


• The students have demonstrated the ability to identify key ideas and details while reading.

Based on the 2015-2016 PSSA data, the Mars Area Elementary School identified the following student achievements and/or performance accomplishments in Math:

• The students have demonstrated the ability to reason with shapes and identify the attributes of shapes.

• The students have demonstrated the ability to solve problems involving measurement, estimation of intervals of time, money, liquid volumes, masses, and lengths of objects.

• The students have demonstrated the ability to use place-value and properties of operations to perform multi-digit arithmetic.

• The students have demonstrated the ability to build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.

Accomplishment #2: Mars Area Centennial School Based on the 2015-2016PSSA data, the Mars Area Centennial School identified the following student achievements and/or performance accomplishments in English Language Arts:


• The students have demonstrated strength in literature text.


• The students have demonstrated strength in knowledge of language.

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Based on the 2015-2016 PSSA data, the Mars Area Centennial School identified the following student achievements and/or performance accomplishments in Math:

• The students have demonstrated the ability to perform operations with multi-digit whole numbers and with decimals to the hundredths.

• The students have demonstrated the ability to write and interpret numerical expressions.

• The students have demonstrated the ability to compute multi-digit numbers and find common factors and multiples.

• The students demonstrated a strength in understanding ratio concepts and use ratio reasoning to solve problems.

Accomplishment #3: Mars Area Middle School

Based on the 2015-2016 PSSA data, the Mars Area Middle School identified the following student achievements and/or performance accomplishments in English Language Arts:


• The students have demonstrated strength in the use of conventions of Standard English.

• The students have demonstrated strength in knowledge of language.

• The students have demonstrated strength in identifying text types and purposes.

Based on the 2015-2016 PSSA data, the Mars Area Middle School identified the following student achievements and/or performance accomplishments in Math:

• The students have demonstrated the ability to investigate chance processes and develop, use, and evaluate probability models.

• The students have demonstrated the ability to understand geometric figures and their properties.

• The students have demonstrated the ability to use functions to model relationships between quantities.

• The students have demonstrated the ability to investigate patterns of association in bivariate data.

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Accomplishment #4: Mars Area High School Based on the 2015-2016 Keystone data, the Mars Area High School identified the following student achievements and/or performance accomplishments in Literature:

• The students have demonstrated the ability to read non-fiction literature for meaning.

• The students have demonstrated the ability to analyze and interpret non-fiction literature.

Based on the 2015-2016 Keystone data, the Mars Area High School identified the following student achievements and/or performance accomplishments in Algebra I:

• The students have demonstrated strength in functions.

• The students have demonstrated strength in linear equations.

Based on the 2015-2016 Keystone data, the Mars Area High School identified the following student achievements and/or performance accomplishments in Biology:

• The students have demonstrated strength in bioenergetics.

• The students have demonstrated strength in ecology.

District Concerns

Concern #1:

The Mars Area School District has identified the need for continuous implementation of effective instructional practices to support student growth.

Concern #2:

The Mars Area School District has identified the need for systems that fully ensure all students, K-12, are supported with interventions and/or enrichment and monitored through the following structures: RTII, SAP, and SWPBS.

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Concern #3: Mars Area Elementary School

Based on the 2015-2016 PSSA data, the Mars Area Elementary School identified the following student concerns in English Language Arts:

• The students need to demonstrate an increase in their knowledge of language.

• The students need to demonstrate an increase in the integration of knowledge and ideas.

• The students need to demonstrate an increase in text-dependent analysis.

Based on the 2015-2016 PSSA data, the Mars Area Elementary School identified the following student concerns in Math:

• The students need to demonstrate an increase in their ability to solve problems involving the four operations and explain patterns in arithmetic.

• The students need to demonstrate an increase in their ability to represent and interpret data.

• The students need to demonstrate an increase in their ability to solve problems involving measurement and conversion of measurements from larger units.

Concern #4: Mars Area Centennial School

Based on the 2015-2016 PSSA data, the Mars Area Centennial School identified the following student concerns in English Language Arts:


• The students need to demonstrate an increase in the integration of knowledge and ideas.

Based on the 2015-2016 PSSA data, the Mars Area Centennial School identified the following student concerns in Math:

• The students need to demonstrate an increase in their ability to analyze patterns and relationships.

