Learning Center
Plans & pricing Sign in
Sign Out

eSP Untitled


									            Pennsylvania Department of Education

Commonwealth of Pennsylvania
  Department of Education
       333 Market Street
  Harrisburg, PA 17126-0333

                          Student Services Report
                            Monday, July 12, 2010

                 Entity: Southern Columbia Area SD
                       Address: 800 Southern Drive
                          Catawissa, PA 17820-8410
                             Phone: (570) 356-7310
                   Contact Name: Robert Mahalick
Educational Community

       The Southern Columbia Area School District is located in the scenic
Susquehanna Valley of Pennsylvania. It is composed of Catawissa Borough,
and the Townships of Catawissa, Cleveland, Franklin, Roaring Creek, and Locust
in Columbia County, and Ralpho Township in Northumberland County. The
district has a population of approximately 14,500 people. It is a rural atmosphere
slowly changing from an agricultural area to a suburban community. The
campus is located in the southern part of Columbia County, approximately 65
miles northeast of Harrisburg, on Route 487, 5.5 miles south of Catawissa, and
5.5 miles north of Elysburg.

       All of the district's facilities are located on the same 119 acre campus. The
high school was constructed in 1961 and now houses grades 9-12. The
elementary center was constructed in 1975 and now serves K-4. Major
renovations and editions to both buildings were completed in 1990. During the
2000-2001 school term, the Southern Columbia Middle School began serving
grades 5-8, a Middle School Wing was added to the high school for grades 7
and 8, while grades 5 and 6 remain housed in the elementary center. These
facilities included athletic fields, a playground, and a nature trail.

    These schools serve approximately 1440 students on our campus while an
additional 40 students attend a comprehensive vocational technical school,
Columbia - Montour Vo-Tech. The profile and size of the student population has
remained virtually the same over the past two decades with a decline of
approximately one hundred students. Although, the size of the special needs
population has increased in size and complexity of service needs.

     Our schools and students are often recognized for their outstanding
academic achievements and athletic championships. We have maintained our
stated mission through an ongoing focus on all students and continuous
improvement. Students are provided many opportunities to excel academically,
culturally, athletically and civically.

      Our class sizes are small, promoting students' high levels of achievement.
 Instruction occurs at students' developmental levels and opportunities for
acceleration and enrichment are provided. Our elementary is appreciated for the
nurturing environment provided to students as they develop strong foundation
skills. Approximately 80% of our elementary students perform at the proficient or
advanced levels measured by the Pennsylvania System of School Assessment.
 Within the middle school, academics are also prioritized with a strong focus on
the developmental needs of preadolescents and similarly score well above the
No Child Left Behind target thresholds as well as state averages. Our high
school students excel in academic and leadership skills with many receiving
individual awards in the fields of music, technology skills, FBLA competitions,
over-all academic honors, and athletics, while at the same time nearly 85% of the
student body participates in extra-curricular activities. Southern Columbia has
maintained a graduation rate of 95%, and over 80% matriculate into higher

     The professional staff consists of a Superintendent; Director of Curriculum,
Instruction and Technology; Director of Special Education and Student Services;
Business Manager; three Principals, one for each level. The district employs one
hundred sixteen teachers for the elementary, middle, high school and special
education classes.

    The district also operates its own transportation, cafeteria, maintenance, and
cleaning services which helps to maintain the overall continuity of the educational
process on our single campus at an on demand level of service.

    Internally, there are regular meetings at every level to enhance
communications, governance, clarity of purpose, curriculum & instruction,
development, improvement, supervision and services.


The mission of the members of the Southern Columbia Area School District's
community is to provide a safe, positive, quality learning environment that
recognizes individuals and develops lifelong learners who value and respect self
and others, who contribute to their community, and who meet challenges in a
constantly changing world.


          Southern Columbia Area School District's Vision Statement

    SCA : Preparing each student for the future; every way, every day!

Shared Values

The Southern Columbia Area Community believes that:

* All children can learn.
* Every student deserves a physically, educationally and emotionally safe
learning environment.
* Learning is a lifelong process.
* We believe student achievement is positively affected by the active
involvement of caring adults in a supportive environment.
* We believe the goal of education is to develop literate, self-directed learners
who possess the critical thinking and communication skills necessary to be
successful and competitive in the 21st century.
* We believe teaching methods must address and be responsive to individual
students' needs.
* Educational excellence is a collaborative process and a shared responsibility of
the student, family and staff.
* Students' educational experiences should be founded in the rigorous study of
traditional academic disciplines.
* Students' educational experiences should enable them to become effective
communicators, independent learners, motivated critical thinkers and innovative
problem solvers.
* Our learning community should foster understanding and respect for every
* Our learning community should promote responsible citizenship.
* In the establishment and maintenance of high standards, and expectations for
all members of the school community.
* Effective leadership sustains educational excellence.
* All district professional education needs to be focused upon and directly
connected to student achievement, allowing each instructor to
   build their repertoire of best practices and utilize research based programs.
* Recruiting and retaining high quality staff is vital to achieving our mission.
* Technology is the quintessential tool for 21st century learning and skill
* An informed and involved community strengthens the school system.

