South Fayette Township SD

Special Education Plan Report

07/01/2014 - 06/30/2017

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District Profile

Demographics

3680 Old Oakdale Rd McDonald, PA 15057 (412)221-4542 Superintendent: Dr. Bille Rondinelli Director of Special Education: Dr. Nanci Sullivan

Planning Committee Name Role

Conchetta Bell Ed Specialist - School Psychologist

Maria Blum Parent

Alycia Dorsey Secondary School Teacher - Regular Education

Laurie Gray Administrator

Barb Levitt Elementary School Teacher - Special Education

Rebecca Menzies School Psychologist Intern, Duquesne University

Angela Pedrotti Middle School Teacher - Regular Education

Tawnya Shrewsbury Secondary School Teacher - Regular Education

Aaron Skrbin Administrator

Dr. Nanci Sullivan Administrator

Christina Thomas Middle School Teacher - Special Education

Gretchen Tucci Ed Specialist - School Psychologist

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Core Foundations

Special Education

Special Education Students Total students identified: 228

Identification Method Identify the District's method for identifying students with specific learning disabilities.

The District will continue to use a severe discrepancy model that examines whether a student exhibits a

pattern of strengths and weaknesses, relative to intellectual ability as defined by a severe discrepancy

between intellectual ability and achievement, relative to the child's age or grade. In order to determine if

a student has a specific learning disability, the District acknowledges whether or not the student is not

achieving adequately for his or her age level and/or is not meeting state approved grade level standards

through data collection in the following skill areas: oral expression, listening comprehension, written

expression, basic reading skills, reading fluency skills, reading comprehension skills, mathematics

calculation skills, and mathematics problem solving. When determining if a student has a specific

learning disability, the District looks at the student's response to scientific, research-based interventions

through documentation of the student's participation in high quality instruction in the general education

curriculum. The District also ensures that the child was provided research-based interventions, and

ensures the academic, behavioral, and emotional progress was regularly monitored. The District looks

for a pattern of strengths and weaknesses relative to the student's intellectual ability. The District's

multi-disciplinary team ensures that the findings of a student with a specific learning disability are not

due to visual, hearing, or orthopedic disability; intellectual disability; emotional disturbance; cultural

factors; environmental or economic factors; or limited English proficiency. Also, the District's

multi-disciplinary team ensures that the underachievement is not due to lack of appropriate instruction

in reading and/or mathematics. The instruction that is provided in the regular classroom setting is

delivered by highly qualified teaching professionals, and student progress is routinely monitored and

documented at regular intervals in the school year, which is shared with the student's parents.The

District has components of RtII with the three tier system at the elementary, intermediate, middle, and

high school levels; however the District primarily uses the severe discrepancy model to identify students

with specific learning disabilities. The District has the Reading Achievement Classroom (RAC) Program

(K-4) that students can participate in, which addresses the five essential elements of reading instruction

at the elementary level (Tier II). Students are usually placed in this program for intensive reading

instruction prior to being referred for a multi-disciplinary team evaluation. At the middle school level,

the students are usually placed in the AIM/Achieve Program (Tier II) prior to being referred for a

multi-disciplinary team evaluation for concerns in reading and/or mathematics. The criteria that is

utilized to qualify for the Achieve Program would be the PSSA scores that fall in the basic or below basic

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range. Students are also screened with a Diagnostic Reading Profile (DRP) which consists of reading

fluency and/or spelling inventory and the Gray Oral Reading Test (GORT). The student must be at least

two grade levels below their same-aged peers in comprehension. Additionally, students with

reading/written language/mathematical concerns can participate in the co-teaching classrooms that are

available from 6th through 12th grades prior to being referred for multi-disciplinary team evaluation to

determine if the student meets federal and state criteria as a student with a specific learning disability.

The elementary school has a basal reading program entitled, "Harcourt Journeys" that provides

remediation for students who may be struggling in specific areas of the basal reading

program. The remediation components of Harcourt Journeys provide supports to students in the

general education classroom. The elementary school has regular classroom teachers trained extensively

by our reading specialists on research-evidenced based reading strategies from the Reading Achievement

Center out of the Allegheny Intermediate Unit (Tier II). Classroom teachers are incorporating the

following activities/strategies into their daily instruction: phonemic awareness activities, decoding

activities (word building and syllasearch), and vocabulary development of rich vocabulary, fluency

instruction, and comprehension strategies. All of the instruction is explicit and systematic. Teachers

give struggling students individual attention and increase the amount of instruction in these areas.

At the elementary school, the Kindergarten Express (K-Express) program is provided as a half-day reading

program. Kindergarten students are screened using the Early Screening Profile from American Guidance

Service during our kindergarten registration. Students identified as lacking readiness skills are placed in

the Kindergarten Express classroom for half a day and the regular kindergarten classroom the other

half. This program provides intensive small group reading instruction and addresses the same literacy

objectives as the kindergarten classroom. Students receive intensive instruction with a reading specialist

and paraeducator. Students receive intensive instruction on letters, sounds, sight words, and phonemic

awareness. In addition, instruction includes activities focusing on phonemic awareness, letter

recognition and sounds, decoding (word building), sight word recognition, reading decodable text, and

comprehension.

Also, the elementary provides the Reading Achievement Classrooms (RAC) in first and second grades

provides research-evidenced based reading instruction to the students. These classrooms provide

intensive reading instruction for students that are considered below basic or basic. Our reading

specialists and Title 1 Reading paraeducators have received intensive instruction on the reading process

and have been trained to provide explicit and systematic instruction. Research-evidence based

instruction include phonemic awareness activities, word building, syllasearch, developing vocabulary

through Isabel Beck’s model of robust vocabulary instruction, Questioning the Author strategy, Text Talk

strategy, chunking text, "What are you thinking?" strategy, scrolling, character mapping, and color coding

text.

All first grades through fourth grade students (elementary and intermediate schools) are assessed using

the assessments from the Reading Achievement Center at the beginning of each school year. Students

are assessed on sight word recognition, decoding pseudo words, fluency, and comprehension. Students

scoring below basic are placed in the Reading Achievement Classroom at the beginning of the school

year. Students scoring basic are either placed in the Reading Achievement Classroom or monitored in

the regular reading classroom. Placement of these students is determined by the degree of reading

deficiency. Basic students not placed in the Reading Achievement Classroom are monitored closely with

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reading strategies implemented in the regular reading classroom. If these students do not progress,

they will be placed in the Reading Achievement Classroom for intensive reading instruction. Each

Reading Achievement Classroom contains a maximum of eighteen students.

The Reading Achievement Classrooms (RAC) are also provided at the intermediate school (grades 3-4)

with intensive small group instruction for the entire language arts block. Students in third and fourth

grades also rotate in small groups of six among a reading specialist and a classroom teacher. Students

are provided intensive instruction in phonemic awareness, decoding (word building and syllasearch),

vocabulary development, fluency, and comprehension strategies. Students are given numerous

opportunities to apply these reading strategies in reading various types of text. Materials used in the

Reading Achievement Classrooms were developed by Harcourt Journeys and the Allegheny Intermediate

Unit Reading Specialists/Consultants. Students are routinely assessed on decoding, vocabulary, fluency,

and comprehension to monitor their progress.

The intermediate has started an after school math program as well. This initiative was developed to

provide instructional support to students in the 3rd, 4th, and 5th grade math curriculum at the

intermediate school. Students are selected by assessment scores and teachers recommendations. This

program is formatted to meet the individual needs of the students by providing small group instruction

twice a week. Lesson plans are the direct result of data taken from the PSSA and curriculum-based

assessments from both the third, fourth, and fifth grade math programs. Also, included in the lesson

plan is instruction in the PSSA format. The students are assessed on a regular basis and parents as

contacted as needed.

South Fayette Township School District, Department of Pupil Personnel has implemented a five year goal

on Universal Design for Learning (UDL). UDL is a forward-thinking approach to educate all students. Its

roots are founded in legislation, including: IDEA and ADA, and references to UDL are noted in the

Common Core. The essence of UDL can be viewed in classrooms that are prepared for every learner;

where flexible curricula support the foundational principles and where materials incorporate multiple

modalities. UDL directs teachers to share instructional content through various modalities, to accept

information from the student via multiple expressive options, and it enhances engagement by

considering strategies to keep students engaged. The Higher Education Opportunity Act of 2008 explains

UDL as a “scientifically valid framework for guiding educational practice” that provides the opportunity

for ALL students to access, participate in, and progress in the general education curriculum by reducing

barriers to instruction.

The Director of Pupil Personnel, elementary principal and the Allegheny Intermediate Unit's IDEA

Education Consultant have implemented for the 2013-2014 school year the UDL goal with the elementary

teachers through intensive staff development and follow-up activities to build their UDL repertoires by:

exploring concepts, supporting materials and websites, and enhancing lessons plans to incorporate UDL

principles. Examples of implementation are shared across staff to promote authentic and meaningful

instruction. Next year, the Director of Pupil Personnel will be expanding the district-wide UDL goal to

the middle school (grades 6-8).

At the elementary school (K-2) and intermediate school (3-4-5), a child study team has been established

as part of the pre-referral intervention process. The team consists of a principal, a guidance counselor,

regular education teachers, reading specialists, school psychologist (when needed), and special education

staff (when needed). Parents are also part of this process and are contacted and strongly encouraged to

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participate in all phases of the child study team process. The child study team assists teachers and

parents with supporting students who are experiencing academic, behavioral, medical, emotional and/or

social skills difficulties.

At the middle school, Tier I is considered in the regular classroom with effective instructional

strategies/adaptations that are implemented for students who are considered to be in academic or

behavioral need. Tier II is addressed through a team process through the Academic Intervention Model

(AIM). There are team meetings held with the staff and parents to discuss effective instructional

strategies that can be implemented in the classroom setting. Academic strategies are implemented and

monitored through the AIM process. The students can be referred for a multi-disciplinary team

evaluation by way of the AIM process. Services of the reading specialist are used to assist the classroom

teachers to identify students in reading and provide appropriate strategies to meet their needs. Also, at

this level, the middle school reading specialist oversees and implements the "Language!" Program

curriculum along with the Read Naturally program, which focuses on decoding skills, fluency and

comprehension as a program that is research-evidence based as Tier II of Rita. The reading specialist

provides a reading class a day where the Language! Program is provided to students opposite of the

ACHIEVE Program/Course. In addition, the reading specialist has incorporated the "Read Naturally"

program, which is a research evidenced-based reading intervention to measure fluency and

comprehension. The middle school provides after school tutoring for students who score basic or below

basic on reading and/or math PSSAs. The students typically go through the AIM process first and then

from there are referred to the ACHIEVE Program.

The middle school also utilizes the ACHIEVE Program/course to facilitate students toward academic

independence through learning skill instruction, tutorial assistance and academic support beyond the

regular education school program. In addition, the ACHIEVE Program/course establishes a needed

communication link between family and school, and attempts to change students' attitudes through

improved academic performance. A student's participation in the ACHIEVE Program is dependent upon

a number of factors. Students generally remain in the program/course for the duration of the school

year; however, students may progress academically to the point where the parents and the teachers

determine that the student is no longer in need of the program. There is no grade given for this course

at the middle school.

In addition, the intermediate and middle schools administer in grades 3-8 “Study Island PSSA Benchmark

Assessments” in reading and math, which occurs three times per year in order to monitor student

progress and acquisition of skills in these subject areas.

Also, our co-teaching classrooms in grades 6-12 utilize Smart Boards (with Quiz-dooms depending on the

instructional lessons and/or review/reinforcement). For example, Smart Boards can provide an effective

classroom strategy that is utilized for a unit in Earth Science where a link will take them to an interactive

video that will visually and auditorally provide information on that Earth Science standard or concept

being taught to students in a multi-modality format. All special education classrooms, some of our

co-teaching classrooms, speech and language therapy sessions and social skills groups through one of our

school psychologists utilize iPads/Applications for instruction and sessions with students to enhance or

reinforce their educational learning experience.

At the high school level, the Student Assistance Team (SAP) identifies students who are at-risk

academically or behaviorally and who may be in need of a multidisciplinary team evaluation. At the

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beginning of the school year (2010-2011), school based mental health services were initiated by the

District. The school-based mental health liaison is now an integral part of the SAP Team meeting. The

SAP Team provides academic interventions with parent and student involvement. Drug and alcohol

support and behavior support is available through the SAP Team process. We have a drug and alcohol

representative through Turtle Creek MH/MR and a mental health liaison through Chartiers MH/MR. In

addition, the high school offer co-teaching for Algebra 1, Geometry, and Algebra II. The co-teaching

model is available for grades 9-12. Further, the high school offers an English seminar and a math

seminar to provide remediation to focus on the Keystone Exams. If the students are unable to take the

seminars there are after school tutoring sessions available in the fall and spring. After school tutoring is

offered for Algebra 1, English and biology. The high school also offers tutoring in math every Wednesday

from 2:00-5:30 p.m. Also, teachers and paraeducators are available to stay with students after school to

tutor them or provide assistance with study skills from 2:00 to 2:40 p.m. The high school's model of

providing support to students enables the students themselves or teachers to coordinate after school

sessions with teachers and/or paraeducators from 2:10-2:40 p.m., Monday-Friday for academic support,

help with homework, assistance with their graduation project, etc. Also, the guidance department and a

school psychologist are co-facilitating an all girls 9th grade group to address the challenges that girls

encounter as they transition from middle school to the high school. This high school girls' group with a

high school guidance counselor and the school psychologist meets once a week during lunch to engage

the freshmen girls in the following areas: self-esteem, self-image, digital and media safety,

and appropriate relationships.

If a student continues to have difficulties academically or behaviorally despite the student receiving

interventions in the regular classroom setting and through the reading rooms at the elementary school,

intermediate school or the middle school (Tiers I and II), then the student is referred to the school

psychologist for a multidisciplinary team evaluation. The parents also have the right at any time to have a

student evaluated by the school psychologist. The District currently uses a pre-referral child study team

model at the elementary and intermediate buildings. At the middle school, the District uses the Academic

Intervention Model (AIM), Achieve Program, and the SAP model for at-risk students. The District posts

the "Child Find Notice" publicly on the district's homepage website under the pupil services link. The link

has contact information for the special education department if parents would have any concerns or

questions. Also, the District posts annually the "Child Find Notice" in a local community magazine that

goes to every household in the District.

At the elementary school, intermediate school, middle school, and high school, Tier III as part of the RtII

provides special education students with access to the regular education curriculum with

accommodations and modifications in the regular education classrooms, learning support classrooms,

and in co-teaching classrooms. Also, there are supplemental programs available to students with special

needs who require more intensive programs of instruction in reading, writing and math. There

are supplemental programs available in the Learning Support Classrooms and in the Learning Support

Classrooms with a Functional Skills Component utilizes with the students the following programs: Touch

Math, Word Building, and Syllasearch. There continues to be extensive training in the regular curriculum,

strategies, accommodations, modifications, and supplemental reading, writing and math programs with

frequent follow-up for the special education staff in order to correctly and effectively institute the

programs. AYP (annual yearly progress) and APM (annual progress monitoring) data, which is collected on

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a regular and individual basis, as well as individual and group achievement test scores all have shown that

the programs of least restrictive to more restrictive based on the student's individual needs are

significantly improving our students' reading, math and writing skills.

South Fayette Township School District makes every effort to expose all students to grade level content,

regardless of where the instruction takes place. A special education designation should not determine

how or where content is delivered. In our District, we try to align the District's Social Studies and Science

curriculum for students with special needs by utilizing adapted or modified materials within regular

instructional settings. Only when the IEP team determines that a student cannot gain from this

experience, even with supplementary aids and services should be delivered outside of general education

is selected.

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: http://penndata.hbg.psu.edu/BSEReports

We are not significantly disproportionate in the enrollment area on the state special education data

report.

Non-Resident Students Oversight 1. How does the District meet its obligation under Section 1306 of the Public School Code as the

host District at each location?

2. How does the District ensure that students are receiving a free appropriate public education (FAPE) in the least restrictive environment (LRE)?

3. What problems or barriers exist which limit the District's ability to meet its obligations under Section 1306 of the Public School Code?

The South Fayette Township School District meets its obligation as the host district for students who are

receiving their education through Gateway Rehabilitation Facility/ Liberty Station if the student needs

special education services. Our school district adopts the student's existing IEP from their previous

educational placement upon their entrance into Liberty Station. These students are court appointed to

this facility throughout the state of Pennsylvania. If the student's IEP is not current, a new IEP is

developed based on data outlined in a current re-evaluation report. If the student arrives with an

outdated IEP, the school district conducts a multi-disciplinary re-evaluation on the student in an attempt

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to secure current data that outlines the student's educational strengths and needs as well as their

instructional levels. The South Fayette Township School District provides a team of educational

professionals who attend meetings with the staff at Liberty Station. The parents/guardians are always

invited to attend the IEP Team meetings that are held on behalf of the student that is placed at this

facility. The IEP Team reviews current data on the student to ensure that FAPE is provided in the least

restrictive educational environment based on educational needs of the student outlined in the

IEP. Liberty Station provides individualization through assistance with organizational skills, study skills,

assignment completion, and tutoring in preparation for quizzes and tests. Also, the South Fayette

Township School District through the Child Find process at Liberty Station has completed initial

evaluations that have been started by the student's home district. In terms of barriers, the educational

program is on site at Liberty Station and not on the campus of the South Fayette Township School

District, which makes it difficult as far as daily oversight and presents obstacles in terms of

communication. Another barrier is when students are placed at Liberty Station, it is usually for short

term placement (i.e. few weeks), which makes it very difficult on the school district with the turnaround

time of special education documentation and implementation.

For admission and enrollment of students at Liberty Station , we are informed of the student's IEP/special

education service by what is shared by the student's previous school district, the student's family (from

enrollment packet) and the student as well as any pertinent information provided by the staff at Liberty

Station. Upon being notified from Liberty Station that a student has been placed there who has an IEP,

we review all special education documents that were received from the student's previous school

district. We then assign our high school learning support teacher to the student at Liberty Station to

follow the process of sending IEP Team Invitation Letters to the parent and student to hold an IEP Team

meeting. Our assistant high school principal serves as LEA, and our high school guidance counselor along

with our high school learning support teacher all participate in the IEP Team meeting process at Liberty

Station in conjunction with the educational director of Liberty Station. The educational director at

Liberty Station is a certified special education teacher. The parent or a guardian serves as Loco Parentis

for the student. Therefore, all of the parties required by PDE regulations are present for the IEP Team

meeting.

Least restrictive environment regarding meeting the student's needs through supplementary aids and

services is discussed at every IEP Team meeting at Liberty Station. We have had very few students with

IEPs at Liberty Station during the years that this facility has been open in our school district. Also,

students who attend this facility are typically placed for a very short period of time. Up to this point, the

District has had very few students at Liberty Station with IEPs. The District has met their needs according

to the IEP. The IEPs have specially designed instruction outlined such as extended time for tests, repeat

directions, take breaks when necessary to help focus, etc.

Our District is informed by staff at Liberty Station that students with IEPs are being discharged from their

facility, which is determined by each student's particular treatment program. Upon the student

withdrawing, the District ensures that the entire student's special education documentation including the

IEP that is sent to the receiving school district.

Administrative Procedures for Liberty Station/Gateway Center Township Facility

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For students with IEPs who are currently at Gateway’s Center Township Facility and residing at Liberty

Station, which is within the geographical boundaries of the South Fayette Township School District:

1. The student is receiving services at the Gateway Center Township facility and residing at Liberty

Station in the South Fayette Township School.

2. South Fayette Township School District must complete a 30 school day IEP revision upon

receiving educational records if the IEP received is in compliance, current and up-to-date. The IEP Team

shall convene and adopt the existing IEP and issue a Notice of Recommended Educational Placement

(NOREP) reflective of the provisions outlined in the IEP.

3. If the IEP received from the student’s last school district or facility is outdated/out-of-compliance,

the district will immediately issue to the parent or guardian or surrogate parent a

Permission-to-Re-evaluate and a NOREP, which will need to be signed and dated. A Re-Evaluation

Report (RR) may take up to 60 calendar days to complete, however this RR should be expedited due to

the current IEP being out-of-compliance. Once the RR is completed and based on the needs of the

student outlined in the RR by the multi-disciplinary team, a new South Fayette Township School District

IEP will be developed to meet the student’s needs and provide the appropriate educational program. A

NOREP from the district will be issued following the IEP Team meeting outlining the provisions that will

be implemented for the student in order to provide the student a free and appropriate public education.

For students with IEPs who are NOT currently at Gateway’s Center Township Facility:

1. The student is placed at Liberty Station.

2. An enrollment packet will be completed and submitted to the South Fayette Township High

School.

3. The IEP Team will convene and an IEP must be developed to determine an appropriate

educational program based on the student’s needs.

