Student Services Report - the Whitehall-Coplay School District!

Pennsylvania Department of Education
COMMONWEALTH OF PENNSYLVANIA
DEPARTMENT OF EDUCATION
333 MARKET STREET
HARRISBURG, PA 17126­0333
Student Services Report
Thursday, December 04, 2008
Entity: Whitehall­Coplay SD
Address: 2940 MacArthur Rd
Whitehall, PA 18052­3408
Phone: (610) 439­1439 Ext: 1022
Contact Name: Lorie Davis

Organization Description
Context of the Whitehall­Coplay School
District
The Whitehall­Coplay School District is located in the Township of Whitehall, which is in the
central eastern section of Pennsylvania on the Lehigh River adjacent to the northern border of the
City of Allentown in the Allentown­Bethlehem­Easton Metropolitan Area (the Lehigh Valley).
Whitehall Township is the second largest municipality in Lehigh County by population. Covering
an area of approximately 13.1 square miles, the township is within a hundred miles of the cities of
Harrisburg, New York, and Philadelphia. Due to its proximity and accessibility to major cities the
township is experiencing an increase in housing developments and business opportunities
resulting in a more diversified population.
The township is mainly residential and commercial in character with approximately 50% of the
land use devoted to residences and 40% devoted to commercial purposes. Whitehall has
developed into the preeminent commercial center for the Lehigh Valley. There are a number of
major retail shopping areas in the township, including the Lehigh Valley Mall and Whitehall Mall,
as well as the MacArthur Road corridor. The latter includes Whitehall Square, and other
shopping areas extending north on US Route 145 from the Allentown border.
The Lehigh Valley area is home to numerous institutions of higher learning. The district engages
in collaborative partnership with these institutions such as student teaching opportunities,
research studies, and students as tutors. Likewise our students have access to special
programs, college courses, and academic competitions.
Whitehall­Coplay School District completes a 143­acre campus with all four schools located
centrally in the district. Approximately 4,360 students report to the high school (9­12), middle
school (5­8), elementary (2­4), and primary (K­1) buildings. In addition to these buildings, the
campus also has an administration building, a shipping and receiving building, transportation
center, football stadium, an all­purpose sports stadium, and a field house.
The district is currently engaged in a million dollar building project, which will result in renovations
and increased space added to the high school and the addition of a grade 4­5 building, which will
alter grade structure and provide additional space for our increasing student population. The
project’s anticipated completion date is fall 2009, resulting in the following building configuration;
(K­1) primary building, (2­3) primary building, (4­5) intermediate building, (6­8) middle school, and
a (9­12) high school.
The district’s student population has been steadily increasing as a whole. The district is also
experiencing significant increases in the number of low income and ESL students.
The district has consistently met AYP in Reading & Mathematics for the past 3 years. The
number of students scoring proficient or above at the elementary and high school level has been
relatively stable. IEP students at the middle school improved sufficiently to meet AYP in 2007
through Safe Harbor, removing them from the Safe Harbor list. Our 2007 AYP has been met with
92.5% graduation rate and a 99.2% reading and 99.5% math participation rate.

The graduating class of 2007 consisted of approximately 66.5% of graduating seniors continuing
with further education, 12.25% going into the workforce, 2.25% entering the military, and 19%
remaining undecided.
Our Organization Staff
The staff of the Whitehall­Coplay School District includes 268 professional, 196 support service
personnel, and 65 bus drivers.
The District is led by Superintendent John W. Corby, who began his tenure in July 2003. The
administrative staff consists of cabinet and central office administrators, as well as supervisors
and building level administrators.
Educational policy is set forth by a nine­member Board of School Directors, which are elected
from school district boundaries. They are elected to serve four­year terms of office. The method
of election ensures the Board has experienced members serving at any one time.
The District has a contract with the Whitehall­Coplay Education Association, as an affiliate of the
state and national education associations, which covers all professional employees except
administrators. A four­year Collective Bargaining Agreement began on September 1, 2005 and
runs through August 31, 2009.
Context of C. M. Gockley Elementary
School — Grades K­1
Gockley Elementary School is truly a “great place to start!” Built in 1978, Gockley offers
kindergarten and first grade students a unique setting to begin their academic career. The
classrooms are organized in clusters or “pods” to promote group education and teamwork.
Currently Gockley’s enrollment is about 525. The school houses 12 kindergarten and 12 first
grade classes, along with diagnostic classes and a pre­school class for developmentally delayed
youngsters. Support programs include the Whitehall Intervention Team, Title I Reading,
supportive math, speech therapy, and emotional support and learning support classrooms.
English as a Second Language classes are also offered.
The outstanding staff provides a very caring atmosphere while implementing the most innovative
teaching techniques available. Many teachers at Gockley have been recognized by “Who’s Who
in Teaching” and others have received the Howard L. Klopp Award for Exemplary Teaching, as
well as the Outstanding Educator Award from Lehigh University. Dedicated team members strive
daily to realize the school’s main mission for every child to reach his or her potential in an open
and helpful environment.
Community volunteers are invited to become an active part of the school’s success. By joining
the Parent Teacher Organization (PTO) program, family members make field trips and other
learning experiences possible. Each school year, the PTO sponsors field trips, assembly
programs, and a book fair. Under the direction of the guidance office, parents, grandparents, and
senior citizens can get involved by becoming tutors to students enrolled at the school.

Gockley’s school counselor serves all of the kindergarten and first grade students. Services are
provided to children, teachers, and parents. The counselor makes arrangements for peer
buddies and student helpers from the high school and coordinates with school support personnel
and outside agencies that may be involved with a child. Special groups dealing with topics, such
as divorce, separation, friendships, and self­esteem issues are also developed by the school
counselor to benefit Gockley Elementary students.
Events throughout the year, like Meet the Teacher Night, Parents’ Night, and an annual music
program provide other opportunities for the students’ families to visit Gockley Elementary. Also
offered are Project Aces, an exercise day; a track and field day for first grade children; and
Children’s Day, a special June event of outside games and activities.
Context of George D. Steckel Elementary
School — Grades 2­4
The school was named after George D. Steckel, a 1926 Whitehall High School graduate, who
worked for the district for over 35 years as a teacher, high school principal, and superintendent.
Steckel Elementary School has been recognized as a Blue Ribbon School and is one of the
Nationally Recognized Schools of Excellence by the U. S. Department of Education.
A Unique feature of the school is a 21­foot glass mosaic designed and created by the students
and staff. The cooperative project, entitled, Children United in Harmony, represents the natural
harmony among children that stands as a model for all.
The outstanding faculty and staff of Steckel Elementary offer an abundance of learning and
extracurricular activities to develop the more than 890 students into positive well­rounded
citizens. Staff provides a nurturing environment and utilizes interdisciplinary teaching that
focuses on making connections among subject areas. Many classes team together or have a
partnership with classes in the middle and primary schools to work cooperatively on reading and
writing projects.
The school has its own closed­circuit TV news show, Thank Goodness it’s Steckel. Broadcast
weekly, the show provides the opportunity for students to act as news anchors, field reporters,
and camera crew. The Key Club, an extracurricular activity, allows fourth grade students the
experience of volunteering within their own community gaining valuable leadership skills and
giving back to those who support the schools.
Steckel offers many events throughout the school year, including Meet the Teacher Night, PTO,
and community fundraisers, Tournament Day, Children’s Day, participation in the local Festival of
Trees, and Steckelwood Pops, an outdoor instrumental and vocal concert.
Special support services are offered, including reading, learning, and emotional support.
Guidance programs to help students overcome educational, behavioral, or affective stumbling
blocks are also provided. A peer­assistance program connects older students with fourth
graders. Our staff is committed to ensuring success by providing a positive school and classroom
environment in which each student feels safe, nurtured, and respected, and by providing
appropriate and challenging instruction to reach every child, every day.

