York-City-SD_Special-Education-Plan_3-14-2018

York City SD Special Education Plan Report 07/01/2018 - 06/30/2021 District Profile Demographics 31 N Pershing Avenue York, PA 17401 (717)845-3571 Superintendent: Eric Holmes Director of Special Education: Linda C Brown Planning Committee Name Lawrence Bopp Eric Holmes Brandon Hufnagel Richard Snodgrass Elodia Barajas Margie Orr Paul Andriukaitis Charlotte Beakler Laura Bloss Kristen Shillingsford Eric Schlosser Ann Lehman Judith Gruver Kimberly Pessognelli Jessica Althoff Carol Linker Annette Anderson Role Administrator : Special Education Administrator : Professional Education Special Education Administrator : Special Education Business Representative : Professional Education Special Education Community Representative : Professional Education Special Education Community Representative : Professional Education Special Education Ed Specialist - Home and School Visitor : Special Education Ed Specialist - Home and School Visitor : Special Education Ed Specialist - Home and School Visitor : Special Education Ed Specialist - Other : Special Education Ed Specialist - School Counselor : Professional Education Special Education Elementary School Teacher - Regular Education : Special Education Elementary School Teacher - Special Education : Special Education High School Teacher - Regular Education : Professional Education Special Education Instructional Technology Director/Specialist : Professional Education Special Education Middle School Teacher - Special Education : Special Education Parent : Professional Education Special Linda Brown Deborah Neiman Cheryl Tacelosky Deborah Hioutis Education Special Education Director/Specialist : Professional Education Special Education Special Education Director/Specialist : Professional Education Special Education Special Education Director/Specialist : Professional Education Special Education Student Services Director/Specialist : Professional Education Special Education Core Foundations Special Education Special Education Students Total students identified: 1334 Identification Method Identify the District's method for identifying students with specific learning disabilities The goal of The School District of the City of York is to provide supports and services for all students The district uses the Comprehensive Student Support Team (CSST) as an intervention process available to all students K-12 This CSST process supports students who are exhibiting academic and/or behavior difficulties in the regular education classroom The process utilizes research-based interventions and includes data analysis to identify barriers to student learning The goal is to provide interventions and supports to address the students’ needs The interventions and the support process must be implemented over a 30-60 day time period for each student During this intervention phase, data regarding the student’s progress toward achievement of the established academic and /or behavioral goals is collected, analyzed, and monitored by the team to determine effectiveness A 30 day review meeting is held to determine if necessary revisions or adjustments are needed to the student’s action intervention plan In addition, the district utilizes a parent survey to gain educational history and background knowledge for students who are not English dominant This survey assists the district in gaining insight to prior educational experiences and events that shape the current student status The interviews also assist the ELL teacher in determining appropriate services and interventions The School District of the City of York a dheres to Chapter 14 regulations and Pennsylvania State guidelines for identifying students with specific learning disabilities (SLD) If a student is referred for an educational evaluation, a multidisciplinary evaluation team utilizes the Discrepancy Model to determine whether a significant difference exists between achievement and intellectual ability in the following areas: oral expression, listening comprehension, written expression, reading fluency, basic reading, reading comprehension, mathematic calculation and/or problem solving The School District of the City of York has established a partnership with LIU # 12 to develop and implement a Multi-Tier System of Support (MTSS) for academic and behavior concerns The goal is to continue to refine and identify research strategies and interventions at all three levels of the tiered process in order to support district-wide implementation that meets the needs of all students who are academically or behaviorally at risk Enrollment Review the Enrollment Difference Status If necessary, describe how your district plans to address any significant disproportionalities The data is publicly available via the PennData website You can view your most recent report The link is: https://penndata.hbg.psu.edu/PublicReporting/DataataGlance/tabid/2523/Default.aspx According to the 2016- 2017, PDE Special Education Data Report, ten out of twelve disability subgroups, had no significant disproportionalities In these sub-groups no exceptionality was higher or lower than ten percent when compared to the state percentage Upon review of the Special Education Data Report the disability category of specific learning disability (SLD) percentage was approximately ten percent higher than the state average; in contrast the disability category of Other Health Impaired was approximately ten percent lower than the state average The district plans to address disproportionality by refining assessment processes to include multiple measures to determine eligibility, aligning