• The students need to demonstrate an increase in their ability to understand concepts of volume and to relate volume to multiplication and division.

• The students need to demonstrate an increase in their ability to solve real-world and mathematical problems involving area, surface area, and volume.

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Concern #5: Mars Area Middle School

Based on the 2015-2016 PSSA data, the Mars Area Middle School identified the following student concerns in English Language Arts:


• The students need to demonstrate an increase in their ability to identify key ideas and details.

• The students need to demonstrate an increase in their understanding of conventions of Standard English.

Based on the 2015-2016 PSSA data, the Mars Area Middle School identified the following student concerns in Math:

• The students need to demonstrate an increase in their ability to represent expressions in equivalent forms.

• The students need to demonstrate an increase in their ability to solve real-world and mathematical problems involving angle measure, circumference, area, surface area and volume.

• The students need to demonstrate an increase in their ability to apply the Pythagorean Theorem.

• The students need to demonstrate an increase in their knowledge of linear inequalities.

Concern #6: Mars Area High School

Based on the 2015-2016 Spring Keystone Exam data, the Mars Area High School identified the following student concerns in Algebra I:

• The students need to demonstrate an increase in their knowledge of operations with real numbers and expressions.

• The students need to demonstrate an increase in their knowledge of linear inequalities.

Based on the 2015-2016 Spring Keystone Exam data, the Mars Area High School identified the following student concerns in Biology:

• The students need to demonstrate an increase in their knowledge of the theory of evolution.

• The students need to demonstrate an increase in their knowledge of cell growth and reproduction.

Based on the 2015-2016 Spring Keystone Exam data, the Mars Area High School identified the following student concerns in Literature:

• The students need to demonstrate an increase in reading for meaning in fiction texts.

• The students need to demonstrate an increase in analyzing and interpreting literature in fiction texts.

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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: The Mars Area School District has identified the need for continuous implementation of effective instructional practices to support student growth.

Systemic Challenge #2 (Guiding Question #7) Establish a District system that fully ensures students who are academically at risk are identified early and are supported by a process that provides interventions based upon student needs and includes procedures for monitoring effectiveness.

Aligned Concerns:

The Mars Area School District has identified the need for systems that fully ensure all students (K-12) are supported with interventions and/or enrichment and monitored through the following structures: RTII, SAP, and SWPBS.

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District Level Plan

Action Plans

GOAL #1:

Based on our needs assessment, the Mars Area School District will continue to make legally and fiscally sound decisions to support the development of a system, within the District, that fully ensures consistent implementation of effective instructional practices.

Related Challenges:

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

Indicators of Effectiveness:

Data Source: Student Assessment Data K-12 (Diagnostic, Benchmark, Formative, Summative)

Specific Targets: Identifying the needs of all students to ensure one year’s worth of growth in mathematics and reading, grades K-12, as currently measured by summative assessments including: AIMSweb, PSSA and Keystone Exams.

Strategy #1:

Selection and Implementation of a Universal Mathematics and Reading Screener for students in Grades K-12.

Implementation Steps:

Based on the needs assessment, over the next three years, the Mars Area School District will:

• Explore universal K-12 mathematics and reading screeners. • Pilot available universal K-12 mathematics and reading screener. • Select/purchase a universal K-12 for mathematics and reading screener. This screener could possibly

replace the current reading screening tool utilized in grades K-6. • Development of an intervention protocol to coincide with the newly purchased universal screener.

Start Date: 7/1/2017 End Date: 6/30/2021

Program Area(s): Professional Education, Special Education, Gifted Education, Educational Technology

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

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Strategy #2:

Data Analysis Procedures

Implementation Step:

The Mars Area School District will continue to provide professional development for professional staff focusing on student achievement data, state mandates/changes, and District needs.


Program Area(s): Professional Education, Special Education, Gifted Education, Educational Technology

SAS Alignment: Assessment, Curriculum Framework, Standards

Strategy #3:

Budgeting Practices


The Mars Area School District will continue to incorporate fiscally sound budgetary practices/cost effective strategies regarding instructional resources, auxiliary services, and all facilities.


