STANDARD 6: SCHOOL RESOURCES FOR LEARNING Narrative Essay 1.

York High School has timely, coordinated, and directive intervention strategies for all students, including identied, and at-risk students that support each students achievement of the schools 21st century learning expectations. York High Schools 21st Century learning expectations have recently been adopted. The support programs for every York High School student and the YHS belief in personalization, academic rigor and success for every student have been in practice for a number of years. This includes our House of Interventions. York High School has developed an advisory program (TEAM) where every student meets daily with a small group of peers and a Team Leader staff advisor. The Team Leader role is in the process of transitioning to an advisor role. This advisor supports students for their entire four years of high school. With the class of 2015 the advisor will asked to follow the students for two years after high school graduation in order to monitor academic progress, employment, and personal well being. In addition to the teacher advisor, freshman students are linked with two or three senior facilitators that help them transition into high school. These seniors greet the freshman upon their rst day of school and meet with them once a week throughout the year. York High School offers an Alt Ed (Alternative Education) program which supports students in their goals to complete their high school education. York High School offers a Guided Study program for students in need of more structure in order to complete school work and keep their grades up. Students in Guided Study are referred by their classroom teacher through their guidance counselor. Students are responsible for collecting their own work and bringing it to the Guided Study classroom. According to the 2010 Endicott Survey, 51.7 % of students feel that YHS meets the needs of all students. York High School employs adequate support personnel to ensure that students needing assistance will succeed in mainstream classes. Special Education Teachers and Educational Technicians assist special education and alternative education students to general, college prep and honors level mainstream classes. Students benet from preteaching and review of class materials while in a structured study hall in the resource room or in the alternative education room. All students have access to extracurricular activities. Special education, alternative education and at-risk students have equal access to the curriculum and gain from a variety of inclusion experiences beyond the classroom. Inclusive experiences beyond the classroom and extracurricular activities include, but are not limited to the following: Alt Ed students developing surveys, recording data, presenting results to the Leadership Team, and proposing changes to the hat rule, students in life skills distributing school mail, picking up mail within the ofce area and setting appropriate postage, recycling of bottles and cans, and morning set up of the reception area in the front ofce. Alternative Education students are involved in service learning projects every year such as the Texting and Driving Awareness Campaign.

Courses offered at York High School cover a broad spectrum and include offerings at ve different instructional levels: advanced, honors, college prep, general, and functional life skills in the resource room. Students are encouraged to take the most challenging courses according to their strengths. According to the YHS 2011-2012 program of studies AP courses in science, social studies, art, and math suggest completion of specic prerequisite classes and/or teacher recommendation prior to taking the classes. Students who wish to take AP English classes are evaluated on their grade average in honors English classes for grade 9 or for grade 11. In addition, potential AP English students must take a sample PSAT or sample AP test, and are assessed on a writing sample. Teachers in the English curriculum area use a rubric to determine if a student meets their criteria to be placed in AP Language and Composition (grade 10) or AP Literature and Composition (grade 12). The 2011-2012 course catalog indicates course work that involves inquiry, higher level thinking and problem solving and is available to all students. Guidance Counselors at York High School meet with their students on a regular basis in preparation for making plans upon graduation. Beginning their freshman year students meet to discuss interests and possible future career plans. Technology and Careers classes provide training to students with the Naviance program, as well as explore all offerings and potential opportunities that are available to them throughout their four years of high school. Parents of York High School students are also offered training in the Naviance program. Guidance Counselors visit all junior classrooms to facilitate the use of Naviance and help in planning the Career Quest program. Career Quest is a two day job shadow visit required for all juniors. Seniors and senior parents, participate in a Senior Forum for post high school planning. Guidance Counselors meet regularly with seniors to work on their school completion plan. Guidance counselors and staff help to identify students who may be considered at-risk of dropping out. Two committees exist to identify and address the needs of at-risk students: CINP and Dropout Prevention Committee. There is a standard exit form to withdraw from school but there is no uniform process for the student who expresses the desire to leave school before graduating. Classroom teachers and support services personnel participate in a variety of committee work for the benet of meeting learning expectations and success for every student. Among these committees are RTI for Literacy, Math, Behavior and Data Collection. Although work has begun,YHS has not fully implemented an RTI plan. It is currently in its infancy stage with a core group in the process of preparing a more formal plan. Other committees include K-12 Curriculum area teams for Visual and Performing Arts, English, Social Studies, World Language, Career Preparation, Math, Technology and Science, Focus Groups for Special Education Teachers in the areas of Autism, Inclusion, Literacy, and Social Skills/Behavior. The 2010 Endicott survey indicates that 92.5% of the YHS staff feel that, The school has timely, coordinated and direct intervention strategies for all students, including special education, 504 and at risk students, that support each students achievement of the schools learning expectations. However 54% of parents indicated the school has timely and coordinated strategies to meet the needs of all students. Mainstream curriculum area