Strategic Planning Process

The Strategic Planning Steering Committee is composed of administrators,
professional staff, student(s), parents, community residents and School Board
Members. All administrators were welcomed and some had leadership roles with
various plans. Teachers, parents and community residents volunteered.
 Students from the High School Student Council were selected. All School Board
Members were welcomed, several volunteered to serve on more than one

     The Steering Committee identified the vision, mission and shared values.
 Two administrators authored the plans with committees assisting them with the
development of the Professional Education, Induction, Student Services, and
Special Education Plans. Building technology coordinators authored the
Educational Technology Plan with the assistance of staff surveys and the
Administrative Team. The administrators identified and refined the goals. At
scheduled meetings the goals and plans were reviewed and revised by the
various committees. Final approvals in each case remained with the Steering

    Initial planning began in July of 2007 and meetings were held throughout the
2007-2008 school year, with a few during the summer of 2008. At that point the
Superintendent requested an extension from the Department of Education due to
networking difficulties and other major changes the district was implementing that
required the attention of key personnel. The various committees plan to have all
components finalized for Board approval in December, 2008.

     The Southern Columbia Area School District views our strategic plan as a
living document, and will schedule annual meetings to review and revise this
plan. As goals are achieved and/ or circumstances change that impact this plan,
revisions will be made keeping our mission and shared values in mind.

Strategic Planning Committee

There are currently no participants selected for this plan report.

Current Student Services

Service/Resource    Description
S.A.P. Team         Student Assistance Program (SAP) SCA high school and
                    middle schools have SAP teams comprised of guidance
                    counselors, administrators, school psychologists, nurses
                    and teachers. The teams have received SAP training, and
                    they meet regularly to provide services to those students
                    and their families who have been referred.
Blended Case        The district employs one full-time blended case manager
Manager             whose primary duties are student and family support. She
                    supports students through individual and group counseling
                    provided to students throughout the district, as needed.
                    The blended case manager serves as a valuable resource
                    to students and families in need. She serves as a
                    community liaison by connecting students and families
                    with community resources and contacts.
Chapter 15, 504     In compliance with state and federal law, the Southern
Service Plans       Columbia Area School District will provide to each
                    protected handicapped student, without discrimination or
                    cost to the student or family, those related aids, services,
                    or accommodations which are needed to provide equal
                    opportunity to participate in the school program and in
                    extracurricular activities. In order to qualify as a protected
                    handicapped student, the child must be of school age with
                    a physical or mental disability, which substantially limits or
                    prohibits participation in or access to the child’s regular
                    education program. These services and protections for
                    “protected handicapped students” are distinct from those
                    applicable to all eligible or exceptional students enrolled
                    (or seeking enrollment) in special education programs
Counseling Services SCA contracts with our local Intermediate Unit to provide
                    us with a full-time social worker as well as a part-time
                    social worker to help address behavioral and family issues
                    for all students in grades K-12.
Elementary:         SCA employees the services of a full-time certified school
                    guidance counselor in our G.C. Hartman Elementary
                    School. The guidance counselor interacts with students
                    through classroom lessons and through individual and
                    group counseling, as needed. The guidance counselor
                    participates on pupil personnel committees to address
                    student concerns. The guidance counselor also meets
                    with teachers and/or parents regarding individual student
                    concerns, as needed.
English as a Second The SCA ESL program is intended for students who have
Language (ESL)      limited English proficiency as described by the
                    parent/guardian and the Home Language Survey upon
                    enrollment in the district. The district has on staff one full-
                    time ESL teacher to support second language learners in
                    our three district schools.
Gifted Education    Students who demonstrate characteristics of giftedness
                    and who appear in need of specially designed instruction
                    are evaluated. If eligibility for participation in the program
                    is determined, a gifted individualized education program
                    (GIEP) is developed and implemented by the gifted
                    support teacher and the regular classroom teacher(s) with
                    input from parents and the student. Referrals for testing
                    may be made by parents, teachers, guidance counselors
                    and administrators. SCA currently employees one full-time
                    gifted teacher as well as one part-time paraprofessional to
                    meet the needs of our students in the gifted program.
Health Services:    The district employs one certified school nurse and two
                    registered nurses to provide health services in our three
                    district schools. All district health rooms are staffed by a
                    registered nurse (RN) during school hours on a daily
I.S.T.              Instructional Support Services Students in grades K-8
                    benefit from our full-time Instructional Support Teacher
                    (IST) and IST teams that assist and support students,
                    parents, and teachers in increasing student achievement
Psychological       Psychological Services The district employs one full-time
Services            certified school psychologist. The school psychologist
                    serves as a member of the multidisciplinary evaluation
                    teams, and she conducts psychological testing as part of
                    the evaluation process, when appropriate. The school
                    psychologist is available to consult with staff and parents
                    in planning appropriate strategies and interventions to
                      meet the needs of all children. Duties of the school
                      psychologist includes, but is not limited to the following:
                      Test students to determine eligibility for special education;
                      Test students to determine eligibility for gifted support
                      services; Consult with teachers and parents to support
                      student learning; Develop evaluation and re-evaluation
                      reports; Participate in developing behavior plans to
                      support student learning; Participate in manifestation
                      determination hearings; Conduct student classroom
                      observations; Provide individual student counseling and
                      participate in student crisis intervention; Participate as a
                      member of the Instructional Support Team (IST);
Secondary:            The SCA high school maintains two full-time certified
                      school guidance counselors and our middle school
                      maintains one full-time certified school guidance
                      counselor to provide services to our students. The
                      secondary guidance programs assist students in meeting
                      their educational and post-graduation goals. The guidance
                      programs provide counseling services to address the
                      academic, intellectual, psychological, and social needs of
                      students. Guidance counselors are frequently the initial
                      responders to student crisis, and they act as liaisons
                      between administrators, teachers, school support
                      personnel, community resources, and parents. The
                      guidance program is instrumental in facilitating the
                      process of career and vocational development by
                      providing information and resources to students to assist
                      them in making informed choices. Our high school
                      guidance staff assumes an integral role on the secondary
                      schools' Student Assistance Program (SAP) team as to
                      provide continuity and efficiency in addressing the needs
                      of our students.

