Student Services Report

Pennsylvania Department of Education

COMMONWEALTH OF PENNSYLVANIA
DEPARTMENT OF EDUCATION
333 MARKET STREET
HARRISBURG, PA 17126-0333

Student Services Report
Friday, April 04, 2008

Entity: Scranton SD
Address: 425 N Washington Ave
Scranton, PA 18503-1305
Phone:
Contact Name:

Organization Description

The Scranton City School District is located in Lackawanna County in Northeastern Pennsylvania and serves over 9,800 students in an urban setting. Scranton's population is close to 75,000. Students attend 18 schools ranging in size from small neighborhood elementary schools to large comprehensive high schools. The K-12 program is organized as follows:

Pre-K — 5 - Elementary Schools - 13 buildings

Grades 6 — 8 - Intermediate Schools - 3 buildings

Grades 9 — 12 - High Schools - 2 buildings

In addition, thirteen preschool classes operate in tweleve different settings. Currently, the needs of English Language Learners, Special Education Students and Gifted Students are served at all 18 schools. The district also supports student placements in several alternative schools for disruptive and truant youth that include; SSD-SAVES Program , SSD-Yellowwood Alternative School, NEIU #19 Learning Center, Bethesda Alternative School, Lackawanna County Detention Center, Lackawanna County Prison and the SSD-School Age Mothers Program.

The district recently completed a revision of its' K-12 curriculum and it is now fully aligned with the Pennsylvania Standards. The district's curriculum committee recommended, and the district adopted, a K-12 assessment program, which includes; Dibels - Kindergarten to grade 2, and 4Sight Assessment grades 3 - 11 four times per year. The district will continue the use of the Development Reading Assessment but only for students performing at the basic and below levels. The 4Sight Math Assessment will be given in grades 3 - 11. An annual assessment calendar has been developed to include professional development time for teachers and administrators to analyze data and to focus instruction on areas of identified needs. Data from each assessment are used by building & classroom level teams to evaluate the curriculum and to help drive the instructional program. Likewise, groups of professionals continue to determine benchmarks and local assessments aligned with standards from K to12. The use of data-driven decisions assist the district in this process and in the monitoring and adjustment of all of programs to constantly improve student achievement at every level.

Over the past 5 years, the district has been consistently increasing in student population at an average of 200 students per year. In order to address this growth, the School Board is presently in the process of approving plans to renovate and expand two existing elementary schools, closing two older elementary schools, building a new elementary center to replace the two closed buildings and renovating the district administration building.

Core Purpose

Mission

The Scranton School District, in partnership with the entire community, enables all students to embrace diversity and achieve their full potential as they grow into responsible, productive, life long learners.

Vision

The vision of the Scranton City School District is to continually strive to educate all students in collaboration with parents, teachers, administrators and community members. The district continually strives to present new and innovative course offerings and works to foster meaningful collaborations with the business community, institutions of higher learning and community members, to ensure that all students have access to the resources and facilities that will provide them with an appropriate forum for the development and demonstration of knowledge and skills that will best address their individual needs.

The faculty and administration continually strive to maintain instructional programs that meet and exceed the standards identified by the Pennsylvania Academic Standards. To facilitate student learning, educators, in partnership with families and community members, strive to meet the needs of all students. This dedication contributes to the cultivation of an environment that shapes the intellectual, emotional and social growth of students. It is essential that all learners work collaboratively with others in order to gain greater appreciation for the diverse gifts possessed by fellow human beings.

This vision includes the continued dedication to work together with parents, families and communities to provide students with opportunities to acquire knowledge, develop integrity, process information, think critically, work independently, collaborate with others, and adapt to change.

Shared Values

Â¨ Education in a safe and motivating environment is a shared responsibility of the entire community;

Â¨ Academic, interpersonal, and career exploration skills are keys to success in a technological global society;

Â¨ Diversity is to be recognized, encouraged, and celebrated;

Â¨ Standards-based curriculum and instruction ensure equitable learning opportunities for all children.