teachers have scheduled meeting and planning times for instructional and content area collaboration. There is no designated time for teachers to collaborate with special education, alternative education and teachers of at risk students. Mainstream teachers try to meet with support staff to plan inclusion lessons, modify assignments and develop strategies to ensure that all students are gaining from their educational experience. While York High School has timely, coordinated, and directive intervention strategies for all students, including identied, and at-risk students that support each students achievement of the schools 21st century learning expectations, it lacks coordinated collaboration time for classroom teachers and teachers of identied and at risk students. 2. York High School provides information to families, especially to those most in need, about available student support services. York High School has a a system in place to communicate the various types of student support services to parents/guardians through mailings, presentations, open houses and parent teacher conferences. Regular forums are held for parents that provide information about social/emotional issues facing their children. York High School partners with community agencies in an effort to provide wellness information to parents and students. York High School has a system in place that provides information to families, especially to those most in need, about available student support services. According to the 2010 Endicott Survey, 80.6% of the parents agree that the school provides information about available student support services to all families. Each year letters and emails are sent out to the students and families informing them of upcoming events such as freshmen orientation, open houses, parent conferences, nancial aid night, senior parent forum, Career Night and other events. To facilitate communication each student is assigned a student services counselor with whom they periodically meet. According to the 2010 Endicott Survey 85% of the students expressed they know who to ask at the school with a personal problem. The district maintains a web site with pages specically dedicated to York High School where information relating to meetings and presentations can be found. Additionally, York High School utilizes the districts Alert Now system as well as communications through Naviance Family Connection to convey relevant information to families. York High School has a school counselor who is also a certied Alcohol and Drug Counselor. This person holds forums for students and parents discussing drug awareness and associated social and emotional issues. A forum for students and parents is held during drug awareness week which is also open to the community. York High School does not offer forums addressing other social emotional issues; however, the York High School web site contains contact information for many different agencies dealing with social/emotional issues available to students and parents.

York High School maintains a relationship with a number of social service agencies addressing various social/emotional issues as identied on the York High School Wellness page on the YHS website. York High School in partnership with the First Parish Church sponsors Making Change, a support group for people ages 14 - 21 who are dealing with substance abuse issues. York High School in conjunction with Yorkwise and Choose To Be Healthy Maine Partnership annually sponsor York World Cafe; Raising Healthy Kids in York, an evening community discussion forum. York High School has made a great effort at providing information about available support services to students and families. 3. Support services staff use technology to deliver an effective range of coordinated services for each student.

technology resources, particularly computer hardware/software, and other electronic media are widely available and used by student support services professional staff in providing comprehensive guidance, health, special education, and health services technology resources particularly computer hardware/software and other electronic resources are used for developing and maintaining grade reports, transcripts, special education and 504 plans, and student health records

York High Schools support services staff use technology to deliver an effective range of coordinated services for each student. All members of Student Services are provided with a computer and work with both Power School and Naviance to provide services to students. Grades are recorded on PowerSchool and are accessible to students, parents and support service staff at all times, progress reports occur at mid quarter and students are notied that they should be checking their grades through PowerSchool. At the end of each quarter, Power School is used to produce a hard copy of grades for each student. Current student grade records are stored on PowerSchool, records prior to 2004 are stored on Laser Fiche. Other student records, for the current year back through 2003, are stored on Laser Fiche. Student records that are not yet stored on Laser Fiche are in the process of being transferred from paper to Laser Fiche. Student transcripts are produced through PowerSchool and delivered to post secondary institutions by Naviance. Naviance is also used to communicate with both students and parents about upcoming events, due dates, and college applications. Data from Pearson Inform and NWEA are available but not widely used by support staff. Currently not all support staff, such as ed techs, have access nor have been trained on these programs. Through the implementation of RtI efforts will be made to train and make these programs available to all staff. Special Education case managers have computers provided through MLTI, other staff members have access to a group of laptops kept in the Special Education area. IEP records are stored electronically. Teachers have access to IEP records through First Class however special education ed techs do not. Some information is gathered through First Class emails between individual teachers and special education staff for students who require weekly reports. Special Education Techs. use PowerSchool to