Needs Assessment


There are currently no reflections selected for this section.
The Southern Columbia Area School District has completed a needs assessment
of the district's Student Services relevant to the development, the accessibility,
and the integration of the health, counseling, and psychological services. Focus
sessions were conducted within the district and feedback was collected on the
district and its programs. Data was gathered from building level administrators
and members of the SAP teams, and Child Study Teams. The information
gathered was provided with the desire of improving programs and services for
students and to ensure the efficient and effective integration of student services.
Our Student Service team meets monthly to discuss and organize programming
options for our district.

The district has responded to the increasing needs of the student population by
ensuring the hiring of highly qualified personnel to deliver the appropriate
services to our students. The health rooms are staffed by registered nurses and
are supervised by our certified school nurse. The district employs four full-time
guidance counselors to attend to the needs of students in our three schools. Our
certified school psychologist serves as a key member of the schools'
multidisciplinary evaluation team, and she also provides psychological testing as
needed. Our full-time Instructional Support Teacher provides supports to
students at the elementary and middle school levels, and she also works with
teachers to provide interventions within the classroom setting. Additionally, the
district contracts with the CSIU-16 for our one full-time and one part-time social
worker. SCA also has on staff a full-time blended case manager who assists with
students and families in need of support.

The district maintains a Student Service Committee, our SAP team, Child Study
teams, and Multi-Disciplinary teams to monitor student achievement and
behavior and to identify students who are in need of interventions and supports.
Each team is comprised of teachers, certified related specialists, and
administrators who are trained and equipped to provide services to students and
their families or to provide referrals and contacts with local community agencies
that can offer interventions and supports.

The needs assessment indicates the increasing challenges of responding to the
needs of a student population. The ethnic diversity of the student population has
remained fairly consistent and is represented by the following statistics: White
(98.7%), Hispanic/Latino (.004%), Black (.004%), Asian/Pacific Islander (.005%),
Multi-Racial (0%), and American Indian (0%).

SCA currently serves (3) students whose primary language is other than English.
Second language learners represent (.002%) of the student population in the
district. Our district servers (301) number of students who are economically
disadvantaged as defined by eligibility for free and reduced lunch. Currently, this
group represents (21%) of the student population, and it is increasing annually.

The number of students in special education programs with Individualized
Educational Plans is currently represented at the rate of 19.3%.

To address the challenges presented by the student population, SCA has
undertaken the Learning Focused Schools program to help equip our
professional staff in meeting the educational and social needs of the 21st century
student. SCA will provide our teaching staff with eight (8) Act-80 days during the
2008-2009 school calendar to use for professional development for staff in the
areas of: Crisis Response Training, cyber bullying/bullying K-12, and cultural
diversity awareness and acceptance. SCA will also use these days for the
implementation of the Learning Focused School initiative.

 Through the Southern Columbia Area Student Support Committee, information
is shared with staff concerning classroom behavior management strategies,
student mental health issues, ADHD, teen nutrition, eating disorders, tobacco
usage among teens, drug and alcohol awareness programs and suicide
prevention. The SCA professional development efforts need to continue to
provide staff with the needed background information and resources on these
issues and to provide staff with the knowledge and strategies to support our
students in dealing with any of these issues

Action Plan

Activity: Student Information System Support

Description: The district will continue the annual technical support contract for
our student information system, Powerschool.

Person Responsible Timeline for Implementation Resources
None Selected      Start: 1/1/2009             $9,000.00
                   Finish: Ongoing

Status: Summer 2009 — On-going

Activity: Use of I.E.P. Writer

Description: The annual subscription for the online resource of I.E.P. Writer
used for special education will be maintained.

Person Responsible Timeline for Implementation Resources
None Selected      Start: 1/1/2009             $4,500.00
                   Finish: Ongoing

Status: Not Started — Overdue
Activity: Special education hardware

Description: Hardware and peripherals will be provided for all students with
special learning needs.