research based interventions to the academic deficit area and monitoring the implementation of the CSST process with fidelity The district will continue to encourage professional development for qualified examiners and IEP teams in order to improve reliability and validity of the assessment results Non-Resident Students Oversight How does the District meet its obligation under Section 1306 of the Public School Code as the host District at each location? How does the District ensure that students are receiving a free appropriate public education (FAPE) in the least restrictive environment (LRE)? What problems or barriers exist which limit the District's ability to meet its obligations under Section 1306 of the Public School Code? The School District of the City of York currently does not have 1306 facilities such as detention homes, drug/alcohol treatment centers, homes for orphans or similar types of facilities In the event that a facility would locate in the district, the LEA will fully comply with the requirements of IDEA 2004 and PA Chapter 14 to meet its obligations under Section 1306 of the Public School Code as outlined in the BEC: Educational Programs for Students in Non-Educational Placements 22 Pa Code Section 14.102 Any barriers would be addressed through a collaborative effort between the district and 1306 facilities Incarcerated Students Oversight Describe the system of oversight the District would implement to ensure that all incarcerated students who may be eligible for special education are located, identified, evaluated and when deemed eligible, are offered a free appropriate public education (FAPE) The School District of the City of York provides oversight for all incarcerated students who are in need of specially designed instruction Procedures for ensuring Free Appropriate Public Education for incarcerated students consist of ongoing monitoring of reporting data generated by Lincoln Intermediate Unit 12 to the district’s Child Accounting Coordinator (verification of residence) The Lincoln Intermediate Unit 12 contacts the district to request records and coordinate the course of study for students Information is sent to the school administrators, guidance counselors, the Student Support Office, and the Office of Special Education As stipulated in Brian B v Commonwealth of PA, information for students that have been identified as receiving services is sent to the respective facilities within the designated time frame The Lincoln Intermediate Unit provides special education services for all incarcerated students who are eligible for special education services A student is eligible for a diploma when the high school principal of the local (home) district determines that the work completed by the student meets the school district's criteria for graduation Least Restrictive Environment Describe the District procedures, which ensure that, to the maximum extent appropriate, children with disabilities, including those in private institutions, are educated with nondisabled children, and that removal from the regular education environment only occurs when education in that setting with supplementary aids and services, cannot be achieved satisfactorily Describe how the District is replicating successful programs, evidence-based models, and other PDE sponsored initiatives to enhance or expand the continuum of supports/services and education placement options available within the District to support students with disabilities access the general education curriculum in the least restrictive environment (LRE) (Provide information describing the manner in which the District utilizes site-based training, consultation and technical assistance opportunities available through PDE/PaTTAN, or other public or private agencies.) Refer to and discuss the SPP targets and the district's percentages in the Indicator section Educational Environments Also discuss the number of students placed out of the district and how those placements were determined to assure that LRE requirements are met T he School District of the City of York is dedicated to ensuring a Free Appropriate Public Education (FAPE) for all students with disabilities in the Least Restrictive Environment (LRE) Once the multidisciplinary individual education plan team determines a student eligible for specialized instruction, the team develops an individualized education plan that is based on the student’s present level of performance, strengths, and areas of need After the team establishes the student’s IEP goals and/or objectives, specially designed instruction/ supplementary aids and services, the team then determines how the student’s educational program will be implemented within the least restrictive environment The district will continue to provide professional development on Section II of the IEP - Present Educational and Functional Levels, Section V - Goals and Section VII – Educational Placement, to make appropriate determination of least restrictive environment The teams utilize resources such as the Standards Aligned System (SAS), the Pennsylvania Department of Education Accommodations Guidelines Manual, and PATTAN publications related to Supplementary Aids and Services to assist with the IEP decision making process The regular education setting is the first LRE consideration with supplementary aids and services for all students regardless of disability or program needs The data from the initial or re-evaluation results, in conjunction with progress monitoring, support IEP teams in the LRE decision making process The LEA continues to monitor and attend meetings for