Current Student Services

Service	Comment
The district provides a full complement of courses and additional learning opportunities (tutoring and after school programs) before, during and after school. All classes are taught by highly qualified teachers, most of whom have a master's degree in their area of certification.

Needs Assessment

School Psychology Needs:

Staff perception data has revealed that there is a need for improves awareness throughout the district regarding the analysis of data specifically associated with differentiating instruction for diverse learners in order to better meet the individual needs or students, increase students achievement, and reduce the number of students referred for MDEs. The school psychologist will increase the awareness of the staff and administration regarding the analyzing of data from the District’s Assessment Plan incorporating differentiated instruction to assist at-risk students and lowering the number of students for MDEs.

Nursing Needs:

Disaster and Emergency Preparedness

Detailed and comprehensive crisis plans will be developed according to a standard model. The Superintendent or designee will consult building Principals and the Chief School Nurse in the development of these plans.

Guidance Needs:

Based on the recent particpation in the Accredidation for Growth (AFG) protocol for Middle States Evaluation, it was determined that a more appropriate plan of delivering guidance services based was needed. Guidance services have been re-programmed so that assistance could be provided based upon the needs of grade level students, with the guidance staff case load being revised to reflect grade level assignments, rather than cross-grade level assignments. This plan will allow for guidance to tailor programming and support based on the needs of students at different levels of the education and development.

It has also been determined that a comprehensive career planning approach needed to be adopted to best plan for post-secondary transition. Scranton City is evaluating the implementation of "Future Connect," a comprehensive career planning that incorporates technology into the classroom and will facilitate effective communication with parents and guardians.

Guidance faculty also recognizes that the continually growing, and often transient, population of students served by both city high schools presents a continuum of emotional, social, educational and psychological needs. These needs are met through collaboration and coordination of services with Scranton Counseling and Family Services of Lackawanna county. This collaboration facilitates the provision of clinical and psychological services for the students and their families. In addition, Scranton Counseling maintains an outpatient facility within Scranton High School to allow families to access services within the school setting. Scranton Counseling also provides intensive case management services to each of the 18 schools within Scranton City School District. It is recognized that these services are of value and that these collaborations must continue in order to effectively meet the needs of the diverse population served by the district.

Guidance Faculty also recognizes the value of maintaining a community liaison, who facilitates home-school visits throughtout the school community and the coordination and implementation of translators to effectively communicate with families who speak English as a Second Language.

In addition, the district has established a centralized student registration process. This processes has helped to consolidate the enrollment and registration process, and facilitates appropriate tracking and placement of students based on individual needs. In addition, translation and nursing services are provided at the time of registration.

Finally, it is recognized that a more comprehansive guidance program needs to be offered within the k-5 educational setting.

Social Worker Needs:

Scranton City School District presently employs three full time social workers who address the needs of teen fathers, teen mothers and other students. In addition, these key personnel facilitate the implementation of diversity awareness programs and facilitate mediation and conflict resolution. It is recognized that as a result of the continuously growing school population that student social work needs will continue to grow and therefore strategic efforts will continually be facilitated to continue to support student access to appropriate social services. Scranton maintains an open relationship and collaboration with Foster Care Agencies, Children and Youth, the Lackawanna Juvinile system to facilitate access to appropriate needs.

Action Plan - Narratives

Developmental Services

Psychological Services

The Scranton School District school psychologist participates on building level teams in collaboration with an educational diagnostician in prevention program for students at risk of school failure. School psychologists provide a complete battery of psychometric services for data analysis of individuals with school diagnostician completing the educational data of how the student functions in the general education curriculum. The Scranton School District psychologists participate in evidence based interventions for student academics, behavioral and social progress.

Nursing Services

Health Curriculum and Wellness Programs - The Health and Physical Education curriculums are addressed in all schools from Kindergarten through Grade 12.