Person Responsible Timeline for Implementation Resources
None Selected      Start: 1/1/2009             $18,000.00
                   Finish: Ongoing

Status: Not Started — Overdue

Activity: Special education software

Description: Software resources will be provided for all students with special
learning needs.

Person Responsible Timeline for Implementation Resources
None Selected      Start: 1/1/2009             $6,000.00
                   Finish: Ongoing

Status: Not Started — Overdue


Developmental Services

Southern Columbia Area School District's current and planned developmental
services are
integrated into the district's action plan in support of the district's instructional
goals in the following ways:

A.     Health Awareness Services

     Our certified school nurse as well as our two RN building nurses assess the
     overall system of our care and develop and evaluate our plan for assuring
     that health needs are met. Our nurses also participate in the development of
     a plan for responding to emergencies and disasters and for training staff to
     respond appropriately to these situations. Our certified school nurse
     delegates care in accordance with applicable laws.
   SCA’s school nurses contribute to the overall safety of the school
   environment. Our head nurse monitors immunizations, identifies and reports
   communicable diseases as required by law. All our nurses take a key role in
   the development and in the implementation of Individual Health Plans
   (IHP), Individual Education Plans (IEP), and 504 Accommodation Plans as
   their input is needed Our nurses provides leadership to the school in
   educating and implementing precautions for blood borne pathogens and other
   infectious conditions.

   Our nurses recommend actions to improve health and safety for students and
   staff. Our nurses also contribute to the assessment of the emotion
   environment of the school by their involvement with our SAP team which is
   intended to help identify those students who may be in need of emotional or
   social support.

   SCA nurses are an essential role in the district plan for emergency
   preparedness. The role and responsibilities of the nurse are described in the
   district emergency and disaster preparedness plan.

   The SCA nursing department, in cooperation with our assigned school
   physician and dental hygienist, conducts annual evaluations to monitor
   normal development and to determine the absence of disease. The program
   includes the following components:
   • Annual vision screenings for students in grades K-12;
   • Annual height, weight and body mass index measures for students in grades
   • Annual hearing screenings for students in grades K, 1, 2, 3, 7, 11 and for
   students with known hearing problems as well as all students identified under
   chapter 14;
   • Physical examinations for students in grades K, 1, 6 and 11;
   • Scoliosis screening for students in grades 6 and 7 as well as girls in grade 5
     and everyone in the 8th grade;
   • Dental examinations for students in grades K, 1, 3 and 6;
   • Skilled nursing assessment, treatment, and medication administration;
   • Maintenance of immunization and health records for students in
     grades K-12.

B. Counseling Services:

   Southern Columbia Area School District is served with four full-time guidance
counselors in our three schools. We have one full-time counselor in our
elementary and middle school, and two full-time counselors in our high school.
The following highlights certain areas of their programs:

   Orientation activities are provided to students and parents in an effort to
   prepare our students for a new grade and/or school building. Programs
   assist students and families in understanding school curriculum options
   byexplaining school and district resources, by providing tours of school and
   district facilities, and by introducing the school and district personnel.

   Academic programs, support services, and school and district policies and
   procedures are discussed at each school level and are distributed in the
   building handbook. Orientation opportunities include parent information
   letters and trainings, facility tours for new students and families, individual
   entry conferences, and a review of academic and extracurricular activities
   during the course of a school year.

    Academic guidance and support is offered to all students, and it varies
according to grade level and student need. Academic guidance activities include
discussion on topics such as course offerings, dual enrollment/college options,
credit verification , pre-requisite requirements for courses or college admissions,
study skills, setting and attaining academic goals, recognizing and utilizing
strengths, and determining additional educational opportunities.

    Southern Columbia Area’s elementary counseling curriculum focuses on
   developing personal awareness, cultivating productive work and study habits,
   establishing positive attitudes towards self and others, and developing the
   skills necessary to be a productive member of the class. Students are
   encouraged to understand appropriate behaviors and the consequences of
   decisions and choices.

   Our students are encouraged and assisted in developing friendships
   and in accepting individual differences in others. Social/emotional skills and
   conflict resolution skills are demonstrated, modeled and practiced by our
   counselor to assist students in developing an awareness of what is required
   to be successful in the classroom and ultimately in their community.

   Our middle school counselor builds upon the foundation laid at the
   elementary school level by teaching time management, organizational skills,
   goal setting, and strategies to balance the over-all demands of the middle
   school program. The staff and counselor at the middle school provide
   instruction to help students learn problem-solving skills, tolerance, bullying
   prevention, and conflict resolution.

   At our high school, both counselors assist students in understanding and
   developing their personal strengths, interests and aptitudes. They assist
   students in setting personal and academic goals, in taking necessary
   steps to achieve goals, in understanding safety and survival skills, in
   accepting responsibility, in appreciating diversity, in resolving conflicts and in
   developing appropriate relationship skills.
    Career awareness is integrated throughout the district’s entire curriculum.
    Initial skill development in our elementary program includes recognizing and
    facing challenges, building a strong work ethic, and moving toward becoming
    an independent and life-long learner.