students in private institutions to ensure FAPE and LRE are consistent with the student’s academic and behavior needs The LEA offers a continuum of services, itinerant, supplemental and full time, for students receiving learning support, emotional support, autistic support, deaf/hard of hearing support, life skills support, speech/language support and multiple disabilities support These services are provided within district buildings to include grades K to 12 The district contracts with the LIU #12 for students with extensive vision or vision/deaf hard of hearing needs who require assistive technology, orientation & mobility and specialized instruction Itinerant level of vision services are provided to eligible students by LIU 12 staff in their neighborhood schools The LEA is part of the PaTTAN Autism Initiative which utilizes Applied Behavior Analysis (ABA) principles The classes which follow ABA model are located in a K-8 neighborhood school building The district has identified a staff member to serve as an internal coach to support staff, students and parents participating in the autistic support program Teachers and building administration receive feedback from PaTTAN consultants after each on-site review in order to maintain program fidelity and identify professional development needs Teachers use the feedback from the PaTTAN consultants to modify interventions, improve student communications and assess student progress in identified areas of need As students transition to the high school, the LEA will continue to collaborate with PaTTAN to support the initiative at the high school level Bearcat Bistro is a student –run café that makes and sells breakfast items to the school community Students are responsible for baking, serving, filling orders and running the cash register as part of the life-skills curriculum Participation in the daily operations of a business provide students with the real life experience needed to prepare them for employment upon graduation by teaching them skills in customer service, taking orders, and time management Practical Assessment Exploration System (PAES Lab), a comprehensive work development curriculum for life skills students, is a work simulated environment within the classroom setting The lab assesses a student’s work potential and interest level Students explore various jobs, using real tools, and develop proper work behaviors in areas: Computer Technology, Construction, Processing/Production, Consumer/Service, and Business/Marketing It is an individualized vocational program, which offers multiple levels of complexity based on students’ abilities and interests Office of Vocational Rehabilitation (OVR) is a local agency that supports post graduate options OVR counselor provides services at William Penn High School several times a month to help students with disabilities transition into post-secondary training or competitive integrated employment Students are referred by their case manager (teacher) and, if eligible, can receive the following services and activities: Students participate in work-based learning experiences , which may include in-school or after school opportunities in the community Students will be provided options for work experience that teach skills needed to obtain competitive integrated employment or transition to post-secondary training Depending on skill level, a job coach can be provided to the student to ensure appropriate work-based skills for a particular job Job shadowing provides students with disabilities opportunities to shadow an employee in their area of interest to obtain an overview of the skills, duties, and knowledge needed to work in that particular field Transition to Adult Programming Services (TAPS) assists students with IEPs through AHEDD, a private, non-profit organization Counselors meet with students to discuss their employment goals and research different careers Students also search for jobs, complete applications, practice interview skills through mock interviews and use www.jobgateway.pa.gov Students meet with employers to learn what qualities employers look for in their employees Other opportunities include job shadowing at multiple local businesses and campus tours at Penn State York, York Technical Institute, and Thaddeus Stevens School of Technology Promoting Academic Success (PAS) enables students with IEP’s to pursue post-secondary education by taking a class at Harrisburg Area Community College (HACC) This class is a one credit course paid by OVR which teaches students the skills they will need to transition from high school to post- secondary education successfully Students learn about assistive technology, accommodations in college vs high school, time management, and self-advocacy needed to be successful in post-secondary education York City School District is an active participant in York County Coordinating Transition Council which meets on a monthly basis Transition Council consists of school district transition coordinators, guidance counselors, and outside agencies This county wide group plans agency and post-secondary fairs for students and parents to assist them with accessing resources available for students after high school, as well as sharing best practices in regards to transition Teachers work with audiologists, speech and language pathologists and/or LIU#12 specialists to meet the needs of the student requiring Assistive Technology (AT) A team meeting is held to determine need for students annually or when it is determined that a revision in IEP needs to be made for the student LIU specialist gathers information using the AT