Context of Whitehall­Coplay Middle School
— Grades 5­8
The middle school’s focus is both transitional and exploratory in nature. Striving to prepare
students for high school, counselors, faculty, and staff are committed to making the transition as
smooth as possible. Interdisciplinary teams, advisory programs, support and guidance services,
and a rigorous curriculum are all designed to best meet the developmental and academic needs
of the more than 1,300 students attending Whitehall­Coplay Middle School.
A core of teachers is assigned to the same group of students, along with common planning time,
in order to meet students’ needs effectively and efficiently. Grade level teams meet weekly to
discuss student performance, organize parent meetings, develop cross­curricular programs, and
plan special events and activities.
Students have a variety of exploratory courses available to them: Spanish, German, computer
training, music, health and physical education, vocational school awareness, and career
exploration. The academic strategies program aims to improve student study habits before
students move on to the high school. Furthermore, technology education and family and
consumer science classes provide students with the opportunity to gain hands­on experiences
that will benefit them outside the school setting.
Students also work together on special projects during the school year, such as an online literary
magazine, 4teen Zephyrine. Science fair exhibits, Drug Awareness, and the Drug Abuse
Resistance Education (DARE) program also provide collaboration between the school and
community.
Clubs and sporting events are also available to students at all grade levels. There are two
separate groups of band and chorus for fifth and sixth grades, and seventh and eighth grades.
Seventh and eighth grade students have the opportunity to participate in the high school band,
and they also are eligible to participate in middle school football, field hockey, volleyball, softball,
wrestling, basketball, cross­country, and soccer.
Trips to Lehigh Career and Technical Institute (LCTI), informational meetings at the high school,
and tours led by the RESPECT Club all help to prepare students for their journey to the high
school. Building a solid foundation and community of lifelong learners is the end result of the
efforts that focus on the intellectual, social, emotional, moral and physical needs of middle school
adolescents.
The Context of Whitehall High School —
Grades 9­12
Whitehall High School (WHS) prepares approximately 1,524 ninth through twelfth graders for
success in a career of their choice. Students are encouraged to focus on a career goal and then
are guided by the faculty and counselors to choose one of two pathways­either traditional or
technical academic. For students choosing the technical academic program, LCTI offers training
that is not possible within a traditional high school setting.

The faculty is focused on creating a strong and nurturing academic environment. Parents and
community members are also involved and supportive of the programs at the high school. State­
of­the­art classroom technology, extensive club activities, and award­winning arts and athletic
programs supplement the outstanding academic program.
A unique course format is utilized to maximize learning opportunities at the high school. Students
enroll in four classes per semester that meet eighty minutes per day. This intensive schedule
allows for various amounts of time in instruction, research, hands­on applications, and group
projects. WHS offers a variety of online courses, allowing the student to complete course work
from home.
The high school curriculum offers four advanced placement courses and over 15 honors level
courses to create greater challenges to students. Eligible students may take courses with Lehigh
Carbon Community College allowing WHS students to receive college credit. Nearly 70% of
Whitehall High School graduates plan to further their education at a two or four year institution of
higher learning. In the area of special education, WHS has fully included courses in grades 9­12
as well as self­contained and emotional support classrooms.
The arts also play an integral role in the school and community with several award­winning
instrumental and choral groups. Both curricular and extra­curricular music organizations are
offered at Whitehall High School, including symphonic band, concert band, marching band, indoor
percussions, indoor guard, percussion ensemble, concert choir, women’s choir, chorale, and the
spring musical.
Interscholastic athletics play an important role at the high school. Boys’ sports include: golf,
cross­country, track, football, soccer, basketball, baseball, swimming, volleyball, tennis, and
wrestling. Girls’ sports include: cheerleading, cross­country, swimming, tennis, softball, track,
field hockey, volleyball, and soccer.
Core Purpose
Mission
The Mission of the Whitehall­Coplay School District is to serve its diverse community by providing
educational opportunities designed to challenge students to strive for personal excellence and responsible
citizenship.
Vision
The Whitehall­Coplay School District seeks to create a positive environment where students,
parents/guardians and the community feel welcome and a sense of belonging.
Our schools and campus setting become the focal point for our diverse student body to realize
multiple opportunities for academic growth and extracurricular activities.
Our district employees are committed to carrying out the district’s mission, vision, and shared
values. All Whitehall­Coplay School District staff display a strong sense of pride, dedication,
mutual respect, and strong work ethic.
Whitehall­Coplay School District’s vision is to support and nurture learning, achievement,
belonging, and a sense of responsible citizenship among all of its diverse stake­holders.
Shared Values

The Whitehall­Coplay School District believes:
• All students can learn, are unique and have positive contributions to make.
• All students desire success, acceptance, and recognition.
• All students need nurturing relationships to mature socially, intellectually, and
emotionally in their individual style and at their own pace in a safe
environment.
• It is imperative that the educational process function on the premise that all
students want to learn.
• Life­long learning is essential for success in a changing global society for all
members of the community.
• Education is the shared responsibility of the school district, student, family,
government, and community.
• Extending the use of school facilities provides opportunities for continuous
learning for community members of all ages.
• Excellence in programs, facilities, and technology is achievable and always
worth the investment.
Developing understanding, respect, and appreciation for others is essential in today’s
diverse society.
Current Student Services
Service Comment
Federal
Programs
Title I, IIa, III, V
District Reading
Specialists
Title 1 funds support 3.5 full time reading specialists who provide both pull
out and push in services for students in both Gockley and Steckel
Elementary, grade 1 ­ 3.
Gockley, Steckel and Whitehall­Coplay Middle School each have certified
Reading Specialists to work with identified students. Reading Specialists
also conduct both group and individual reading assessments, serve on
building RIT and intervention teams, and building data teams.
ESOL Whitehall Coplay School District provides ESL services in each of its' four
buildings through 4 certified ESL teachers and 6 teacher aids. The program
varies from the elementary level through the high school level. Instruction is
provided through both push in and pull out services. ESL teachers also
support the identification and progressive development process of their
students through participation on the district's WIT (Whitehall Intervention
Teams).
Child and Youth Provides services for at risk students. Whitehall­Coplay Middle School
houses a children and youth social worker who works directly with all
buildings.
Counseling
Services
The Whitehall­Coplay School District has 2.5 certified school counselors at
the elementary level, 3.5 certified counselors at the middle school level and
5 certified school counselors at the high school level. School counselors
provide a comprehensive guidance program addressing the developmental,
diagnostic, and consultation service needs of students. These programs are
considered an integral part of a student's education.
At the elementary level the guidance counselor interacts with students both
through classroom lessons and through individual and group counseling, as
the need arises. The school counselor is also available for consultation with
teachers and/or parents regarding individual student concerns.