4. If the IEP received from the student’s last school district or facility is outdated/out-of-compliance,

the district will immediately issue to the parent or guardian or surrogate parent a

Permission-to-Re-evaluate and NOREP, which will need to be signed and dated by the guardian(s). An

RR may take up to 60 calendar days to complete, however this RR should be expedited due to the current

IEP being out-of-compliance. Once the RR is completed and based on the needs of the student outlined

in the RR by the MDT, a new South Fayette School District IEP will be developed to meet the student’s

needs and to provide an appropriate educational program. A NOREP regarding the appropriate

educational placement and program will be issued to the guardian(s) following the completion of the

MDT/IEP Team meeting.

Need for a Surrogate Parent:

Due to federal law establishing the right to a free and appropriate public education for all children with

disabilities, the LEA needs to ensure this right is realized with these procedures to support children with

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disabilities who are wards of the state, or whose parents are unknown, unavailable, or have had their

parental rights legally terminated, have appropriate representation when educational programming

decisions are made. Due to these situations, the child/student has the right to be provided with a

trained and assigned surrogate parent from the Allegheny Intermediate Unit (AIU). The Director of Pupil

Personnel will be notified of the need to have a surrogate parent for a child/student at Liberty

Station/Gateway Rehabilitation. The Director of Pupil Personnel will submit the required application

“Surrogate Parent” forms to the AIU as soon as possible. The AIU will review the application submitted

by the South Fayette Township School District and the AIU will assign the child/student at Liberty Station,

Gateway Rehabilitation Center with a surrogate parent to attend all educational meetings including IEP

Meetings. The surrogate parent takes on certain quasi-legal responsibilities in order to serve the best

interests of the child/student with a disability. The primary function of a surrogate parent is to

represent the child/student during circumstances in which decisions are made concerning the

child/student’s educational program or placement.

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).

There are currently no correctional facilities located within the geographical boundaries of the South

Fayette Township School District. However, the school district works closely and collaboratively in close

communication with the local South Fayette Township Police Department.

Upon notification that a student has been incarcerated, the South Fayette Township School District will

automatically transmit all pertinent special education (i.e., current PTE/PTR, ER/RR, IEP, NOREPs, etc.)

records to the facility where the student is incarcerated in order to provide a free and appropriate public

education (FAPE). Also, pending the release of a student who has been incarcerated, the South Fayette

Township School District will request records from the correctional facility in order to plan and to

determine an appropriate educational placement for that student (FAPE) upon the student's return to

his/her educational program as provided by the school district. If a disciplinary incident occurs with a

special education student that necessitates the local authorities be contacted, the current special

education records of the identified special education student are automatically given to the local

authorities. Subsequently, the IEP Team is convened and a functional behavior assessment (FBA) is

conducted if the student does not have a positive behavior support plan (PBSP). If there is an existing

PBSP, the IEP Team shall convene and review the existing PBSP to determine if any revisions are needed

to the PBSP or if another FBA is needed to develop a new PBSP.

If a student is assigned a probation officer, the school district will issue a release of records that is signed

by the parents/guardians of the student giving the district permission to communicate with the probation

officer. This communication with the probation officer allows for the district to work collaboratively

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with the probation officer to plan for the student's transition back to the school environment while the

student is on probation.

Least Restrictive Environment o Describe the District procedures, which ensure that, to the maximum extent appropriate,

children with disabilities, including those in private institutions, are educated with non-disabled 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.

o 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.)

o Refer to and discuss the SPP targets and the district's percentages in the Indicator 5 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.

Every student in the South Fayette Township School District is provided a free and appropriate public

education that promotes independence and success as a contributing member of society upon

completion of high school. In order to achieve this goal, the student is instructed in an

educational program that has its roots within the general education curriculum with modifications and

accommodations for the individual special needs of that student. The IEP Teams looks to service

students in the least restrictive educational environment with the necessary supplementary aids and

services. Currently, the South Fayette Township School District is not an approved/certified user of the

RtII model through PDE. Our District solely utilizes the severe discrepancy model (grades K-12) in

identifying students with learning disabilities. However, we also utilize research-evidence based best

practices to support students prior to a multi-disciplinary evaluation.

Our District utilizes the Reading Achievement Classroom program with highly trained reading specialists

and paraeducators which addresses the five essential elements of reading instruction at the elementary

level (K-4). Students are usually placed in this program for intensive reading instruction prior to being

referred for a multi-disciplinary team evaluation. At the middle school level, the students are usually

placed in the AIM and/or Achieve Program prior to being referred for a multi-disciplinary team evaluation

for concerns in reading and/or mathematics. Additionally, as stated previously, students with

reading/written language/mathematical concerns can participate in the co-teaching classrooms that are

available from 6th through 12th grades prior to being referred for multi-disciplinary team evaluation to

determine if the student meets federal and state criteria as a student with a specific learning disability.

The elementary school/intermediate school has had all of the regular classroom teachers trained

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extensively by our reading specialists on research based reading strategies from the Reading

Achievement Center out of the Allegheny Intermediate Unit. Classroom teachers are incorporating the

following activities/strategies into their daily instruction: phonemic awareness activities, decoding

activities (word building and syllasearch), vocabulary development, fluency instruction, and

comprehension strategies. All of the instruction is explicit and systematic. Teachers give struggling

students individual attention and increase the amount of instruction in these areas.

Also at the elementary, the Kindergarten Express classrooms and the Reading Achievement classrooms in

first through fourth grades provides students with research based reading instruction. These classrooms

provide intensive reading instruction for students that are considered below basic or basic. Our reading

specialists have received intensive instruction on the reading process and have been trained to provide

explicit and systematic instruction. Research based instruction which includes phonemic awareness

activities, word building, syllasearch, developing vocabulary through Isabel Beck’s model of robust

vocabulary instruction, questioning the author strategy, text talk strategy, chunking text, "What are you

thinking?" strategy, scrolling, character mapping, and color coding text.

Kindergarten students are screened using the Early Screening Profile from American Guidance Service

during our kindergarten registration. Students identified as lacking readiness skills are placed in the

Kindergarten Express classroom for half a day and the regular kindergarten classroom the other

half. Students receive intensive instruction with a reading specialist and paraeducator. Instruction

includes activities focusing on phonemic awareness, letter recognition and sounds, decoding (word

building), sight word recognition, reading decodable text, and comprehension.

All first grades through fourth grade students are assessed using the assessments from the Reading

Achievement Center at the beginning of each school year. Students are assessed on sight word

recognition, decoding pseudo words, fluency, and comprehension. Students scoring below basic are

placed in the Reading Achievement classroom at the beginning of the school year. Students scoring

basic are either placed in the Reading Achievement classroom or monitored in the regular reading

classroom. Placement of these students is determined by the degree of reading deficiency. Basic

students not placed in the Reading Achievement classroom are monitored closely with reading strategies

implemented in the regular reading classroom. If these students do not progress, they will be placed in

the Reading Achievement classroom for intensive reading instruction. Each Reading Achievement

classroom contains a maximum of eighteen students.

The Reading Achievement classrooms in first grade through fourth grade provide intensive small group

instruction for the entire language arts block. Students rotate in groups of six among a reading

specialist, classroom teacher, and a paraeducator in first and second grade. Students in third and fourth

grade also rotate in groups of six among a reading specialist and a classroom teacher. Students are

provided intensive instruction in phonemic awareness, decoding (word building and syllasearch),

vocabulary development, fluency, and comprehension strategies. Students are given numerous

opportunities to apply these reading strategies to reading various types of text. Materials used in these

classrooms were developed by Harcourt Trophies, Reading Achievement Center, Isabel Beck, Rebecca

Hamilton, and our reading specialists. Students are routinely assessed on decoding, vocabulary, fluency,

14

and comprehension to monitor their progress.

At the elementary school and intermediate school (K-5), a child study team has been established as part

of the pre-referral intervention process. The team consists of principals, a guidance counselor, regular

education teachers, reading specialists, school psychologist (when needed), special education staff (when

needed), and speech and language clinician (when needed). Parents are also part of this process and are

strongly encouraged to participate in all phases of the child study team process. The child study team

assists teachers and parents with supporting students who are experiencing academic, behavioral,

medical, emotional and social skills difficulties.

The South Fayette Intermediate School has started an after school math program as well. This initiative

was developed to provide instructional support to students in the 3rd, 4th, and 5th grade math

curriculum. Students are selected by assessment scores and teacher recommendations. This program

is formatted to meet the individual needs of the student by providing small group instruction twice a

week. Lesson plans are the direct result of data taken from the PSSA and curriculum-based assessments

from both the third, fourth, and fifth grade math programs. Also, included in the lesson plan is

instruction in the PSSA format. The students are assessed on a regular basis and parents are contacted

as needed. There is also an after school tutoring club at the elementary for students.

At the middle school, there are regular classroom effective instructional strategies/adaptations that are

implemented for students who are considered to be in academic or behavioral need. Services of the

Academic Intervention Model (AIM) are used to assist the classroom teacher to identify at-risk students

and appropriate strategies to meet their needs. The middle school also has implemented both the AIM

process as well as the Achieve Program that is using research based strategies as a way to support

students in the regular classroom setting. Also, at this level, the middle school reading specialist

oversees and implements the "Language!" program as well as the Read Naturally Program, which focuses

on decoding skills, fluency and comprehension. Both of these programs are research based reading

interventions to measure fluency and comprehension.

At the elementary, intermediate, middle, and high school levels, special education students are provided

with access to the regular education curriculum with accommodations and modifications in the regular

education classrooms, learning support classrooms, and in co-teaching classrooms. Also, there are

supplemental programs available to students with special needs who require a more intensive program

of instruction in reading, writing and math. The supplemental programs available in the Learning

Support Classrooms and in the Learning Support with a Functional Skills Component Classroom are

the following: Touch Math, Word Building, and Syllasearch. Extensive training in the regular curriculum,

strategies, accommodations, modifications, and supplemental reading, writing and math programs with

frequent follow-up has been provided to the special education staff in order to correctly and effectively

institute the programs. AYP (annual yearly progress) and APM (annual progress monitoring) data, which

is collected on a regular and individual basis, as well as individual and group achievement test scores all

have shown that the programs of least restrictive to more restrictive based on the student's individual

needs are significantly improving our student's reading skills, math and writing skills.

15

At the high school level, the Student Assistance Team (SAP) identifies students who are at-risk

academically or behaviorally and who may be in need of a multidisciplinary team evaluation. At the

beginning of the school year (2010-2011), school based mental health services were initiated by the

District. The school-based mental health liaison is now an integral part of the SAP Team meeting. The SAP

Team provides academic interventions with parent and student involvement. Drug and alcohol support

and behavior support is available through the SAP Team process. We have a drug and alcohol

representative through Turtle Creek MH/MR and a mental health liaison through Charters MH/MR. In

addition, the high school offer co-teaching for Algebra 1, Geometry, and Algebra II. The co-teaching

model is available for grades 9-12. Further, the high school offers an English seminar and a math seminar

to provide remediation to focus on the Keystone Exams. If the students are unable to take the seminars

there are after school tutoring sessions available in the fall and spring. After school tutoring is offered for

Algebra 1, English and biology. The high school also offers tutoring in math every Wednesday from

2:00-5:30 p.m. Also, teachers and paraeducators are available to stay with students after school to tutor

them or provide assistance with study skills from 2:00 to 2:40 p.m. The high school's model of providing

support to students enables the students themselves or teachers to coordinate after school sessions with

teachers and/or paraeducators from 2:10-2:40 p.m., Monday-Friday for academic support, help with

homework, assistance with their graduation project, etc. Also, the guidance department and a school

psychologist are co-facilitating an all girls 9th grade group to address the challenges that girls encounter

as they transition from middle school to the high school. This high school girls' group with a high school

guidance counselor and the school psychologist meets once a week during lunch to engage the freshmen

girls in the following areas: self-esteem, self-image, digital and media safety, and appropriate

relationships.

The South Fayette Township School District also utilizes the Watson Institute in having an autism

spectrum disorder (ASD) consultant who comes to the District twice a month. The consultant observes

students in regular education classrooms settings in grades K-12, writes a report on each observation and

makes recommendations to the teachers, guidance counselors and the Director of Pupil Personnel. The

consultant also provides training to special education teachers, regular education teachers and

paraeducators on the TEACCH method, develops social stories, makes work bins, participants in IEP

meetings, and collects data from functional behavioral assessments and positive behavior support

plans. The educational consultant from Watson also participates in parent meetings held in the District.

By having an ASD consultant, the District is able to support many students with ASD in the least

restrictive setting.

If a student continues to have difficulties academically or behaviorally despite the student receiving

research-evidence based interventions in the regular classroom setting and through the reading

rooms/child study team process at the elementary, intermediate, high school (SAP), or middle school

(Achieve Program/AIM process), then the student is referred for a multidisciplinary team evaluation. The

parents also have the right at any time to request a multi-disciplinary team evaluation. This information

outlined above is available under the "Child Find Notice" publicly on the District's homepage website

under the pupil services link and it has contact information for the special education department if

16

parents would have any concern or questions. Also, the District posts annually the "Child Find Notice" in a

local community magazine that goes to every household in the District.

The South Fayette Township School District is committed to delivering its special education services for

exceptional students in the least restrictive environment (LRE). The methods for the delivery of the

curriculum from the least restrictive to the most restrictive are listed below.

STUDENTS ON THE AUTISM SPECTRUM AND/OR OTHER DISABILITIES IN THE REGULAR EDUCATION

CLASSROOM NOT REQUIRING SPECIALLY DESIGNED INSTRUCTION:

1. These students may be on the Autism Spectrum and/or have other disabilities but do not require

specially designed instruction. They receive their education fully included in regular education and are

successful with general school supports. General school supports include guidance, social skills groups

through guidance, individual counseling through school guidance, and classroom teacher strategies.

STUDENTS ON THE AUTISM SPECTRUM AND/OR OTHER DISABILITIES/SUPPORTS IN THE REGULAR

EDUCATION CLASSROOM NOT REQUIRING AN IEP OR SPECIALLY DESIGN INSTRUCTION BUT WHO

REQUIRE ACCOMMODATIONS

:

These students through an evaluation process who are determined to be on the Autism Spectrum

and/or have other disabilities, but do not require an IEP can receive accommodations in the regular

classroom setting. A student through the evaluation process may be eligible for a 504 Academic

Accommodation Plan to be implemented in the regular education classroom.

STUDENTS ON THE AUTISM SPECTRUM AND/OR OTHER DISABILITIES/SUPPORTS WITH AN IEP IN

REGULAR EDUCATION CLASSROOM

These students through the evaluation process may be identified with an Autism Spectrum

Disorder and/or other disabilities and require specially designed instruction. They receive services

through an IEP. These students are on the roster of a special education teacher who serves as a liaison

between special and regular education but they are monitored in the regular education classroom with a

regular education teacher providing IEP accommodations through specially designed instruction. Also,

there is guidance support, social skills groups through our psychologist, individual counseling with our

school psychologist, possible positive behavior support plans, classroom paraeducator support, etc. if

determined by the IEP team for the students. The Allegheny Intermediate Unit (AIU), the Watson

Institute autism/behavior consultants, and school psychologist provide services and supports as needed.

17

GRADES 6-12 REGULAR EDUCATION SETTING FOR STUDENTS WITH AUTISM SPECTRUM DISORDERS

AND/OR OTHER DISABILITIES/SUPPORTS WITH AN IEP:

(Grades 6-12 only) Students who are identified with an Autism Spectrum Disorder and/or other

disabilities and receive specially designed instruction through the evaluation/MDT process and who

receive an IEP and possibly a positive behavior support plan are placed in the regular education

classroom with the inclusion model of co-teaching (regular education teacher and a special education

teacher teaching together in a regular education classroom) providing IEP accommodations/specially

designed instruction. Also, if needed the students receive services based upon identified needs in their

IEPs such as guidance support, social skills groups, individual counseling with our school psychologist,

and/or classroom paraeducator support. The AIU, the Watson Institute autism/behavior consultants, and

school psychologist provide additional supports and services as needed.

LEARNING SUPPORT SETTING FOR STUDENT WITH AUTISM SPECTRUM DISORDERS AND/OR OTHER

DISABILITIES/SUPPORTS WITH AN IEP:

These students who are identified through the evaluation/MDT process with an Autism Spectrum

Disorder and/or other disabilities and require specially designed instruction and need small group

instruction are placed in a learning support environment. These students have an IEP with goals,

objectives, specially designed instruction, and possibly a positive behavior support plan. Additional

supports and services may include consultation with the Watson Institute autism/behavior

consultant. This individual is available to attend IEP meetings and provide crisis intervention. She also

conducts student observations and provides recommendations to our staff. The consultant’s expertise

is utilized in developing supports such as social stories, visual schedules, consults on positive behavior

support plans, visual checklists, staff development, etc. Additionally, the School District contracts with

the AIU autism/behavior consultant to conduct Functional Behavioral Assessments,

classroom-observations and staff development.

LEARNING SUPPORT/FUNCTIONAL SKILLS COMPONENT SETTING FOR STUDENTS WITH AUTISM

SPECTRUM DISORDERS AND/OR OTHER DISABILITIES/SUPPORTS WITH AN IEP

These students may be identified through the evaluation/MDT process with an Autism Spectrum

Disorder/Intellectual Disability/and/or another disability such as anxiety disorder, ADHD, adjustment

disorder, etc. and receive services through an IEP in a learning support with a functional skills component

classroom (life skills). The teacher follows the Allegheny Intermediate Unit’s “Framework for

Independent Living Domains” such as daily living skills, self-advocacy skills, functional math, functional

literacy, etc. These students have an IEP with goals, objectives, specially designed instruction, possibly a

18

positive behavior support plan, and community-based instruction activities and experiences at the middle

school and high school. Our speech and language therapist provides “push-in services” in this classroom

for communication/social skills. The teachers have been trained in areas of the TEACCH method. The

classroom(s) may have TEACCH Centers that are utilized with students with Autism Spectrum

Disorders. These TEACCH Centers/Work Bins change weekly. The additional supports and services may

include consultation with the Watson Institute autism/behavior consultant. This individual is available to

attend IEP meetings and provide crisis intervention. He or she will conduct observations and provides

recommendations to our staff. The consultant’s expertise is utilized in developing supports such as

social stories, visual schedules, consults on positive behavior support plans, visual checklists, staff

development, etc. Additionally, the School District contracts with the AIU autism/behavior consultant to

conduct Functional Behavioral Assessments, classroom-observations and staff development. At the

secondary level, we include as part of a student’s IEP transition plan community-based instruction, varied

job shadowing experiences, job coaching on a job for a student, travel training, orientation and mobility,

etc. as part of their through the Watson and/or the Allegheny Intermediate Unit.

***The Allegheny Intermediate Unit provides to our District a positive behavior support/IDEA consultant

to provide professional development to our staff, consult on SAP Resources, etc.

***Often outside agencies are involved with the student work in collaboration with the School District.

The School District welcomes and collaborates outside agencies in all classroom environments mentioned

above once the agency representatives have completed all of the required paperwork “outside agency

school district procedures (i.e. all clearances, TB Testing, etc.). The District's Human Resources

Department retains an excel spreadsheet of the names, positions, agencies, classrooms/students, etc. of

outside agency staff who come into our schools. The excel spreadsheet changes often and it is sent to

all principals, school psychologists, Director of Pupil Personnel, etc.

APPROVED PRIVATE/PRIVATE SCHOOL PLACEMENTS

These students who are identified with an Autism Spectrum Disorder and/or other disabilities

may be placed through an IEP/evaluation/re-evaluation process at an approved private school/placement

that provide significant personnel/supports/resources outside of a what a public school setting can

provide such as the Watson Institute, Children's Institute, Pathfinder, Wesley Spectrum Services, etc. to

meet their significant

individual needs.

Co-Teaching Method

The South Fayette Township School District has implemented a Co-teaching Model in the area of

Language Arts/English and math for students who are in grades 6 through 12. The Co-teaching Model

began 7 years ago in the 6th grade language arts regular education classroom and has expanded to

19

grades 6-12 in the content areas of Language Arts, English and math. The South Fayette Township School

District started its own Annual Summer Co-teaching Academy (3 days in the beginning of August) in 2010

with staff and administrators coordinating and conducting the Co-teaching training additional staff in the

District. We currently have 32 staff trained in the Co-teaching Model. It is a very successful endeavor

and the District will be having its 5th Summer Co-teaching Academy this coming August 2014 where

Co-teaching will further expand to other staff. This model has afforded the students with reading, written

language, and math difficulties the opportunity to remain in the regular classroom setting with the

assistance of a special education teacher facilitating the instruction with the regular classroom teacher.