referral All IEPS are reviewed annually for each student and a consultation with hearing impaired teacher, speech and language therapist or other related services specialist are held on a regular basis If the audiologists’ report reveals a need for hearing aids, until the hearing aid are obtained, a sound system is placed in the room for the student The district has established a meeting with LIU 12, assistive technology representative, to further investigate options for professional development and resources for staff and parents regarding AT For students with significant cognitive delays, the district recognizes the AT can build the bridge to learning This partnership with the LIU 12 will strengthen LRE Students within the School District of the City of York bring many additional challenges to the learning environment including social and emotional issues and trauma and/ or trans -generational trauma Students in this environment need to gain an understanding of their feelings and how to selfcalm and regulate with appropriate methods The sensory room is available to all students within a given building, utilizing the zone of regulation method The Zones of Regulation (Kuypers, 2011) is a curriculum geared toward helping students gain skills in consciously regulating their actions which in turn leads to increased control and problem solving abilities Using a cognitive behavior approach, the curriculum’s learning activities are designed to help students recognize when they are in different emotional states called “zones,” where each of the four zones are visually represented by a different color By understanding their “zone”, the adult and student can begin to choose an appropriate method to help the student regulate and prepare to learn Each sensory room in the district is unique and designed with the student population in mind; however, each room has essential elements to produce a calming effect Students, along with a supervising adult, can incorporate a variety of different sensory based activities to be better prepared to learn The goal is to expand the sensory rooms to other district buildings Additionally, delayed reading skills put a student at risk for poor performance in all academic subject areas Bookshare allows a student to maintain pace with their peers while they are attempting to address their individual needs in reading Bookshare, a free internet based resource, provides students with audio versions of text books, novels, and other print material to allow access to all print based materials with in the educational setting The district has an account with Bookshare which can be accessed by all schools and teachers Continued professional development will be implemented over the next three years to increase usage of this electronic resource in the district Currently, the district is using Skype with homebound students to allow for social interaction and exposure to same age peers It allows the students access to grade level curriculum even though they are not attending a traditional brick and mortar building Skype allows the students to be a part of the school either actively by participating in classroom discussions, or passively by just listening to instructional content The district recently acquired the Test of Integrated Language and Literacy Skills (TILLS) that is based on language levels-by-modalities The purpose of this assessment is to identify language and literacy disorders, document patterns of relative strengths and weaknesses and track changes in language and literacy skills over time The team of certified school psychologists, speech and language pathologists, and occupational therapists are using this standardized test to help build a more complete and accurate profile of our student’s language and literacy proficiency This tool will continue to help guide educational professionals in tailoring student instruction and intervention across all grade levels The System 44 Model for Blended Learning combines adaptive technology and teacher-led instruction to help students become proficient readers, writers, speakers, and critical thinkers As a stand-alone program, System 44 is designed to be implemented daily as a single class period Duel diagnosed students’ (EL and Special Education) needs can be met through this intervention program to assist with foundational reading skills READ 180 helps students meet the rigorous expectations of the new standards and experience 10 success on the new assessments READ 180 uses the key instructional shifts to support teachers in enhancing their understanding of the reading process to accelerate student achievement System 44 and Read 180 programs are research based interventions that have tools built into the curriculum to monitor growth and progress on specifically targeted reading skills Both programs have an internally leveled program to differentiate to student needs within the curricula The district uses Benchmark Advance as the core ELA program Within this program an intervention screener is used to determine foundational skills The program is intended for students who need extra support to master grade level standards It offers re-teaching and additional practice to reinforce instruction in the core program in the LRE The Go Math series is a core math program with an intervention component to provide strategic and intensive intervention lessons for students with various academic needs The movement toward such programs in the district promotes LRE opportunities To improve algebra scores for students in the ninth grade academy, the district is utilizing the Math 180 Program