    SCA’s middle school program takes a more in-depth approach to career
    exploration. Through a variety of assessments and observations the program
    includes developing an awareness of personal abilities, skills, interests, and
    motivations to achieve future career goals with success, satisfaction and
    Our Students develop the skills to search, to assess, and to determine their
    future career desires. It is during our student’s 8th grade academic year where
    they can determine if they would like to pursue the area’s Vocational School
    to further their education in a trade.

    Southern Columbia Area high school counselors place much focus on helping
    assess and modify our student’s educational plans to support their career
    choices and career pathways. Job readiness and employability skills are
    emphasized through job shadowing, co-op programs, our transition class as
    well as our newly created career exploration program. The intent of these and
    other life skill courses that we offer is to help our students understand the
    changing work place requires life long learning and the acquisition of new
    skills designed for future employment possibilities.

    The guidance counselors meet individually with each student every year to
    discuss their career and college plans. Elective choices and curricular choices
    are made based on the individual student’s academic and post-secondary
    goals and on their individual achievement levels.

    Our high school guidance program helps establish students in becoming
    responsible adults who can develop outcomes based upon the understanding
    oftheir personal needs, desires, and skills. Education and career plans are
    reviewed in accordance with students’ post-graduation educational and
    occupational goals. SCA high school counselors assist teachers in
    coordinating career education learning units in the classroom. The high
    school counselors support the program through college and work place
    visitations annually.

 Standardized testing is administered yearly in accordance with the Pennsylvania
Department of Education timeline: SCA follows the following formatted schedule.

       • The Pennsylvania System of School Assessment (PSSA) for reading
         and mathematics is administered to students in Grades 3-8 and 11 in
       • The Pennsylvania System of School Assessment (PSSA) for writing
  is administered to students in Grades 5, 8, and 11 in February.
• The Pennsylvania System of School Assessment (PSSA) for science
  is administered to students in Grades 4, 8, and 11 in May.
• The In View Test for reading and math is administered to
  students in Grade 2 and 4 in October.

The standardized testing process is coordinated by our school counselors
in cooperation with our Director of Curriculum and Instruction. Information
on the testing program is sent home to parents by our building principals
prior to the scheduled testing dates. Test results are shared with
parents and students in a timely manner, and student interventions are
implemented as needed. Individual conferences to discuss test results
may be scheduled with guidance counselors, teachers, and administrators
at a parent's request.

Southern Columbia’s high school curriculum includes a course titled Life
Skills,that is mandated for all seniors to successfully complete. The
syllabus for this course includes structured developmental experiences
presented through the classroom teacher. The curriculum emphasizes
decision-making, self-awareness, career exploration and preparation for

Each of our counselors are very consistent with their confidentially
practices and hold the rights of the student and their obligations as
counselors as their highest priority. Records and discussions of personal
issues are always handled in a confidential manner with only the
necessary professionals that need to be involved. Records are kept in the
protected possession of our building volts with the building principal as the
only gatekeeper to them and they are not accessible
and not revealed to any other person without proper consent.

Group counseling is available on an as needed basis. A teacher, parent,
counselor, or administrator may refer students. Small group discussions
may include topics such as coping skills, anger management skills, social
skills, study skills, ADHD or children of divorce or separated parents.
Group workshops are co-facilitated with our blended case manager.

 Individual counseling is made available to all Southern students as their
needs dictate. Teachers, parents, counselors, administrators, or students
may refer a student for services through the Student Assistance Program
(SAP).Individual topics may include: coping strategies, peer relationships
and conflict resolution, effective social skills, depression and anxiety,
substance abuse education, school adjustment, decision-making skills,
divorce, eating and body image concerns, individual/family/school crisis
intervention, communication skills, and bullying issues.
        Our elementary and middle school counselors are key members of our
        Instructional Support Team (IST). The counselor’s involvement includes
        providing strategies to help students and parents with a variety of
        concerns which may include, but are not limited to: motivation, study skills,
        self-esteem, organizational skills, anger management, and decision-
        making skills. The IST provides the student, teacher, and parent with
        techniques and strategies to help the child be a more successful and
        productive student. The IST may also refer the student for further testing
        to determine if specially design instruction may be needed.

Diagnostic, Intervention and Referral Services

Southern Columbia Area School District's current and planned diagnostic,
intervention, and referral services are integrated into the district's action
plan in support of the district's
instructional goals in the following ways:

A.     Health Services:

      Each of our nurse’s are responsible for safe medication administration and
     the implementation of health care procedures that are within the scope of
     nursing practice and which are ordered by an appropriately licensed healt
     care provider.

     In order to address potential health problems that are barriers to learning or
     symptoms of underlying medical conditions, SCA nurses perform annual
     screenings. Health screenings include vision, hearing, postural body mass
     index or other screenings as needed. Screenings are performed in
     compliance with state law.