The special education teacher also in a Co-teaching setting implements specially designed

instruction/goals and data collection. Many of the students in the Co-teaching Language Arts, English

and math classrooms have been academically successful and have benefited from the specially designed

instruction that has been provided to them in the regular classroom environment. The students with

special needs in the co-teaching classroom environments have demonstrated progress on the PSSAs as

well. These Co-teaching classrooms are equipped with technology such as projectors and Eno

Boards/Smart Boards where the students can respond using the Quiz-doms. This technology is used to

facilitate and enhance instruction in an attempt to keep the students engaged in instruction as

well as meet the various learning styles and needs in a co-teaching classroom. It needs to be noted that

all of our special education teachers are dually certified in special education and the core content areas

of Language Arts, English and/or math for our co-teaching classrooms.

South Fayette Township School District has formed a very positive and collaborative professional

relationship with Dr. Marilyn Friend, an internationally co-teaching expert. She has come to our District

and presented to the entire staff at the beginning of the school year in December 18, 2011. We have

purchased Dr. Friend's "Co-teach!" book for all of our Annual Summer Co-teaching Academy regular

education and special education teachers. We have also once a year coordinated and participated in

Skype sessions with Dr. Friend where we divide the Skype session into two groups-the middle school

regular education and special education co-teaching co-hurts and the high school regular education and

special education co-teaching co-hurts. We have had Skype sessions with Dr. Friend on March 6, 2012,

May 20, 2013 and April 28, 2014 to help our District become a quality Co-teaching Model. She has

requested for the fall of 2014 to video tapes some of our Co-teaching classroom to create training DVDs

for co-teaching that will be used internationally. We also Co-teaching coaches that conduct visitations

in the second semester for the school year to newly created Co-teaching classrooms to provide support

after the Summer Co-teaching Academy in August.

Universal Design for Learning

South Fayette Township School District, Department of Pupil Personnel has implemented a five year goal

on Universal Design for Learning (UDL). UDL is a forward-thinking approach to educating all students. Its

roots are found in legislation, including: IDEA and ADA and references to UDL are noted in the Common

Core. The essence of UDL can be viewed in classrooms that are prepared for every learner; where flexible

curricula support the foundational principles and where materials incorporate multiple modalities. UDL

directs teachers to share instructional content through various modalities, to accept information from

the student via multiple expressive options, and it enhances engagement by considering strategies to

20

keep students engaged. The Higher Education Opportunity Act of 2008 explains UDL as a “scientifically

valid framework for guiding educational practice” that provides the opportunity for ALL students to

access, participate in, and progress in the general education curriculum, by reducing barriers to

instruction.

The Director of Pupil Personnel, elementary principal and the Allegheny Intermediate Unit's IDEA

Education Consultant have implemented for the 2013-2014 school year the UDL goal with the elementary

teachers through intensive staff development and follow-up activities to build their UDL repertoires by:

exploring concepts, supporting materials and websites, and enhancing lessons plans to incorporate UDL

principles. Examples of implementation are shared across staff to promote authentic and meaningful

instruction. Next year, the Director of Pupil Personnel will be expanding the district-wide UDL goal to

the South Fayette Middle School teachers (grades 6-7-8).

Ensuring Least Restrictive Environment

First, the IEP teams contemplate educational placement in the regular education classroom not only as it

currently exists, but also as it might be modified through the provision of supplementary aids and

services. Next, the IEP Team would consider a student with a disability who is in need of specially

designed instruction (SDI) in the South Fayette Township School District which is supported by a

Multidisciplinary Team (MDT) and an Individualized Education Program (IEP) team. All IEPs are reviewed

and/or revised at least once a year. All student educational programs are reevaluated every three years

per state mandates. Those students with intellectual disability are reevaluated every two years.

Other students with disabilities who do not quality for supports and services through special education

may be provided for as a Protected Handicapped Student under the requirements of Section 504 of the

Federal Rehabilitation Act of 1973 and PA Chapter 15 of state regulations Title 22. Students with an

identifiable disability which limits or prohibits participation in or access to an aspect of the school

program can be provided with modifications and accommodations through a Chapter 15 Service Plan.

Although students with disabilities may have limitations; staff, parents, and students strive to ensure that

each student reaches his or her highest potential with the appropriate interventions and supports in the

LRE.

The student's individual needs and abilities determine the type of service, type of support and the

percentage of time outside the general education classroom. Supplementary aids and services and

related services include, but are not limited to: audiological services, psychological services, occupational

therapy, physical therapy, transportation, counseling services, school health services, speech and

language services, adaptive physical therapy, orientation and mobility therapy, positive behavioral

support plans, paraprofessionals, school-based mental health services, and assistive technology and

devices. All services and placement options are individually determined based on the student’s unique

abilities and needs.

Placement decisions are not solely based on:

21

1. The category of disability

2. Significance of the disability

3. Availability of special education and related services

4. Availability of space

5. Availability of monies

Exceptional students in the South Fayette Township School District are provided special education

services and opportunities to be instructed or participate in the general education classroom and

curriculum through the inclusion service delivery model of co-teaching. Students are also provided

special education services in small group settings. All students are assigned a case manager (special

education) who monitors the student's progress and provides support services in all settings.

The Allegheny Intermediate Unit #3 and PaTTAN are two educational agencies that South

Fayette Township School District utilizes for consulting and training services. Consultants from both

entities provide training in various topics related to special education; such as: IDEIA 2006, RtII, writing

measurable goals and objectives, progress monitoring, functional behavioral assessments, positive

behavior support plans, supplementary aids and services toolkit, transition services, autism spectrum

disorders, etc.. The District also consults with local universities, agencies and private consultative services

for inclusion consultations and training of paraprofessionals training.

The South Fayette Township School District is committed to delivering its special education services for

exceptional students in the least restrictive environment (LRE). The methods for the delivery of the

curriculum from the least restrictive to the most restrictive are listed below.

1. Regular Education with accommodations and modifications.

2. Co-Teaching in grades 6-12 for language arts/English/mathematics classes.

3. Regular education with supplementary aids and services in the general education classroom.

4.Regular education with supplementary aids and services in the special education classroom at the

itinerant, supplemental, or full time level of intervention.

5. Special education uses a research-based evidence curriculum strategies, accommodation, and

modifications with the regular education curriculum and also uses supplementary resources to support

the students who need specially designed instruction.

6. Approved private school or private school with supplementary aids and services and related services.

Supplementary Aids and Services

Service/Resource

Description

Collaborative: Scheduled Time for Team

Meetings, Instructional accommodation support

All teachers throughout the District are aware of

research based effective instructional strategies

22

such as consistent collaboration between

regular classroom teachers and special

education teachers, paraeducator support in the

regular classroom setting, progress notices are

from regular education teachers to special

education teachers, provide consultation and

support assistive technology, scheduled

opportunities for collaboration with the parents

by holding multi-disciplinary team meetings,

parent evening meetings and pre-referral

process (i.e. child study team, AIM and SAP) OT,

PT, speech and language, orientation and

mobility training. Instructional: Modified

curriculum in the regular classroom setting

based on the needs of the students, regular

education teachers and special education

teachers provide differentiated instruction,

regular and special education teachers provide

alternative materials to match the learning

styles of the students, special education utilize

research-based supplementary materials,

regular and special education teachers provide

instructional adaptations such as repetition and

review, re-teaching, pre-teaching, adapting tests

and assignments, use of study guides and

graphic organizers and use assistive

technology. Physical: Adaptive physical

education classes when needed, study carrels

for the students, proximity seating near the

classroom teacher, preferential seating, and

individualized desk to isolate distractions,

adaptive equipment, and technology usage.

Supports and services: social skills instruction,

guidance counseling support services, peer

meditation, functional behavioral assessments,

positive behavior intervention plan, cooperative

learning groups.

and accommodations to be utilized for the

students’ instruction in all academic contents and

special area classes.

Teachers throughout the District have been

trained on the utilization of "essential questions"

as part of their instruction with both regular and

special education teachers.

The South Fayette Township School District under

the direction of the Director of Pupil Personnel

and Middle School Principal initiated three years

ago to implement the inclusion model of

co-teaching. The District started with a volunteer

regular education teacher and special education

teacher in sixth grade only. Now, three years

later, with much success; and with the creation of

a summer co-teaching academic within the

District, we have several co-teaching cohorts in

grades 6-12 for Language Arts/English. In August

2011, the District added additional co-teaching

cohorts for the area of mathematics for grades

6-12. Lastly, the Director of Pupil Personnel

retained Dr. Marilyn Friend, CEC President, and

co-teaching guru nationally and internationally to

present and work with the District.

As for additions to the physical aspects of SAS, the

District added foam mats to a middle school

special education classroom and bathroom for a

student with severe epilepsy/seizure

disorder. Also, the District provided the student

with a special chair with sides to facilitate safety if

student would fall to left or right. The District

also purchased a rifton chair and trialed a lift

vest. The Director or Pupil Personnel purchased

floatable swim mats for the middle school pool for

students with seizure disorders/epilepsy. Also,

the District has three sensory classrooms, one at

the elementary, one at the intermediate, and one

at the middle school, that provides very specific

supports to students with problems with sensory

integration. These sensory rooms include bean

bags, tape records, weighted blankets, a swing,

hand held manipulative, balls, etc.

IEP Teams have initiated assistive technology

23

evaluations for individual students based on

the their specific needs so that they can reach and

fulfill their potential in classroom/school

environments.

The Director of Pupil Personnel has three

Evacu-Tracs for the elementary, intermediate, and

middle schools. The Evacu-Trac is a physical,

supportive, portable chair that runs on tracks on

the stairs of the buildings with the assistance of a

staff member pushing it for students with physical

disabilities to be able to exit the building quickly

during an emergency situation.

LRE Data Analysis

Personnel Development Activities

Topic: Inclusionary Practices and Strategies for Regular Education: Students with disabilities will be

provided supports and services by personnel with the knowledge and skills necessary to meet their needs.

Anticipated

Training

Dates

Training

Partners

Training Participants

and Audience

Training Format

Evidence of

Results

The

elementary

participated in

the UDL in

service

training

through the

Allegheny

Intermediate

Unit IDEA-TAC

Consultant

with the

Director of

Pupil

Personnel and

Elementary

School

Principal. The

PATTAN Staff,

IU Staff,

Outside private

consolation,

podcasts,

teleconferences

Parent, New Staff,

Paraprofessional,

Instructional Staff,

Administrative Staff,

Related Service

Personnel

On-site Training with

Guided Practice,

Workshops with Joint

Planning Periods, UDL

across the

District, Conferences,

Distance Learning,

Special Education

Teachers Training

Regular Education

Teachers

South Fayette

Township School

District's data for

2011-2012 Special

Education Data

Report SPP

reflects:

59.1% inside

regular class less

than 80% or more.

6.2 % inside

regular classroom

less the 40% of the

time.

9.3% in other

settings

24

middle school

and high

school staff

will be trained

over the next

two years in

UDL to be

implemented

in the

classroom

setting to keep

children in the

least

restrictive

environment.

Spring 2015,

2016, 2017

Behavior Support Services Provide a summary of the District policy on behavioral support services including, but not limited to, the school wide positive behavior supports (PBS). Describe training provided to staff in the use of positive behavior supports, de-escalation techniques and responses to behavior that may require immediate intervention. If the district also has School-Based Behavioral Health Services, please discuss it.

Positive Behavior Support is mandated by 14.133 of IDEA '97 and IDEIA 2006 regulations. The

Pennsylvania Department of Education refers to these requirements as "Positive Behavior Support". At

the beginning of every school year, the director of pupil personnel reviews with the entire staff of South

Fayette Township School District "Confidentiality and Positive Behavior Support" such as Functional

Behavior Assessments, Positive Behavior Intervention Plans and utilizing research based effective

classroom management strategies.

The District has six guidance counselors, two school psychologists, one school-based liaison from

Allegheny County Department of Human Services Office of Behavioral/Mental Health, one In-school

Clinician from Chartiers MH/MR school-based mental health services, a Turtle Creek D/A Representative

who serves on the middle and high school SAP Teams, one SAP Representative from Chartiers MH/MR

who serves on middle and high schools SAP Teams, the AIM/Achieve programs at the middle school, and

the elementary school has a Child Study Team to support students with academic, social, emotional and

behavioral issues as well as D/A.

25

The Student Assistance Program (SAP) is an additional support used by the District to identify at-risk

students. SAP teams are currently in place at the middle and high school levels. SAP is a cooperative

effort with parents in utilizing the support staff, instructional staff, and community resources

contracted with Chartiers MH/MR SAP representation and Turtle Creek D/A representation. It is a

proactive prevention/intervention program that attempts to provide intervention before school

performance is seriously compromised. The SAP Core Team of individuals are trained in the SAP Model

and focus on screening/interventions for students who may be experiencing drug and alcohol,

depression, and/or family issues. Additionally, referrals to appropriate agencies or treatment facilities

are addressed through the SAP Team. Furthermore, aftercare for those returning from treatment, and

crisis intervention are managed by the SAP Team. The Department of Pupil Personnel is currently in the

process of reviewing the SAP Team process at the high school level to possibly restructure resources and

reassign staff since this process is used at the secondary level as the pre-referral process for

multi-disciplinary team evaluations. The SAP Team currently serves to collect data on students who are

at-risk emotionally and academically. The goal of revisiting how the SAP Team is utilized in the high

school setting is to get the members of the SAP Team to take on more of a leadership role in the school

environment to support students and staff.

The District offers the continuum of services to students identified with emotional needs. For example, all

students identified with emotional disturbance have individual functional behavioral assessments (FBAs)

conducted, positive behavior support plans developed and implemented as part of their IEP. If small

group and/or individual academic instruction is needed, students may receive instruction within a

learning support classroom or core academic subject areas. Special education teachers, regular education

teaching staff, and paraeducators work collaboratively to implement all components of the IEP including

goals/objectives and behavior support plans. The District has also entered into a consultation agreement

with The Watson Institute so that their clinical experts can provide in-service, guidance, and technical

support to the students, teaching staff, administrators, and parents regarding the needs of students

diagnosed with autism spectrum disorders. This ensures that all parties responsible for providing services

to the student have the skills necessary to address student needs in the least restrictive environment

(LRE). In addition, Allegheny Intermediate Unit behavior specialists are consulted with on a regular basis

to provide assistance with difficult or unique emotional/behavioral cases. Also, all paraeducators and

administrators have been trained in "Positive Behavior Support" from an Allegheny Intermediate Unit

(AIU) Education and Behavioral Consultant. For the 2013-2014 school year, the AIU Education and

Behavioral Consultant provided training on "Positive Behavior Support" throughout the year to all special

education teachers, speech and language therapists, and all guidance counselors. Positive Behavior

Support training will continue throughout the next three years with small groups of selected staff. Lastly,

all paraeducators, administration, and guidance counselors have been trained in "Crisis Prevention

Intervention" (CPI) in the last two years by our certified District trainers, the assistant high school

principal and one of the school psychologists. This CPI training will continue with our District trainers and

small groups of selected staff such as special education teachers and regular education teachers.

In addition, the School Resource Officer (SRO) Program at South Fayette Township District is a campus

wide SRO Program. An assigned officer works in the high school but serves all buildings in a variety of

26

capacities. The SRO provides law enforcement services when necessary but primarily works in an

educational and advising capacity. The SRO Program include grade level appropriate educational

programming that includes, but is not limited to, bullying and cyber bullying, drug and alcohol abuse,

crime prevention, and D.A.R.E. The SRO works closely with the District's administration on safety related

issues and will serve as a liaison between the South Fayette Township Police Department and the South

Fayette Township School District. As a township employee, the SRO directly reports to the Chief of

Police.

Please find below the South Fayette Township School District's Board Policy on "Behavior Management

for Exceptional Children" from April 27, 2010. However, the following is our summation of our

"Psychological Counseling Intervention Levels" that provides a comprehensive continuum of supports to

meet the needs of all students, from requiring minimal interventions through those with highly intensive

and complex behavior support requirements:

South Fayette Township School District

Consideration of IEP Team for Providing Psychological Counseling Intervention

Levels of Student Support:

Level I:

Classroom teacher intervenes with student concerns about behaviors, family, emotional difficulties

Level II:

Guidance Counselor intervenes regarding conflict resolution, counseling regarding student grades,

student concerns, behaviors, family, emotional difficulties, study skills/organization skills, etc. Guidance

will work with teachers on some strategies to utilize with the student in the classroom.

Level III:

Child Study (Elementary-primarily academic) or SAP Referral (a barrier to the student’s education) (SAP:

Administration, guidance, teachers, and school nurse, Turtle Creek D/A, etc.)

Level IV:

Behavior consultants from the Allegheny Intermediate Unit and/or The Watson Institute intervene by

conducting observations and functional behavioral assessments. In addition, these individuals will meet

with the teacher and guidance counselors to provide support for the creation of a positive behavior

support plan.

Level V:

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The school psychologist provides Individual counseling and groups for the school year in grades

K-12. Counseling: problem-solving, coping strategies, social skills, etc. Provide crisis management with

guidance and principals if there is a student in crisis.

Level VI:

The school psychologist provides crisis management with guidance and principals if there is a student

in crisis and provides one-on-one counseling with guidance to de-escalate a situation.

Level VII:

An In-school clinician/ therapist from Chartiers MH/MR receive referrals for students who would

require “therapy” under School-based Mental Health Supports. Not just maintained but goal

directed/root of the issue. The Chartiers MH/MR therapist provides top level of assistance/support in

the least restrictive environment.

***Allegheny County Department of Human Services Office of Behavioral Health:

School-based Liaison may be utilized beginning at Level II-Level VI based upon need of the student/family

Below is South Fayette Township School District's "DRAFT-Amended" Board Policy 113.2. "Positive

Behavior Support for Exceptional Children." It was last updated on April 27, 2010 prior to our last

special education plan being due to PDE. This "DRAFT" Board Policy has been placed on the March

and April 2014 Board Agendas for two Board reviews prior to approval. It will also be sent to PSBA for

review. Due to this system not having "color highlights", you will not be able to determine the

additional changes to this policy from 2010 to the current time.

SOUTH FAYETTE

TOWNSHIP

SCHOOL DISTRICT

No. 113.2

SECTION: PROGRAMS

TITLE: POSITIVE BEHAVIOR SUPPORT

FOR EXCEPTIONAL CHILDREN

ADOPTED: August 17, 1993

REVISED: September 26, 2000

December 5, 2005

November 25, 2008

April 27, 2010

***Pending Board Approval of "DRAFT-Amended" for

Updates to Policy: March and

28

April

Board Meetings to review and approve. PSBA will also review this

policy.

113.2. POSITIVE BEHAVIOR SUPPORT FOR EXCEPTIONAL CHILDREN

1. Purpose

Title 22

Sec. 14.133

Pol. 113

A positive behavior support plan, in the context of the Individuals with

Disabilities Education Act (IDEA), is a special education service for eligible

students whose behavior problem(s) interfere with learning. The regulations

and standards indicate that positive approaches/interventions that are less

intrusive than regular disciplinary options/procedures should be attempted

in order to maintain and support the dignity of the individual.

Title 22

Sec. 14.133

Any eligible special education student who exhibits behavior problems

which interfere with the student’s ability to learn must have a program of

positive behavior support. The positive behavior support plan will be

included in the IEP and shall:

Focus on positive rather than negative measures.

1. Use interventions that are the least intrusive necessary.

1. Not substitute aversive techniques, restraints or discipline for the

systematic application of behavior change techniques.

1. Only use techniques for which the staff has been adequately trained.

2. Guidelines SECTION A – INTERVENTION LEVELS

The South Fayette Township School District’s Positive Behavior Support for

Exceptional Students consists of four levels, based upon best practices and

current professional research. The four levels of intervention are:

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Level I – Discipline Policy

The District has a Board-approved Student Rights/Surveys policy. This

policy should be reviewed whenever interventions are considered. (Note:

Special Education Standards and Regulations must be considered along with

the current case law.)

Level II – Classroom Proactive Behavior Strategies

Traditional classroom management has been associated with “discipline”,

“control”, or other terms that connote reducing or eliminating student

behavior problem(s). In this view, classroom management has been

narrowly defined as something that needs to happen before teachers can

teach their students effectively or something that needs to happen when

students are disruptive so that teachers may continue teaching their

students.

Effective classroom management is a rather complicated matter which is

impacted by a variety of different things, including student, teacher, and

environmental factors. Classroom behavior management and instruction are

interwoven processes. Effective instructional practices are likely to decrease

student disruptions and impact positive behavioral responses, while

effective positive behavior support strategies are likely to impact

instructional outcomes. Successful classroom management involves

preventing problems from occurring by creating environments that

encourage learning and appropriate behavior, as well as, responding

effectively when behavior problem(s) do occur. Additionally, the long range

goal of classroom behavior management should be for all students to learn to

manage their own behaviors. Effective classroom management must involve

proactive classroom strategies, positive behavioral interventions to be used

when problems arise, and continued emphasis on student learning to

manage their own behaviors. Without proactive classroom management

methods, as well as an emphasis on student self-management, behavior

change interventions will have limited long term effectiveness.