Wellness Programs

The Scranton School District follows a wellness policy that has been approved by the Department of Education and the School Board. The cafeteria provides nutritious selections of food items for breakfast and lunch, focusing on the recommendations of the Wellness Committee. A committee that includes representatives from all levels of the district has been formed to promote PANA objectives. These also include the community on such activities as school-wide “PANA” walks, nutritious food tastings, and introduction to healthy eating. Students and staff are provided the opportunity to donate blood through on-site annual blood drives sponsored by the Red Cross. Community agencies provide wellness presentations to the students at all grade levels, such as the information regarding STD, Drug and Alcohol prevention, tobacco prevention, and others.

Monitor and ensure health of students and staff.

The Scranton School District provides nursing services for all buildings. A Certified School Nurse oversees health services in each building. Included in the monitoring is the assessment and monitoring of current health issues through the identification of health concerns and follow-up care with parents and physicians. Nursing services are provided, as needed, to staff. The nursing staff works closely with the Department of Health to help identify any current trends and health concerns in the community and school district.

Disaster and Emergency Preparedness

The nurses and staff at the Scranton School District are CPR and AED certified. Each school follows mandated fire drills. The Scranton School District has a crisis management plan. On-going Training is offered to the nursing staff for Disaster and Emergency Preparedness. The Scranton High School has been identified in the community as a pandemic center.

Compliance with Health Requirements

In the Scranton School District, district-wide mandated screenings for vision, hearing, height, and weight. Physician and dental exams are conducted in the required grades. The District communicates with the Department of Health to ensure reporting of this information and any diseases that must be reported as well.

Guidance Services

The Scranton School District provides guidance services to all students from Pre-Kindergarten through the twelfth grade in 18 school buildings. The Scranton School District’s Guidance Program is presented in a developmental sequence to enhance student participation at the elementary and secondary levels. The Scranton School District Guidance program services at these levels are summarized below.

Elementary Guidance (Pre-Kindergarten-grade 5)

Elementary School Guidance Counselors play a proactive role in helping students learn problem solving skills and good work habits at an early age. Elementary School Guidance Counselors focus in facilitating the students’ success in the school setting, so they can reach their full potential. Elementary School Guidance Counselors observe children during classroom and play activities and confer with their teachers and parents to evaluate the children’s strengths, problems, or special needs. In conjunction with teachers and administrators, they make sure that the curriculum addresses both the academic and the developmental needs of students. Elementary School Guidance Counselors concerns itself with the child in the developmental process of maximizing his/her potential. The Elementary School Counselor works within the education framework and the child’s total environment to enable the child to establish self-esteem and learn to make choices and decisions which lead to effective functioning. The teacher plays the primary role in working with children and the Elementary School Counselor must aid the teacher in making education more meaningful with the implementations of an appropriate guidance and counseling program.

Secondary Guidance (Grades 6-12)

Secondary School Counselors meet with students individually or in small groups. Secondary School Counselors often meet with students during the school year to assist them in planning their academic program. The guidance counselor helps students select the most appropriate program of studies to ensure success in intermediate and high school and to plan for the years after graduation.

The opportunities for college, professional and technical schools, and post high school employment increase everyday. All students are invited to explore the various reference materials on occupational training, colleges, financial aid and scholarships available in the school’s Career Resource Room.

Individual Student Planning

At both levels guidance counselors are available to provide individual support for specific student needs, scheduling for maximum educational benefit, career counseling, consultation, coordination, and crisis intervention. The guidance counselors participate with many community agencies, using an interagency model, to assist students to access services within and outside of the school district.

Social Work:

Scranton City School District presently employs three full time social workers who address the needs of teen fathers, teen mothers and other students. In addition, these key personnel facilitate the implementation of diversity awareness programs and facilitate mediation and conflict resolution. It is recognized that as a result of the continuously growing school population that student social work needs will continue to grow and therefore strategic efforts will continually be facilitated to continue to support student access to appropriate social services. Scranton maintains an open relationship and collaboration with Foster Care Agencies, Children and Youth, the Lackawanna Juvinile system to facilitate access to appropriate needs.