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

SAS Alignment: Materials & Resources

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GOAL #2:

Based on our needs assessment, the Mars Area School District will develop a system that fully ensures students who are academically at risk, or high achieving, are identified early and are supported by a process that provides intervention and/or enrichment based upon student needs as well as specially designed instruction that includes procedures for monitoring effectiveness.

Related Challenges:

• Establish a District system that fully ensures students who are academically at risk are identified early and are supported by a process that provides interventions based upon student needs and includes procedures for monitoring effectiveness.

Indicators of Effectiveness:

Data Source: Data/documentation collected and reviewed confirming systems that fully insure that all students, K-12, are supported and monitored through the following structures: Differentiated Classroom Instruction, Student Assistance Program (SAP), School-Wide Positive Behavior Support (SWPBS), and Response To Instruction Intervention (RTII).

Specific Targets: All students', K-12, needs are met including academic, social, emotional and behavioral.

Strategy #1:

Utilization of a Student Assistance Program (SAP)

Implementation Steps:

Based on the needs assessment, over the next three years, the Mars Area School District will:

• Continuously provide Student Assistance Program (SAP) training to build capacity in grades K-12. • Implementation of a consistent District-wide SAP model.


Program Area(s): Student Services

SAS Alignment: Assessment, Materials & Resources, Safe and Supportive Schools

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Strategy #2:

Response to Instruction and Intervention (RTII)


Based on the needs assessment, the Mars Area School District will redefine and reorganize the current Response To Instruction and Intervention (RTII) practices to develop consistency among grade levels, K-12, throughout the District.



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

Strategy #3:

School-Wide Positive Behavior Support (SWPBS)


Based on the needs assessment, the Mars Area School District will continue to enhance a school-wide positive culture grades K-12.


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

SAS Alignment: Materials & Resources, Safe and Supportive Schools

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Strategy #4:

Budgeting Practices


The Mars Area School District will continue to incorporate fiscally sound budgetary practices/cost effective strategies regarding instructional resources, auxiliary services, and all facilities.



SAS Alignment: Materials & Resources

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Appendix: Professional Development Implementation Steps

GOAL #1: Based on our needs assessment, the Mars Area School District will continue to make legally and fiscally sound decisions to support the development of a system within the District that fully ensures consistent implementation of effective instructional practice.

Strategy #1: Selection and Implementation of a K-12 Universal Mathematics and Reading Screener for students in grades K-12

Start: July 1, 2017

End: June 30, 2021

Description: Based on the needs assessment, over the next three years, the Mars Area School District will:

• Explore universal K-12 mathematics and reading screeners.

• Pilot available universal K-12 mathematics and reading screener.

• Select/purchase a universal K-12 mathematics and reading screener. This screener could possibly replace the current reading screening tool utilized in grades K-6.

• Development of an intervention protocol to coincide with the newly purchased universal screener.

Person(s) Responsible: Assistant Superintendent, Building Principals, Director of Special Education and Gifted Education, Classroom Teachers, Technology Department

Estimated Hours of Professional Development Per Session: 3

Estimated Number of Sessions Needed: 20

Estimated Number of Participants: 150

Provider of Professional Development: Training Representative from Contracted Publisher

Training Format: Series of Workshops by Publisher

PDE Approved: Yes

Knowledge Gained: The knowledge gained from the utilization of a universal mathematics and reading screener will support more effective differentiated classroom instruction.

Supportive Research: Utilizing a scientifically researched based assessment tool will support the implementation of effective practices focused on student growth.

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Designed to Accomplish:

For classroom teachers, school counselors, and education specialists: Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data for instructional decision making.

For school and district administrators, and other educators seeking leadership roles:

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

Participant Roles: Assistant Superintendent, Building Principals, Director of Special Education and

Gifted Education, Classroom Teachers, Technology Department

Grade Levels Involved: Elementary – Primary (K-1) Elementary – Intermediate (2-6) Middle Level – (7-8) High School Level – (9-12) Follow-up Activities: Review student data/assessment results Evaluation Methods: Review of written reports summarizing instructional activity

GOAL #1: Based on our needs assessment, the Mars Area School District will continue to make legally and fiscally sound decisions, to support the development of a system within the District that fully ensures consistent implementation of effective instructional practice.