     SCA nurse’s use the nursing process to assess, plan, implement and to
     evaluate the care provided for students with chronic health conditions. This
     care begins with the development of a nursing care plan (also known as an
     individualized health care plan) that include an emergency action plan. Our
     certified school nurse participates in the development and implementation of
     504 Accommodation Plans and Individual Education Plans (IEP) when a
     medical component is involved.

     SCA’s nurses contribute to the physical and emotional safety of the school
     community. Our nurse’s monitor immunizations, assures appropriate
     exclusion from and re-entry into school, and reports communicable diseases
     as required by law. SCA nurse’s provide leadership to the school in
     implementing precautions for blood borne pathogens and other infectious
     diseases. They assess the physical environment of the school and make
     recommendations to improve health and safety for students and staff.
B.     Psychological Services:

     Our school psychologist performs evaluation services including eligibility for
     special education services and for gifted education. She consults as the
     expert on issues involving disability characteristics and criteria, socio-
     emotional development, and mental health issues.
     Our psychologist is responsible for gathering data, for conducting interviews
     and completing observations to construct an evaluation or reevaluation report.
     This process involves a multi-disciplinary team meeting and recommendation
     for services, if eligible.

     Our certified psychologist is well versed in a variety of assessment methods,
     including formal and informal test administration, behavioral assessment,
     curriculum-based measurement, conducting interviews, and ecological or
     environmental assessment. She uses assessment methods to define a
     student’s problems and needs, to assess current status, and to measure the
     effects of a problem-solving process.

     SCA’s psychologist provides intervention services including psychological
     counseling to help resolve problems that interfere with learning. The
     counseling may be in the form of individual or group counseling.

     SCA’s psychologist’s knowledge of disability characteristics is essential in
     determining if a disciplinary behavior has been impacted by a student’s

     Our school psychologist, in conjunction with building personnel, are the
     primary individuals who meet with a student who is threatening a risk to
     himself or others.She evaluates a student’s emotional and mental health
     status to determine if a referral to an outside agency is necessary. Our school
     psychologist’s expertise and recommendation during the risk assessment are
     invaluable to the school team.

C.     Counseling Services:

      In the academic area, our counselors work with students on their ability to
acquire attitudes, knowledge, and skills that contribute to effective learning in
school. This includes setting and reaching academic goals; developing a positive
attitude toward learning; developing and utilizing organizational, time
management, and communication skills; and developing a variety of work
oriented skills such as dependability, productivity, and initiative. Counselors work
with students and their families to ensure appropriate transitions are in place at
each level of the student’s academic school year.

    In the personal/social development area, SCA counselor’s work with
students at appropriate developmental levels to help them acquire the
knowledge, attitudes and interpersonal skills needed to understand and respect
self and others. Counselors may need to assist students in identifying and
expressing feelings,distinguishing between appropriate and inappropriate
behavior, and identifying their own strengths, assets, or areas that need to be
further developed or improved. Counselors assist students in personal goal
setting, effective decision making, accepting responsibility, accepting and
appreciating diversity, and resolving conflicts.

     Child support teams are implemented at the elementary, middle school and
high school levels. The teams work with teachers to identify students at-risk due
to learning, social and emotional concerns and to provide appropriate strategies
and/or interventions to support the students.

    The secondary-based program is designed to assist students who may have
   barriers to their learning. These barriers may include mental health issues
   and/or drug and alcohol abuse.

     Federal and state laws mandate that school teams convene at least annually
to develop individualized programs and/or to provide accommodations to
students with special needs. Each of our counselors have been asked to act as
the local agency education representative (LEA) on a select number of IEP
team meetings, and they are an integral part of all program options for our
students. Each of our counselors have been designated in our special education
plan as acting as an LEA represented when needed.

      The high school counselors work with students, parents/guardians, teachers,
administrators, and members of the community through a program of direct and
indirect services. Individual, small group, and crisis counseling are available to
students. Consultation services concerning student behavior and academic
progress are provided for parents/guardians, teachers, and administrators.
Referrals to other professionals in the school district or to agencies and
institutions outside of the district are made as required or requested. The high
school counselor supports the overall educational program through consultation
with staff and through committee participation.

    Each school has prevention programs that address support for at-risk
students, promote awareness and sensitivity training, promote school safety, and
support psychological well-being.

Consultation and Coordination Services

Southern Columbia Area School District's current and planned coordination
services are implemented into the district's action plan in support of the
district's instructional goals in the following ways:
A.              Health Services:

     SCA’s certified school nurse participates as the health expert on
     Individualized Education Plans (IEP’s) and 504 Accommodation Plans and is
     a key member on student and family assistance teams. Each of our three
     nurses communicate with our student families through telephone calls and
     written communication, as needed, and they serve as vital wellness
     representative of the school community.

     Our certified school nurse communicates with community health care
     providers and community health care agencies for those students who require
     related services from outside sources. Each of our nurses helps develop
     community partnerships, and are visible at many school functions where the
     public is invited

     Our certified school nurse uses the nursing process to assess, plan,
     implement and evaluate care for our students with chronic health conditions.
     This carebegins with the development of a health care plan (also known as an
     individualized health care plan) that includes an emergency action plan.
     The building nurse, in collaboration with the certified nurse and district
     administration, are responsible for ensuring adherence to the individualized
     health care plan developed for the student.