to increase overall foundational skills MATH 180 is a comprehensive system of curriculum, instruction, assessment, and professional development designed to equip older struggling students with the knowledge, reasoning, and confidence to thrive in algebra One of the components of successful inclusion is the degree to which the student with a disability is an accepted member of the general education classroom Classroom teachers work to establish and maintain a positive and supportive classroom atmosphere using social/emotional curriculum (Zones of Regulation), reinforcement programs and cooperative learning strategies Behavioral supports promote these inclusive practices by bringing those support services to the child versus bringing the child to the service The School District of the City of York has partnerships with several mental health community providers who deliver and service students within their home school or district placement These services are provided in all educational settings throughout the district in a manner that promotes cultural sensitivity and acceptance of individual needs and differences All K-8 buildings in the School District of the City of York are implementing a Vertical Looping classroom structure designed to provide an environment of team collaboration, grouping flexibility, enhanced student, teacher and parent relationships and focused instruction that guarantees success for all students The Bearcat Cyber Academy, in partnership with Lincoln Intermediate Unit 12, provides customized learning options for students in the School District of the City of York to develop individualized learning paths that are aligned to the PA Common Core Through the use of rigorous online instruction and access to district provided opportunities and support at William Penn Senior High School, the program aims to prepare students for post-secondary goals Bearcat Cyber Academy students have different learning paths available to meet their unique learning needs This may include traditional cyber learning, cyber learning completed on-site at William Penn, or a blended schedule that allows students to take classes at William Penn Senior High School in addition to their online Bearcat Cyber Academy courses Students with Individualized Education Plans (IEP) or 504 plans are accommodated within the courseware as per the IEP or 504 plan The School District of the City of York ensures that the Pennsylvania certified teachers of the online content are provided the accommodations and modifications that are within each student’s IEP The advisor of the Bearcat Cyber Academy, who is a Certified Special Education Teacher, monitors the course work, along with each student’s grades 64 District Level Plan Special Education Personnel Development Autism Description Educating students with autism is often an intense process in order to meet their individual needs This process involves a team of educational professionals, parents, and community representatives to address a student’s behavioral, developmental, social and/or academic needs Over the course of the next three years, the school district will focus on effective strategies for learning, behavioral supports, disability awareness, collaboration / communication with parents for students identified with autism in any educational setting Person Responsible Start Date End Date Program Area(s) On going professional development by PaTTAN Autism Initiative will be provided through-out the course of the special education plan to ensure the Verbal Behavior model is implemented with fidelity Special Education Supervisor 8/25/2018 6/30/2021 Professional Education, Teacher Induction, Special Education, Student Services, Educational Technology Professional Development Details Hours Per Session 2.0 # of Sessions 21 # of Participants Per 30 Session Provider LEA Provider Type PaTTAN PDE Approved Yes Knowledge Gain After professional development, staff will be provided with research based instructional strategies to educate students with autism in least restricitve environment Professional deveopment topics will include disability awareness, academic / behavior strategies and communication tools The LEA will collaborate with parents and agencies to further support the home, community and school connection Research & Best Practices The professional development provided is based on Pattan autism initiative 65 Base The plan includes parent and community engagement to ensure transitional success For classroom teachers, school counselors and education specialists Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students Empowers educators to work effectively with parents and community partners For school or LEA administrators, and other educators seeking leadership roles Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards Provides leaders with the ability to access and use appropriate data to inform decision-making Empowers leaders to create a culture of teaching and learning, with an emphasis on learning Instructs the leader in managing resources for effective results Training Format LEA Whole Group Presentation Series of Workshops School Whole Group Presentation Live Webinar Department Focused Presentation Professional Learning Communities Offsite Conferences Participant Roles Classroom teachers Principals / Asst Principals Supt / Ast Supts / CEO / Ex Dir School counselors Paraprofessional New Staff Other educational specialists Related Service Personnel Parents Grade Levels Elementary - Primary (preK - grade 1) 66 Elementary - Intermediate (grades 2-5) Middle (grades 6-8) High (grades 9-12) Follow-up