Diagnostic, Intervention and Referral Services
Psychological Services

The school psychologist provides consultation to administration and staff regarding scientifically based academic and behavioral interventions designed to promote student success. The multidisciplinary team provides input to the school psychologist and the educational diagnostician as the process of assessing the student in cognitive, academic, behavioral and emotional areas. The recommendations for special education eligibility, services, and accommodations are made following the completion and review of the data from all the assessments completed by all of the MDE team members. The results of the MDE team are shared with the parents, regular education teacher and all the other members of the MDE team. If the student is found eligible under any of the classification defined in IDEA, the MDT team begins to develop an Individualized Education Plan for that student based on their strengths and needs as determined by the MDE team. The MDT team begins to develop measurable annual goals for the student incorporating progress monitoring to ensure that the annual goals are being met.

Nursing Services

Intervention for actual or potential health problems

The District provides nursing care of actual and/or potential health issues by a certified school nurse or designee, in the event of illness or injury. The District provides emergency care of its students and faculty on an as needed basis. We work with local ambulance authorities, hospitals, and health clinics to provide appropriate emergency care.

Safe administration of medications

The School District follows procedures outlined in the district-wide medication administration policy. The District has standing medication orders approved for students for the administration of over the counter (OTC) medications, with the parents’ permission. A doctor’s prescription is needed for administration of prescription medications at school. Medications are administered by the school nurse.

Guidance Services

Scranton School District Counselors implement a comprehensive school counseling program that promotes and enhances student achievement through our guidance curriculum, individual planning strategies, responsive services and comprehensive school counseling program support/advocacy. A fully implemented district-wide comprehensive school counseling program meets the needs of our students.

Responsive Services

The responsive services component of the counselors of the Scranton School District provides individual and/or small group counseling for students. These needs may require counseling, consultation, referral, or general information. The overall focus of responsive services is prevention and intervention through activities and programs that are developed in response to students’ needs.

Individual or Group Counseling

Counselors of the Scranton School District provide individuals and groups with career and educational counseling. Counselors in the Scranton School District assist students of all levels, from elementary school to postsecondary education. They advocate for students and work with other individuals and organizations to promote the academic, career, personal, and social development of children and youth. Counselors in the Scranton School District help students evaluate their abilities, interests, talents, and personalities to develop realistic academic and career goals. Our counselors use interviews, counseling sessions, interest and aptitude assessment tests, and other methods to evaluate and advise students. They also operate a career resource center and career education programs. Often, our counselors will work with students who have academic and social development problems or other special needs. Therefore, our counselors interact with students individually, in small groups, or as an entire class. Counselors of the Scranton School District consult and collaborate with parents, teachers, school administrators, school psychologists, medical professionals, and social workers to develop and implement strategies to help students succeed.

Social workers maintain individual case loads based on their respective duties. In addition, Scranton City collaborates and maintains partnerships with community agencies to allow for successful implementation of social work services for students in need.

Social workers within the district maintain specific duties and caseloads. These personnel meet to coordinate and consult regarding student needs and programming. Guidance plays a support role in order to coordinate appropriate social work services within the school setting. In addition, a variety of groups are facilitated on an ongoing basis as the school population requires.

Consultation and Coordination Services
Psychological Services

The Scranton School District provides direct and indirect services for students identified under IDEA/Chapter 14. Students identified under IDEA are eligible for psychological services under the related services located in the Individualized Education Plan. The Scranton School District partners with the two local mental health care providers to support the District in assessing the mental health needs of a student and ensuring that they are able to meet the educational needs required by the District

Nursing Services

The Scranton School District wellness personnel assess the need of students with health concerns by providing a student with a health information questionnaire for any student entering the District. We also have orientation, and evening events, at the beginning of each school year for any parent to personally meet with the school nurses. School nurses are available at any time to meet with parents. The certified school nurse develops health plans for particular students in need and coordinates these efforts with individual school personnel for the development of any 504 (chapter15) plans and IEPs. Health and emergency cards are provided for each student’s parent or guardian to update information for the system.