30

Strategies emphasized may include:

Proactive Classroom Management

1. Effective Teaching Practices

2. Frequent Monitoring/Feedback

3. Clear Rules and Procedures

4. Effective Classroom Schedules

5. Use of Appropriate Activities/Materials

6. Social Praise

7. Environmental Cues

8. Curriculum Adaptations

9. Direct Instruction

10. Naturalistic Teaching Strategies

11. Task Analysis

12. Instruction in Self-Monitoring

Pro-Social Behavior

Systematic Reinforcement

Modeling Pro-social Behavior

Verbal Instruction

Role Playing

Cuing

Social Problem Solving

Discussions of Real Life Dilemmas

Role Playing

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Student participation in Decision-making

Activities

Alternative Thinking

Social Skills Instruction

Affective Strategies and Communications

Active Listening

Communication Skills Training

Use Of Assistive Devices

Allow students to express themselves through augmentative devices

Functional Communication Training

Level III - Intensive Positive Behavior Support

The primary goal of effective positive behavior support is to produce long

lasting behavior change by teaching alternative skills and building

supportive environments. Some student(s) whose behavior interfere(s)

with learning may respond well to typical classroom positive support

strategies. However, other students may require more intensive positive

behavior support.

Positive behavior support is based upon four (4) main assumptions:

Challenging behaviors serve as a function for the students.

1. Challenging behaviors are context related.

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1. Effective interventions are based on a thorough understanding of the

problem behavior.

1. Behavior support plans should be guided by two (2) values: 1) all

students with disabilities should be treated with the same dignity and

respect as their peers without disabilities, and 2) all students with

disabilities have the right to be included in integrated activities.

This positive behavior support policy will not attempt to list the individual

procedures that may be appropriate for specific problems. Given the diverse

characteristics of students and of the learning environment, the same

behavior intervention may be effective for one student and not the other

student that exhibits the same behavioral difficulty. Additionally, the goal of

positive behavior support is not to develop a listing of positive behavioral

techniques which should be uniformly applied to all students, but rather to

develop a comprehensive set of positive interventions that meets the unique

needs of specific individuals and results in long lasting behavioral change.

The following guidelines should be followed when creating and

implementing positive behavioral supports:

22 Pa Code

Chapter 14.133 and

Chapter 711.46

Step 1:

Conduct A Functional Assessment Of The Behavior

All behavior support plans must be based on functional behavior assessment

of behavior (FBA).

During the functional assessment, the team should strive to understand the

student and the nature of the student’s problem behavior(s) in relation to

the student’s environment. Three (3) outcomes should be accomplished: 1)

predict the times and circumstances under which the behavior is likely to

occur; 2) identify the purpose of the behavior; and 3) identify the student

variables and lifestyle factors that may influence the behavior(s). During the

functional assessment, teams should gather broad, then specific information

about the student, behavior(s), and environment. Initially, the behavior must

be operationally defined and the social significance for changing the

behavior should be specified. The team should use interviews, rating scales,

team discussions, and review student records to gather broad information.

The information gathering process should lead to the identification of the

33

events surrounding the behavior’s occurrence.

Step 2:

Develop Hypothesis Statements

After the functional assessment is completed, the team should summarize

and synthesize all of the information in order to develop hypothesis

statements about the problem behavior(s). Specific and global hypothesis

statement should be generated. A specific hypothesis statement should

describe antecedent or setting events,

identify the problem behavior(s) and describe the behavior(s) function(s). A

global hypothesis statement should identify student variable and lifestyle

variables that may contribute to the problem behavior(s). Global hypotheses

lead to modifications that could be made for long term prevention while

specific hypotheses lead to antecedent/setting events that could be modified

and alternative skills that could be taught

Step 3:

Design A Positive Behavioral Support Plan

Positive behavior support plans contain: a) description or the problem

behavior(s) and why they are important to change; b) hypotheses regarding

the problem behavior(s); c) intervention strategies; d) supports for team

members; and e) evaluation procedures. Intervention strategies are directly

linked to the hypotheses and fall into four main areas: antecedent/setting

event strategies, alternative skills training, consequence strategies, and

long-term prevention. When designating and implementing positive

behavioral support plans, teams should remember that each plan is highly

individualized and may vary over time. As the child develops more skills,

s/he may not require interventions in one or more of the four categories.

Therefore a fade-out plan needs to be embedded in the positive behavior

support plan.

Step 4:

Evaluate Effectiveness

When evaluating the effectiveness of the positive behavioral support plan,

34

teams should answer three (3) key questions:

1. Was there a reduction in the problem behavior(s)?

1. Was there an increase in alternative skills?

1. Did meaningful outcomes result for the student?

Effectiveness of the positive behavioral support plan should be documented

in a number of ways, including recording and graphing frequency of the

problem behavior(s) and/or alternative skills, recording the students’

activities, using progress notes, noting changes in grades, and summarizing

behavioral and/or academic reports.

Step 5:

Modify the Positive Behavior Support Plan As Needed

After evaluating the positive behavior support plan’s effectiveness, teams

should identify whether further assessment is needed, whether they should

modify specific components, or whether or not the plan should address new

goals. The positive

behavior support plan is meant to be an “evolving” or “on-going” document.

As part of the IEP, the positive behavior support plan should be reviewed at

least annually or more often depending upon the student’s needs.

Chapter 14, section

14.133 (2) (3) (4)

Level IV:

Significantly Intensive Behavior Support Techniques

Parent/Guardian consent shall be obtained prior to the use of highly

restraining intrusive procedures except in emergency situations. Restraints

are only to be considered as a measure of last resort, only after other less

restrictive measures have been used.

35

Chapter 14 Section

14.133 (2) (3) (4)

Parental/guardian notification should occur within one school day of a

restraint incident unless other procedures are written in the student’s IEP.

The use of restraints to control the aggressive behavior of an individual

student shall cause a meeting of the IEP team to review the current IEP for

appropriateness and effectiveness. The school shall notify the parent of an

IEP meeting within 10 school days. The parent/guardian may choose to

waive the right to an IEP meeting.

Inclusion of Restraints in IEP Meetings

1. The restraint is utilized with specific component elements of positive

behavior support.

2. The restraint is used in conjunction with the teaching of socially

acceptable alternative skills to replace problem behavior.

3. Staff is authorized to use the procedure and have received the staff

training required.

4. There is a plan in place for eliminating the use of restraints through

the application of positive behavior support.

5. The use of restraints may not be included in the IEP for the

convenience of staff, as a substitute for an education program, or employed

as punishment.

The District does permit non-violent crisis prevention intervention which

includes passive physical restraints if the student is in threat of harming self

or others and only after all non-violent crisis prevention procedures have

been exhausted.

Chapter 14

The use of restraints for the convenience of staff, as a substitute for

education program or employed as punishment may not be included in an

IEP.

Personnel who will perform restraints will be trained in the use of the

specific procedures, methods, and techniques.

Definition of Restraint

36

A. The application of physical force, with or without the use of any

device, for the purpose of restraining the free movement of a student’s or

eligible young child’s body.

B. The term does not include briefly holding, without force, a student or

eligible young child to calm or comfort him, guiding a student or eligible

young child to an appropriate activity, or holding a student’s or eligible

young child’s hand to safely escort him/her from one area to another.

C. The term does not include hand-over assistance with feeding or task

completion and techniques prescribed by a qualified medical professional

for reasons or safety or for therapeutic or medical treatment, as agreed to by

the student’s or eligible young child’s parents and specified in the IEP.

Devices used for physical or occupational therapy, seatbelts in wheelchairs

or on toilets used for balance and safety, safety harnesses in buses, and

functional positioning devices.

The District does not

permit “prone restraints”. Prone restraints are those in which a student or

eligible student is held face down on the floor.

These interventions are formal behavior programs which are restrictive in

nature and may modify the student’s rights during implementation. They

specifically focus on restraining strategies and are considered more intrusive

to personal freedom than any Level I, II, or III interventions.

The Interventions for Level IV may include the following:

A. Passive Physical Restraint: Physical containment of a student by

direct contact for the purpose of restricting and inappropriate behavior. The

behavior must be one that presents a danger to self or others. The student

must remain calm for a specified time in order to be released from the

restraint.

1. Mechanical Restraint: Used to control involuntary movement or lack

of muscular control of students when due to organic causes or conditions,

may be employed only when specified by an IEP and as determined by a

medical professional qualified to make the determination and as agreed to

by the student’s parents/guardians. Mechanical restraints shall only be used

to prevent a student from injuring him/herself or others or shall promote

normative body positioning and physical functioning.

37

1. Exclusionary Time-Out: Used to extinguish external stimuli so that

student may regain emotional composure.

SECTION B – OTHER CONSIDERATIONS

Prohibitive Adverse Techniques (Forbidden By State Regulations And

Standards)

Title 22

Sec. 14.133

The following adverse techniques of handling behavior are considered

inappropriate and MAY NOT

be used by agencies in education programs:

Title 22

Sec. 14.143

1. Corporal punishment.

1. Punishment for a manifestation of a student’s disability.

1. Locked rooms, locked boxes, or other locked structures or spaces

from which the students cannot readily exit.

1. Noxious substances.

1. Deprivation of basic human rights, such as withholding meals, water

or fresh air.

1. Suspensions constituting a pattern under 22 Pa. Code 14.143(a).

1. Treatment of a demeaning nature.

38

1. Electric shock.

1. Methods implemented by untrained personnel.

1. Methods which have not been outlined in the agency’s plan.

Emergency Procedures

Emergency procedures for behavior that presents a clear and present danger

to the student or others may be delineated on the IEP. These emergency

procedures may include such activities as:

1. Parent contact to immediately remove the student from school.

1. Notifying the police.

1. Notifying mental health.

1. Calling emergency services and ambulance.

1. Nonviolent therapeutic physical crisis intervention by trained staff

which may include Level IV techniques.

If a student’s behavior is considered to be life threatening in nature, the

classroom teacher will immediately take appropriate action to protect all

individuals involved, followed by documentation after the incident. The

parent/guardian will be notified of the incident as soon as possible by the

school personnel. A meeting must be convened with parent/guardian,

representatives of the education agency and other appropriate agencies

39

prior to the student returning to the classroom.

3. Delegation of

Responsibility

It shall be the responsibility of the administration to establish any

procedures and guidelines determined to be necessary to implement this

policy as it pertains to behavior support of students, and to provide for

appropriate training for personnel for the use of specific procedures,

methods, and techniques, and shall monitor and enforce the policy.

This policy shall be communicated to all personnel concerned with

implementing these procedures and all parents/guardians of students,

where applicable.

References:

State Board of Education Regulations – 22 PA Code Sec. 14.133, 14.143,

14.145

Individuals With Disabilities Education Act – 20 U.S.C. Sec. 1400 et seq.

Individuals With Disabilities Education, Title 34, Code of Federal Regulations

–

34 CFR Part 300

Pennsylvania Training and Technical Assistance Network, Questions and

Answers on the Restraint Reporting Requirements and System,

June 2009 – www.pattan.net

Board Policy – 000, 113, 113.1, 235

Personnel Development Activities:

The South Fayette Township School District has provided staff with the following opportunities for

professional development in the area of positive behavior support over the past three academic school

years. Listed below are the various titles/dates of the presentations delivered to staff for the 2011-2012,

2012-2013, and 2013-2014 academic school years as they relate to positive behavior support:

2011-2012

40

October 6, 2011 1:00pm-3:00pm Positive Behavior Support at Home

October 21, 2011 8am-10am Positive Behavior Support

October 17, 2011 7:45am-9am Mental Health II – Positive Behavior Support

October 28, 2011 9am-3pm CPI

December 7, 2011 9am-3pm CPI

2012-2013

October 26, 2012 2 hours Autism and Positive Behavior Support

April 26, 2013 2 hours Defusing Potential Problem Behaviors

May 3, 2013 9am-3pm CPI

May 6, 2013 9am-3pm CPI

2013-2014

August 15, 2013 8am-2:30pm Positive Behavior

September 5, 2013 7:30am-8am ADHD/Attention Behavior

August 29, 2013 1 hour Positive Behavior Training / Marcia Laus

October 14, 2013 8am-3:30pm CPI Training

October 25, 2013 8am-10am Universal Design for Learning

November 25, 2013 7:45am-8:45am PASA Learning Support w/Functional Skills

November 25, 2013 8:30am-10:30am CPI Training

January 1, 2014 1.5 hours Universal Design for Learning Day 2

March 11, 2014 .5 Positive Behavior Supports: Motivation / Middle, High and

Intermediate

March 18, 2014 .5 Positive Behavior Supports: Motivation / Elementary

Staff will continue to receive training in the area of positive behavioral supports throughout the duration

of this special education plan. Trainings/workshops will be documented and staff will sign attendance

forms to indicate their participation in these presentations. Staff will also be provided access to materials,

resources, and handouts as they relate to positive behavior support within the school setting.

Intensive Interagency/Ensuring FAPE/Hard to Place Students 1. If the LEA is having difficulty ensuring FAPE for an individual student or a particular disability

category, describe the procedures and analysis methods used to determine gaps in the

41

continuum of special education supports, services and education placement options available for students with disabilities.

2. Include information detailing successful programs, services, education placements as well as identified gaps in current programs, services, and education placements not available within the LEA. Include an overview of services provided through interagency collaboration within the LEA.

3. Discuss any expansion of the continuum of services planned during the life of this plan.

If there is an individual student that the IEP Team is having difficulty determining an appropriate

educational placement or rather difficulty providing a free and appropriate public education, the District

will contact the local Allegheny Intermediate Unit Interagency Coordinator. This individual will assist the

District with arranging an interagency meeting through the local CASSP office, which will include all of the

agencies that provide support to the students. For example, many agencies may be provided such

as CYF, Kids Voice, the mental/behavioral health agency involved, etc. The IEP Team members will meet

to review the IEP to determine if the student’s needs are being met and to make any necessary

changes. In the event that the placement cannot be secured and IEP cannot be effectively implemented

for the student to receive benefit, the District will report the required information using the appropriate

form on the PDE website. The District will update the information monthly as needed. Additionally, the

District will report to the PDE all students with disabilities who are on homebound instruction or who

have instruction conducted in the home on the appropriate required forms on the PDE website.

The South Fayette Township School District utilizes a team approach in order to determine an

appropriate educational placement for hard to place students with disabilities. District IEP Teams work

collaboratively with local community mental agencies such as Chartiers MH/MR, Turtle Creek MH/MR,

Family Links, Staunton Clinic, Family Behavior Resources, Wesley Spectrum Services, Southwestern

Human Services, Allegheny Children's Initiative, WPIC, South wood Psychiatric Hospital, Gateway Drug

and Alcohol Treatment Center, etc. Also, the District works with the county Human Services Offices of

Behavioral/Mental Health through a school-based liaison that is assigned to the District. If needed, the

District will also support and facilitate parents getting connected with the necessary outside agencies to

help support the social, emotional, and/or behavioral growth of their child.

If a student is involved with a local community mental/behavioral health agency, the District will initiate

contact after the parent has provided consent by signing a release of records permitting verbal sharing of

information for purposes of educational programming. The District IEP Teams work collaboratively with

these agencies by inviting these representatives when necessary to IEP Team meetings provided there is

parent permission. Also, if necessary, representatives of these mental health agencies are permitted to

come and work with students in the school setting such as a Therapeutic Staff Support or Mobile

Therapist. There are procedures set forth in the District to permit these individuals into the school

environment to observe and work with the identified student provided they have the required

documentation such as up-to-date clearances, a negative TB Test, and required FBI fingerprints. Also,

these individuals are required to sign a form indicating they will maintain privacy and confidentiality of

the students. Procedures and expectations are reviewed with these individuals from outside agencies

since they will be on the school campus.

In the last thirteen years, the South Fayette Township School District has not had a Cordero Case with a

42

student. The District has been very fortunate in finding an appropriate educational placement for hard

to place students. However, if this would be the case in the future, the Cordero process would be

followed.

Strengths and Highlights Describe the strengths and highlights of your current special education services and programs. Include in this section directions on how the district provides trainings for staff, faculty and parents.

The South Fayette Township School District offers a continuum of support services to students who are

identified for special education services. The least restrictive environment is considered for all students

determined to be in need of special education services. The South Fayette Township School District offers

supplementary aids and services to students in regular classroom environments as well as in special

education classrooms. Many students are fully included with the assistance of par educator support and

depending on degree of need; students can receive services in other educational settings such as

approved private schools. The full continuum of support services are offered to be in compliance with

federal and state laws. Depending on the student's academic strengths and needs, the IEP Team attempts

to address the student's identified area of need in the regular classroom setting with academic

accommodations and curricular modifications first, or prior to considering a more restrictive

environment, such as a learning support classroom and a learning support with a functional skills

component classroom. The South Fayette Township School District offers learning support at the

itinerant, supplemental, and full time level of intervention to students, which is dependent upon their

levels of academic need. The South Fayette Township School District has developed over a three year

process three learning support classrooms with a functional skills component for grades K-12 that offers

an instructional component related to functional academics or rather activities of daily living. The

students are still required to master academic objectives that align with state standards, but also to have

the opportunity to have instruction that relates to personal care, health and safety, community-based

skills/instruction and daily living skills.

The following is South Fayette Township School District:

Full Spectrum of Services for Students with Disabilities

Below is a brief description of the full-spectrum of services available to students who require autistic

support services and/or other disabilities/supports. It is important to note that individualized

determinations on the appropriate educational placements are made by the IEP team and based upon

each student’s individual needs.

STUDENTS ON THE AUTISM SPECTRUM AND/OR OTHER DISABILITIES IN THE REGULAR EDUCATION

CLASSROOM NOT REQUIRING SPECIALLY DESIGNED INSTRUCTION:

43

1. These students may be on the Autism Spectrum and/or have other disabilities but do not require

specially designed instruction. They receive their education fully included in regular education and are

successful with general school supports. General school supports include guidance, social skills groups

through guidance, individual counseling through school guidance, and classroom teacher strategies.

STUDENTS ON THE AUTISM SPECTRUM AND/OR OTHER DISABILITIES/SUPPORTS IN THE REGULAR

EDUCATION CLASSROOM NOT REQUIRING AN IEP OR SPECIALLY DESIGNED INSTRUCTION BUT WHO

REQUIRE ACCOMMODATIONS

:

These students through an evaluation process who are determined to be on the Autism Spectrum

and/or have other disabilities but do not require an IEP with specially designed instruction but who needs

to have accommodations to be successful in the regular education classroom. A student through the

evaluation process may be eligible for a 504 Student Services Plan with accommodations/supports to be

implemented in the regular education classroom.

STUDENTS ON THE AUTISM SPECTRUM AND/OR OTHER DISABILITIES/SUPPORTS WITH AN IEP IN

REGULAR EDUCATION CLASSROOM:

These students through the evaluation process may be identified with an Autism Spectrum

Disorder and/or other disabilities and require specially designed instruction. They receive services

through an IEP. These students are on the roster of a special education teacher who serves as a liaison

between special and regular education but they are monitored in the regular education classroom with a

regular education teacher providing IEP accommodations through specially designed instruction. Also,

there is guidance support, social skills groups through our psychologist, individual counseling with our

school psychologist, possible positive behavior support plan, and classroom paraeducator support if

determined by the IEP team, etc. for the students. The Allegheny Intermediate Unit (AIU), the Watson

Institute autism/behavior consultants, and school psychologist provide services and supports as needed.

GRADES 6-12 REGULAR EDUCATION SETTING FOR STUDENTS WITH AUTISM SPECTRUM DISORDERS

AND/OR OTHER DISABILITIES/SUPPORTS WITH AN IEP:

(Grades 6-12 only) Students who are identified with an Autism Spectrum Disorder and/or other

disabilities and receive specially designed instruction through the evaluation process and who receives an

IEP and possibly a positive behavior support plan are placed in the regular education classroom with the

inclusion model of co-teaching (regular education teacher and a special education teacher teaching

together in a regular education classroom) providing IEP accommodations/specially designed

44

instruction. Also, if needed the students receive services based upon identified needs in their IEPs such

as guidance support, social skills groups, individual counseling with our school psychologist,

and/or classroom paraeducator support. The AIU and the Watson Institute autism/behavior consultants

and school psychologists provide additional supports and services as needed.