Strategy #2: Data Analysis Procedures

Start: September 1, 2017

End: June 30, 2021

Description: The Mars Area School District will continue to provide professional development for professional staff focusing on student achievement data, state mandates/changes, and District needs.

Person(s) Responsible: Assistant Superintendent, Building Principals, Director of Special Education and Gifted Education, Director of Pupil Services, School Psychologist, Classroom Teachers, and Guidance Counselors




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Provider of Professional Development: Various

Training Format: LEA Provided Whole Group Presentation, Series of Workshops, Department Focused Presentation

PDE Approved: Yes

Knowledge Gained: Understanding data analysis

Supportive Research: Utilization of the data collected to support differentiated instruction


For classroom teachers, school counselors, and education specialists: Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision-making.

For school and District administrators, and other educators seeking leadership roles:

Provides leaders with the ability to access and use appropriate data to inform decision-making. Participant Roles: Assistant Superintendent, Building Principals, Director of Special Education and

Gifted Education, Director of Pupil Services, School Psychologist, Classroom Teachers, and Guidance Counselors

Grade Levels Involved: Elementary – Primary (K-1) Elementary – Intermediate (2-6) Middle Level – (7-8) High School Level – (9-12) Follow-up Activities: Creating lessons to meet varied student learning styles Evaluation Methods: Classroom student assessment data

GOAL #1: Based on our needs assessment, the Mars Area School District will continue to make legally and fiscally sound decisions, to support the development of a system within the district that fully ensures consistent implementation of effective instructional practice.

Strategy #3: Budgeting Practices

No professional development required for this strategy.

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GOAL #1: Based on our needs assessment, the Mars Area School District will continue to make legally and fiscally sound decisions, to support the development of a system within the District that fully ensures consistent implementation of effective instructional practice.

Strategy #4: Community Engagement to Support Effective Instructional Practices

The Mars Area School District recognizes the importance of community partnership. In order to be a good neighbor and support all students in the Mars Area Community, the District will extend educational opportunities to students attending Longmore Academy and professional development services to staff.

No professional development required for this strategy.

GOAL #2: Based on our needs assessment, the Mars Area School District will develop a system that fully ensures students who are academically at risk, or high achieving, are identified early and are supported by a process that provides intervention and/or enrichment based upon student needs as well as specially designed instruction that includes procedures for monitoring effectiveness.

Strategy #1: Utilization of a Student Assistance Program (SAP)


End: June 30, 2021

Description: Over the next three years, the Mars Area School District will:

• Continuously provide Student Assistance Program (SAP) training to build capacity in grades K-12.

• Development and implement a consistent District-wide SAP model.

Person(s) Responsible: Assistant Superintendent, Building Principals, Director of Special Education and Gifted Education, Director of Pupil Services, School Psychologist, Guidance Counselors, and Classroom Teachers


Estimated Number of Sessions: 3 Full Days


Provider of Professional Development: PaTTAN

Training Format: Series of Workshops

PDE Approved: Yes

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Knowledge Gained: The knowledge gained will support the Mars Area School District to understand the variety and complexity of student issues and concerns including social, emotional, behavioral, and potentially academic.

Supportive Research: Student Assistant Program (SAP) structures and approaches for consistent implementation in grades K-12.


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.

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

Participant Roles: Assistant Superintendent, Building Principals, Director of Special Education and

Gifted Education, Director of Pupil Services, School Psychologist, Guidance Counselors, and Classroom Teachers

Grade Levels Involved: Elementary – Primary (K-1) Elementary – Intermediate (2-6) Middle Level – (7-8) High School Level – (9-12) Follow-up Activities: Team development and sharing of content-area lesson implementation

outcomes, with involvement of administrator and/or peers Evaluation Methods: Review of all SAP protocols and procedures within the Mars Area School District

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Strategy #2: Response To Instruction and Intervention (RTII)


End: June 30, 2021

Description: Based on the needs assessment, the Mars Area School District will redefine and recognize the current practices of Response To Instruction and Intervention (RTII) to develop consistency among grade levels throughout the District.