Guidance Services

Counselors of the Scranton School District view consultation as helping individuals become more effective in working with others and also helping individuals think through problems and concerns, gain knowledge and skill, and become more objective and self-confident.

Counselors of the Scranton School District view coordination as a counselor intervention of various indirect services that assist students, and the counselor will function as a liaison between school and community agencies. Our counselors will administer and conduct developmentally appropriate programs to help students achieve academic, social, and vocational goals.

System support

Counselors of the Scranton School District classify system support as a series of management activities that establish, maintain, and enhance the total guidance program as well as meet school-wide responsibilities. The System Support component is implemented and carried out through activities in the following areas:

Ø Professional Development-Counselors are involved in regularly updating their professional knowledge and skills.

Ø Staff and Community Relations-Counselors inform to the staff and community on all events, activities, and programs happening within the Scranton School District through newsletters.

Ø Consultation with Teachers-Counselors consult with teachers and other staff members regularly to provide information and support to staff and to receive feedback on emerging needs of students.

Ø Advisory Councils-Counselors serve on guidance curriculum committees and community committees and/or advisory boards in order to provide input and generate community support.

Ø Community Outreach-Counselors are knowledgeable about community resources, employment opportunities and local labor market information. In order to obtain this information, our counselors will visit local businesses, industries, and social service agencies on a periodic basis.

Ø Program Management and Operations-Counselors plan and manage tasks needed to support activities conducted in the Scranton School District guidance program.

Ø Research and Development-Guidance program evaluations, data analysis, follow-up studies and the continued development and update of guidance learning activities are some examples of the research and development work of counselors.

In the case that a student is in need of intensive intervention, home and school visitations are monitored at the elementary level by the building level principal. Home and school visitors visit families of elementary school families to assist with familial needs, attendance issues, familial crisis and act as a communication liaison between the school and the home.

Community agencies are represented within the school community, specifically through participation in the SAP process. Referrals that emerge through the SAP process are coordinated through the process. In the case that a referral has to take place outside of the SAP process, guidance counselors would coordinate appropriate contacts and referrals to community agencies and follow- up communication is conducted with the SAP team for monitoring or progress.

The school community is continually educated as the importance of communicating at risk behavior to guidance personnel so that interventions can be implemented before crisis. Guidance maintains a suicide risk scale and collaborates with parents and Scranton Counseling to coordinate services before a student returns to school. Documentation is maintained throughout the refferal process.

Student Assistance Program

Student Assistance Team (SAP) is a professional team comprised of teachers, administrators, nurses, counselors, community drug and alcohol and mental health agency personnel, specifically trained to provide intervention which may include administration of student self assessment, teacher discussions, parent conferences, referral and case management after-care services. A student may be referred to the SAP Team by friends, family, teachers, and/or by himself/herself. All SAP meetings are held with students and/or are held in strict confidence. Student behaviors appropriate for SAP referral:

Academic decline
Disciplinary problems
Frequent visits to the nurse and/or guidance office
Decreased attention span
Observable expressions of anger and/or sadness
Observable behavior such as excessive talking in class, laughing inappropriately, poor anger management, disrespect to faculty or staff members.
Observable behaviors such as overheard conversations about alcohol or other drugs (firsthand), or parties where drugs and/or alcohol were present.
A student expressing concern or fear about a fellow student’s use of mood altering substances.
Smell similar to marijuana or alcohol on a student or their belongings.
Observable behaviors such as overheard (firsthand) conversations about feeling very sad or depressed.
Observing a significant weight loss or weight gain.
Observing frequent trips to the restroom.
Observing a distinct behavior change or change of friends.
Observing drug-related, satanic-related or death related language or drawings.
Observing glassy-eyes, red eyes, agitation, and loss of interest in academic and extracurricular activities, frequent cold-like symptoms, and rash around the nose/mouth and/or chemical smell.

SAP referrals can be conducted by any stakeholder within the school community. Referral forms can be retrieved from guidance or school offices. In addition, parents can communicate this need to the school through a phone call or school visit. Parents are informed of the process through the student handbook, through administrative presentations at back to school nights, and by information disseminated by classroom teachers, administrators and guidance.