Activities Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers Analysis of student work, with administrator and/or peers Creating lessons to meet varied student learning styles Lesson modeling with mentoring Joint planning period activities Evaluation Methods Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism Standardized student assessment data other than the PSSA Classroom student assessment data Participant survey Review of participant lesson plans Review of written reports summarizing instructional activity Individual Student Verbal Behavior Milestones Assessment and Placement Program Behavior Support Description Partner with LIU #12 to become an implementation site for School Wide Positive Behavior Support (SWPBS) framework K-12 Develop a three tier process to provide student intervention for at risk students K-12 The district provides staff the opportunity to participate in training such as: Crisis Prevention Institute (CPI), conducting Functional Behavior Assessments (FBA) and developing Positive Positive Behavior Support Plan (PBSP) for students needing intense behavior support The district has certified CPI trainers that conduct professional development for staff This intervention program adheres to the state and federal mandates for physical restraint emphasizing the use of verbal interventions prior to non-violent physical intervention Parents are also included in workshops or cafes to meet their children's individual behavior needs Evidence for these implementation steps are professional development for staff on implementing SWPBS and the MTSS Model In addition Central Administration, collects individual schools monthly reports that articulate 67 Person Responsible Start Date End Date Program Area(s) student office referral, attendance, suspensions, and parent contacts rates Additional evidence includes strategies for intervention, progress monitoring and action plans for individual students CPI evidence will be a certification after a pre and post assessment, attendance sheets, and agenda for participants Special Education Supervisor 8/26/2018 6/26/2021 Professional Education, Teacher Induction, Special Education, Student Services, Gifted Education Professional Development Details Hours Per Session 2.0 # of Sessions 30 # of Participants Per Session 25 Provider LIU #12, School District Provider Type PaTTAN PDE Approved Yes Knowledge Gain This is an optional narrative for Special Education Research & Best Practices Base This is an optional narrative for Special Education For classroom teachers, school counselors and education specialists Enhances the educator’s content knowledge in the area of the educator’s certification or assignment Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision-making Empowers educators to work effectively with parents and community partners For school or LEA administrators, and other educators seeking leadership roles Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards Provides leaders with the ability to access and use appropriate data to inform decision-making Empowers leaders to create a culture of teaching and learning, with an emphasis on learning Instructs the leader in managing resources for effective results 68 Training Format LEA Whole Group Presentation Series of Workshops School Whole Group Presentation Live Webinar Professional Learning Communities Offsite Conferences Participant Roles Classroom teachers Principals / Asst Principals Supt / Ast Supts / CEO / Ex Dir School counselors Paraprofessional New Staff Other educational specialists Related Service Personnel Parents Grade Levels Elementary - Primary (preK - grade 1) Elementary - Intermediate (grades 2-5) Middle (grades 6-8) High (grades 9-12) Follow-up Activities Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers Creating lessons to meet varied student learning styles Peer-to-peer lesson discussion Lesson modeling with mentoring Joint planning period activities Evaluation Methods Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism Student PSSA data Standardized student assessment data other than the PSSA Classroom student assessment data Participant survey Review of participant lesson plans Review of written reports summarizing instructional activity 69 Progress monitoring and individual student behavior plans Paraprofessional Description Person Responsible Start Date End Date Program Area(s) The district provides monthly opportunities for paraeducators to utilize online courses offered by PaTTAN and LIU 12 Topics range from reviewing disabilities, instructional techniques for behavior, collaboration with classroom teacher, ACCESS and legal issues Other trainings provided by district staff are:CPI, First Aide, functional curriculum skills, communication and meeting mental health needs of students Paraeducators also working in the ABA/VB classrooms have the opportunity to attend trainings through PaTTAN Autism Initiative These topics were selected based on a needs assessment completed by paraeducators As required by the state all paraeducators must meet the certified mandates by the passing the CAPE test and adhere to the requirements of 20 professional development hours each year The evidence for this implementation step would be classroom monitoring, attendance sheets, agenda, pre and post online course assessments Supervisor Special Education and Building Administration 8/26/2018 8/28/2021 Professional Education, Special Education Professional Development Details Hours Per Session 2.0 # of Sessions 20 # of Participants Per Session 25 Provider PaTTAN, LIU #12, district staff Provider Type School Entity PDE