The middle school counseling program provides important benefits to
individual students by addressing their intellectual, emotional, social and
psychological needs. It is developmental and designed to address the
needs of students by helping them in career exploration and vocational
development.
The counseling program at the high school level addresses the needs of
students as they encounter and deal with important learning and life issues.
Topics of discussion often include academic and postsecondary
preparation and the development of the interpersonal skills needed in
various situations.
Health Services All district Health Rooms are staffed by certified nurses and nurse
assistants during school hours. The school nurse assistants have
completed their training in CPR and First Aide. One has achieved their
license as an LPN (Licensed Practical Nurse), and one is a certified
Medical Assistant. Our District's CSN's must also provide nursing services
for our private and parochial schools, therefore, the school nurse assistants
cover the building when the CSN's are at the private and parochial schools.
A CSN from another building is assigned to cover the building whenever the
CSN is not on campus. Duties of the nursing staff include but are not limited
to:
* Height/Weight/Vision Screening ­ Annually (all students)
* Hearing Screening ­ Grades K, 1, 2, 3, 7 & 11
* Physicals/Examinations ­ Grades K, 6, 11 & original entry
* Scoliosis Screening ­ Grades 6 & 7
* Dental Exams ­ Grades K, 3, 7 & original entry
* Maintenance of Cumulative Health Records (all students)
* Monitor Proof of Immunizations (all students)
* Sports Physicals
* Monitor Communicable Diseases & Exclusions
* Referrals to Community Services
* Maintain Current CPR & AED Certifications
* Administer Daily Medications to Students
* Daily Assessments/Treatments of Student and Staff
* Member of SAP Teams
Psychological
Services
The district employs 3.5 certified school psychologists. The school
psychologist serves as a member of every special education
multidisciplinary evaluation team and conducts psychological testing as a
part of the evaluation process, when appropriate. The school psychologist
is also available to consult with staff and parents in planning appropriate
IEP's to meet the special needs of children. Duties of the school
psychologist include but are not limited to the following:
* Evaluate students to determine eligibility for special education
* Evaluate students to determine eligibility for Gifted Program
* Consult with teachers and parents
* Write evaluation reports and reevaluation reports
* Help develop behavior plans
* Complete observations in the classroom
* Individual and group counseling / Crisis Intervention & Evaluation
* Member of the Whitehall Intervention Team
* Member of the Student Assistance Program
* Maintain communication with outside agencies
* Integral part of Response To Intervention Process and Data Team
Meeting

Tutoring
Services
* Crisis Assessments and Intervention
* Provide Professional Development for Staff
Whitehall­Coplay School District provides an after school tutoring program
for students in grades 3 ­ 12. The program is free of charge to students and
transportation is provided.
Gifted Program Whitehall­Coplay School District provides a gifted education program for all
identified students. The program delivery varies at the different grade
levels.
Dual Enrollment
Classes
Homebound
Instruction
Student
Assistance
Program
Whitehall
Intervention
Teams (WIT)
Whitehall­Coplay School District provides high school students the
opportunity to take dual enrollment courses at Whitehall High School
thereby attaining college credit transferable to further educational
institutions.
Homebound instruction is provided to students on an as needed basis.
SAP programs are in place at both the Whitehall­Coplay Middle School and
Whitehall High School for students support. The trained teams consist of
guidance counselors, teachers, psychologists and administrators.
Exist at Gockley and Steckel Elementary and Whitehall­Coplay Middle
School. These teams of teahcers, counselors, specialists, and
administrators function to support at­risk students both academically and
behaviorally. They also help to facilitate the referral process.
Needs Assessment
The Whitehall ­ Coplay School District conducted a variety of staff, student, and community
surveys to gather data in regard to areas for development. Specific to student support services,
the following areas were identified:
Prevention/Intervention/Support
­ Crisis Response Training
­ Behavioral Health and Management Continuum of Services­developmental,
intervention, and referral K­12
­ Student mental health issues
­ Cyber Bullying/Bullying
­ Gang Awareness and Prevention
­ Diversity Awareness
­ School­wide Positive Behavior Support
­ Development of Alternative Education Program
­ Instructional Strategies to address diverse learnes­
Gifted, ESOL, at risk
­ Development of Career Education Center
­ Development of Study Skills K­12
­ Development of Middle School Counseling Resource Center.
­ Provide ongoing analysis of student services and transitions K­12
Action Plan ­ Narratives
Developmental Services
COUNSELING SERVICES
Services provided to all students as part of their normal development

School Counselors provide orientation activities K­12 to students and parents in an effort to assist
understanding of program options, tour facilities, and to introduce the staff. In addition to
orienting students, the counseling staff also works with parents to guide them in the
understanding of academic offerings and school resources. Curriculum, support services, and
logistics are discussed at each individual level. Activities can include parent information nights,
tours of facilities for new students, individual entry conferences and review of academic and
extra­curricular activities.
Counselors coordinate transition activities which occur at all levels to navigate the developmental
stages of each student. This includes transitions from pre­school to school aged programs, from
elementary to middle school, middle to high school, and high school to post­secondary options.
Activities include parent and student orientations including problem solving skills needed to
transition, as well as the sharing of information from each level’s sending counselor to receiving
counselor. Information shared includes academic profile in addition to any social and emotional
concerns. Student tours, peer to peer interaction and sharing sessions are also provided.
School Counselors provide academic counseling to all students and varies according to grade
level. Academic guidance activities include: course offerings, dual enrollment options, credit
recovery, tutoring programs, prerequisite requirements for course or college admissions.
The standardized testing process is coordinated by school counselors in cooperation with building
administration and staff support. Information is sent home to parents prior to testing. Results are
sent home when received from the State. Additional tests are given when deemed necessary.
Parents interested in additional information regarding their child’s results on such testing should
contact the school counselor to arrange a conference.
Current assessments include:
The Pennsylvania System of School Assessment (PSSA) for reading and mathematics is
administered to students in Grades 3 — 8,11and 12.
The Pennsylvania System of School Assessment (PSSA) for writing is administered to students in
Grades 5, 8,11and 12.
The Pennsylvania System of School Assessment (PSSA) for science is administered to students
in Grades 4, 8, 11and 12.
4Site Benchmark Assessments in Mathematics and Reading Grades 3­8 and 10, 11and 12.
Terra Nova Standardized Achievement Test Grade 2.
Dibel’s Dynamic Indicators Grades K­2.
Counselors address student’s social and emotional skills at all levels. At the elementary level the
focus is on developing personal awareness, work habits, and social skills necessary to be a
productive member of the class as well as a productive member within the cooperative
group/team structure. Elementary students develop positive attitudes towards self and others.
Students are taught to understand appropriate behaviors and consequences of decisions and
choices that they make. They are encouraged and assisted in developing friendships, which
allow for accepting individual differences in others. Conflict resolution skills are also addressed.
Social/emotional skills are reinforced through practice to assist students in developing an
awareness of what is required to be successful in an academic environment and ultimately in the
work setting.
The middle school supplements the foundation laid at the elementary school level by teaching
time management, organizational skills, goal setting, and learning how to balance the over­all
demands of the academic program.