LEARNING SUPPORT SETTING FOR STUDENT WITH AUTISM SPECTRUM DISORDERS AND/OR OTHER

DISABILITIES/SUPPORTS WITH AN IEP:

These students who are identified through the evaluation/MDT process with an Autism Spectrum

Disorder and/or other disabilities and require specially designed instruction and needs small group

instruction are placed in a learning support environment. These students have an IEP with goals,

objectives, specially designed instruction, and possibly a positive behavior support plan. Additional

supports and services may include consultation with the Watson Institute autism/behavior

consultant. This individual is available to attend IEP meetings and provide crisis intervention. The

consultant also conducts student observations and provides recommendations to our staff. The

consultant’s expertise is utilized in developing supports such as social stories, visual schedules as well

as consults on positive behavior support plans, visual checklists, staff development, etc. Additionally,

the School District contracts with the AIU autism/behavior consultant to conduct Functional Behavioral

Assessments, classroom observations and staff development.

LEARNING SUPPORT/FUNCTIONAL SKILLS COMPONENT SETTING FOR STUDENTS WITH AUTISM

SPECTRUM DISORDERS AND/OR OTHER DISABILITIES/SUPPORTS WITH AN IEP:

These students may be identified through the evaluation/MDT process with an Autism Spectrum

Disorder/Intellectual Disability/and/or another disability such as anxiety disorder, ADHD, adjustment

disorder, etc. and receive services through an IEP in a learning support with a functional skills component

classroom (life skills). The teacher follows the Allegheny Intermediate Unit’s “Framework for

Independent Living Domains” such as daily living skills, self-advocacy skills, functional math, functional

literacy, etc. These students have an IEP with goals, objectives, specially designed instruction, possibly a

positive behavior support plan, and community-based instruction activities and experiences at the middle

school and high school. Our speech and language therapist provides “push-in services” in this classroom

for communication/social skills. The teachers have been trained in areas of the TEACCH method. The

classroom(s) may have TEACCH Centers that are utilized with students with Autism Spectrum

Disorders. These TEACCH Centers/Work Bins change weekly. The additional supports and services may

include consultation with the Watson Institute autism/behavior consultant, Marcia Laus. She is available

to attend IEP meetings and provide crisis intervention. She also conducts observations and provides

recommendations to our staff. The consultant’s expertise is utilized in developing supports such as

social stories, visual schedules, consults on positive behavior support plans, visual checklists, staff

development, etc. Additionally, the School District contracts with the AIU autism/behavior consultant,

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Michelle Lubetsky to conduct Functional Behavioral Assessments, classroom-observations and staff

development. At the secondary level, we include as part of a student’s IEP transition plan

community-based instruction, varied job shadowing experiences, job coaching on a job for a student,

travel training, orientation and mobility, etc. as part of their transition plans through the Watson and/or

the Allegheny Intermediate Unit.

***The Allegheny Intermediate Unit provides to our District a positive behavior support/IDEA consultant

to provide professional development to our staff, consult on SAP Resources, etc.

***

Often outside agencies who are involved with the student work in collaboration with the School District.

The School District welcomes and collaborates with outside agencies in all classroom environments

mentioned above once the agency representatives have completed all of the required

paperwork “outside agency school district procedures" (i.e. all clearances, TB Testing, etc.). The

District's Human Resources Department retains a spreadsheet of the names, positions, agencies,

classrooms/students, etc. of outside agency staff who come into our schools. The spreadsheet changes

often and it is sent to all principals, school psychologists, Director of Pupil Personnel, etc.

APPROVED PRIVATE/PRIVATE SCHOOL PLACEMENTS

These students who are identified with an Autism Spectrum Disorder and/or other disabilities

may be placed through an IEP/evaluation/re-evaluation process at an approved private school/placement

that provides significant personnel/supports/resources outside of a what a public school setting can

provide such as the Watson Institute, Children's Institute, Pathfinder, Wesley Spectrum Services, etc. to

meet their significant

individual needs.

The South Fayette Township School District has implemented a Co-teaching Model in the area of

Language Arts/English and math for students who are in grades 6 through 12. The Co-teaching Model

began 7 years ago in the 6th grade language arts regular education classroom and has expanded to

grades 6-12 in the content areas of Language Arts/English and math. The South Fayette Township School

District started its own Annual Summer Co-teaching Academy (3 days the beginning of August) in 2010

with staff and administrators who coordinate and conduct the co-teaching training to additional staff in

the District. We currently have 32 staff trained in the co-teaching model. It is a very successful endeavor

and the District will be having its 5th Summer Co-teaching Academy this coming August 2014 where

Co-teaching will further expand to other staff. This model has afforded the students with reading, written

language, and math difficulties the opportunity to remain in the regular classroom setting with the

assistance of a special education teacher facilitating the instruction along with the regular classroom

teacher. The special education teacher also in a co-teaching setting implements specially designed

instruction/goals and data collection. Many of the students in the Co-teaching Language Arts and

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math classrooms have been academically successful and have benefited from the specially designed

instruction that has been provided to them in the regular classroom environment. The students with

special needs in the co-teaching classroom environments have demonstrated progress on the PSSAs as

well. These Co-teaching classrooms are equipped with technology such as projectors, and Eno

Boards/Smart Boards where the students can respond using the Quiz-doms. This technology is used to

facilitate and enhance instruction in an attempt to keep the students engaged in instruction as well as,

meet the various learning styles and needs in a co-teaching classroom. It needs to be noted that all of

our special education teachers are dually certified in special education and the core content areas

of either Language Art and/or math for our co-teaching classrooms.

South Fayette Township School District has formed a very positive and collaborative professional

relationship with Dr. Marilyn Friend, a co-teaching international expert. She has come to our District

and presented to the entire staff at the beginning of the school year in December 18, 2011. We have

purchased Dr. Friend's "Co-teach!" book for all of our Annual Summer Co-teaching Academy regular

education and special education teachers. We have also once a year coordinated and participated in

Skype sessions with Dr. Friend where we divide the Skype session into two groups-the middle school

regular education and special education co-teaching co-horts and the high school regular education and

special education co-teaching co-horts. We have had Skype sessions with Dr. Friend on March 6, 2012,

May 20, 2013 and April 28, 2014 to help our District become a quality co-teaching model. She has

requested for the fall of 2014 to video tapes some of our co-teaching classrooms to create training DVDs

for co-teaching that will be used internationally. We also co-teaching coaches that conduct visitations in

the second semester of the school year to newly created co-teaching classrooms to provide support after

the Summer Co-teaching Academy in August.

The South Fayette Township School District, Department of Pupil Personnel has implemented a five year

goal on Universal Design for Learning (UDL). UDL is a forward-thinking approach to educating all

students. Its roots are found in legislation, including IDEA and ADA and references to UDL as are noted in

the Common Core. The essence of UDL can be viewed in classrooms that are prepared for every learner,

where flexible curricula support the foundational principles and where materials incorporate multiple

modalities. UDL directs teachers to share instructional content through various modalities, to accept

information from the student via multiple expressive options, and it enhances engagement by

considering strategies to keep students engaged. The Higher Education Opportunity Act of 2008 explains

UDL as a “scientifically valid framework for guiding educational practice” that provides the opportunity

for ALL students to access, participate in, and progress in the general education curriculum by reducing

barriers to instruction.

The Director of Pupil Personnel, elementary principal and the Allegheny Intermediate Unit's IDEA

Education Consultant have implemented for the 2013-2014 school year the UDL goal with the elementary

teachers through intensive staff development and follow-up activities to build their UDL repertoires by

exploring concepts, supporting materials and websites, and enhancing lessons plans to incorporate UDL

principles. Examples of implementation are shared across staff to promote authentic and meaningful

instruction. Next year, the Director of Pupil Personnel will be expanding the District-wide UDL goal to

the South Fayette Middle School teachers (grades 6-8).

All first grades through fifth grade students (elementary and intermediate schools) are assessed using the

assessments from the Reading Achievement Center at the beginning of each school year. Students are

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assessed on sight word recognition, decoding pseudo words, fluency, and comprehension. Students

scoring below basic are placed in the Reading Achievement Classroom at the beginning of the school

year. Students scoring basic are either placed in the Reading Achievement Classroom or monitored in

the regular reading classroom. Placement of these students is determined by the degree of reading

deficiency. Basic students not placed in the Reading Achievement Classroom are monitored closely with

reading strategies implemented in the regular reading classroom. If these students do not progress,

they will be placed in the Reading Achievement Classroom for intensive reading instruction. Each

Reading Achievement Classroom contains eighteen students.

The Reading Achievement Classrooms in first grade through fourth grade (elementary and intermediate

buildings) provide intensive small group instruction for the entire language arts block. Students rotate in

groups among a reading specialist, classroom teacher, and a paraeducator in first and second

grade. Students in third and fourth grades also rotate in small groups of six among a reading specialist

and a classroom teacher. Students are provided intensive instruction in phonemic awareness, decoding

(word building and syllasearch), vocabulary development, fluency, and comprehension

strategies. Students are given numerous opportunities to apply these reading strategies to reading

various types of text. Materials used in the Reading Achievement classrooms were developed by

Harcourt Journeys, and the Allegheny Intermediate Unit Reading Specialists/Consultants. Students are

routinely assessed on decoding, vocabulary, fluency, and comprehension to monitor their progress.

At the Intermediate School, all special education students are assigned a homeroom teacher through

which they receive social studies, science and STEAM (Science, Technology, Engineering, Art, and

Mathematics) instruction. The social studies and science curricula are each taught for one

semester. STEAM instruction takes place for four consecutive days during each 8-day rotation. The

nature of all three of these instructional areas is one of inquiry-based problem solving and includes a

variety of hands-on experiences. Additionally, all special education students are included by homerooms

into our specials rotation where they receive the following classes on an 8-day rotation: Art, Music,

Library, Arts Alive (Theatre), Physical Education (two days), and Technology Literacy (two days).

The South Fayette Intermediate School has started an after school math program as well. This initiative

was developed to provide instructional support to students in the 3rd and 4th grade math curriculum.

Students are selected by assessment scores and teacher recommendations. This program is formatted to

meet the individual needs of the student by providing small group instruction twice a week. Lesson plans

are the direct result of data taken from the PSSA and curriculum-based assessments from both the third

and fourth grade math programs. Also, included in the lesson plan is instruction in the PSSA format. The

students are assessed on a regular basis and parents are contacted as needed.

The South Fayette Township School District also has an efficient child find system to locate, identify, and

evaluate school-aged children who are thought-to-be eligible for special education and related services.

The District employs various mechanisms to ensure public awareness of our child find activities. For

example, each year the Annual Public and Parental Information Notice are included in a local community

magazine that is distributed to every household in the District. In addition, the Annual Public and Parental

Information Notice are available on the South Fayette Township School District website under the Pupil

Services link. Contact information is included on the website for questions and concerns that may arise

regarding "child find". Prior to a child being referred for a multi-disciplinary team evaluation, the child is

put through the District's screening or rather child find process, which could include the Child Study Team

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in the South Fayette Elementary School and Intermediate School, the Academic Intervention Model

(AIM), ACHIEVE and the Student Assistance Team in the South Fayette Middle School, and the Student

Assistance Team (SAP) in the South Fayette High School.

At the South Fayette Elementary School (K-2) and the Intermediate School (3-5), a Child Study Team has

been established as part of the pre-referral intervention process. The team consists of a principal, a

guidance counselor, regular education teachers, reading specialists, the school psychologist (when

needed) and special education staff (when needed). The school nurse in each building may participate in

the Child Study meetings upon request if there is a medical/physical component and/or side-effects from

medications that may be impacting the child's learning. Parents are also part of this process and are

contacted and strongly encouraged to participate in all phases of the child study team process. The Child

Study Team assists teachers and parents with supporting students who are experiencing academic,

behavioral, medical, emotional and social skills difficulties.

The middle school utilizes the ACHIEVE Program/course to move students to academic independence

through learning skill instruction, tutorial assistance and academic support beyond the regular education

school program. In addition, the ACHIEVE Program/course establishes a needed communication link

between family and school, and attempts to change student attitudes through improved academic

performance. A student's participation in the ACHIEVE Program is dependent upon a number of

factors. Students generally remain in the program/course for the duration of the school year; however,

students may progress academically to the point where the parents and the teachers determine that the

student is no longer in need of the program. There is no grade given for this course at the middle

school.

Also, the middle school implements with efficacy the Academic Intervention Model (AIM) which is

utilized as the pre-referral intervention process for students who are in need of academic

assistance. The AIM process is a team based intervention model. There are collaborative intervention

teams meetings with the parents to identify targeted interventions related to special academic skill areas

that need to be addressed for the student. Research-based intervention strategies are implemented for

a period of time in the regular classroom setting to assist the student in an attempt to foster academic

success. An implemented plan is developed and monitored by the student's team of teachers and

reviewed and revised if necessary. If it is determined by the team that the interventions are not working

and the student is not meeting success, the student may be referred for a multi-disciplinary team

evaluation.

The South Fayette Student Assistance Team (SAP) is an additional support used by the District to identify

at-risk students. SAP teams are currently in place at the middle and high school levels. SAP is a

cooperative effort with parents in utilizing the support staff, students, and community through

contracted services with Chartiers MH/MR SAP representative and Turtle Creek D/A representative. It is a

proactive prevention/intervention program that attempts to provide intervention before school

performance is seriously compromised. The SAP Core Team of individuals are trained in the SAP Model

and focus on screening/intervention for students who may be experiencing drug and alcohol problems,

depression, and/or family issues, and provides referrals to appropriate agencies or treatment

facilities. Lastly, aftercare for those returning from treatment and crisis intervention are addressed.

Additional resources utilized outside of the District include the Allegheny Intermediate Unit #3, Allegheny

County Behavioral/Mental Health Services School-based Liaison, RESOLVE for crisis situations, WPIC,

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Southwood Psychiatric Hospital, local approved private schools, private schools, the Watson Institute,

Turtle Creek D/A, Outreach Teen and Family Services, Chartiers MH/MR for school-based In-school

clinician/mental health and PaTTAN. The South Fayette Township School District instituted school-based

mental health services through Chartiers MH/MR at the beginning of the 2010-2011 school year. A school

based mental health therapist, "In-school Clinician" is available on site for students who are determined

to be in need based on a student referral framework consisting of a seven level system. The mental

health therapist from Chartiers MH/MR serves a dual role in our District by attending the Student

Assistance Team meetings (SAP) on a regular, weekly basis in the middle and high school settings.

Additionally, the Allegheny County Office of Behavioral/Mental Health School-based Liaison has been

involved with the District based on student needs. These mental health resources can assist students and

families in need with regard to securing outpatient therapy as well as family based therapy, and will assist

in securing clinical psychological as well as psychiatric evaluations if needed for students.

The South Fayette Township School District works collaboratively with local community mental health

service providers in an attempt to provide consistency and continuity in programming for students with

emotional and behavioral needs. The District often works collaboratively with agencies that provide

wraparound support services and family-based mental health services. The District has worked with

Wesley Spectrum Services, Family Behavioral Resources, Southwestern Human Services, Nisar, Family

Resources, Pressley Ridge, and Family Links for students with mental health needs. Also, the District has

worked collaboratively with support coordinators from Staunton Clinic, McGuire Memorial, and Chartiers

MH/MR for students who have mental retardation.

The South Fayette Township School District hired an additional school psychologist that helps with

providing the related service of psychological counseling. The psychologist's primary role is to provide

psychological counseling services to students who have emotional and behavioral concerns. She also

coordinates and facilitates social skills groups for students across the District at different grade

levels. Assistance is also provided with the annual 8th grade transition group of students with

disabilities who will be going to 9th grade at our high school and a high school girls' group with the high

school guidance counselor. This additional psychologist has assisted with fulfilling activities related to

the field of social work and has assisted with the completion of functional behavioral assessments and

evaluations. She also serves in the capacity of "Transition/504 Student Plan Coordinator" for students

with disabilities in our District.

Programs are available in the South Fayette Township School District for students with the following

disabilities: learning disabled, autism spectrum disorders, Deafness/Hearing Impaired, serious emotional

disturbance, intellectual disability, multiple disabilities, orthopedic impairment, other health impairment,

speech and language impairment, traumatic brain injury, and visual impairment including blindness,

Down syndrome and atypical syndromes, etc. Related services are available to assist a student with a

disability that includes specialized transportation, adaptive physical education, speech and language

support, occupational therapy, physical therapy, orientation and mobility therapy, travel training and

psychological services. If a student exhibits a pattern of behaviors through functional behavioral

assessments being conducted and it is impeding their learning, a positive behavior support plan will be

developed for the student through the IEP Team process. Students with an identifiable disability, which

limits or prohibits participation in or access to an aspect of the school program, can be provided with

accommodations and modifications through a 504 Student Services Plan.

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South Fayette Township School District has approximately 23 special education paraeducators in grades

K-12 to serve as supports to students who are identified as having a disability in both regular education

and special education settings. All of our paraeducators and special education teachers are considered

"highly qualified". All special education paraeducators are also certified annually in First Aid and CPR.

All paraeducators also from the time they are hired have two years to complete their PDE Paraeducator

Competency Credential if their two-year or four-year degree is not in the field of education. By

completing the 10 online special education modules specific for special education paraeducators

provided by PaTTAN, they are exposed to special education terminology, confidentiality, understanding

various disabilities, academic and behavioral strategies, etc. Also, South Fayette Township School

District has contracted with the Master Teacher “Paraeducator PD Now” training resource that has over

135 research-based courses online that are self-paced and available 24/7. Each course takes

approximately 40-60 minutes to complete. The courses are aligned to the Council for Exceptional

Children’s standards for paraeducators and each course ends with a 10-question assessment that is

automatically graded. Once paraeducators have passed the assessment aligned to a module, they

receive a certificate that is turned in to our department and the assistant superintendent's department to

track their annual 20-hours per year to remain highly qualified. Each paraeducator may select their

course based on his/her individual needs. Paraeducators may also attain their 20-hours of professional

development through our District's in house professional development session throughout the year,

Allegheny Intermediate Unit, Pattan, Autism Speaks webinars, etc.

Our District provides extensive professional development in the area of special education services,

disabilities, programming, research evidenced-based strategies and interventions, positive behavior

support, supplementary aids and services, special education paperwork guidelines, etc. for special

education teachers, paraeducators, speech and language therapists, guidance counselors, school

psychologists and the Director of Pupil Personnel.

One of the District's high school paraeducators has facilitated a group for both regular education and

special education students called "Circle of Friends". Circle of Friends is a club that encourages and

fosters friendships and acceptance/understanding between students who are included with their peers

with special needs from the high school Learning Support with a Functional Skills Component Classroom.

They meet once or twice a month after school (sometimes more depending on the activity going on).

Some of their activities include volunteering at the Down Syndrome Buddy Walk in the fall, planning a

Mardi Gras Dance for area students with special needs, and coordinating the South Fayette School

District Penny Challenge. At their meetings, they also play board games, whiffle ball, basketball, have

holiday parties and have occasionally gotten together to see a movie outside of school. Some members

also volunteer at monthly local dances for young people with special needs. The District provides a

personal care paraeducator and school nurse for one of our high school students with a severe seizure

disorder to participate in this after school club.

Staff in the elementary and middle school has attended trainings related to components of Response to

Intervention (RtII) over the last three years. Kindergarten through fifth grade classroom have changed

their basal reading series to Houghton Mifflin/ Journeys. The South Fayette Township School District is

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primarily a discrepancy model school district, but does implement components of RtII. Tier I occurs in the

regular classroom setting with the classroom teacher providing support, reinforcement, strategies and

intervention as needed for the students. Tier II consists of reading specialists from the Reading

Achievement Center/Allegheny Intermediate Unit #3 who have implemented an intensive reading

program with small groups of six children in a group to focus on reading for 2.5 hours per day. In these

reading groups, the reading specialists are addressing the five components of reading instruction, such as

phonemic awareness, decoding, fluency, vocabulary and comprehension. As for mathematics, the

Intermediate School offers the math club after school for students who need assistance and additional

reinforcement in mathematics.

The District offers the continuum of services to students identified with emotional needs. For example, all

students identified with emotional disturbance have individual functional behavioral assessments (FBAs)

conducted, positive behavior support plans developed and implemented as part of their IEP. If small

group and/or individual academic instruction is needed, students may receive instruction within a

learning support classroom or core academic subject areas. Special education teachers, regular education

teaching staff, and paraeducators work collaboratively to implement all components of the IEP including

goals/objectives and behavior support plans. The District has also entered into a consultation agreement

with The Watson Institute so that their clinical experts can provide in-service, guidance, and technical

support to the students, teaching staff, administrators, and parents regarding the needs of students

diagnosed with autism spectrum disorders. This ensures that all parties responsible for providing services

to the student have the skills necessary to address student needs in the least restrictive environment

(LRE). In addition, Allegheny Intermediate Unit behavior specialists are consulted with on a regular basis

to provide assistance with difficult or unique emotional/behavioral cases. Also, all paraeducators and

administrators have been trained in "Positive Behavior Support" from an Allegheny Intermediate Unit

(AIU) Education and Behavioral Consultant. For the 2013-2014 school year, the AIU Education and

Behavioral Consultant provided training on "Positive Behavior Support" throughout the year to all special

education teachers, speech and language therapists, and all guidance counselors. Positive Behavior

Support training will continue throughout the next three years with small groups of selected staff. Lastly,

all paraeducators, administration, and guidance counselors have been trained in "Crisis Prevention

Intervention" (CPI) in the last two years by our certified district trainings, the assistant high school

principal and one of the school psychologists. This CPI training will continue with our District trainers and

small groups of selected staff such as special education teachers and regular education teachers.