SAP groups meet on an ongoing basis. SAP groups meet with a variety of student groups based on individual needs.

In the case that a referral is received, parent and/or guardian is notifies that a referral has been received by the SAP team. Parents are asked to provide permissions to continue the evaluation. If the parent does approve the SAP process, the SAP team disseminates student data collection sheets to appropriate school faculty. Data is reviewed by the SAP team at regular team meeting. Interventions and recommendations are determined by the SAP team. In the case that there is a recommendation for a referral or intervention, parents may be invited in to participate in the intervention or placement in a appropriate services. At each phase of the process, students are monitored and progress is continually reviewed.

Through the process, confidentiality is maintained for all SAP referrals, contacts and treatment plans. The SAP team remains an ongoing source for parental support at an extremely stressful time.

Communication
Instructional Programming:

At every level of the educational process, school curriculums and programming options are communicated to parents in an ongoing basis. Communications take place through the dissemination of student handbooks, administrative and guidance presentations, teacher communication, newsletters, student handbooks and the district webster. Course schedule sheets are disseminated on an annual basis for parent review and input. In addition, the high school maintains an active career resource center that students and parents have access to through high school and post-graduation.

Career Information:

Students at the elementary and intermediate levels begin to investigate the world of work through participation in career fairs, career exploration activities. Information is provided to intermediate students regarding programming at the high school level that would support access to career opportunities. In addition, students visit the Career Technology Center in order to evaluate appropriateness of these programs in relation to their future goals.

Parents are made aware of programming options through Parent teacher meeting, administrative presentations, guidance presentations, career fairs, back to school nights, student handbook, district web site (course selection sheet).

Differential Aptitude Test battery is implemented as part of the 9th grade assessment process. ASVAB is provided to all high school Juniors and Seniors to facilitate transition into military careers.

In addition, Scranton implements "Future Connect" to facilitate communication with parents and ongoing explorations of career opportunities. Partnership is maintained with Career Center to keep parents and students informed of the unique employment opportunities in northeastern Pennsylvania. In addition, classroom teachers work to remind students as to the school to work place connections that are explored on an ongoing basis through participation in the core curriculum.

Health Information:

Parents are made aware of health requirements through the central registration process, the district website and the student handbook. Health information is communicated through dissemination of print information and through the use of personal phone calls.

Surveys:

Parents are notified in the event that surveys will be implemented within the district. Parents are notified via electronic communications to parents and written communication to parents. Parents can request non-participation in a survey process.

Communication:

Scranton City Maintains a variety of communication processes to keep them informed at every level of the educational process. These include, but are not limited to District Webpage, Student handbook, District Newsletter, Newspaper publications, Building and Grade level mailings, Futureconnect, Job Fairs, Business Advisory Council, Public Broadcasting of School Board Meetings via local cable station, Global Connect Phone Notification System, Quarterly report Cards, Quarterly Progress Reports, Job Fairs, Back to School Nights, Financial Aid Nights, Administrative Presentations, Open Houses, Parent Teacher Meetings, PTO, and individual parent communication and conference.

Action Plan

Goal: Improving Community Relations
Description: Scranton City School District strives to maintain active communication regarding district and school based events.

Strategy: Telephone Notification System
Description: District has subscribed to a telephone communication service to facilitate district wide and building specific communication system. This system will be utilized to keep all stakeholders apprised as to upcoming school and district events that relate to student learning and development.
Activities:

Activity	Description
Emergency Notification	The Global Connect system enables central office administrators and building level principals to instantaneously notify parents of emergencies that may occur within the school or district at any time.
Person Responsible	Timeline for Implementation	Resources
District Administrators	Start: N/A Finish: N/A	$0.00

Activity	Description
Parent Notification System	Through the Global Connect communication systems, principals and administrators have the capability of notifying all parents of upcoming activities, report card distribution, snow delays and cancellations, exam scheduled and additional school and district events. This communication system enables district administrators to simultaneously communicate critical messages to all parents virtually immediately.
Person Responsible	Timeline for Implementation	Resources
William King	Start: N/A Finish: N/A	$20,000.00

Goal: STUDENT ATTENDANCE (any school that does not graduate seniors)
Description: Student attendance will meet a 90% threshold and/or show growth.