At the high school, counselors assist students in understanding and developing their personal
strengths, interests and aptitudes. All of this information leads to the selection of a career
pathway; integrating the student’s specific areas of interest. Elective choices and curricular
choices are made based on the individual student’s academic and post­secondary goals and their
individual achievement levels.
Counselors provided developmentally appropriate career awareness. Career awareness is a
focus at the elementary level. Initial skill development includes facing challenges, developing a
work ethic, and moving toward becoming an independent and life­long learner. Career
awareness is addressed through the regular curriculum and through guidance classes.
The middle school program takes a more in­depth approach to career exploration. The focus
includes developing an awareness of personal abilities, skills, interests, and motivations to
achieve future career goals with success and satisfaction. Students develop the skills to locate,
evaluate, and interpret career information. All students are introduced to Career Cruising, a web­
based career exploration program.
At the high school level, students focus on assessing and modifying their educational plans to
support their career choices. Job readiness and employability skills are emphasized through,
mentoring, shadowing, and other work experience programs. Students begin to understand that
the changing work place requires life­long learning and new skills designed for the future. Every
guidance counselor at the 11 th grade level meets individually with each student to discuss their
career and or college plans.
The counseling program in high school assists students in becoming responsible adults who can
develop plans based upon self­understanding of needs, interests, and skills. Education and
career plans are reviewed in accordance with students’ post­graduation educational and
occupational goals.
The high school counselors also assist teachers in coordinating career education learning units in
the classroom. The high school counselors support the program through college and industry
visitations, and through professional development.
Total development of the student includes the ability to make appropriate post­secondary plans.
Competencies are developed in areas of self­knowledge, career planning, and
education/vocational development. Pupil services staff assists in accomplishing these goals
through individual or group counseling and instruction in the use of technology­assisted career
exploration.
Counselors provide both group and individual counseling. Students are referred for small group
counseling on an as needed basis. A teacher, parent, counselor, or administrator can refer
students. Small group topics may include: coping skills, anger management skills, social skills,
study skills, and children of divorce or separated parents. Group workshops are co­facilitated with
counselors from The Center for Humanistic Change, Valley Youth House and Crime Victims
Counsel.
Students receive individual counseling on an as need basis for a variety of reasons. Teachers,
parents, counselors, administrators, or students themselves may refer the student for services
through the Student Assistance Program or the building referral process. Individual topics may
include: coping strategies, peer relationships and conflict resolution, effective social skills,
depression and anxiety, substance abuse education, school adjustment, decision­making skills,
divorce, eating and body image concerns, individual/family/school crisis intervention, and
communication skills.

Counselors are an integral part of the Whitehall Intervention Team (WIT). The Team provides
strategies to help students and parents in various areas of concerns. These areas include but are
not limited to: academic success, motivation, study skills, self­esteem, organizational skills, anger
management, and decision making skills. The WIT process provides the student, teacher, and the
parent techniques and strategies to help the child to be a more successful and productive
student.
HEALTH SERVICES
Services provided to all students as part of their normal development
The school nursing staff assesses the overall system of care and develops a plan for assuring
that health needs are met. This leadership role includes developing a plan for responding to
emergencies and disasters and training staff to respond appropriately. It also involves the
appropriate delegation of care within applicable laws. Delegation to others involves initial
assessment, training, competency validation, supervision and evaluation by the school.
The school nursing staff takes a leadership role in the development and evaluation of school
health policies. The school nurse participates in and provides leadership to coordinate school
health programs, crises/disaster management teams, and school health advisory councils. The
school nurse promotes nursing as a career by discussions with students as appropriate, role
modeling, and serving as a preceptor for school nurses or as a mentor for others beginning
school nursing practice. Additionally, the school nurse advocates for programs and policies that
positively affect the health of students or impact the profession of school nursing.
The school nursing staff provides valuable input to the curriculum committee, as needed,
concerning the health curriculum. They play an integral role in the development of the district
wellness program.
The school nurse plays an essential role in the district plan for emergency preparedness. The
role and responsibilities of the nurse are described in detail in the district emergency and disaster
preparedness plan.
The nursing department, in cooperation with the school physicians and school dentists, will
conduct periodic appraisals to monitor normal development and to determine the absence of
disease.
This program will include the following components:
∙ Annual vision screenings grades K­12
∙ Annual height, weight and body mass index grades K­12
∙ Annual hearing screenings K, 1, 2, 3, 7, 11 and those with known ear problems.
∙ Physical examinations grades K, 6 and 11, and upon original entry in PA school.
∙ Scoliosis screening grades 6, 7.
∙ Dental examinations grades K, 3 and 7, and upon original entry into PA school.
∙ Skilled nursing assessment, treatment, medication administration.
∙ Maintenance of Immunization and health records K — 12.
∙ Monthly district wide Wellness Committee meetings
∙ Monthly district wide Safety Committee meetings.
PSYCHOLOGICAL SERVICES
Services provided to all students as part of their normal development

The school psychologists are essential members of the counseling team for the emotional
support classrooms within the district. Students participate in small group counseling on an as
needed basis. They serve as a resource for the behavior interventionists and therapeutic case
manager.
Students receive small group and individual counseling from a referral through the Student
Assistance Program, the emotional support classroom, or any other school support teams.
Individual topics may include: coping strategies, peer relationships and conflict resolution,
effective social skills, depression and anxiety, substance abuse education, school adjustment,
decision­making skills, divorce, eating and body image concerns, individual/family/school crisis
intervention, and communication skills.
The school psychologist is an integral member of the Whitehall Intervention Team (WIT). The
psychologist’s involvement includes providing strategies to help students and parents in various
areas of concerns. These areas include but are not limited to: motivation, study skills, self­
esteem, organizational skills, anger management, and decision making skills. The WIT provides
the student, teacher, and the parent techniques and strategies to help the child to be a more
successful and productive student.
School psychologists must understand the vital importance of collaboration. Not only must they
be able to communicate, but they must be able to clearly present and disseminate information to
diverse audiences such as parents, teachers, school boards, policy makers, business leaders,
and fellow school psychologists in a variety of contexts.
The school psychologist is involved in research and planning including behavior management
programs, school improvement and evidence­based interventions. They frequently collaborate
with regular education staff members to provide both direct and indirect support to students.
The school psychologist is an integral part of the Response to Intervention process. The school
psychologist leads the data analysis meetings and assists with the selection and implementation
of research based interventions.
Diagnostic, Intervention and Referral Services
COUNSELING SERVICES
Strategies to use for helping students that are experiencing some problems
In the academic area, counselors work with students on their ability to acquire the attitudes,
knowledge, and skills that contribute to effective learning in school. This includes organizational
skills, time­management, communication skills, as well as a variety of work oriented skills such as
developing dependability, productivity, and initiative. Counselors work with students and their
families on an individual basis to develop action plans to deal with the above issues.
In the personal social development area counselors work with students at appropriate
developmental levels to help them acquire the knowledge, attitudes and interpersonal skills to
help them understand and respect self and others. Counselors may need to assist students in
identifying and expressing feelings, distinguishing between appropriate and inappropriate