check student progress and guide student work during study halls. Records of 504 plans are stored electronically. Notication of 504 plans is published within PowerSchool for teacher access, with a description of individual students needs. The list of Alternative Education students is published on Firstclass. Weekly reports are gathered via the Firstclass system or in person for Alternative Education students whose parents have requested them. The school nurse has a computer and noties classroom teachers of students who have specic health concerns via Firstclass. Some students health issues are agged via PowerSchool. Health records are not currently stored electronically, but the school nurse is working with the district PowerSchool coordinator to transfer to this system. The goal is to have vision/hearing test, immunization records, and ofce visits recorded electronically. York High Schools support services staff use technology to deliver an effective range of coordinated services for each student ranging from grade reports and transcripts to notication of educational and health concerns. Electronic health records are not yet a reality, but work is in progress to meet that goal. 4. York High School counseling services have an adequate number of certied/licensed personnel and support staff who deliver a written, developmental program meet regularly with students to provide personal, academic, career, and college counseling engage individual and group meetings with all students deliver collaborative outreach and referral to community and area mental health agencies and social service providers use ongoing, relevant assessment data, including feedback from the school community, to improve services and ensure each student achieves the schools 21st century learning expectations. York High School School Counseling services have an adequate number of certied/ licensed personnel and support staff who deliver a written, developmental program. York High School has four counselors servicing 607 students grades 9 - 12. Each counselor has students from each grade with caseloads ranging from 140 - 173 students (Avg. - 151.25 students/counselor). This average is well under the student to counselor ratio of 250:1 recommended by the American School Counseling Association. All counselors are certied by the State of Maine Department of Education. There are also two Student Services secretaries who assist the counselors in a wide variety of tasks in the Student Services ofce and support their work. York High Schools favorable student to counselor ratio allows them to provide several different services and opportunities to interact with students. However, at times, it can be limited because of their involvement in other tasks such as standardized test coordination and administration.

School counseling services meet regularly with students to provide personal, academic, career, and college counseling. Student Services has a written Developmental Guidance Curriculum that is delivered throughout the year. Counselors in Student Services meet individually with each student at least twice each year. In many cases the number of meetings are more frequent especially in the junior and senior years. Counselors also meet with students in the classroom at each grade level at least once a year. Topics for individual and group meetings include adjustment to high school, brief personal counseling, educational and career interests, academic counseling, course selection and development of a post-secondary plan which, in most cases, involves college counseling. This meeting schedule is outlined in the Student Services Comprehensive Guidance Program. A gathering place is provided for Seniors in student services. Student work on college applications, college search and homework and have additional frequent contact with student services counselors. In the Endicott Survey conducted in the fall of 2010 it was reported that 73.1% of staff and 47.5% of parents either strongly agreed or agreed that counselors met regularly with all of their students and provide personal, academic, career, and college counseling services. Results of the 2010 Endicott Survey indicate 29.2% of students say they meet with their school counselor regularly and 67.1% of students feel comfortable going to the guidance counselor. Of the students surveyed the term regularly was not dened with a specic frequency. Counselors make every effort to meet regularly with students on a variety of topics throughout the year whether it be individually or in a group/classroom setting. A wide variety of other tasks, responsibilities and committee work limit the frequency with which counselors are able to meet with all student. Student Services counselors engage in individual and group meeting with all students. Counselors in Student Services meet individually with each student at least twice each year. The meeting schedule is outlined in the Counselor Month-By-Month Calendar in the Student Services Comprehensive Guidance Program. Topics include adjustment to high school, brief personal counseling, educational and career interests, academic counseling, course selection and development of a post-secondary plan which, in most cases, involves college counseling. In addition to individual meetings, counselors go into the classroom at each grade level at various times throughout the year to work with the students around adjustment to high school, substances, career interest and development, College Board registration, college searches and the college application process. When needed, small group counseling is set up for students dealing with loss and grieving, substance abuse, sexuality or any other appropriate topics for which group counseling meets the need. Student Services counselors work to have as much individual and group contact as possible with students to cover the goals outlined in the Student Services Comprehensive Guidance Program. Currently we are unable to offer ongoing group counseling services due to the lack of resources." Student Services counselors deliver collaborative outreach and referral to community and area mental health agencies and social service providers. Student Services keeps an updated list of active mental health providers, online access to contact information for local support groups and mental health agencies through our website, and also