Approved Yes Knowledge Gain This is an optional narrative for Special Education Research & Best Practices Base This is an optional narrative for Special Education For classroom teachers, school counselors and education specialists Enhances the educator’s content knowledge in the area of the educator’s certification or assignment Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional 70 decision-making Empowers educators to work effectively with parents and community partners For school or LEA administrators, and other educators seeking leadership roles Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards Provides leaders with the ability to access and use appropriate data to inform decision-making Empowers leaders to create a culture of teaching and learning, with an emphasis on learning Instructs the leader in managing resources for effective results Training Format LEA Whole Group Presentation Series of Workshops School Whole Group Presentation Online-Asynchronous Professional Learning Communities Offsite Conferences Participant Roles Paraprofessional New Staff Grade Levels Elementary - Primary (preK - grade 1) Elementary - Intermediate (grades 2-5) Middle (grades 6-8) High (grades 9-12) Follow-up Activities Analysis of student work, with administrator and/or peers Peer-to-peer lesson discussion Joint planning period activities Journaling and reflecting Evaluation Methods Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism Participant survey Review of written reports summarizing instructional activity 71 Portfolio Reading NCLB #1 Description Person Responsible Start Date End Date Program Area(s) The district has established a systemic process to ensure students at risk, including students with disabilities, are identified early and are supported by an individual learning plan that provides interventions and supports Professional Learning Communities, compelling conversations and learning walks are mechanism that ensure fidelity of effective practices based upon student needs Academic data is reviewed monthly via the district Student Information System (Sapphire) Bi-weekly data dialogue meetings are held with adminstration at the building levels, Each student K-8 / secondary is assessed three times per school year to determine growth toward grade level reading proficiency standards The MAP assessment results are analyzed to determine needs and areas of growth In addition to this assessment teachers use curriculum based measures, running records, observation to inform instruction Strengthening core instruction and differentiating instruction by providing accommodations and modifications will increase the opportunity for all students to demonstrate academic growth Assistant Superintendents for General and Special Education 8/26/2018 8/28/2021 Professional Education, Teacher Induction, Special Education, Student Services, Gifted Education, Educational Technology Professional Development Details Hours Per Session 2.0 # of Sessions 30 # of Participants Per Session 25 Provider district administrators, reading coaches, teachers, Pattan Provider Type PaTTAN PDE Approved Yes Knowledge Gain This is an optional narrative for Special Education Research & Best Practices Base This is an optional narrative for Special Education 72 For classroom teachers, school counselors and education specialists Enhances the educator’s content knowledge in the area of the educator’s certification or assignment Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision-making Empowers educators to work effectively with parents and community partners For school or LEA administrators, and other educators seeking leadership roles Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards Provides leaders with the ability to access and use appropriate data to inform decision-making Empowers leaders to create a culture of teaching and learning, with an emphasis on learning Instructs the leader in managing resources for effective results Training Format LEA Whole Group Presentation Series of Workshops School Whole Group Presentation Live Webinar Department Focused Presentation Professional Learning Communities Offsite Conferences Participant Roles Classroom teachers Principals / Asst Principals Supt / Ast Supts / CEO / Ex Dir School counselors Paraprofessional New Staff Other educational specialists Related Service Personnel Parents Grade Levels Elementary - Primary (preK - grade 1) Elementary - Intermediate (grades 2-5) 73 Middle (grades 6-8) High (grades 9-12) Follow-up Activities Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers Analysis of student work, with administrator and/or peers Creating lessons to meet varied student learning styles Peer-to-peer lesson discussion Lesson modeling with mentoring Joint planning period activities Evaluation Methods Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism Student PSSA data Standardized student assessment data other than the PSSA Classroom student assessment data Participant survey Review of participant lesson plans Review of written reports summarizing instructional activity Portfolio Transition Description The school district is implementing effective transitional practices Comprehensive transitional plans that reflect the students' interests and goals are developed for students approaching the age of fourteen years and older The district has a designated transitional coordinator that provides on-going training and support to special and general education teachers throughout the school year The district also partners with LIU #12 to provide trainings Training areas include: Youth Participation and