ehavior, and identifying their own strengths, assets, or areas that need to be further developed
or improved. Counselors assist students in personal goal setting, decision making, and conflict
resolution.
Counselors support the many and varied characteristics that are presented in a public school
setting. These can include assisting students to overcome a variety of barriers including socio­
economic difficulties, changing family structures, mental health conditions, chronic health
conditions, and the normal challenges facing students as they develop.
There are many activities that are devoted to identifying students who may have challenges and
providing them with appropriate supports and services. Through teaming the counselors are able
to network with fellow professionals in channeling resources to students who require them. The
teams look first to see if there is a systemic problem that needs to be addressed within the school
structure. By participating in data assessment and action planning teams, school counselors can
assist in developing support groups and or make recommendations to the administration as to
ways to assist student’s academic and social and emotional growth.
Intervention teams are in place at the elementary, middle school and high school. The teams
work with teachers to identify students at­risk academically due to learning, and/or social and
emotional concerns and to provide appropriate strategies and or interventions to work with the
students.
The Counselor is an integral part of the Student Assistant Program (SAP). This program is
designed to assist students who may have barriers to their learning as a result of mental health
issues and or drug and or alcohol abuse.
Counselors support IEP and Chapter 15 teams. Federal and state laws mandate that students
with disabilities convene at least once per year to develop individualized programs and or to
provide accommodations to students with special needs.
Counselors are part of the school data teams. These teams meet at least annually to analyze the
school aggregate data and to determine if there is any system and or school wide action planning
required to assure that all students are successful.
Counselors work with students, parents/guardians, teachers, administrators, and members of the
community through a program of direct and indirect services. Individual, small group, personal,
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.
Counselors promote district wide prevention programs. Each building will promote diversity,
school safety, and improved psychological well­being, in addition to establishing prevention
programs for students at­risk of failing.
HEALTH SERVICES
Strategies to use for helping students that are experiencing some problems
The school nurse provides care to students and staff who have been injured or who present with
acute illness. Care may involve treatment of health problems within the scope of nursing
practice, communication with parents for treatment, and referral to other providers.

The school nurse uses the nursing process to assess, plan, implement and evaluate care for
students with chronic health conditions where applicable.
The school nurse is responsible for safe medication administration and the performance of health
care procedures that are within the scope of nursing practice and are ordered by an appropriately
licensed health care provider.
In order to address potential health problems that are barriers to learning or symptoms of
underlying medical conditions, the school nurse often engages in screening activities.
Screening activities may include vision, hearing, postural, body mass index or other screening.
Determination of which screenings should be performed is based on several factors, including
legal obligations, the validity of the screening test, the cost­effectiveness of the screening
program, and the availability of resources to assure referral and follow­up.
The school nurse provides for the physical and emotional safety of the school community. The
school nurse monitors immunizations, assures appropriate exclusion from and re­entry into
school, and reports communicable diseases as required by law. The school nurse provides
leadership to the school in implementing precautions for blood borne pathogens and other
infectious diseases. The school nurse also assesses the physical environment of the school and
takes actions to improve health and safety.
Such activities may include an assessment of the playground, indoor air quality evaluation, or a
review of patterns of illness or injury to determine a source of concern. Additionally, the school
nurse addresses the emotional environment of the school to decrease conditions that may lead to
bullying and violence and/or an environment not conducive to optimal mental health and learning.
PSYCHOLOGICAL SERVICES
Strategies to use for helping students that are experiencing some problems
The school psychologists perform evaluation services including eligibility for special education
services and gifted education. The psychologist consults as the expert on issues involving
disability characteristics, socio­emotional development and mental health issues.
The school psychologist is responsible for gathering data, interviews and observations to
construct an evaluation or re­evaluation report. This process involves a MDT meeting and a
recommendation for services if eligible.
School psychologists are well versed in a variety of assessment methods, including formal and
informal test administration, behavioral assessment, curriculum­based measurement, interviews,
ecological or environmental assessment, as well as assessment methodologies to define a
student’s problems and needs, to assess current status, and to measure the effects of a problem­
solving process.
The school psychologist provides intervention services including psychological counseling to help
resolve problems that interfere with learning. The counseling could be in the form of individual or
group counseling.
The school psychologist’s expertise is a very valuable asset during a school crisis. Their
knowledge in the area of mental health issues is a necessity during a time of crisis.

The school psychologist should be the primary individual to meet with a student who is
threatening a risk to themselves or someone else. The school psychologist’s expertise and
recommendation during the risk assessment will be invaluable to the school team.
The school psychologist’s knowledge of disability characteristics will be essential to determining if
a disciplinary behavior has been impacted by a student’s disability.
Consultation and Coordination Services
COUNSELING SERVICES
• Services for students that are experiencing chronic problems
• Partnerships with community organizations
The Whitehall­Coplay School District appreciates that there are many resources in the
community that may be able to assist our students and their families in overcoming academic and
or social and emotional barriers to learning. As a district, we work collaboratively with many
public and private agencies. In addition, counselors, administrators, and psychologists
communicate regularly with the Lehigh County Detention Center, Lehigh County Probation, and
Lehigh County Children and Youth. The school district also works collaboratively with the court
system on issues such as truancy, custodial arrangements, and issues regarding protection from
abuse situations.
Special Education administrators, counselors, and psychologists work collaboratively to assist
students identified with various disabling conditions. Interagency meetings are held to assure
that school and community services are coordinated and can wrap around the needs of the child.
Many of the services provided are due to students who have mental health issues. The district
communicates with the psychiatric wards of area hospitals. It also coordinates instruction for
students that are in partial hospitalization programs, day treatment facilities, and drug and or
alcohol rehabilitation facilities. Many private behavioral health organizations provide therapeutic
staff support and or behavioral specialist support for families in their homes and in the
community. The school often will inform families about these services and assist in accessing
these services when possible.
The school counselors, psychologists, and administrators serve as an extension for families and
students into the community to promote and utilize resources, which provide specialized services
beyond the scope of the regular school activity. They work with such agencies as Children and
Youth Services, Juvenile Probation, and various mental health providers to help students and
families address issues that may be impeding education success.