collaborates regularly with local agencies around services for students as needed. Counselors at York High School have collaborated around services for students with Counseling Services Inc in Kittery, Youth Alternatives Ingraham in Portland, Sweetser in Saco, Mercy Hospital in Portland, The Phoenix Academy in Augusta, York Hospitals Cottage Program in York, Day One in Portland, Spring Harbor Hospital in South Portland, Maine Department of Health and Human Services in Biddeford and several area psychologist and social workers who serve the psychological needs of our students. Students have been referred for depression, anxiety, substance abuse, family counseling, grief counseling as well as other personal and family issues. The York Police Department provides a full time Student Resource Ofcer at YHS to support the students. Student Services counselors continually collaborate and work to make sure that students have access to any and all community support information as well as maintain a strong working relationship with local community service agencies. Student Services counselors use ongoing, relevant assessment data, including feedback from the school community, to improve services and ensure each student achieves the schools 21st century learning expectations. Counselors continually evaluate the effectiveness of programs offered by utilizing the survey feature of Naviance Family Connection. Students and parents have responded to surveys regarding Career Night, the Career Quest Program, the Senior Breakfast and York High Schools Open House. Results are used to improve these programs to help students reach the 21st Century Learning Expectations. Community members who participate in Career Quest Program are also surveyed via mail to ensure we maintain a great working relationship with community members. Counselors collaborate with staff members in math and english around assessment data including NWEA scores, SAT and PSAT scores, and Accuplacer scores to guide course selection as well as the creation of new courses, such as College Prep Senior Math, to meet the needs of students. Through Response to Intervention, teachers and counselors have begun using relevant assessment data to guide classroom instruction and develop interventions for students to ensure 21st Century expectations are met. Students Services has a system in place for and obtains feedback from students and the community to guide their programs and continually works to improve their services. 5. York High Schools health services have a sufcient number of certied/licensed personnel and support staff who: provide preventative health services and direct intervention services use an appropriate referral process conduct ongoing student health assessments use ongoing, relevant assessment data, including feedback from the school community, to improve services and ensure each student achieves the schools 21st century learning expectations. York High Schools health services do have a sufcient number of certied/licensed personnel and support staff that provide preventative health services and direct intervention services. YHS employs a total of one and three fths nurses to meet the

needs of 610 students. School nurses are registered and professionally certied with the Maine Department of Education. They work directly with the school building certication representative. As part of the school education team, the school nurses work under the direction of the principal and superintendent. The major focus of the the school nursing services is the prevention of illness and disability, and the early detection and correction of health and delivery of ambulatory care to students seeking help for problems such as sore throats, headaches, stomach aches and the like, including evaluation of injuries/accidents sustained during and/or after-hours. In addition, the school nurses provide blood-borne pathogen training and u shots for all staff. The full time school nurse is a member of the Crisis Intervention Team. The nurses strengthen and facilitate the educational process by leading The AIDS Team and Young Womans Leadership Team. The clinic services an average daily caseload of 50-60 students. Student health records are available to health service providers and kept in locked and condential les in the clinic. Emergency response plans are written, known by everyone in the building, and are able to be activated in a moments notice via a three ring binder in the assistant principals ofce and the teachers online handbook. Working in the school setting the nurses strengthen and facilitate the educational process by improving and protecting the health status of our students and staff. Because it is not feasible in many schools to have a school nurse always present YHS is fortunate to have the nurse stafng it does. Stafng allows for the clinic to be open during the school hours for direct services, including emergency care. However it should be noted that this stafng is not always adequate, especially during u season. The clinic has an open door policy which creates a comfortable relationship between students and parents. YHS uses an appropriate referral process formally through accident reports and informally via verbal communication when necessitated. The school nurses participate in referral procedures to parents after ear and eye screenings during the freshmen school year as well as for other issues such as referrals to primary care providers for services such as throat cultures, orthopedic evaluations, stitches and the like. They consult with student services, classroom teachers, the substance abuse counselor and administration, to support referrals to medical specialists and substance abuse programs as appropriate. Tobacco use violators are referred by the assistant principle and the School Resource Ofcer to the Substance Abuse Counselor. The Substance Abuse Counselor provides information for a Tobacco Cessation program. Referral interventions have allowed students to address their particular issues without traditional punitive means that would otherwise negatively impact their academic success. The schools health services conduct ongoing student health assessments. In 2009 & 2011 YHS students in grades 9th and 11th participated in the Maine Integrated Youth Health Survey (MIYHS). 2011 MIYHS local school data results are expected to be available to participating schools by the last week of October, 2011. New 2009 MIYHS