Students receiving special education services in Approved Private Schools or full-time emotional support

facilities are reintegrated back to the District to the extent possible in a manner that meets their

individual needs. For example, a student attending Pressley Ridge Approved Private School may attend

South Fayette High School for 1 or 2 subjects for a semester in an effort to ensure a seamless and

successful transition back to the lesser restrictive setting of the public school. IEP team members from

both schools collaborate in order to customize the student's schedule, monitor the student closely during

this transition, and ensure necessary supports are in place. Also, students attending full-time placements

may attend the vocational-technical school as their needs and interest warrant.

Another strength in the District's special education program is found in our relationship with the

Allegheny Intermediate Unit's (AIU) related service providers who provide services to South Fayette

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School District students. The District provides through a contract with the AIU, assistive technology,

speech and language support, vision support, deaf-hearing support, occupational therapy, and physical

therapy to students as indicated via the IEP. The AIU also provides supports in autism spectrum disorders

and positive behavior support. These related service providers are a valuable asset and support to the

students, staff, and administrators in the District.

The District provides special education students with access to the regular education curriculum with

accommodations and modifications in the regular education classrooms, learning support classrooms,

and in co-teaching classrooms. Also, there are supplemental programs available to students with special

needs who require more intensive programs of instruction in reading, writing and math. The

supplemental programs available in the Learning Support Classrooms and in the Learning Support with a

Functional Skills Component Classroom are the following: Touch Math, Word Building, and Syllasearch.

Extensive training in the regular curriculum, strategies, accommodations, modifications, and

supplemental reading, writing and Math programs with frequent follow-up has been provided to the

special education staff in order to correctly and effectively institute the programs. AYP and APM (annual

progress monitoring) data, which is collected on a regular and individual basis, as well as individual and

group achievement test scores all have shown that the programs of least restrictive to more restrictive

based on the students' individual needs are significantly improving our students' reading skills, math and

writing skills.

Our District is currently working to integrate students in the learning support with functional skills

component classrooms into general education classrooms with supplementary aids and services for

exposure to content area, grade-level standards. Therefore, IEP goals will be developed individually and

written to show mastery of isolated content in Social Studies or Science. However, goals emphasizing

literacy, math skills, or self-advocacy can be written in a global manner to include skills that can be

demonstrated in Science and Social Studies. For example, "The student will be able to define and use

content area vocabulary" is applicable across disciplines (with the emphasis on content area vocabulary

rather than functional vocabulary. Likewise, skills like identifying the main idea, or creating or

interpreting charts/graphs can be used for Social Studies, Science and other areas without writing the

goals to one specific content area.

****Follow-up Mathematics PSSA Performance Levels and Staff Development from the Special

Education Plan 2011-2012, 2012-2013, and 2013-2014 School Years:

Mathematics PSSA Performance Levels for Third Grade through Fifth Grade

Student Grade Performance Level Grade Performance Level Grade Performance Level

2012-2013

Third Grade

1 3 Proficient

2 3 Proficient

3 3 Proficient

4 3 Proficient

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5 3 Proficient

2012-2013 2011-2012

Fourth Grade Third Grade

6 4 Proficient 3 Proficient

7 4 Basic 3 Basic

8 4 Below Basic 3 Basic

9 4 Proficient 3 Advanced

10 4 Advanced 3 Advanced

11 4 Proficient 3 Proficient

12 4 Advanced 3 Proficient

2012-2013 2011-2012 2010-2011

Fifth Grade Fourth Grade Third Grade

13 5 Advanced 4 Advanced

14 5 Basic 4 Basic 3 Basic

2011-2012 2010-2011

Fifth Grade Fourth Grade

15 5 Basic 4 Basic

16 4 Advanced

17 5 Below Basic

18 5 Proficient 4 Proficient

19 4 Proficient

20 5 Advanced 4 Advanced

21 5 Advanced 4 Proficient

22 5 Proficient 4 Advanced

23 5 Basic 4 Basic

Scored Advanced or Proficient on every PSSA Math Assessment

Scored Basic on every PSSA Math Assessment

Went from Basic to Below Basic over a two-year period

Scored Below Basic with only one year of data available

PSSA Mathematics Results for 2011-2013

Number of Students in Each Category

Scored Proficient last year in third grade or remained Proficient or

Advanced over a two year or three year period 15

Scored Proficient or Advanced in the only year of available data 2

Went from Basic to Below Basic 1

Remained at Basic over a two or three year period 4

Student scored Below Basic - only 1 year of data (fifth grade) 1

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Seventeen students out of twenty-three students either scored Proficient or Advanced over a two year or

three year period (74% of students).

One student out of twenty-three students went from Basic to Below Basic over a two year period (4 %).

Four students remained at Basic over a two or three year period (17 %).

A new student entered fifth grade during the 2011-2012 school year and scored Below Basic (4 %).

Mathematics Staff Development

South Fayette Township School District Staff attended the following mathematics staff development over

the last three school years.

2010-2011

Review and analyze District Reading Data – August 18, 2010

Child Study Team and Assessment Training – October 18, 2010

2011-2012

Smart Board Training – August 17, 2011

Differentiation and Co-Teaching – August 18, 2011

Learning to Think and Thinking to Learn – October 10, 2011

Understanding by Design – November 11, 2011

2012-2013

Review and Analyze District Mathematics Data – August 15, 2012

Envision Math Training – August 16, 2012

Curriculum Mapping to the Common Core – October 8, 2012

PSSA Training – April 9, 2013

2013-2014

Understanding by Design – once a month on 2 hour delay days

Review and Analyze District Mathematics Data – August 14, 2013

South Fayette Township School District: Technology Integration for Students in Learning Support with

a Functional Skills Component Classrooms in Grades K-12:

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2010-2011

Mrs. Kim Sahady, Staff Training Specialist, at the beginning of the 2010-2011 school year discussed this

request with Dr. Nanci Sullivan, Director of Pupil Personnel outlining a few ideas she had which opened

the door for the high school students with disabilities to be introduced new and exciting technology

projects. The request was to meet with the high school special needs students to reinforce skills in

Microsoft Word, PowerPoint and Excel.

Pen Pal 21st Century Video Conference

During the 2010-2011 school year our South Fayette High School Learning Support class had the

opportunity to participate in a 21st Century Pen Pal project which incorporated the traditional

component of pen pal letter writing with 21st Century technology using iMovie and Polycom video

conference equipment. The SFHS students had the opportunity to write letters to a middle school

special education classroom from South Park School District throughout the school year. In these

letters, the students made connections by sharing interests and asking questions while practicing letter

writing, spelling, and grammar skills. Both classes were also able to use iMovie to create a mini video

allowing the classes to introduce themselves which enabled them to make a visual connection to each of

their respective pen pals.

To conclude the year, the students participated in a live video conference with their pen pals. During the

video conference, our South Fayette High School students with disabilities acted as peer mentors to the

South Park Middle School students with disabilities and shared the vocational experiences that they

participate in weekly both inside and outside of the classroom. The South Park students asked their peer

mentors questions about their jobs in the community. This experience has been incredibly beneficial for

the students and staff alike. We have been very fortunate to use technology to transform a traditional

Pen Pal experience into a 21st Century Pen Pal innovative project.

Mac book Basics, Garage band, Keynote & iMovie Projects

Mrs. Sahady worked with high school learning support with a functional skills component classroom to

introduce the Mac book computers and to create a Garage band Podcast. The students were excited to

learn a new tool and to create an independent project. Mrs. Sahady continued to work with these high

school students and they created additional curriculum project-based podcasts using Garage band.

Students created a second project during the school year in which they created a story using iPhoto and

Garage band on Mac book computers. Students incorporated vocabulary words, corresponding images,

recorded their story and added music to their story. The students presented their completed project to

school administrators and classroom peers.

2011-2012

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The Director of Pupil Personnel worked with the South Fayette Township School District's Technology

Department and through ACCESS Funding purchased 80 iPads, 13 Bretford Power Sync Trays for the

iPADS, 10 APPLE TV for iPads, 55 iPad cases, 7 Apple Vouchers, 7 Mac books, Apple care for Mac Book,

etc. for all special education classrooms and speech and language therapy rooms.

Pen Pal 21st Century Video Conference

As a “kick off” for the 2011-2012 school years, South Fayette High School Learning Support with a

Functional Skills Component students invited South Fayette Middle School Learning Support with a

Functional Skills Component students to participate in our first video conference of the year with South

Park Middle School life skills classroom. The students introduced themselves and shared activities that

they enjoyed over the summer months.

iPod Orientation

in January of 2012, Mrs. Sahady, Staff Training Specialist, conducted iPod orientation with the high school

learning support with functional skills component students. Mrs. Sahady has continued to support the

learning support classrooms with the iPad Pilot project.

Garage band Podcasts

During January 30th – February 3rd of 2012, Mrs. Sahady, Staff Training Specialist, coordinated with the

assistance of Mrs. Stephanie Valentine, MS Instructional Technology Assistant, coordinated a Mac book

Garage band project with the middle school learning support with a functional skills component

classroom. Students independently created a story using iPhoto and Garage band on Mac book

computers. Students recorded their individual story, incorporated vocabulary words, added

corresponding images, and added music to their story. Students presented their finished product to the

high school learning support with a functional skills component students and District administrators.

Mac Book Basics

on February 6, 2012, Mrs. Sahady, Staff Training Specialist conducted a Mac book Basics workshop for the

District’s paraeducators during the designated 2-hour late start professional development time.

iPad Orientation

On February 10, 2012, Mrs. Sahady, Staff Training Specialist conducted iPad orientation with the middle

school learning support with a functional skills component classroom. Mrs. Sahady will continue to

support the learning support classrooms with the iPad Pilot project.

Garage band Podcast Project

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Mrs. Sahady, Staff Training Specialist coordinated a Mac book Garage band project with the learning

support with a functional skills component students who have not yet had an opportunity to explore the

Mac book computers and the Garage band program. Students independently created a story using

iPhoto and Garage band on Mac book computers. Students searched Google for images that

corresponded with their vocabulary words, recorded their individual story in which they incorporated

their vocabulary words and corresponding images, and added music to their story. Students presented

their finished project to Director of Pupil Personnel, Dr. Sullivan, Mr. Skrbin, High School Associate

Principal and their classmates. This is the third overall Garage band project Mrs. Sahady has completed

with students. Mrs. Sahady continues to work with learning support with a functional skills component

classroom on a quarterly basis to complete graduation project requirements.

iPad Pilot Program (Apps & Webinars)

Mrs. Sahady, Staff Training Specialist continues to support special education teachers with the iPad

pilot. She continues to share educational apps and webinars with the designated teachers and assists

them with downloading apps on student iPods.

iMovie Collaboration Project

Mrs. Sahady, Staff Training Specialist worked with both the high school and middle school learning

support with a functional skills component classrooms on the creation of an iMovie Animal Alphabet

project which was presented to the primary learning support with a functional skills component

students. The students were very excited as they prepared for the Animal Alphabet iMovie project and

did an outstanding job as our cast of “actors” and “actresses” in our first collaborative iMovie project.

VizZle

Mrs. Sahady continued to assist the Director of Pupil Personnel, Dr. Sullivan with the implementation of

VizZle for the Learning Support with Functional Component Classrooms.

2012-2013

Special Education Graduation Project Presentations

In preparation for the senior Graduation Project presentations, Mrs. Sahady, Staff Training Specialist

worked with the high school learning support with a functional skills component classroom to create a

cover letter, resume and PowerPoint presentation incorporating facts and pictures from school based

and community based vocational education for each of their individual Graduation Project

presentations. In addition, Mrs. Sahady worked with each student to create an iMovie project for the

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required Graduation Project exhibition. This iMovie included footage from Meals on Wheels as well as

pictures and images of other school based and community based vocations.

Pen Pal 21st Century Video Conference

on November 19, 2012, Mrs. Sahady coordinated and conducted another Pen Pal video conference on

with the South Park Middle School functional/life skills classroom. The theme of the video conference

was “Thankfulness.” Students shared with their peers from South Park Middle School students in their

life skills classroom, “What they are Thankful for.” It was a wonderful opportunity for the students to

reinforce their communication and social skills.

iPad Implementation

Mrs. Sahady continues to support special education functional teachers and classrooms with the iPad

implementation. In addition, Mrs. Sahady along with Director of Pupil Personnel, Dr. Sullivan, Rob

Warfield, Technology Department, Dr. Loughead, Assistant Superintendent, and Aileen Owens, Director

of Technology collaborated on the purchase of additional iPads, and Bretford sync trays for the Special

Education learning support classrooms. Mr. Warfield set up the teacher iPads and Mrs. Sahady met with

the learning support teachers to conduct an iPad overview and reviewed the App Evaluation Request

form and procedures. All learning support teachers have a District issued iPad. The classroom iPads

and Bretford sync trays were also set up and distributed, along with training for the classroom

teachers. It is a very exciting time for the Special Education Department as we embark on this new

venture. Teachers are currently requesting apps and Mrs. Sahady is working with the Director of Pupil

Personnel, Dr. Sullivan to purchase, download and install the apps from the Apple Volume Purchasing

Program site using the Apple Configuration tool.

Garage band President Podcast –

Between February 18 – February 22, 2012, Mrs. Sahady coordinated a Mac book Garage band project

with Miss Giegerich’s functional support students. Students independently created a story using the

Internet, iPhoto and Garage band on Mac book computers. Students researched a United States

president of their choice and found facts and images about their respective presidents. Students then

recorded their individual story, incorporated the facts and added corresponding images, along with

introduction; ending and work cited Keynote slides and also added music to their story. Students

presented their finished product to Mrs. Pappas’ class and District administrators. This is the third Mac

book project Mrs. Sahady has completed with the Miss Giegerich’s students.

Garage band I Am … Podcast –

Between March 11 – 22, 2012, Mrs. Sahady Staff Training Specialist, coordinated and conducted a Mac

book Garage band project with the elementary learning support functional support classroom (Mrs.

Levitt). The project was based upon our emotions, a topic Mrs. Conchetta Bell, School Psychologist, has

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been working on with the students. Students created a Garage band Podcast incorporating pictures from

Photo Booth and iPhoto on Mac book computers. Students recorded their I Am … (happy, mad, silly)

story, added the corresponding images (happy, mad, silly), and added a jingle and introductory and

ending Keynote slides. Students presented their finished product to Mrs. Kara Lee Nelson’s class and

District administrators. This is the first Mac book project Mrs. Sahady has completed with the Mrs.

Levitt’s students.

iPad Implementation

Apple TV devices were distributed to special education classrooms and training was conducted with each

classroom teacher.

Garage band Podcast “Students as the Teacher” –

Mrs. Sahady, Staff Training Specialist coordinated another Mac book project with the high school learning

support with a functional skills component students in which they created their fourth Garage Band

podcast (April 2013). Students created a lesson in which they were “teachers” and taught “students”

(faculty, staff and administrators). Each “teacher” (student) enjoyed teaching a separate component of

this project as well as helping their “students” one-on-one to build their project. The final presentation

consisted of the “teachers” introducing their “students” to the audience and the students presented their

Garage Band podcast. Our “students,” Mr. Skrbin, Mrs. Pedzwater, Mrs. Tucci, Mrs. Bell, Mrs. Jubas and

Mr. Silhanek, were presented with an Award Certificate upon completion of their presentation. I am not

sure who enjoyed this project more, the “students” or the “teachers!”

Friendly Faces Polycom Video Conference (AIU3) –

Mrs. Sahady coordinated a video conference for the high school learning support with functional skills

component students in cooperation with AIU3. This video conference collaboration is entitled “Friendly

Faces.” Our high school learning support with a functional skills life component classroom connected

with life skills students from Woodland Hills School District and a school district in Nebraska. Students

shared their day-to-day school activities; community based vocations and talked about several spring

holidays and how they celebrate. This video conference connection with Woodland Hills provided Mrs.

Pappas’s students an opportunity to visit PNC Park with the Woodland Hills students. It is a wonderful

opportunity for our students to meet students from neighboring school districts and across the United

States.

2013-2014

Special Education Graduation Project Presentations

In preparation for the senior Graduation Project presentations, Mrs. Sahady, Staff Training Specialist

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worked with the learning support with functional skills component classroom students to update their

cover letters, resumes and PowerPoint presentations from school based and community based vocations

for each of their individual Graduation Project presentations. In addition Mrs. Sahady worked with each

student to create and/or update their individual iMovie project for the required Graduation Project

exhibition.

iPad Book Creator App Project – Mrs. Austin, MS Functional Classroom

Mrs. Sahady, Staff Training Specialist coordinated a project with the middle school learning support with

a functional skills component classroom. The students selected their choice of a habitat in which they

used their iPad to research facts and searched and saved images that corresponded to the habitat

facts. The students used an application, “Book Creator” to create a book to write about their habitat

facts and display the images. The students presented their Book Creator app project using the

classroom Apple TV which allows the students to project their iPad to a screen. This project reinforced

the students’ knowledge of the science curriculum, research skills, and presentation skills.

Hocus Focus Polycom Video Conference (AIU3), Carlow College –

Mr. Tim Devlin from AIU3 reached out to Mrs. Pappas and Mrs. Sahady to participate in a video

conference series hosted by Dr. Susan O’Rourke, EdD, Carlow College and Mr. Kevin Spencer, Magician to

communicate with another functional classroom in Neligh, NE. “The Hocus Focus" curriculum was

developed to work with children who have a variety of intellectual and developmental

delays. Specifically, the program is designed to focus on critical areas of skill development for students

including attention, motor planning, dexterity, organization, sequencing, non-verbal and verbal

communication, and social skills. It also focuses on reading and writing, expressive language, speaking

and listening, and presentation. Basic math concepts are reinforced, i.e. fractions, addition, subtraction,

multiplication, and division. Mrs. Pappas’ class has currently completed four of the six Hocus Focus video

conference series.

iMovie Multi Media Project (SFHS Mane School Store Commercial) –

Mrs. Sahady, Staff Training Specialist is currently working with Mrs. Pappas’ learning support with

functional component classroom along with the classroom paraeducators, Mrs. Willetts and Mrs.

Iannarelli to create a multi media commercial to advertise the South Fayette High School Mane

Store. The high school learning support with a functional skills component classroom operates and

maintains the school store under the direction of the classroom teacher and/or para educators.

The South Fayette Township School District Partnership with the Watson Institute Community-based

Instruction Service for High School Learning Support with a Functional Skills Component Classroom:

The Watson Institute has partnered with South Fayette School District to provide Community-based

Instruction Services for Learning Support/ with a Functional Skills Component high school students for

over ten years. This partnership has evolved to service approximately 10-13 students during the school

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year as well as providing transition consultation to the Learning Support/ Life Skills Support high school

teachers, South Fayette administration, the students and their families. During summer months,

Watson provides opportunities for many of these students to participate in Watson’s Camp SCALE ESY

Program.

Services provided include the following:

Community Based Instruction (CBI):

Students gain vocational and job readiness skills through Community Based Vocational Experiences

(CBVE) opportunities where students are supported by Watson staff while they “try out” jobs in actual

local businesses. Watson staff provides direct instruction, support and business site development for

the students. Focus is on exploration, assessment, and can lead to specific vocational training. In

addition, students practice appropriate social skills, mobility training and orientation, increase

community awareness and involvement, and overall foster independent living skills to become active

members of their community.

In the ten years, Watson staff has provided CBVE opportunities to South Fayette students in 20 different

local businesses working with many students for several years so that they have opportunities to try out a

variety of experiences and explore their interests and assess their skills.

Transition Consultation:

Watson staff is actively involved with the transition planning for the students they serve. They assist

with job readiness class instruction, IEP assistance and participation, adult service provider facilitation

and referral/placement assistance, school staff transition training, and they provide various resources to

school staff, students, their families, and other IEP team members. Watson staff work collaboratively

with the South Fayette staff to individualize each student’s transition planning needs.

Camp SCALE ESY Program

- This program is specifically designed for adolescents in their transition years who are currently

participating in Autistic Support and Life Skills curriculums. The Camp SCALE program offers a “hands-on”

approach to developing vocational, social, and functional community skills while promoting awareness

and independence in the community. Students spend half their day volunteering at local businesses and

half their day focused on learning/ practicing functional daily skills and community awareness. Camp

SCALE has been a nice extension for the South Fayette students to continue to expand their vocational

and functional skills in an age appropriate summer program.