Strategy: Student Education
Description: Educate students on the mandatory attendance laws and district attendance policy.
Activities:

Activity	Description
STARS Program	A partnership between the Lackawanna County court system and the school district to address truancy issues.
Person Responsible	Timeline for Implementation	Resources
District Administrators	Start: N/A Finish: N/A	$0.00

Goal: STUDENT PARTICIPATION IN STATE ASSESSMENTS
Description: At least 95% of eligible students will participate in required state-wide assessments.

Strategy: Parent Education
Description: Educate parents on importance of state assessments and enlist support of parents in test preparation activities.
Activities:

Activity	Description
Letters to Parents	Each building principal will send letters to parents communicating the importance of the state assessments and the test preparation activities.
Person Responsible	Timeline for Implementation	Resources
District Administrators	Start: N/A Finish: N/A	$0.00

Activity	Description
Parent Teacher Meetings	Each building will hold parent teacher meeting to communicate state assessment expectations and disseminate test preparation materials.
Person Responsible	Timeline for Implementation	Resources
District Administrators	Start: N/A Finish: N/A	$0.00

Strategy: Student Education
Description: Educate students on importance of state assessments and enlist support of students in test preparation activities.
Activities:

Activity	Description
Presentations to Students
Person Responsible	Timeline for Implementation	Resources
District Administrators	Start: N/A Finish: N/A	$0.00

Strategic Planning Process

A series of Strategic Planning Meetings were held with sub-committees members and overall Planning Committee Meetings were held on the following dates:

October 10, 2006 - Lou Paris attended the NEIU #19 meeting with Dr. Lillian Dileo about the E-Startegic Planning Process

January 11, 2007 - Mr. William F. King met with Sunny Minelli at NEIU #19 to discuss the E-Strategic Planning Process

March 8, 2007 - NEIU #19 - Strategic Planning Meeting for Administrators - Overview of E-Strategic Planning Process and assignment of plan sections

March 15, 2007 - Invitations are sent out to the following stakeholders to nominate Planning Committee mMembers: Scranton Federation of Teachers, Association of School Administrators, Scranton School Board, Chamber of Commerce, Parent Teacher Association & Community Members

March 23, 2007 - NEIU #19 - Administrators begin the process of entering data into their assigned plan sections

March 30, 2007 - NEIU #19 - Continued team meetings at NEIU #19 working on development and transporting of plans into the system.

April 13, 2007 - NEIU #19 - Team Meeting at NEIU #19 to continue with data entry of the various plans.

April 27, 2007 - NEIU #19 - Administrative Team continues work on populating the site with the various district plans and strategies.

May 29, 2007 - Scranton School District Special Education Plan is submitted to the PDE.

May 30, 2007 - PDE sends back the Special Education Plan with some suggested revisions.

June 1, 2007 - NEIU #19 - Administrators continue work on populating the the site.

June 5, 2007 - NEIU #19 - Mr. King meets with Sunny Minelli to review the prgress of the plan thus far. We also discuss the agenda for the upcoming Strategic Planning Committee Meeting.

June 15, 2007 - NEIU#19 - Work continues on the plan by AdministratorsJune 21, 2007 - Letters on invitation to attend scheduled meetings are sent out to the Strategic Planning Committee Members.

June 22, 2007 - Special Education Plan is re-submitted to PDE after suggested revisions have been made to the plan.

June 26, 2007 - The Scranton School District is notified that the Special Education Plan is approved by PDE.

July 2, 2007 - Work continues on the overall paln and the district coordinator prepares agendas and powerpoint presentation for the initial Strategic Planning committee Meeting set for July 5, 2007.