data with new weighting that allows comparison between 2009 and 2011 are expected at the same time. The current available 2009 data shows marijuana continues to be the primary YHS substance abuse problem followed by alcohol and prescription drug use. This information is conveyed to community members in multiple ways. Parent information evenings, open house events and presentations by school personnel at both the high school and middle school level by the school counselors address the concerns about student underage alcohol consumption and illegal substance use. Parenting classes have been offered where the principles of effective parenting, including direct instruction on the fact that student drug and alcohol use should not be considered a rite of passage. YHS athletes are encouraged to participate in the ImPACT Concussion Management Program. Wrestlers must pass an Alpha Weight Assessment before they can compete. The (MIYHS) survey assessment data, ImPACT and Alpha have given credibility and focus to adopt curriculum changes and add programs that benet the health issues of our student body. YHS does use ongoing, relevant assessment data, including feedback from the school community, to improve services and ensure each student achieves the schools 21st century learning expectations. The 2010 Endicott survey indicates that 90.6% of surveyed students are comfortable going to the school nurse and almost 80% of parents agree that the health services personnel provide preventative health and direct intervention services. There is an adopted 5 year cycle for curriculum review and revision. The members of the K-12 Health and Physical Education Team, under the facilitation of the Director of Curriculum, are responsible for making curricular changes. While the ve-year cycle provides an ofcial time frame for revision, K-12 Team members and administrative team members suggest revisions on an as-needed basis. Examples of this exibility in revision is the strengthening of the anti-bullying curriculum, including cyber-ethics to address contemporary needs. Likewise, there has been a concerted effort K-12 to strengthen education about substance abuse when State survey results pinpointed areas of concern. The K-12 PE/Health Team, made up of school staff and community members, meets several times a year for input and collaborative programming suggestions. YHS has a close relationship with the community services of local Primary Care providers, York Hospital, Planned Parenthood, Lions Club, Seacoast Hospice Support Group, Al-Anon, York Community Service Association, Town Hall fuel assistance, Table of Plenty food pantry, Families First Organization, Seacoast Health Coalition and the police department so that most needs can be addressed and met. YHS has a student counselor who is a Certied Alcohol and Drug Counselor on staff, who provides substance abuse counseling and services for students including referrals when necessitated. YHS has preventative substance use student clubs. T.I.D.A.L.W.A.V.S.E. (Teens In Drug Awareness Leading Working And Valuing SelfEsteem) and Sober Friends. Another school sponsored organization that has been in existence for nearly 30 years is Y.O.R.K.W.I.S.E. (York Organization Recognizing Knowledge and Wisdom In Substance Education). Y.OR.K.W.I.S.E. supports drug and alcohol free activities for students. The organization consists of students,teachers,

parents, businesses and community leaders who are committed to raising and providing funds for programming that promotes chemical free living among our youth. Theysupport events such as Project Graduation, speakers on drug and alcohol issues, law enforcement at school dances, and other programs to help students lead a drug and alcohol free life. They provide breathalyzers and drug testing kits for use by school administrators and parents. Community substance abuse organizations that support YHS students are AA, Cottage Program, Day One, Phoenix Academy, and Making A Change. Additionally, a full-year health course is required for all freshmen, with a focus on wellness and prevention. The YHS health teachers collaborate with the Student Services counselors and the nurses, as well as TEAM advisors to provide support systems for students in matters of health and wellness. YHS has developed and adopted an Extra-Curricular Code of Ethics. School administrators, teachers, and students were involved in this process. The YHS community prides itself on the close relationship it has with community organizations and services. This close connection allows for continuous dialogue for the betterment of our students supporting the ongoing, relevant assessment data, including feedback from the school community, to improve services and ensure each student achieves the schools 21st century learning expectations. 6. Library/media services are well integrated into the York High School (YHS) curriculum and instructional practices there are an adequate number of certied/ licensed personnel and support staff who: are actively engaged in the implementation of the school's curriculum provide a wide range of materials, technologies, and other information services in support of the school's curriculum ensure that the facility is available and staffed for students and teachers before, during, and after school are responsive to students' interests and needs in order to support independent learning conduct ongoing assessment using relevant data, including feedback from the school community, to improve services and ensure each student achieves the schools 21st century learning expectations. York High School library/media services are well integrated into the curriculum and instructional practices. There are an adequate number of certied/licensed personnel and support staff. An open schedule allows the library media services (LMS) staff to meet with teachers as needed to design assignments and assessments based on curriculum needs. The librarian often participates in the lesson. The librarian also participates in formal curriculum meetings in Social Studies and English to discuss curriculum revisions and library integration. Materials are added specically for curriculum support including databases, books, and non-print items. The library webpage and Facebook page are frequently updated and reect current assignments by teachers. Pathnders are provided for specic classes after collaboration with the teacher. Examples of library integration to the curriculum are the Senior Research Paper and multiple lesson plans such as the Senior Research P. The results of the