As a participant in receiving Educational Improvement Tax Credit (EITC) grant funding, The Watson

Institute’s - Community Based Instruction Services has been able to offer CBI services to multiple school

districts. South Fayette has partnered with Watson for almost eight years to receive the benefits of EITC

funding. This collaboration has allowed Watson to expand the amount of services provided and to reduce

yearly costs for South Fayette.

EXTRA-CURRICULAR ACTIVITIES:

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The Lion Hearts Club is a middle school volunteer organization that both special education and regular

education students participate in. The group was founded by Mrs. Barbara Levitt, special education

teacher in the early 1990’s. The club has been sponsored by one of our school psychologists since 2010.

The focus of the group is on demonstrating dignity and respect to self and others through community

service. The group participates in monthly visits to the local nursing home. The Lion Hearts also

participate in various events in the community (Township Clean Up Day, MLK Day of Service, Pink Out

Football Game for Breast Cancer) and sponsor drives for various organizations such as the Humane

Society, the Salvation Army, and Pittsburgh Cares to name a few. The group also conducts monthly

meetings where projects are discussed and worked on, guest speakers present, and lessons on character

development are delivered.

During the 2012-2013 and 2013-2014 academic school years, students of transition age (specifically

juniors and seniors) have had the opportunity to apply and participate in the Young Leaders Academy

(YLA), which was a program that was developed by the SFSD career coordinator, SFSD transition

coordinator, transition coordinator from a neighboring school district, and representatives from UPMC in

the summer of 2012. The YLA focuses on building job/career readiness skills as well as interpersonal skills

of students in special education who have goals related to competitive employment identified in their

IEPs. Sessions focused on the following: team building, career exploration and research, resume

building, networking, college and programming selection, dressing for success, interviewing, job

shadowing, social media and its impact on employment and education, and budgeting. To conclude the

academy for the year, the students were recognized and honored at a graduation ceremony. The YLA

Program “School to Business Partnerships: A Win-Win for All” was presented at the PA Conference on

Transition in the summer of 2013.

Circle of Friends is a club where students with special needs and their typical peers get together to spend

time socially. It is meant to foster acceptance, understanding, and friendships. During club

meetings, students play board games, have holiday parties, do crafts, play whiffle ball outside on nice

days and occasionally get together to go to the movies. They have also volunteered at the Down

Syndrome Dash (former Buddy Walk) for the past fourteen years as a group, coordinated the District

Penny Challenge to raise money for programs and sports teams for children with special needs and have

held a Mardi Gras Dance for teens with special needs from neighboring schools in Allegheny and

Washington Counties for the past twelve years. The dance usually is attended by 150-200 young people

as well as parents, staff and caregivers. A DJ, food, masks, beads, and every young person attending

receives a goodie bag and a prize at the dance. The past two years also included a photo

booth. Donations from area businesses help to make the dance a success.

While encouraged and invited to participate in the South Fayette Township High School Prom annually in

the spring which is fully inclusive for all high school students, however there are also several high schools

including South Fayette Township High School that for the past six years, a group of seven South Hills

area school districts have joined together to provide a "prom-like experience" for high school students

with intellectual disabilities. Each year, a new district takes on the task of funding, planning and

executing the event. In the past, the prom has taken place in the school’s gym with lunch provided by the

cafeteria and entertainment by the staff. This year, South Fayette Township School District is hosting

the prom. The Learning Support with a Functional Skills Component Classroom teacher and the

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paraeducators assigned to students in her classroom are planning and organizing the event to be more

like a high school prom. Through Elizabeth Forward’s experience with last year’s prom, connection has

been made with Hello Productions, a premiere wedding and event planning, marketing and public

relations company in the region. Director of Marketing & Events, Colleen Geletko, has donated her

services and provided access to the region’s most talented vendors. She was able to quickly find support

from vendors who donated the most classic elements of a prom, including a beautiful venue, prom

dresses, tuxedos, corsages and boutonnieres, photography, videography and entertainment from a DJ

and a magician. This event has quickly grown to become an impressive event for students who deserve

this opportunity. While we always support their inclusion in the spring annual high school prom, this

event provides an opportunity for the students to have fun with a group they meet with throughout the

year. Like last year, we expect to receive exposure from local media outlets and will be issuing press

releases, arranging interviews and inviting the media to attend the event. The prom will be held from

9:30 a.m. until 2:00 p.m. on May 28, 2014 at PNC Park’s Lexus Club. We have confirmation that the event

industry will continue to support this annual event and have received monetary donations from several

local business to help with expenses that may arise throughout the planning process.

Lastly, the greatest strength of the South Fayette Township special education program is the teaching

staff that provides the services and support for our students with disabilities. District-wide, our special

education teaching staff demonstrates a strong work ethic, professionalism, and commitment to meeting

the needs of students under their care. The teaching staff exhibits a willingness to learn and incorporate

new strategies to meet individual student needs as well as diligence and responsibility in keeping in

compliance all of the necessary special education paperwork/processes. The special education and

regular education teachers work collaboratively to ensure that each student with a disability needs are

met in the least restrictive environment. IEPs are developed based on present education levels and needs

as listed in the Evaluation Report or Re-evaluation Report. The District has a special education program in

place in all buildings in order to address student needs in their neighborhood school to the maximum

extent possible to ensure a least restrictive environment for all students with special needs. Goals and

objectives are developed to meet the individual needs of students and are aligned with the general

education curriculum and state standards in reading and mathematics in order to ensure a focus on

critical skill development.

Highlights of Supporting Students with Special Needs:

South Fayette Township School District's Department of Pupil Personnel was nominated and

awarded the "Pennsylvania Association of Pupil Services Administrators (PAPSA) Award of Excellence in

Student Services 2012!

"

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Special Education Department has had two excellent "PDE Special Education Cyclical

Monitorings" in 2005 and in 2010.

Special Education Teacher Team Leaders designated in each building to support special education

staff. The Team Leaders attend meetings with the Director of Pupil Personnel throughout the school year.

The Team Leaders hold special education meetings in their buildings on information provided to them by

the Director.

District Guidance Team Leader that communicates and meets with the Director of Pupil

Personnel regarding many areas of school guidance.

District School Nurse Team Leader that communicates and meets with the Director of Pupil

Personnel regarding many areas of school nursing.

School Psychologist was added to the department to fulfill the role of a social worker. This school

psychologist provides individual counseling and groups in grades K-12, serves as the 504 Student Services

Plan Coordinator, and Transition Coordinator (as of August 2009).

eSPED— Special Education Computer Document Software Program for all IEPs, GIEPs, and 504

Student Services Plans. However, in the summer of 2014 there will be a conversion to a new system

entitled, "eSTAR".

The special education staff, school psychologists and Director of Pupil Personnel will attend a

demonstration of eSTAR on June 9, 2014. eSTAR 4.0 is specific to Pennsylvania. It is a brand new and

substantially different and superior application. eSTAR incorporated the most advanced technology

available to deliver a state of the art special education data management system. It is so much more than

a document generator. The benefits afforded are numerous and include a people centric design (student

and teacher), longitudinal data reporting and greater control of compliance with integrated timeline

notifications and an alert system. It has been designed to assure data integrity, provide valuable

administrative reports, data analysis, Penn Data and PIMS verification, validation and student reporting.

Eight highly qualified learning support teachers

Three highly qualified learning support with a functional skills component teachers

Twenty-three high qualified special education paraeducators

1.8 Speech and Language Therapists (K-12)

Related services such as occupational therapy, physical therapy, assistive technology, orientation

and mobility, vision support, hearing support, travel training, etc. are provided to our District through the

Allegheny Intermediate Unit 3.

One elementary sensory room

One intermediate sensory room

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One middle school sensory room

Department of Pupil Personnel conducted one-on-one, small group or large group staff

development trainings/in-services in the past 3 school years-2011-2012, 2012-2013, 2013-2014: 135

documented total trainings/in-services.

Allegheny Intermediate Unit provides an educational/behavioral consultant to provide trainings

in "Positive Behavior Support". Our latest Positive Behavior Support Trainings were on March 11th and

March 19th, 2014 for the staff in each building.

Created a Co-Teaching Model for grades 6-12 with a total of 32

regular education, special education teachers, enrichment teachers and reading specialist have been

trained. The Intermediate Building

also does co-teaching between the regular education teachers and the reading specialists who teach

reading together.

Co-teaching middle school 6th grade Language Arts (2008-Present)

Co-teaching middle school 7th grade Language Arts (2009-Present)

Co-teaching middle school 8th grade Language Arts (2010-Present)

Co-teaching high school 9th, 10th, 11th, and 12th grade English (2010-Present)

Co-teaching middle and high school math (2011-present)

South Fayette Township School District's Annual Summer Co-teaching Academy (August 2010)

South Fayette Township School District's Annual Summer Co-teaching Academy (August 2011)

South Fayette Township School District's Annual Summer Co-teaching Academy (August 2012)

South Fayette Township School District's Annual Summer Co-teaching Academy (August 2013)

South Fayette Township School District's Annual Co-teaching Academy (August 2014) *** This

Annual SFTSD's Summer Co-teaching Academy will now include teachers from the Baldwin-Whitehall

School District who want to be trained by South Fayette Township School's teacher trainers and Dr.

Sullivan.

1. Dr. Marilyn Friend, International Co-teaching expert has been an on-going consultant with the

District for the last four years. She has presented to the entire faculty and we have annual Skype

sessions with her and our co-teaching cohorts.

2. Three District teachers are co-teacher trainers and coaches for the academy and provide

coaching to the co-teaching cohorts during the year.

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3. Reading Achievement Center (RAC) Rooms in the elementary school and intermediate school

with highly trained reading specialists

4. Intermediate School after school math club.

5. Elementary Child Study Team

6. Intermediate School special education students are instructed with regular education peers in

the "STEAM Studios" (Science, Technology, Engineering, the Arts and Mathematics), science and social

studies. There are 3 STEAM Studios one per grade level/per floor in the topical areas of the

following: Environment, Earth & Space, and Robotics.

7. Intermediate Child Study Team

8. Middle School Reading Specialist

9. Middle School ACHIEVE Program (Read narrative above)

10. Middle School "Academic Intervention Model (AIM)" (Read narrative above)

11. Middle School Student Assistant Program (SAP)

12. High School Student Assistance Team (SAP)

13. High School after school tutoring for math every Wednesday

14. High School after school tutoring with teachers and paraeducators upon individual student

requests from 2:10-2:40 daily

15. Speech and Language push-in program for the elementary, middle and high school Learning

Support Classroom with a Functional Skills Component

16. Activity Bus after school to take students home after tutoring or activities at 4:30 p.m.

17. High School: Office of Vocational Rehabilitation involvement/individual student appoints with our

students with disabilities and parents.

18. Six Guidance Counselors for grades K-12

19. Two Certified School Psychologists

20. Students participate in "Disability Mentoring Day"

21. The Watson Institute based on contracted services provides School-to-Work job coaches and job

training for high school students in our Learning Support Classroom with a Functional Skills Component

22. Three Learning Support Classrooms with a Functional Skills Component have been created in our

District in grades 3-12.

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23. Instituted School-Based Mental Health in grades K-12 through Chartiers MH/MR: In-school

Clinician for 12 months a year (through the summer in our buildings to keep the consistency and

continuity for students and families to be provided therapy.)

24. Chartiers MH/MR In-school Clinician also serves on our middle school and high school SAP teams

as an agency representative.

25. One school-based liaison from the Allegheny County Department of Children and Adolescent

Behavioral/Mental Health

26. D/A Representative from Turtle Creek serves on our middle school and high school SAP Teams.

27. Behavior specialists are provided to our District through the Allegheny County Intermediate Unit

(AIU) and the Watson Institute.

28. The Watson Institute provides our District based on contracted services as an Autism Consultant

2x per month and more if needed and behavior support consultant when needed.

29. Collection of Extended School Year Data 4x per year

30. Three Evacu-tracs and building staff/principal trainings how to use the Evcu-Trac for students

with physical disabilities at the elementary school, intermediate school, and middle school. The high

school does not require an Evacu-trac because there are exits that at ground levels on the two floors of

the buildings for students and staff with disabilities to exit.

31. Projects, Eno Boards/Quiz-doms: Twelve Mobile ENO/Smart Boards were purchased for the

special education classrooms for use in both the special education classrooms and the co-teaching

classroom environments

32. Special education teachers administer annually the Woodcock-Johnson Individual

Achievement Testing to monitor individual student progress.

33. Central Location of all Special Education Department Students Records in the Department of

Pupil Personnel.

34. Beginning-of-the-Year and End-of-the-Year Annual Checklists for Special Education Teachers

35. End-of-the-Year File Annual Checklist for all special education records

36. Checklist (golden-rod) to check-in into the Department of Pupil Personnel all original records

within 2 weeks of an MDT/IEP/PBSP Meeting.

37. Provide Appropriate Placements in LRE.

38. Networking with SDs, APS, Private Schools, AIU, Outside Agencies, Related Services

39. Department of Pupil Personnel Administrators provided training in the spring of 2013 to

approved private/private schools on the completion of "Education Benefit Review (EBR) Charts" for our

District's placed students for annual IEPs.

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40. All IEP Goals are aligned to the PA State Standards

41. All paraeducators are considered highly-qualified

42. All special education teachers are considered highly qualified

43. Administrative Procedures for BSCs, MTs, and TSS Outside Agencies coming into our District for

individual students.

44. Annual Data Collection for tracking—School Psychologists and Chartiers MH/MR, In

School-clinician

45. Created Pupil Personnel/Special Education Website

46. Guidance Counselor Websites

47. School Nurses Website

48. One of the school psychologists provides individual counseling and "groups" (i.e. social skills,

Changing Families, study skills, etc.) in grades K-12

49. Transition Coordinator

50. 504 Student Services Plan Coordinator

51. Created Procedures: Student At-risk Assessment Procedures, Transcripts of Approved

Private/Private Placement Students Procedures, 504 Student Services Plan Procedures, IEP/GIEP

Procedures and Checklists, etc.

52. Crisis Prevention Intervention (CPI) trainings have been conducted by our school psychologist

who is a certified CPI trainer. She continues to provide trainings with selected groups of staff. Currently,

the paraeducators, administration, school nurses, special education teachers, and some regular

education teachers have been trained.

53. Annual Progress Monitoring in special education classrooms in Reading, Math and Writing for

students with special needs.

54. Annual Special Education Parent Trainings

55. All special education students have access to the general education curriculum with

supplementary aids and services, accommodations and modifications.

56. Special education students who require more intensive services in our special education

classrooms with access to general curriculum may also have access to supplemental programs such as

Read Naturally, Word Building, and Syllasearch.

57. Conducted 3 meetings in each building procedures on surrogate parenting.

58. Conducted 4 meetings in each building on "Positive Behavior Support" (March 2014)

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59. Mentoring and Transition programs are in place such as Teen Institute at the high school, Girls

Night Out at the middle school, etc.

60. "Transition Night" for high school students with disabilities preparing for after high school

programs such as college, community college, vocational schools, technical schools, school-to-work

programs, etc.

61. Elementary School is a Blue Ribbon School.

62. Middle School is a Blue Ribbon School.

63. South Fayette Township High School was listed as one of the best 2,000 public high schools in the

nation as ranked by The Daily Beast / Newsweek. The rankings are based on the following components:

graduation rate, college acceptance, the AP/IB/AICE tests taken per student, the average AP/IB/AICE

scores, the average SAT/ACT scores, and percent of students enrolled in at least one AP/IB/AICE course.

64. Elementary Reading Rooms with three highly trained reading specialists that were trained at the

Reading Achievement Center at the Allegheny Intermediate Unit.

65. Intermediate Reading Rooms with one highly trained reading specialist that were trained at the

Reading Achievement Center at the AIU.

66. High school provides the following transition services: Keys2Work, Career Shadowing,

Apprenticeships that are specific to students with disabilities, Field Trips, Mock Interviews, Career

Portfolios, College Fairs, etc.

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Assurances

Special Education Assurances The Local Education Agency (District) has verified the following Assurances:

Implementation of 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.

Implementation of 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

District implements mechanisms to disseminate child find information to the public,

organizations, agencies and individuals on at least an annual basis.

Assurances of students with disabilities are included in general education programs and

extracurricular and non-academic programs and activities to the maximum extent appropriate in

accordance with an Individualized Education Program.

Compliance with the PA Department of Education, Bureau of Special Education's report revision

notice process.

Following 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.

Assurance of 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.

24 P.S. §1306 and §1306.2 Facilities

Facility Name Facility Type Services Provided By Student Count

Gateway Rehabilitation/Liberty Station

Nonresident The South Fayette Township School District meets its

3

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obligation as the host district for students who are receiving their education through Gateway Rehabilitation Facility known as Liberty Station if the student needs special education services. Our school district adopts the student's existing IEP from their previous educational placement upon their entrance into Liberty Station. These students are court appointed to this facility throughout the state of Pennsylvania. If the student's IEP is not current, a new IEP is developed based on data outlined in a current re-evaluation report. If the student arrives with an outdated IEP, the school district conducts a multi-disciplinary re-evaluation on the student in an attempt to secure current data that outlines the student's educational strengths and needs as well as their instructional levels. The South Fayette Township School District provides a team of educational professionals who attend meetings with the staff at Liberty Station. The parents/guardians are always invited to attend the IEP Team meetings that are held on behalf of the student that are placed at this facility. The

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IEP Team reviews current data on the student to ensure that FAPE is provided in the least restrictive educational environment based on educational needs of the student outlined in the IEP. Liberty Station provides individualization through assistance with organizational skills, study skills, assignment completion, and tutoring in preparation for quizzes and tests. Also, the South Fayette Township School District through the Child Find process at Liberty Station has completed initial evaluations that have been started by the student's home district. In terms of barriers, the educational program is on site at Liberty Station and not on the campus of the South Fayette Township School District, which makes it difficult as far as daily oversight and presents with obstacles in terms of communication. Another barrier is when students are placed at Liberty Station it is usually for short term placement (i.e. few weeks), which makes it very difficult on the school district with the turnaround time of special education documentation and implementation.

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For admission and enrollment of students at Liberty Station we are informed of the student's IEP/special education service by what is shared by the student's previous school district, the student's family (from enrollment packet) and the student as well as any pertinent information provided by the staff at Liberty Station. Upon being notified from Liberty Station that a student has been placed there who has an IEP, we review all special education documents that were received from the student's previous school district. We then assign our high school learning support teacher to the student at Liberty Station to follow the process of sending IEP Invitation Letters to the parent and student to hold an IEP Team meeting. Our assistant high school principal serves as LEA, our high school guidance counselor and our high school learning support teacher all participate in the IEP Team meeting process at Liberty Station with the educational director of Liberty Station, the certified special education teacher at Liberty Station, the parent, or a guardian who serves as Loco Parentis for the student.

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Therefore, all of the parties required by PDE regulations are present for the IEP Team meeting. The least restrictive environment regarding meeting the student's needs through supplementary aids and services is discussed at every IEP Team meeting at Liberty Station. We have had very few students with IEPs at Liberty Station during the years that this facility has been open in our school district. Also, students who attend this facility are typically placed for a very short period of time. Up to this point, students with IEPs at Liberty Station have had their needs met according to the IEP provided through the Allegheny Intermediate Unit Waterfront Learning Online Program. A certified special education teacher is on site at the facility that helps to teach, supervise, and assist students. The IEPs have specially designed instruction outlined such as extended time for tests, repeating directions, taking breaks, and when necessary to help focus, etc. Our district is informed by staff at Liberty Station that students with IEPs are being discharged from

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their facility which is determined by each student's particular treatment program. Upon the student withdrawing, our district ensures that all of the student's special education paperwork including the IEP is sent to the student's receiving school district. Administrative Procedures for Liberty Station/Gateway Center Township Facility

For students with IEPs who are currently at Gateway’s Center Township Facility and residing at Liberty Station, which is within the geographical boundaries of the South Fayette Township School District:

The student is receiving services at the Gateway Center Township facility and residing at Liberty Station in the South Fayette Township School. South Fayette Township School District must complete a 30 school day IEP revision upon receiving educational records if the IEP received is in compliance, current and up-to-date. The IEP Team shall convene and adopt the existing IEP and issue a NOREP reflective of the provisions outlined in the IEP.

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If the IEP received from the student’s last school district or facility is outdated/out-of-compliance, the District will immediately issue to the parent or guardian or surrogate parent a “Permission-to-Re-evaluate (PTR)” and a "Notice of Recommended Educational Placement (NOREP)", which will need to be signed and dated. An RR may take up to 60 calendar days to complete, however this RR should be expedited due to the current IEP being out-of-compliance. Once the RR is completed and based on the needs of the student outlined in the RR by the MDT, a new South Fayette Township School District IEP will be developed to meet the student’s needs and provide the appropriate educational program. A NOREP from the District will be issued following the IEP Team meeting outlining the provisions that will be implemented for the student in order to provide the student a free and appropriate public education. For students with IEPs who are NOT currently at Gateway’s Center Township Facility: The student is placed at Liberty Station. An enrollment packet

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will be completed and submitted to the South Fayette Township High School.