     Most of the coordination and consultation with outside agencies involved
individual students. Parents often alert the school to their child's health related
condition that requires follow-up by the school. This may require actions such as
providing documentation for the condition so that medication can be administered
on the school site, or it may require a formal service agreement which identifies
the disabling condition and the necessary accommodations needed to allow the
student to access educational services in their regular setting.

    Our certified school nurse often communicates with individual physicians
and/or health clinics for chronic medical conditions in order to best support the
student. Southern Columbia regularly communicates with Geisinger Medical
Hospital, Bloomsburg Memorial Hospital, Shamokin Area Community Hospital,
and other institutions to ensure our students medical issues are appropriately

B.     Psychological Services:

      Our school psychologist provides consultation services including assisting
     others in understanding child development and in strengthening relationships
     between school personnel, parents, and the community. She also makes
     referrals to private therapists, to agencies, or to medical consultations based
     on her assessment of a student's needs.
C.     Counseling Services:

    SCA’s guidance counselors have developed strong partnerships with
teachers, parents, administrators, school psychologists, social workers, medical
professionals and community health personnel to help our students be
successful in our school system.

     Southern Columbia Area School District appreciates our relationship with the
     many community resources that are available to assist our students and their
     families in overcoming academic, social and emotional barriers to learning.

    Our Counselors work collaboratively with many of these public and private
    agencies on behalf of the students and their families. Whenever a
     Southern staff member initiates contact with an outside agency, consent to
exchange information is secured from the parent. The consent follows the
guidelines of the Family Education Rights and Privacy Act (FERPA). It assures
that information concerning a student’s record will not be shared with agencies
outside of school without prior parental permission.

      Our Special Education Director, Guidance Counselors, Social Workers,
      Blended Case Manager, and Psychologists work collaboratively with
     Columbia and Northumberland County Mental Health/Mental Retardation to
     assist students identified with various disabling conditions.

       Many inter-agency meetings are held to assure that school and community
     services are coordinated based on the needs of the child. SCA coordinates
     instruction for students who are in partial hospitalization programs and in day
     treatment facilities. Many private behavioral health organizations provide
     therapeutic staff support and/or behavioral specialist support for families in
     their homes and in the community. At times these agencies will support the
     student in the school setting.

      The guidance counselors, behavior interventionists, and therapeutic case
manager serve as the extension for families and students into the community to
promote and to utilize resources which provide specialized services beyond the
scope of the regular school program. This team works with agencies such as
Children and Youth Services, Juvenile Probation, CASSP, and various mental
health providers to help students and their families address issues that may be
impeding academic success.

     Student Assistance Program

Southern Columbia Area School District’s initiated the Student Service Team in
1993, and it was funded entirely by the district with the intent of developing a
more structured means by which to address growing concerns with under
achieving and unmotivated students. In 1995-1996, the scope of the SST
program was expanded to incorporate mental health issues. In 1997 Southern
Columbia incorporated the SST into the formation of the Student Assistance
Program as outline by the Department of Education.

 The Basic Education Circular (BEC) 15-1547, dated September 1, 1997,
outlined the mission of SAP as a systematic process using effective and
accountable professional techniques to mobilize school resources to remove
barriers to learning. This mission remains as the guiding force behind the SAP
process today.

Since its inception in 1993 as the Student Service Team and again in 1997 as
the Student Assistance Program (SAP), SCA has been dedicated to serving at-
risk students struggling to overcome issues such as truancy, family concerns,
self-esteem, alcohol and/or drug use, depression, and/or other mental health
problems that present a barrier to our students' education.

The program’s goal is to engage in the identification of the troubled behavior, to
collaborate with parents, to provide a referral for further evaluation, if needed,
and to link the student and family to necessary school and community-based
supports. SCA’s SAP team does not engage in diagnosis, in referral for
treatment, or in discipline as a means to address the issues at hand.

The Student Assistance Program utilizes a systematic approach with
professionals from various areas within our school setting and when appropriated
with liaisons from community agencies. This approach is designed to provide
education, prevention, early identification, intervention, referral, and support
services for students exhibiting negative behaviors which are interfering with their
education. The selected professionals are trained and certified to identify barriers
to learning and, in collaboration with families, to strategize for and/or refer our
identified students for assistance to enhance student academic success.
Southern Columbia Area’s Student Assistance Program encourages student
success in the school environment, provides positive character development, and
a safe and confidential environment of support.

Four Phases of the Student Assistance Program Model
The Student Assistance Program Model consists of four phases: (1) Referral, (2)
Team Planning, (3) Intervention and Recommendation, and (4) Support and

During the Referral Phase, the problem behaviors are identified through an initial
fact-finding period, and a referral to the SAP team is made. Referrals may be
initiated by any individual who has contact with the student including peers,
parents, teachers, administrators, and counselors.
The SAP team gathers information from teachers and parents during the Team
Planning Phase.
Data are gathered from the four domains: academic, behavioral, attendance, and
health. During the data collection phase, administrators, teachers, guidance
counselors, and the school nurse complete behavioral checklists that focus on
the student’s observable behaviors. Once the checklists are completed and
collected, the team evaluates the findings to determine the need for the
continuation of the SAP process. If it is deemed necessary to continue the SAP
process, the parent/guardian of the child in question is notified of the SAP
referral, and a meeting with the student and parent is requested to discuss the
SAP findings.