2010 Endicott Survey indicate that 85.1% of staff state library/information services personnel are actively engaged in the development and implementation of the schools curriculum. LMS provides a wide range of materials, technologies, and other information services in support of the schools curriculum. The current inventory shows an alignment of the print collection, supplemented by Minerva access to interlibrary loans and by online databases to all areas of York High Schools (YHS) curriculum. A recent library collection analysis of print, audio and audiovisual media, done by the Follett Company, shows that York High School has an average of 24.69 items per student. The average age of the collections is 1993, based on a pure average, but at least one third of the collection has a date of 2000 or newer. A number of aged titles are classics or have historical signicance. The distribution of items along subject areas shows the Social Sciences, Pure Sciences and Reference titles as the most lacking. However, this deciency reects our moving away from print resources to online databases in order to maintain currency and greater access for our students. The YHS library contains and has access to a selection of racial, ethnic and culturally diverse materials. Materials also reect the learning needs and reading levels of students including books on tape and ebooks. The traditional video collection, the majority of which are VHS, is disintegrating and will be replaced with DVDs as budget allows. The online video library available at YHS is very current and allows teachers to show relevant material that aligns with their curriculum. Library/media services coordinates the availability of two laptop carts for the school which are in high demand. Other technology resources are allocated and distributed by the district technology director. The posted hours of operation of the YHS library are 7:30-2:30 everyday. This provides 25 minutes every morning before the rst block of the day and 30 minutes every afternoon after school ends. Students assigned to a study hall can obtain permission to go to the library for the duration of their study hall provided it is not reserved for classroom instruction or testing. The YHS library is staffed with a full-time certied librarian, as well as a full-time certied Educational Technician III. In summary, the librarian is an instructional partner within the school, working with teachers and other school community members to provide appropriate print and non-print research materials for meaningful educational experiences, curricular support and recreational needs. The librarian also promotes literacy and collaborative learning and appropriate technology use. The Educational Technician assists patrons in locating appropriate materials, provides support to the librarian in technical services, is responsible for the displays in the library showcases and in the library itself, and other duties as needs arise. A detailed job description for both positions provides a more comprehensive list of duties. The librarians current job description has yet to be submitted to the School Committee for approval. There is sufcient space but limited technology available to accommodate simultaneous use of library/media center by groups and by individuals.

YHS library services are responsive to students interests and needs in order to support independent learning. The school district is a member of the Minerva system which provides students and staff with access to the collections of over 65 libraries in the state, including several college and large public library collections. The library participates in the Maine Infonet Overdrive program, which allows patrons to download audiobooks and ebooks for free. The collection is weeded regularly and new items added as funding allows reecting current needs. Student requests are seriously considered and lled as often as possible. Students have access in school or at home to Proquest, Teen Health and Wellness, ABC-CLIO social studies databases, Salem press Health, Science and History databases, in addition to the state-provided MARVEL. The library sponsors outside book groups with student and adult selected titles, ction and non ction, open to all students. Students have been issued a reading challenge that is to read a minimum of 15 books of quality ction or non ction within the school year. Accommodations are made with individual students who have various reading disabilities so that they too are challenged but have an achievable goal. The library also provides a broad range of databases, in addition to MARVEL, to accommodate a variety of student needs and learning styles that are accessible at home and at school. A bookmark was created with this information as well as password and login information for students. Downloadable audiobooks and ebooks are available for student access. The library also has traditional audiobooks and playaways. Library media services has conducted informal assessments with students, parents and teachers and has used the data to improve library/media services however they are not ongoing. For example, the librarians webpage has been improved from student and teacher feedback. In addition, the librarys Facebook page has kept current with ongoing events as many students use social media to retrieve information. Student feedback helped improve the work cited page that students can obtain from the library. The library has the goal of creating a regular and ongoing process for collecting assessment data, analyzing it and improving services offered. YHS is in the process of establishing school-wide rubrics which will be adapted for use in the evaluation of library media services. 7. Support services for identied students, including special education, Section 504 of the ADA, and English language learners, have an adequate number of certied/licensed personnel and support staff who: * collaborate with all teachers, counselors, targeted services, and other support staff in order to achieve the schools 21st century learning expectations * provide inclusive learning opportunities for all students * perform ongoing assessment, using relative data including feedback from school community to improve services and ensure each student achieves the schools 21st century learning expectations York High School employs six full time special education teachers, thirteen full time education technicians and one half time educational technician, one 504 coordinator,