Person(s) Responsible: Assistant Superintendent, Building Principals, Director of Pupil Services, Director of Special Education and Gifted Education, School Psychologist, Classroom Teachers, and Guidance Counselors




Provider of Professional Development: Mars Area School District

Training Format: LEA Provided Whole Group Presentation, Series of Workshops, Department Focuses Presentation

PDE Approved: Yes

Knowledge Gained: The knowledge gained will promote accuracy and consistency regarding the utilization of interventions, K-12, to improve upon our current RTII practices focused on student growth.

Supportive Research: Utilizing the RTII model, the District will ensure that the needs of all learners, K-12, are met.

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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.


• 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.


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


Participant Roles: Assistant Superintendent, Building Principals, Director of Pupil Services, Director

of Special Education and Gifted Education, School Psychologist, Classroom Teachers, and Guidance Counselors

Grade Levels Involved: Elementary – Primary (K-1) Elementary – Intermediate (2-6) Middle Level – (7-8) High School Level – (9-12) Follow-up Activities:

• Team development and sharing of content-area lesson implementation outcomes with involvement of administrator and/or peers.

• Analysis of students work with administrator and/or peers

• Creating lessons to meet varied student learning styles

• Peer-to-peer lesson discussion

• Joint planning period activities

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Evaluation Methods: • Classroom observation focusing on factors such as planning and preparation, knowledge of

content, pedagogy and standards, classroom environment, instructional delivery, and professionalism.

• Student PSSA data

• Standardized student assessment data other than the PSSA

• Classroom student assessment data

• Review of written reports summarizing instructional activity


Strategy #3: School-Wide Positive Behavior Support (SWPBS)


End: June 30, 2021

Description: Based on the needs assessment, the Mars Area School District will continue to promote a School-Wide Positive Behavior Support System (SWPBS) for students in grades K-12 to enhance a positive school-wide culture.

Person(s) Responsible: Assistant Superintendent, Building Principals, Director of Pupil Services, Director of Special Education and Gifted Education, School Psychologist, Classroom Teachers, and Guidance Counselors




Provider of Professional Development: Mars Area School District

Training Format: LEA Provided Whole Group Presentation, Department Focused Presentation PDE Approved: Yes

Knowledge Gained: The Mars Area School District will implement age-appropriate support services for students in grades K-12 to consistently enhance a safe and positive culture.

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Supportive Research: SWPBS interventions and support services including social, emotional, and behavioral to meet the need of all students.


For classroom teachers, school counselors, and education specialists: • Increases the educator’s teaching skills based on research on effective practice, with attention

given to interventions for struggling students.



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


Participant Roles: Assistant Superintendent, Building Principals, Director of Pupil Services, Director of Special Education and Gifted Education, School Psychologist, Classroom Teachers, and Guidance Counselors

Grade Levels Involved: Elementary – Primary (K-1) Elementary – Intermediate (2-6) Middle Level – (7-8) High School Level – (9-12) Follow-up Activities: Promote School-Wide positive themes to support a positive school environment:

1. We Are Mars: Motivated, Accountable, Respectful, Safe 2. Planet Peace

Evaluation Methods:

• Analysis of school-wide climate/culture


Strategy #4:

Budgeting Practices

No professional development is required for this strategy.

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District Level Affirmations We affirm that this District Level Plan was developed in accordance and will comply with the applicable provisions of 22 Pa. Code, Chapters 4, 12, 16, and 49. We also affirm that the contents are true and correct. 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.

Mrs. J. Dayle Ferguson

Board President

Dr. Wesley Shipley

Superintendent/Chief Executive Officer

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Special Education Affirmations We also affirm our understanding that any requests for any deviations from the Chapter 14 regulations, standards, policies, and procedures must be made in writing to the Pennsylvania Department of Education. The school district understands that the Special Education Component of the District Level Plan will be approved by PDE in accordance with the following criteria as set forth in 22 Pa. School Code § 14.104 and as part of the District Level Plan:

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

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

3. The school district has adopted policies and procedures that assure that students with disabilities are included in general education programs, 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 and the 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).

Mrs. J. Dayle Ferguson Board President

Dr. Wesley Shipley Superintendent/Chief Executive Officer

District Level Plan - Edl Lindsay Rosswog Community Representative / Building Principal Eileen Deklewa School Counselor Adrianne Desch Elementary School Teacher – Regular Education

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