July 5, 2007 - The first Strategic Planning Committee Meetring is held in the Library at Scranton High School. Team members are assigned to sub-committees.

August 9, 2007 - The second Strategic Planning Committee Meeting was held in the Library at Scranton High School. Team members met by sub committees and worked on goals and objectives for each of the plans.

September 12, 2008 - The third Strategic Planning Committee Meeting was held in the Library at Scranton High School. Team members voted to approve the Professional Education Plan, Teacher Induction Plan & Academic Standards & Assessment Plan.

March 3, 2008 - The fourth Strategic Planning Committee Meeting was held in the Library at Scranton High School. The Student Services and Educational Technology Plans were approved. It is important to note that these two sub committees met amultuple times to work on the development of these plans.

February 26, 2008 - The Strategic POlan was posted on the Scranton School District website at www.scrsd.org for public inspection.

February 29, 2008 - The Scranton School Board was presented with a copy of the plan prior to approval, which is excpected on Monday, March 3, 2008.

March 3, 2008 - A Board resolution is on the agenda for approval for the regular monthly meeting of the Scranton School Board.

Strategic Planning Committee

Name	Affiliation	Membership Category	Appointed By
Anne Salerno	Scranton School District	Administrator	Administrators
Colin Saltry	Scranton School District	Other	Students
Gregg Sunday	Scranton School District	Administrator	Administrators
John Coyle	Scranton School District	Administrator	Association of School Administrators
Lou Paris	Scranton School District	Administrator	Administrators
Michael M. Sheridan	Scarnton School District	Administrator	Administrators
Nancy Hlavaty	Scranton School District	Administrator	Administrators
Patti Schreckengaust	Scranton School District	Ed Specialist - School Nurse	Educational Specialists
Robert McTiernan	Scranton School District	Administrator	Administrators
Thomas Gummer	Scranton School District	Middle School Teacher	Scranton Federation of Teachers
William F. King	Scranton School District	Administrator	Administrators

Assurance for the Collection, Maintenance, and Dissemination of Student Records

By checking each of the boxes below, the local education agency assures compliance with the requirements of 22 PA Code Chapter 12 and with the policies and procedures of Pennsylvania Department of Education (PDE). PDE will specify, in writing, policies and procedures to be followed. Requests for any deviations from these regulations, policies, and procedures must be made in writing to PDE (electronic mail may be directed to ra-chapter12@state.pa.us).

The Local Education Agency (LEA) assures the following:

	The LEA has a local plan, including policies and procedures, in place for the collection, maintenance, and dissemination of student records in compliance with §12.31(a) and §12.32
	The plan shall be maintained in compliance with §12.31(b) and made available to PDE in compliance with §12.31(c)

Assurance for the Operation of Student Services and Programs

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

The LEA acknowledges that the above policies shall be maintained locally and be made available to the public upon request. The policies are not to be submitted to the Commonwealth except upon specific request by PDE.

In addition, the LEA assures the following:

	The Student Services Report complies with §12.41(b), §12.41(c), and §12.42 (consistent with the Early Intervention Services System Act (11 P.S. §§875-101 - 875-503)
	Consistent with §445 of the General Education Provisions Act (20 U.S.C.A. §1232h), parents or guardians are informed regarding individual survey student assessments and provided a process for refusal to participate (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))

Supporting Documents - Attachments

· 12.1;12.3;12.5;12.9;12.10; 12.12 Policy 218

· 12.4: Policy 103

· 12.6; 12.7; 12.8: Policy 230

· 12.6; 12.7; 12.8: Policy 230A

· 12.11 Dress Code

· 12.11: Elementary Dress Policy

· 1422.1 Wellness Policy

· 12.14: Policy 222

· 12.14: Policy 223

· 12:31: Policy 216

· 12.41: Policy 209

· 12.41: Policy 113

· 12.41: Policy 114

· 12.41: Policy 115

· 12.41: Policy 209

· 1422.1 Wellness Policy

	Free Education and Attendance (in compliance with §12.1)
	School Rules (in compliance with §12.3)
	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)