and one 2/5ths speech language pathologist. York High School students work with district wide employees that include a behavior integration specialist, 1/2 ESL tutor who is also the program coordinator, one full time ESL ed tech for the district, one school psychologist, and personnel employed at the state level who provide specied and essential services. According to the 2010 Endicott survey, 80.6% of YHS staff and 54% of parents believe that the school has adequate certied support services personnel for identied students including special education, 504, and ELL. Some special education teachers serve on the RTI teams and K-12 curriculum teams mentioned previously. All special education staff members receive the same professional development as regular staff and understand the schools 21st century learning expectations for all students. York High Schools special education program prides itself in including all personnel associated with the student to attend meetings and help to put an appropriate educational plan into place. IEP planning meetings are held at times that are convenient for parents and guardians, as well as all staff members. The school closely adheres to federal and state laws regarding the identication, monitoring, and referral of students for special education services. During the summer of 2011 a special education handbook was developed by the Director of Special Education for special education staff as well as all school staff members. The handbook is available on YHS First Class. Within this handbook are guidelines for the referral process, explanations of the special education forms used, procedures for determining eligibility, condentiality, general education interventions and other pertinent information regarding special education services and students. The special ed teachers are members of district wide focus groups to help identify needs for students and improve special education instruction. The focus groups include literacy, social skills/behavior, inclusion and Autism. York High School special education students, 504 students and ESL students are widely included in mainstream classes. Currently 99.5% of the entire YHS student population is enrolled in at least one mainstream class, and 0.5% of the school population receive appropriate instruction and classes in a self-contained, resource room setting. Within classes students are supported by educational technicians, and special education teachers co-teaching along with the classroom teacher. Teachers at York High School meet accommodations and modications for identied students learning styles, however ,special ed teachers and ed techs have informally observed that differentiated and modied assessments and curriculum are not broad based from all teachers, for all students. They also observe that some teachers vary their instructional and assessment strategies, but there remain some teachers who do not. Some regular ed teachers meet and plan with special educators at varied times during, before and after school. The ESL tutor has very limited collaboration time with regular classroom teachers. According to the 2010 Endicott survey indicates that 79.1% of the staff feel that support services personnel collaborate with all teachers, counselors, targeted services, and other support staff to achieve the schools learning expectations. Resource rooms are used primarily for study hall, small group assessment and pre-teaching or reviewing concepts. Some 504 students attend study halls in the Resource room as well. Within the special education area is a life skills program in which students with more signicant disabilities are taught more meaningful life skills. Also within Special Education is the

MANTA program (Managing Adolescent Needs with Teaching Alternatives). The MANTA program provides a safe environment for students with emotional disabilities to come to when they are feeling anxious, having difculty transitioning, and to develop problem solving strategies to enhance their ability to access the curriculum. English Language Learners follow the district individual Lau Plan which mandates ESL services. A variety of assessments are used to determine progress of special education, 504, and ELL students. Freshman students are administered the NWEA in the fall and spring of the year. Teachers interpret the results of these evaluations and use them for educational planning and course placement. The 2010 Endicott survey reects that 52.2% of staff feel that all support services personnel use assessment data, including feedback from the school community to improve services and to achieve the schools learning expectations. All students take the PSAT in their sophomore and junior years, and the SAT in their junior year with the exception of identied special education students who are administered the PAAP. Special education students are assessed for academics, intellectual, speech/language, learning development, psychological, physical therapy, occupational therapy and interest and aptitude as determined by the IEP team. English Language Learners are evaluated through BICS, CALPS, and WIDA annually for the State of Maine. Data from the ESL assessments measure increases in reading, writing, speaking and listening in English, math, science and social studies. YHS support services personnel collaborate with staff to provide inclusive learning opportunities for all students, perform ongoing assessments and use relative data and feedback to improve and insure identied students achieve the schools 21st Century learning expectations.

STANDARD ON SCHOOL RESOURCES FOR LEARNING EXECUTIVE SUMMARY York High Schools 21st Century learning expectations have recently been adopted and support programs for every York High School student. York High School has timely, coordinated, and directive intervention strategies for all students, including identied, and at-risk students that support each students achievement. The TEAM advisory program, guided study, and YHS belief in personalization, academic rigor and success for every student have been in practice for a number of years. students and guidance counselors meet on a regular basis to discuss present academic performance, and establish goals for the future. York High School provides information to families, especially to those most in need, about available student support services. The utilization of Naviance Family Connection conveys relevant information to families. York High School has a a system in place to communicate the various types of student support services to parents/guardians through mailings, presentations, open houses and parent teacher conferences. Regular forums are held for parents that provide information about social/emotional issues facing their children. York High School partners with community agencies in an effort to provide wellness information to parents and students such as Making Change, and Yorkwise, along with other social service agencies posted on the Wellness page of the YHS website. YHS support services staff use technology to deliver an effective range of coordinated services for each student. All members of Student Services are provided with a computer and work with both Power School and Naviance to provide services to students. Such services include reminders of upcoming events, due dates, and college applications. Special Education case managers have computers provided through MLTI, other special education staff members have access to laptops located in the Special Education area. Technology at YHS allows IEP accommodations, 504 plans, some health notications, and grade reports to be accessible by support services staff. It is the future intent for all support services staff to have training and access to pertinent data generated through Pearson Inform, NWEA, and other RtI efforts in order to utilize the data for student learning opportunities. York High School counseling services have an adequate number of certied/licensed personnel and support staff. Student Services counselors deliver a written, developmental program (Developmental Guidance Curriculum). Counselors meet regularly with students to provide personal, academic, career, and college counseling;