Many of these organizations are represented through the district’s Safe and Drug Free Schools
and Community committee. This committee meets to review the activities of the district and to
assist in coordination and communication of activities. The Safe and Drug Free Schools
committee has a diverse school community representation that includes school administrators,
school counselors, teachers, student representation as well as community and public agency
members.
HEALTH SERVICES
Services for students that are experiencing chronic problems
• Partnerships with community organizations
The school nurse participates as the health expert on Individualized Education Plans, 504 teams
and Student Assistant Teams. The school nurse communicates with the family through telephone
calls, written communication as needed, and serves as a representative of the school community.
The nurse also communicates with community health care providers and community health care
agencies while assuring appropriate confidentiality, develops community partnerships, and serves
on community coalitions to promote the health of the community.
The school nurse may take on additional roles to meet the needs of the community.
The school nurse uses the nursing process to assess, plan, implement and evaluate care for
students with chronic health conditions when applicable.
Most of the coordination and consultation with outside agencies involves individual students.
Parents often alert the school as to a health related condition that requires follow­up by the
school. This may be as straightforward as providing documentation for the condition so that
medication can be administered on the school site. It may also require a formal Service
Agreement which identifies the disabling condition and the necessary accommodations that are
required to allow the student to access educational services. The school nurse may need to
communicate with the individual physician and or with a variety of support groups for chronic
medical conditions in order to support the student. Whitehall­Coplay School District regularly
communicates with community agencies.
PSYCHOLOGICAL SERVICES
Services for students that are experiencing chronic problems
• Partnerships with community organizations
School Psychologists provide consultation services, including assisting others in understanding
child development and strengthening relationships between school personnel, parents and the
community.
School psychologists will often make referrals to private therapists, agency, or medical
consultations based on their interaction with a student.

Student Assistance Program
Introduction
The Student Assistance Program (SAP) was piloted in 1984, funded by seed money from the PA
Department of Health's Office of D&A programs with hopes of developing a more structured
means by which to address growing concerns with drug and alcohol issues. In 1986­1987 the
scope of the SAP process was expanded to incorporate focus on mental health issues. The PA
School Code (Sections 1547 and 12.16, BEC for COunseling for Support Services, and BEC for
Compulsory Attendance and Truancy Elimination) discuss requirements for the Student
Assistance Program. During this time period, the Secretary of Education published SAP
guidelines, the Commonwealth of Pennsylvania developed a state­wide SAP training system and
approved provider, and the PA Department of Health and Welfare provided additional funding for
the program. By 1996, most public high schools and middle schools had SAP programs. The
Basic Education Circular 15­1547 dated 9/1/97 reframed 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 1984, the Student Assistance Program and its member teams have been
dedicated to serving at­risk students struggling to overcome issues of alcohol or drug use,
depression, and/or other mental health problems that present a barrier to their education. The
program's goal is to engage in the identification of a barrier, collaborate with parents, provide a
referral for further evaluation if needed, and link the student and his/her family to necessary
school and community­based supports. The SAP team does not engage in diagnosis, referral for
treatment, or discipline as a means to address the issue at hand.
The SAP Program utilizes a systematic teach approach composed of professionals from various
disciplines within the school and liaisons from community agencies. These selected
professionals are trained and certified to identify barriers to learning and, in collaboration with
families, strategize for and/or refer identified students for assistance to enhance their school
success.
Four Phases of the Student Assistance Program Model
The Student Assistance Program Model consists of four phases: (1) Referral, (2) Data Collection,
(3) Intervention and Recommendation, and (4) Support and Follow­up.
During the Referral Phase, the problem behaviors are identified through an initial fact finding
phase 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 Date Collection Phase.
The four domains for data to be collected are academic, behavioral, attendance and health. This
data collection is accomplished through the distribution of checklists that focus on observable
behavior to administrators, teachers, guidance counselors and the school nurse. Once
completed and collected, the team will evaluate the findings to determine the need for the
continuation of SAP process. If it is deemed necessary that the SAP process continue, the
parent/guardian of the child in question will be notified of the SAP referral and a meeting will be

equested with the student and parent 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 must give permission for the SAP process to continue. Together, the SAP team develops a
plan that typically involves a referral to an outside agency for behavioral health assessment to
determine the severity of any behavioral barriers to learning and to determine if there is a mental
health drug and alcohol or co­occurring disorder. In Lehigh County, evaluation and referral
services are conducted by the Adolescent Central Intake Unit. The Adolescent Central Intake
Unit provides mental/behavioral health assessments, as well as D&A evaluations, to evaluate the
risk level, determine the needs of the student, and facilitate an appropriate referral. The intake
unit also serves as the behavioral health liaison to SAP teams in Lehigh County, attending SAP
team meetings at all middle schools and high schools in the county.
During the Support and Follow­Up Phase, the SAP team continues to work with and support the
student and their family. Follow­up includes monitoring, mentoring , and motivating for academic
success. This phase also includes statistical data collection.
WCSD Program
The Whitehall­Coplay School District has SAP trained personnel that are available to help
students at the middle school and high school with academic, personal. emotional, attendance
and alcohol and/or drug­related issues. The SAP team consists of administrators, teachers,
guidance counselors, community representatives, behavior interventionists, and therapeutic case
managers. At the elementary level the WIT team is also included in the SAP process.
Students are referred to the program by any concerned individual; peers, teachers, counselors,
administrators, parents, or a self­report. Concerned individuals can speak to any SAP team
member in person, send an email to the SAP team, or complete a referral from. At the
elementary level, SAP is incorporated into the Instructional Whitehall Intervention Team (WIT)
process. The SAP team meetings are held weekly in each building. At all levels, the teams
follow the four step process described by the Student Assistance Program (SAP) guidelines.
School­based resources to address identified barriers include personal counseling, group
counseling, and academic assistance. Groups, offered on an as­needed basis, focus on topics
including self­esteem, social skills, drug and alcohol information, aftercare, nontraditional families,
grief and loss, teenage mothers, children of alcoholics, decision­making, and eating disorders.
Some groups are co­facilitated with community agencies.
During 2006­2007, Lehigh County processed 2250 referrals to the Student Assistance Program.
On average, the Whitehall­Coplay School District processes 75 referrals to the Student
Assistance Program.
SAP Services are provided at no cost to the student or their family.
Communication
Communication to parents, guardians and students is the key to providing quality
educational opportunities. Whitehall­Coplay School District facilitates open
communication of information regarding instructional programs through a variety of
ways. Orientations for new students and transitioning students are provided at the
beginning and throughout the school year as needed. Open houses, meet the teacher
nights and parent teacher conferences are conducted at all levels to review yearly
instructional programs and expectation with parents and students. Counselors,
administrators and educational specialists provide parents and guardians with specific