Engagement, Family/Educational Partnerships,Career Education Curriculum, Independent, Employment, and Occupational Skills Parents are given the opportunity to participate in trainings on transitional services, employment opportunities, and knowledge of rights and responsibilities under various disablility-related legisation Six modules on the PATTAN website are required for teachers during the Effective Components of Secondary Transition / Indicator 13 monitoring 74 Person Responsible Start Date End Date Program Area(s) Evidence will be students successfully graduating and transitioning to work or post secondary education as evidenced by Co-hort Exit Surveys Attendance Sheets, handouts, and agendas will also be reviewed Pennsylvania State Department Indicator 13 IEP Review Checklist will be used to monitor IEP transition goals Assistant Superintendent of Special Programs, Transition Coordinator, Supervisor, Principals 8/26/2018 8/25/2021 Professional Education, Teacher Induction, Special Education, Student Services Professional Development Details Hours Per Session 2.0 # of Sessions 30 # of Participants Per Session 20 Provider School District, LIU #12, PaTTAN Provider Type School Entity PDE Approved Yes Knowledge Gain This is an optional narrative for Special Education Research & Best Practices Base This is an optional narrative for Special Education For classroom teachers, school counselors and education specialists Enhances the educator’s content knowledge in the area of the educator’s certification or assignment Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision-making Empowers educators to work effectively with parents and community partners For school or LEA administrators, and other educators seeking leadership roles Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards Provides leaders with the ability to access and use appropriate data to inform decision-making Empowers leaders to create a culture of teaching and learning, with an emphasis on learning Instructs the leader in managing resources for effective results 75 Training Format LEA Whole Group Presentation Series of Workshops School Whole Group Presentation Department Focused Presentation Online-Asynchronous Professional Learning Communities Offsite Conferences Participant Roles Classroom teachers Principals / Asst Principals Supt / Ast Supts / CEO / Ex Dir School counselors Paraprofessional New Staff Other educational specialists Related Service Personnel Parents Grade Levels Elementary - Primary (preK - grade 1) Elementary - Intermediate (grades 2-5) Middle (grades 6-8) High (grades 9-12) Follow-up Activities Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers Creating lessons to meet varied student learning styles Peer-to-peer lesson discussion Joint planning period activities Evaluation Methods Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism Participant survey Review of participant lesson plans Pennsylvania Sate Department Indicator 13 IEP review checklist 76 Special Education Affirmations We also affirm our understanding that any requests for any deviations from the Chapter 14 regulations, standards, policies, and procedures must be made in writing to the Pennsylvania Department of Education The school district understands that the Special Education Component of the District Level Plan will be approved by PDE in accordance with the following criteria as set forth in 22 Pa School Code § 14.104 and as part of the District Level Plan: There are a full range of services, programs and alternative placements available to the school district for placement and implementation of the special education programs in the school district The school district has adopted a child find system to locate, identify and evaluate young children and children who are thought to be a child with a disability eligible for special education residing within the school district's jurisdiction Child find data is collected, maintained, and used in decision-making Child find process and procedures are evaluated for its effectiveness The school district implements mechanisms to disseminate child find information to the public, organizations, agencies, and individuals on at least an annual basis The school district has adopted policies and procedures that assure that students with disabilities are included in general education programs and extracurricular and nonacademic programs and activities to the maximum extent appropriate in accordance with an Individualized Education Program The school district will comply with the PA Department of Education, Bureau of Special Education's revision notice process The school district follows the state and federal guidelines for participation of students with disabilities in state and district-wide assessments including the determination of participation, the need for accommodations, and the methods of assessing students for whom regular assessment is not appropriate The school district affirms the Pennsylvania Department of Education that funds received through participation in the medical assistance reimbursement program, ACCESS, will be used to enhance or expand the current level of services and programs provided to students with disabilities in this local education agency We affirm that the school district has completed a 28 day public inspection and comment period as required under 22 PA Code § 4.13 (d) prior to the school entity's governing board approval and submission to the Department of Education (Bureau of Special Education) No signature has been provided Board President 77 No signature has been provided Superintendent/Chief Executive Officer