The next phase of the SAP process, Intervention and Recommendation, involves
cooperative planning and intervention. During this phase, the parent plays an
integral role as a team member, and they must give permission for the SAP
process to continue. Together, the SAP team develops a plan that may involve a
referral to an outside agency for further mental health evaluation. Students may
be referred for a behavioral health assessment to determine the severity of any
behavioral barriers to learning.

During the Support and Follow-Up Phase, the SAP team continues to work with
and to support the student and their family. Follow-up activities include
monitoring, mentoring, and motivating the student to promote academic success.
This phase also includes statistical data collection.

Southern Columbia Area School District Program
The Southern Columbia Area School District has SAP trained personnel
available to help students at the high school level with issues regarding academic
performance, personal and emotional development, attendance, and alcohol
and/or drug-related concerns. SCA’s SAP team consists of administrators,
teachers, guidance counselors, our school psychologist, nurses, and blended

Students are referred to the program by any concerned individual that may
include peers, teachers, counselors, administrators, parents, or a self-report.
Concerned individuals may speak to any SAP team member in person, may send
an e-mail to the SAP team, or may complete a referral form. At the elementary
and middle school level, SAP programming is incorporated into the Instructional
Support Team.

The SAP team meetings are held each Wednesday in our high school
conference room. During these meetings the four step process described by the
Student Assistance Program (SAP) guidelines are strictly followed. School-based
resources to address identified barriers include personal counseling, group
counseling, and academic assistance. Group counseling, offered on an as-
needed basis focuses on topics including self-esteem, social skills, drug and
alcohol information, grief and loss, teenage parenting, children of alcoholics, and
eating disorders. When appropriated outside counseling agencies participate in
collaboration with SCA to meet the student’s needs. During the 2007-2008
school year, Southern Columbia Area School District made 21 referrals to the
Student Assistance Program. SAP services are provided at no cost to the student
or their family.


The Southern Columbia Area School District's current and planned
communication regarding services and opportunities for students are integrated
into the district's action plan in support of the district's instructional goals in the
following ways:

District Instructional Programs, current and planned for each of our three
buildings, are communicated to the community through a variety of avenues
which include: district office and school bulletin boards, SCA district website,
local newspapers, school announcements, student handbooks, district and
school calendars. Additionally, our middle and high schools distribute
information via the morning TV show. Every communication source identifies a
contact person in case additional information is needed.

Career Information and Assessments, current and planned for all school
levels, are communicated to the community through a variety of sources which
include: SCA district website, web-based career planning tool (Keys 2 Work),
parent and student workshops, college information sessions, parent/teacher
conferences, open houses, student orientations, school postings, guidance
postings, daily announcements, and classroom lessons given through our
guidance department.

Health Information, current and planned for all school levels, is communicated
to the community through a variety of avenues which include: open houses,
individual parent meetings with nurses to discuss health care programs and
supports, school handbooks, district and website, parent/teacher conferences,
student orientations, school memos and communications detailing the screening
dates (height, weight, vision, hearing, and dental screenings), and district

Survey Administration, current and planned for each of our three school
programs, is communicated to the community through a variety of avenues which
include: district and school letters and communications, School Reach automated
telephone informational system, and the SCA district website. Surveys
administered by the district are generally voluntary in nature.
Information is communicated to students, parents and guardians on a regular
basis. If immediate district-wide information needs to be quickly communicated,
critical to students' safety and well being, the district utilizes the School Reach
automated telephone system which allows the mass distribution of information in
a relatively short period of time. The system, implemented in the fall of 2008 will
be used to regularly communicate information regarding snow delays, early
dismissals, timely reminders, and any immediate need that arises.

Assurance for the Collection, Maintenance, and Dissemination of Student

      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

       The Local Education Agency (LEA) assures the following:

          o         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
          o        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

      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

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

          o        Free Education and Attendance (in compliance with § 12.1)
          o        School Rules (in compliance with § 12.3)
          o        Discrimination (in compliance with § 12.4)
          o        Corporal Punishment (in compliance with § 12.5)
          o           Exclusion from School, Classes, Hearings (in compliance with § 12.6, § 12.7, §
          o           Freedom of Expression (in compliance with § 12.9)
          o           Flag Salute and Pledge of Allegiance (in compliance with § 12.10)
          o           Hair and Dress (in compliance with § 12.11)
          o           Confidential Communications (in compliance with § 12.12)
          o           Searches (in compliance with § 12.14)
          o         Emergency Care and Administration of Medication and Treatment (in compliance
              with 35 P.S. § § 780-101—780-144)
      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:

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

Supporting Documents

There are currently no supporting documents selected for this section.

To top