information regarding instructional programs on an individual basis. Educational
opportunities are outlined and explained on our district’s website, in newsletters that are
sent home with students, flyers that advertise and inform parents of specific programs
occurring throughout the year and on our school calendar and student planners, which
each student receives. Additionally, parent meetings are held periodically throughout the
year to highlight and review upcoming opportunities for students.
Students in Whitehall­Coplay School District are provided with ongoing
exposure and instruction in career awareness and selection primarily through our
developmental guidance program grades K­12. In the elementary grades, exposure and
awareness is the focus. Students are encouraged to develop a positive work ethic and
move toward becoming an independent learner. Exposure to careers is provided through
the regular instructional curriculum as well as through guidance classes. At the middle
level, students begin to identify career choices by developing an awareness of personal
abilities, skills, and interests. Monthly classes addressing a variety of career options are
provided through the Minsi Trail Boy Scout Organization to help students become more
knowledgeable. Speakers representing different professions meet with students,
answering questions and providing resources. Students are introduced to Career
Cruising, a web­based career exploration program encompassing interest inventories,
through portfolio and career searching capabilities. Each student completes an inventory
at the middle level. Students are given tours of LCTI (Lehigh Career and Technical
Institute) to help in career and academic selection. LCTI also provides summer career
exploratory programs for students, grades 5­8 which includes a variety of options such as
landscaping, computer design, and culinary programs. At the high school level, students
participate in a career day at Lehigh Carbon Community College. Counselors play an
integral role in coordinating and counseling students regarding individual career
exploration. Information and assistance is provided on an individual and group basis to
aid students in career and post secondary placement decisions.
Information in regard to student’s health needs is communicated to parents
through the district’s website, calendar, and individual mailings. Topics of such mailings
include BMI physical requirements and reports, health screenings, and various additional
health concerns such as lice, tetanus boosters and flu shots. Health screening dates are
listed in the Whitehall­Coplay School District calendar. The district’s nursing staff
communicates regularly with parents by phone or e­mail as individual situations warrant.
The nursing staff is available on back to school nights and parent teacher conferences to
discuss health room programs and supports available.
Parents are informed of the nature and scope of the survey’s and of their
relationship to the educational program of their child, consistent with section 445 of the
General Education Provisions Act regarding protection of pupil rights when student
assessments using individual surveys are administered through the school calendar which
is distributed yearly to all parents and guardians. The school calendar as well as school
policy # 235 and student handbooks contain information regarding the procedure to opt
out of survey participation.

The above listed activities are supported through the district’s established goals,
most specifically Goal 5­Enhancing Student Services. They are also an integral part of
the district’s action plans supporting student services and enhancing communication.
Action Plan
Goal: 01. Academic Proficiency
Description: As measured by the PSSA, PASA, and/or District assessments, by the year 2014,
100% of District students will be proficient in core subject areas (reading, math, science and
social studies) leading to successful academic transitions from elementary to middle to high
school and beyond.
Strategy: A. Enhance instructional strategies
Description: The need for Whitehall Coplay School District Staff to effectively implement the
process, identification of students, and the proper managing of strategies for Response to
Intervention (RTI).
Activities:
Activity Description
a. Response to
Intervention (RTI)
Person
Responsible
The entire Whitehall­Coplay School District Staff will learn the correct
implementation of RTI with the scientifically researched basis practices to
increase student achievement.
Timeline for Implementation Resources
Lorie Davis Ongoing $6,000.00
Strategy: F. Increase Student Achievement
Description: The need for Whitehall­Coplay School District to increase student achievement to
meet desired achievement goals.
Activities:
a. Cultural Diversity
Awareness and
Acceptance
Activity Description
To develop an understanding, respect, and acceptance of cultural
differences.
To develop a comprehensive understanding of learners diversified
needs based on child development and learning theory.
To develop an understanding of the importance of a positive school
climate as related to school safety and student achievement.
Person Responsible Timeline for Implementation Resources
Lorie Davis Ongoing $6,000.00
Activity Description
b. Career Education Center for
students grades 9 ­ 12
To develop a centralized area where students can utilize
resources to gain knowlege in career exploration.
­ Career Cruising
­ College and Career Library
­ Scholarship and Summer Programs
­ Job Board
­ Military

Person Responsible Timeline for Implementation Resources
Lorie Davis Ongoing $42,000.00
Goal: 05. Enhanced Student Services Continuum
Description: All students will have access to developmentally appropriate services in the areas of
guidance counseling, nursing, wellness, psychological assessments, home and school visitation,
and social work services.
Strategy: A. Ensure collaboration among grade levels
Description: Coordination of student services across grade levels, ensuring smooth transitions
between grade levels.
Activities:
Activity Description
a. Provide ongoing analysis and
development of student services
and transitions K­12.
To review, update and further develop a comprehensive
program of support services for all students, to include the
following needs:
­ Developmentally appropriate K­12 counseling program.
­ Continuum of physical and mental health services.
­ Plan for consistent tranfser of student information from
grade level to grade level.
Person Responsible Timeline for Implementation Resources
Lorie Davis Ongoing $0.00
Strategy: B. Prevention / Intervention
Description: Prevention: Education of all students to reduce the risk of unhealthy behavior.
Intervention: Treatment for at­risk students to reduce the negative impact of unhealthy behaviors.
Activities:
Activity Description
a. Safe Schools To continue to develop an understanding of the importance of a positive school
climate as related to school safety and student achievement.
Crisis response training
Safety Committee
To make staff aware of warning signs of potential violence
Person
Responsible
Timeline for Implementation Resources
Lorie Davis Ongoing $9,000.00
Activity Description
b. Behavior Management and
Health Standards for students
K­12
To develop an understanding of the importance of a positive
school climate as related to school safety and student
achievement. Areas of need:
­ Behavior Management Strategies
­ Student Mental Health Issues
­ Teen Nutrition
­ Eating Disorder

­ Suicide Prevention
­ Substance Abuse
Person Responsible Timeline for Implementation Resources
Lorie Davis Ongoing $6,000.00
Activity Description
c. Wellness
Activities
Person
Responsible
­ Provide the Whitehall­Coplay School District students with updated and
ongoing training in maintaining a physically and emotionally health lifestyle.
­ Provide the Whitehall­Coplay School District students with CPR/First Aide
training and certification.
­ Wellness Fair
Timeline for Implementation Resources
Lorie Davis Ongoing $6,000.00
Activity Description
e. Development of
Alternative
Education Program
(AEP)
Person
Responsible
The Whitehall High School and Whitehall­Coplay Middle School will
investigate and develop an alternative program for students who are unable
to succeed in the traditional school setting. This program will include positive
behavioral approaches, as well as meaningful and appropriate academic and
vocational opportunities. All needs of the student will be addressed: i.e.,
academic, emotional, developmental, social, career, etc.
Timeline for Implementation Resources
Lorie Davis Ongoing $60,000.00
Activity Description
f. School­wide
behavior support
Person
Responsible
Whitehall­Coplay School District will be trained in the correct implementation
of RTI with scientifically researched based practices to increase positive
student behavior.
­ regular progress monitoring of identified student behavior (teacher)
­ regular progress monitoring meetings with team to evaluate effectiveness of
behavioral strategies
Timeline for Implementation Resources
Lorie Davis Ongoing $12,000.00
Activity Description
g. Study Skills Curriculum K ­ 9 To develop a comprehensive K ­ 9 Study Skills Curriculum.
Person Responsible Timeline for Implementation Resources