engage individual and group meetings with all students individually at least twice a year and in the classroom at least once a year. Student Services deliver collaborative outreach and referral to community and area mental health agencies and social service providers, and provide an updated list of providers through the YHS website. Counselors use ongoing, relevant assessment data, including feedback from the school community, to improve services and ensure each student achieves the schools 21st century learning expectations. In addition, through Response to Intervention, teachers and counselors have begun using relevant assessment data to guide classroom instruction and develop interventions for students. York High Schools health services have a sufcient number of certied/licensed personnel and support staff who provide preventative health services and direct intervention services, use an appropriate referral process, conduct ongoing student health assessments, use ongoing relevant assessment data, including feedback from the school community, to improve services and ensure each student achieves the schools 21st century learning expectations. YHS benets from a vast availability of community health resources. YHS health services offers a variety of educational substance abuse venues to support the needs of the students. Team members have adopted a 5-year cycle for curriculum revision, however some changes are made on an as needed basis. York High Schools library/media services are well integrated into the curriculum and instructional practices. There are an adequate number of certied/licensed personnel and support staff who are actively engaged in the implementation of the school's curriculum. YHS library/media services provide a wide range of materials, technologies, and other information services in support of the school's curriculum. Library/media services are moving away from print resources to online databases in order to maintain currency and greater access for our students. Materials also reect the learning needs and reading levels of most students. They ensure that the facility is available and staffed for students and teachers before, during, and after school. The Media specialist is responsive to students' interests and needs in order to support independent learning. In addition, she has conducted informal assessments using relevant data, including feedback from the school community, to improve services and ensure each student achieves the schools 21st century learning expectations. York High School support services for identied students, including special education, Section 504 of the ADA, and English language learners, have an adequate number of certied/licensed personnel and support staff who collaborate with all teachers, counselors, targeted services, and other support staff in order to achieve the schools 21st century learning expectations. The Special Education handbook is available on YHS First Class for all teachers and administrators to assist them in special education procedures and guidelines. Support services personnel provide inclusive learning opportunities for all students; perform ongoing assessments, using relative data including feedback from school community to improve services and ensure each student achieves the schools 21st century learning expectations. YHS support services

personnel seek every opportunity to consult and collaborate with classroom teachers in order to improve the educational performance of identied students in inclusive settings. Based on the Rating Guide the School Resource for Learning Committee judges its adherence to the Standard as ACCEPTABLE. Strengths *Program for transitioning freshman into high school and new TEAM advisory groups *Guided study program *YHS has a varied and effective communication system in place to communicate with students and families. *YHS in conjunction with several community agencies provides wellness and social/emotional issues information to students and families. *Power School notication of 504 placement, grade reports and transcripts. *Student Services has a favorable student to counselor ratio. *YHS has an organized and effective mechanism for career exploration, college search and application and communication with parents and students through the Naviance program. *Students and parents have easy access to community resources through the YHS website. *York high school benets from a vast availability of community health resources. *York high school offers a variety of educational substance abuse venues to support the needs of the students. *High degree of Integration of library media services with the English and Social Studies curriculums *Wide range of materials (all types) in support of the YHS curriculum *Strong collaboration between special education staff and regular education teachers *Development and access of Special Education Handbook for all teachers and administrators Needs:

* Coordinate a formal written process for students who express the desire to drop out of school * Implement a formal school wide RTI plan * Adopt open enrollment for all students for AP classes. *Hold Informational forums about social issues on a more regular *Transfer health records to electronic storage. *Provide Power School notication of IEP/ Alt Ed placement and access to IEPs electronically for all support services personnel. *Offer group counseling for students struggling with various issues such as; divorce, eating disorders, depression, loss/grieving, etc. *Adapt school-wide rubrics for use in evaluation of library media services instruction. *Develop a regular and ongoing process for collecting assessment data, analyzing it and improving media services offered. *Allocate coordinated planning time for support service personnel to collaborate on a regular basis with classroom teachers and each other. *Provide technology to assist all students, including ELL * Increase differentiated instruction and assessment strategies by all teachers for all students. basis for parents.

Carmen Lauritsen-Keegan, Chair" "

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Kevin Beatty (Student Services Counselor)" Mary Condon (Special Education Teacher)"

Heidi Dufresne (Special Education Teacher)" Renee Field (World Language Teacher)" " Mary Merrill (Educational Technician) " "

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Leslie Pettigrew (Health Education Teacher) " Paul Semprini (Science Teacher) "" Kate Wiebe (Science Teacher)" " " "