Lorie Davis Ongoing $6,000.00
Strategy: C. Enhance Instructional and Pedagogical Strategies
Description: The need for Whitehall­Coplay School District staff to increase knowledge in
instructional resources in counseling.
Activities:
Activity Description
a. Develop Middle School
Counseling Resource
Center
­ To develop a library of developmentally appropriate resources.
­ Materials to be included: parent education literature, videos/DVD's,
handouts/pamphlets, workbooks, professional development
resources.
Person Responsible Timeline for Implementation Resources
Lorie Davis Ongoing $6,000.00
Strategic Planning Process
The purpose of the Strategic Plan is to guide our organization toward a unified set of goals which
will facilitate student academic achievement and create an environment in which all students and
employees can be successful.
To accomplish this, high quality learning experiences aligned with high quality standards for both
students and staff, must be identified in a flowing plan which delineates progressive steps to
reach the final outcome.
This strategic planning process includes a review of our mission statement, developing a vision
for the future of Whitehall­Coplay School District, and setting measurable achievable goals to
reach the district’s vision encompassing the mission and shared values of our district.
The plan will serve as a framework for the next six years in Whitehall­Coplay School District.
The steering plan was developed with input from all district stake holders. The Steering
Committee acted as the overseeing body to the plan’s development. Sub committees were then
formed for the following areas: Academic Standards, Professional Development, Teacher
Induction, Technology, Special Education, and Student Services.
Numerous sub­committee meetings were held to address specific planning goals.
The sub­committees then shared their individual plans with the Steering Committee
gaining additional input. The plan was brought to the Education Committee of the
Board for presentation and discussion several times throughout the planning
process. Finally, the Strategic Plan was brought to the School Board for approval.
Strategic Planning Committee
Name Affiliation Membership Category Appointed By
Alexa Moravek Parent Parent Director of C & I
Amy Bonshak
Whitehall Coplay Middle
School
Middle School Teacher
Asst
Superintendent
Andrew Howett Parent Parent Director of C & I
Barbara Chomik Central Office Administrator
Asst
Superintendent

Carol Renna
Charmaine
Teschner
Whitehall­Coplay Middle
School
President, WCESPA
Cheryl Sommer Gockley Elementary
Special Education
Teacher
Community
Representative
Elementary School
Teacher
Christine Smith Transportation Administrator
Deborah Evans Gockley Elementary
Diane Cimerol Parent Parent
Elementary School
Teacher
Donna Viglianti Central Office Administrator
Director of C & I
Asst
Superintendent
Asst
Superintendent
Asst
Superintendent
Director of C & I
Asst
Superintendent
Asst
Superintendent
Forrest Rohn Business Rep Business Representative Asst
Superintendent
Freddie Hernandez Business Rep Business Representative Director of C & I
Gary Behr Central Office Administrator
Asst
Superintendent
Jack Corby Central Office Administrator Superintendent
James Davis Whitehall High School Administrator
Jane Holben Steckel Elementary
Jason Walsh Whitehall High School
Elementary School
Teacher
Secondary School
Teacher
Justin Madaus School Board Board Member
Linda MacGill Whitehall High School
Lori Barz Central Office Other
Ed Specialist ­ School
Counselor
Asst
Superintendent
Director of C & I
Asst
Superintendent
Asst
Superintendent
Asst
Superintendent
Asst
Superintedent
Lorie Davis Central Office Administrator Superintendent
Mary FeKula Gockley Elementary Administrator
MaryLou Hutchinson Central Office Administrator
Nicholas Holmes Steckel Elementary
Peter Bugbee
Whitehall­Coplay Middle
School
Elementary School
Teacher
Administrator
Rich Legath Buildings and Grounds Administrator
Robert Kolb President, WCEA Other
Robert Strauss Central Office Administrator
Asst
Superintendent
Asst
Superintendent
Asst
Superintendent
Asst
Superintendent
Asst
Superintendent
Asst
Superintendent
Asst
Superintendent

Sandra Murphy Whitehall High School
Sandra Rex
Sandra Vega­
Compusano
Whitehall­Coplay Middle
School
Parent Parent
Special Education
Teacher
Asst
Superintendent
Administrator Director of C & I
Asst
Superintendent
Scott Altemose Business Rep Business Representative Asst
Superintendent
Sharon Gumhold
Sheldon Poremba
Whitehall­Coplay Middle
School
Whitehall­Coplay Middle
School
Suzanne Hetten Whitehall High School
Middle School Teacher Director of C & I
Middle School Teacher
Secondary School
Teacher
Wayne Walp Food Services Administrator
Asst
Superintendent
Director of C & I
Asst
Superintendent
Assurance for the Collection, Maintenance, and Dissemination of Student
Records
By checking each of the boxes below, the local education agency assures compliance with the
requirements of 22 PA Code Chapter 12 and with the policies and procedures of Pennsylvania
Department of Education (PDE). PDE will specify, in writing, policies and procedures to be
followed. Requests for any deviations from these regulations, policies, and procedures must be
made in writing to PDE (electronic mail may be directed to ra­chapter12@state.pa.us).
The Local Education Agency (LEA) assures the following:
The LEA has a local plan, including policies and procedures, in place for the collection,
maintenance, and dissemination of student records in compliance with §12.31(a) and
§12.32
The plan shall be maintained in compliance with §12.31(b) and made available to PDE in
compliance with §12.31(c)
Assurance for the Operation of Student Services and Programs
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 ra­chapter12@state.pa.us).
The Local Education Agency (LEA) assures that there are local policies and procedures in place
that address:
Free Education and Attendance (in compliance with §12.1)
School Rules (in compliance with §12.3)
Discrimination (in compliance with §12.4)
Corporal Punishment (in compliance with §12.5)

Exclusion from School, Classes, Hearings (in compliance with §12.6, §12.7, §12.8)
Freedom of Expression (in compliance with §12.9)
Flag Salute and Pledge of Allegiance (in compliance with §12.10)
Hair and Dress (in compliance with §12.11)
Confidential Communications (in compliance with §12.12)
Searches (in compliance with §12.14)
Emergency Care and Administration of Medication and Treatment (in compliance with 35
P.S. §§ 780­101 ­ 780­144)
The LEA acknowledges that the above policies shall be maintained locally and be made available
to the public upon request. The policies are not to be submitted to the Commonwealth except
upon specific request by PDE.
In addition, the LEA assures the following:
The Student Services Report complies with §12.41(b), §12.41(c), and §12.42 (consistent
with the Early Intervention Services System Act (11 P.S. §§875­101 ­ 875­503)
Consistent with §445 of the General Education Provisions Act (20 U.S.C.A. §1232h),
parents or guardians are informed regarding individual survey student assessments and
provided a process for refusal to participate (in compliance with §12.41(d))
Persons delivering student services shall be specifically licensed or certified as required by
statute or regulation (in compliance with §12.41(e))
Supporting Documents ­ Attachment
• Student Wellness Policy