The IEP Team will convene and an IEP must be developed to determine an appropriate educational program based on the student’s needs. If the IEP received from the student’s last school district or facility is outdated/out-of-compliance, the district will immediately issue to the parent or guardian or surrogate parent a “Permission-to-Re-evaluate (PTR)” and "Notice of Recommended Educational Placement (NOREP)", which will need to be signed and dated by the guardian(s). An RR may take up to 60 calendar days to complete, however this RR should be expedited due to the current IEP being out-of-compliance. Once the RR is completed and based on the needs of the student outlined in the RR by the MDT, a new South Fayette Township School District IEP will be developed to meet the student’s needs and to provide an appropriate educational program. A NOREP regarding the appropriate educational placement and program will be issued to the

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guardian(s) following the completion of the MDT/IEP Team meeting.

Need for a Surrogate Parent: Due to federal law establishing the right to a free and appropriate public education for all children with disabilities, the LEA needs to ensure this right is realized with these procedures to support children with disabilities, who are wards of the state or whose parents are unknown, unavailable, or have had their parental rights legally terminated. The students have appropriate representation when educational programming decisions are made. Due to these situations, the child/student has the right to be provided with a trained and assigned surrogate parent from the Allegheny Intermediate Unit (AIU). The Director of Pupil Personnel will be notified of the need to have a surrogate parent for a child/student at Liberty Station/Gateway Rehabilitation. The Director of Pupil Personnel will submit the required application “Surrogate Parent” forms to the AIU as soon as possible. The AIU

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will review the application submitted by the South Fayette Township School District and the AIU will assign the child/student at Liberty Station, Gateway Rehabilitation Center with a surrogate parent to attend all educational meetings including IEP Meetings. The surrogate parent takes on certain quasi-legal responsibilities in order to serve the best interests of the child/student with a disability. The primary function of a surrogate parent is to represent the child/student during circumstances in which decisions are made concerning the child/student’s educational program or placement.

Least Restrictive Environment Facilities

Facility Name Type of Facility Type of Service Number of Students Placed

Wesley Spectrum Highlands

Approved Private Schools

This facility offers learning support, emotional support, autistic support, life skills support, psychiatric/psychological counseling, mental health services, social worker services (partial hospitalization), and transition services/community

1

80

based services. This program contracts out their PT and OT through the school districts. They do provide speech and language support services.

Children's Institute Approved Private Schools

This facility offers life skills support, autistic support, multiple disabilities support, medical and nursing services, speech and language support, OT, PT, AT, psychological counseling/social worker services, transition services/community based, orientation and mobility, adaptive physical education, personal care assistance.

4

Watson Institute Approved Private Schools

This facility offers life skills support, autistic support, multiple disabilities support along with OT, PT, AT, speech and language support, social worker services/psychological counseling, medical/nursing services, community based instruction, as well as transition services.

2

Tillotson ACLD Approved Private Schools

This facility offers learning support and life skills support at the full time level of intervention for students with severe learning disabilities and intellectual disabilities. Also, this facility offers OT, PT, AT, speech and language support, transition services,

1

81

social worker services, orientation and mobility, travel training, and psychological counseling.

Western Pennsylvania School for Blind Children

Approved Private Schools

This facility provides blind and visually impaired support, orientation and mobility, community based instruction, psychological counseling/social worker services, transition services, horticultural therapy, sensory therapy, music therapy, aquatic therapy, OT, PT, AT, adaptive physical education, speech and language support, and medical/nursing services.

1

Wesley Spectrum Academy

Other This facility offers learning and emotional support services, mental health services, counseling services, and transition services. This facility also works with the District to offer services through the AIU to offer OT, PT, AT, speech and language support, transition services, and medical/nursing services if needed.

6

Wesley Spectrum Integrated Services-STEP Program

Other This facility provides full time emotional support services that contains a partial hospitalization component that offers psychiatric assistance and nursing services. This facility has trained mental health clinicians on site available to help and support students on a

3

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daily basis. This facility also works with the District to offer services through the AIU to offer OT, PT, AT, speech and language support, transition services, and medical/nursing services if needed.

Family Links Therapeutic Learning Center

Other This facility offers full time emotional, learning, life skills, and autistic support services to the younger population. Also, speech and language, OT, PT, AT, and mental health/psychological counseling services are provided.

1

Holy Family Institute Other This facility offers full time emotional support and learning support, transition services, psychological counseling services, and nursing services. This facility will work with the district if necessary to provide PT,OT, AT, and speech and language support services.

1

The Pathfinder School Special Education Centers

This facility provides life skills support, autistic support, multiple disabilities support, OT, PT, AT, speech and language support services, sensory therapy, psychological counseling, social worker services, transition services, adaptive physical education, aquatic therapy, and music therapy. There is also a behavior specialist consultant available if needed.

2

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The Pace School Approved Private Schools

This facility provides emotional support and autistic support, along with speech and language therapy and other related services (OT, PT, AT, HI,). This program also provides music therapy, adaptive physical education, assistance with daily living skills, sensory therapy, and transition services.

1

The University School Other This facility provides learning support and emotional support services along with transition services. This educational program will work with the District to incorporate additional services through the AIU if necessary such as psychological counseling, speech and language support, OT, PT, AT, and any other services the student may be in need of to address their respective needs.

1

The Bradley Center Other This facility provides learning support and emotional support services along with psychological counseling and transition services. This program will work with the district to incorporate OT, PT, AT, speech and language support, and any other services the student may be in need of to address their respective needs.

1

The Pittsburgh Pioneer Education Center

Special Education Centers

This facility provides life skills along with multiple disabilities

1

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support to students. In addition, this program provides speech and language, OT, PT, AT, adaptive physical education, sensory therapy, medical and nursing services, orientation and mobility, travel training, transition services, and social worker services.

The AIU Full Time Speech and Language Program at Hoover Elementary School in the Mt. Lebanon School District

Other This program provides daily full time speech and language support services along with OT, PT, AT, nursing services, and any other services deemed appropriate by the IEP Team. This is a K-1 for children with severe speech and language impairment as their primary disability.

1

Special Education Program Profile Program Position #1

Operator: School District

PROGRAM SEGMENTS

Location/Building Grade Building Type

Support Service Type

Age Range

Caseload FTE

South Fayette Elementary School-R.M.

An Elementary School Building

A building in which General Education programs are operated

Itinerant Speech and Language Support

5 to 9 43 0.7

Justification: This speech and language clinician travels across two buildings in the District covering grades K-3.

South Fayette Elementary School-R.M.

An Elementary School Building

A building in which General Education programs are operated

Supplemental (Less Than 80% but More Than 20%)

Speech and Language Support

5 to 9 12 0.3

Justification: This speech and language clinician covers two buildings in the District and services children in

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grades K-3.

Program Position #2

Operator: School District PROGRAM SEGMENTS

Location/Building Grade Building Type

Support Service Type

Age Range

Caseload FTE

South Fayette Intermediate School-A.K.

An Elementary School Building

A building in which General Education programs are operated

Itinerant Learning Support

8 to 12

12 0.6

Justification: There is a student who is older for his age/grade level who is in the fifth grade who is on the roster (12 year old student).

South Fayette Intermediate School-A.K.

An Elementary School Building

A building in which General Education programs are operated

Supplemental (Less Than 80% but More Than 20%)

Learning Support

8 to 12

7 0.4

Justification: There is a student who is older for his age/grade level that is on the roster (12 year old).

Program Position #3

Operator: School District PROGRAM SEGMENTS

Location/Building Grade Building Type Support Service Type

Age Range

Caseload FTE

South Fayette High School-T.B.

A Senior High School Building

A building in which General Education programs are operated

Itinerant Learning Support

9 to 20 44 0.8

Justification: This speech and language clinician services three buildings in our district. She services children in the Intermediate School, Middle School, and High School.

Program Position #4

Operator: School District PROGRAM SEGMENTS

Location/Building Grade Building Type

Support Service Type

Age Range

Caseload FTE

South Fayette Elementary School-T.M.

An Elementary School Building

A building in which General Education programs are operated

Itinerant Learning Support

6 to 8 7 0.4

South Fayette Elementary School-T.M.

An Elementary School Building

A building in which General Education programs are operated

Supplemental (Less Than 80% but More Than 20%)

Learning Support

6 to 8 12 0.6

Program Position #5

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Operator: School District PROGRAM SEGMENTS

Location/Building Grade Building Type

Support Service Type

Age Range

Caseload FTE

South Fayette Intermediate School-B.L.

An Elementary School Building

A building in which General Education programs are operated

Itinerant Learning Support

9 to 11

6 0.5

South Fayette Intermediate Building-B.L.

An Elementary School Building

A building in which General Education programs are operated

Supplemental (Less Than 80% but More Than 20%)

Learning Support

9 to 11

5 0.5

Program Position #6

Operator: School District PROGRAM SEGMENTS

Location/Building Grade Building Type

Support Service Type

Age Range

Caseload FTE

South Fayette Middle School-J.H.

A Middle School Building

A building in which General Education programs are operated

Itinerant Learning Support

13 to 15

11 0.6

South Fayette Middle School-J.H.

A Middle School Building

A building in which General Education programs are operated

Supplemental (Less Than 80% but More Than 20%)

Learning Support

13 to 15

2 0.4

Program Position #7

Operator: School District PROGRAM SEGMENTS

Location/Building Grade Building Type Support Service Type

Age Range

Caseload FTE

South Fayette Middle School-C.T.

A Middle School Building

A building in which General Education programs are operated

Itinerant Learning Support

12 to 13

9 1

Program Position #8

Operator: School District PROGRAM SEGMENTS

Location/Building Grade Building Type

Support Service Type

Age Range

Caseload FTE

South Fayette Middle School-C.A.

A Middle School Building

A building in which General Education programs are operated

Supplemental (Less Than 80% but More Than 20%)

Learning Support

11 to 14

5 1

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Program Position #9

Operator: School District PROGRAM SEGMENTS

Location/Building Grade Building Type

Support Service Type

Age Range

Caseload FTE

South Fayette High School-R.R.

A Senior High School Building

A building in which General Education programs are operated

Itinerant Learning Support

15 to 18

5 0.4

South Fayette High School-R.R.

A Senior High School Building

A building in which General Education programs are operated

Supplemental (Less Than 80% but More Than 20%)

Learning Support

15 to 18

7 0.6

Program Position #10

Operator: School District PROGRAM SEGMENTS

Location/Building Grade Building Type

Support Service Type

Age Range

Caseload FTE

South Fayette High School-E.G.

A Senior High School Building

A building in which General Education programs are operated

Itinerant Learning Support

14 to 17

11 0.6

South Fayette High School

A Senior High School Building

A building in which General Education programs are operated

Supplemental (Less Than 80% but More Than 20%)

Learning Support

14 to 17

2 0.4

Program Position #11

Operator: School District PROGRAM SEGMENTS

Location/Building Grade Building Type

Support Service Type

Age Range

Caseload FTE

South Fayette High School-T.D.

A Senior High School Building

A building in which General Education programs are operated

Itinerant Learning Support

16 to 18

8 0.6

South Fayette High School-T.D.

A Senior High School Building

A building in which General Education programs are operated

Supplemental (Less Than 80% but More Than 20%)

Learning Support

16 to 18

5 0.4

Program Position #12

Operator: School District PROGRAM SEGMENTS

Location/Building Grade Building Type

Support Service Type

Age Range

Caseload FTE

South Fayette High A Senior High

A building in which General

Supplemental (Less Than 80%

Learning 14 to 9 0.6

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School-K.P. School Building

Education programs are operated

but More Than 20%)

Support 20

Justification: There are two students on the roster that are continuing to participate in their educational program until the age of 21.

South Fayette High School-K.P.

A Senior High School Building

A building in which General Education programs are operated

Supplemental (Less Than 80% but More Than 20%)

Learning Support

14 to 20

2 0.4

Justification: There are two students on the roster that are continuing to participate in their educational program until the age of 21.

Program Position #13

Operator: School District PROGRAM SEGMENTS

Location/Building Grade Building Type

Support Service Type

Age Range

Caseload FTE

South Fayette High School-K.H.

A Senior High School Building

A building in which General Education programs are operated

Itinerant Learning Support

15 to 17

6 0.25

South Fayette High School-K.H.

A Senior High School Building

A building in which General Education programs are operated

Supplemental (Less Than 80% but More Than 20%)

Learning Support

15 to 17

4 0.25

Program Position #14

Operator: Intermediate Unit PROGRAM SEGMENTS

Location/Building Grade Building Type Support Service Type

Age Range

Caseload FTE

South Fayette High School

A Senior High School Building

A building in which General Education programs are operated

Itinerant Deaf and Hearing Impaired Support

8 to 15 6 0.25

Justification: This is an AIU employee who services our district at all levels. She provides hearing support services to children in the elementary, intermediate, middle, and high school level settings.

Program Position #15

Operator: Intermediate Unit PROGRAM SEGMENTS

Location/Building Grade Building Type Support Service Type

Age Range

Caseload FTE

South Fayette High School

A Senior High School Building

A building in which General Education programs are operated

Itinerant Blind or Visually Impaired Support

18 to 18

1 0.25

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Special Education Support Services

Support Service Location Teacher FTE

Director of Pupil Personnel South Fayette Township School District, Pupil Services Center, 3660 Old Oakdale Road, McDonald, PA 15057

1

School Psychologist South Fayette Township School District, Pupil Services Center, 3660 Old Oakdale Road, McDonald, PA 15057

1

School Psychologist South Fayette Township School District, Pupil Services Center, 3660 Old Oakdale Road, McDonald, PA 15057

1

South Fayette Elementary School Guidance Counselor

South Fayette Elementary School, 3620 Old Oakdale Road, McDonald, PA 15057

1

South Fayette Middle School Guidance Counselor

South Fayette Middle School, 3700 Old Oakdale Road, McDonald, PA 15057

1

South Fayette Middle School Guidance Counselor

South Fayette Middle School, 3700 Old Oakdale Road, McDonald, PA 15057

1

South Fayette High School Guidance Counselor

South Fayette High School, 3640 Old Oakdale Road, McDonald, PA 15057

1

South Fayette High School Guidance Counselor

South Fayette High School, 3640 Old Oakdale Road, McDonald, PA 15057

1

South Fayette Intermediate Building Guidance Counselor

South Fayette Intermediate School, 1200 Lt. Will Way, McDonald, PA 15057

1

South Fayette Elementary School Nurse

South Fayette Elementary School, 3620 Old Oakdale Road, McDonald, PA 15057

1

South Fayette Intermediate School Nurse

South Fayette Intermediate School, 1200 Lt. Will Way, McDonald, PA 15057

1

South Fayette Middle School Nurse

South Fayette Middle School, 3700 Old Oakdale Road, McDonald, PA 15057

1

South Fayette High School Nurse

South Fayette High School, 3640 Old Oakdale Road, McDonald, PA 15057

1

Classroom Paraeducator (MD) South Fayette Elementary School, 3620 Old Oakdale Road, McDonald, PA 15057

1

Classroom Paraeducator (DG) South Fayette Elementary School, 3620 Old Oakdale Road,

1

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McDonald, PA 15057

Personal Care Paraeducator (SS)

South Fayette Elementary School, 3620 Old Oakdale Road, McDonald, PA 15057

1

Classroom Paraeducator (CS) South Fayette Intermediate School, 1200 Lt. Will Way, McDonald, PA 15057

1

Personal Care Paraeducator (AV)

South Fayette Intermediate School, 1200 Lt. Will Way, McDonald, PA 15057

1

Classroom Paraeducator (BH) South Fayette Intermediate School, 1200 Lt. Will Way, McDonald, PA 15057

1

Classroom Paraeducator (CB) South Fayette Intermediate School, 1200 Lt. Will Way, McDonald, PA 15057

1

Personal Care Paraeducator (ST)

South Fayette Intermediate School, 1220 Lt Will Way, McDonald, PA 15057

1

Classroom Paraeducator (ME)

South Fayette Intermediate School, 1200 Lt. Will Way, McDonald, PA 15057

1

Classroom Paraeducator (JF) South Fayette Middle School, 3700 Old Oakdale Road, McDonald, PA 15057

1

Classroom Paraeducator (KF) South Fayette Middle School, 3700 Old Oakdale Road, McDonald, PA 15057

1

Classroom Paraeducator (JL) South Fayette Middle School, 3700 Old Oakdale Road, McDonald, PA 15057

1

Classroom Paraeducator (LL) South Fayette Middle School, 3700 Old Oakdale Road, McDonald, PA 15057

1

Classroom Paraeducator (MW) South Fayette Middle School, 3700 Old Oakdale Road, McDonald, PA 15057

1

Classroom Paraeducator (BB) South Fayette High School, 3640 Old Oakdale Road, McDonald, PA 15057

1

Classroom Paraeducator (MK) South Fayette High School- 3640 Old Oakdale Road, McDonald, PA 15057

1

Classroom Paraeducator (HC) South Fayette High School-3640 Old Oakdale Road McDonald, PA 15057

1

Classroom Paraeducator (TC) South Fayette High School-3640 Old Oakdale Road McDonald, PA 15057

1

Personal Care Paraeducator South Fayette High 1

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(NI) School-3640 Old Oakdale Road McDonald, PA 15057

Classroom Paraeducator (CM) South Fayette High School-3640 Old Oakdale Road McDonald, PA 15057

1

Classroom Paraeducator (WP) South Fayette High School-3640 Old Oakdale Road McDonald, PA 15057

1

Classroom Paraeducator (BB) South Fayette High School-3640 Old Oakdale Road McDonald, PA 15057

1

Personal Care Paraeducator (LW)

South Fayette High School-3640 Old Oakdale Road McDonald, PA 15057

1

Special Education Contracted Services

Special Education Contracted Services

Operator Amt of Time per Week

AIU Occupational Therapist Intermediate Unit 2 Days

AIU Physical Therapist Intermediate Unit 1 Days

Educational Consultant from the Watson Institute

Outside Contractor 4 Hours

AIU School Psychologist Intermediate Unit 3 Hours

AIU Orientation and Mobility Specialist

Intermediate Unit 30 Minutes

Community Based Instruction from the Watson Institute

Outside Contractor 2 Days

Travel Training Intermediate Unit 30 Minutes

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District Level Plan

Special Education Personnel Development

Autism Description Previous professional development opportunities have been provided to the South Fayette Township School District in the

area of Autism over the past three academic school years. The following staff development opportunities are as follows:

2011-2012

Date Time Topic/Title

August 23, 2011 1.5 hours Autism/Aspergers

October 21, 2011 8:00am-2:40pm Supports for Students with Autism

March 23, 2012 8am-10am Vizzle Webinar

April 10, 2012 1 hour Autism Library Presentation

April 27, 2012 2 hours Tools for Autism

2012-2013

Date Time Topic/Title

August 14, 2012 2pm-2:30pm Aspergers/ADHD Training

August 15, 2012 1pm-2:30pm Vizzle Training

October 26, 2012 2 hours Autism and Positive Behavior Support

November 6, 2012 7:30am-8:15am Autism and Prompting Strategies

January 15, 2013 8:30am-3:15pm Autism Team Training

December 13, 2012 8:30am-3:30am Autism Training

April 8, 2013 7:30am-8am Building Autism Awareness

2013-2014

Date Time Topic/Title

September 5, 2013 2:10pm-2:40pm Autism/ADHD

October 15, 2013 1 hour Autism Training for Bus Drivers

December 18, 2013 7:15am-9:15am Aspergers Syndrome Training

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January 14, 2013 7:15am-8am Paraeducator Training on Autism Student

January 16, 2013 2:10pm-2:40pm Teacher Consultation Student with Autism

Staff development opportunities in the area of autism will continue to be provided to staff from the South Fayette

Township School District. Staff members will be provided with presentation materials, resources, and handouts from the

presentations. Staff are also required to sign an attendance sheet indicating that they attended the presentation/workshop.

Person

Responsible

Dr. Nanci Sullivan, Director of Pupil Services

Start Date 8/14/2014

End Date 9/16/2014

Program

Area(s)

Special Education, Student Services

Professional Development Details

Hours Per Session 2.0

# of Sessions 3

# of Participants Per

Session

20

Provider Professionals from the Allegheny Intermediate Unit (AIU3), PaTTAN

consultants, educational consultant from the Watson Institute, and various

professionals from community agencies that work with families and

students diagnosed with autism

Provider Type School Entity

PDE Approved Yes

Knowledge Gain Staff will have the opportunity to gain knowledge and an

understanding regarding behavioral and academic intervention strategies,

and resources will be available to support students diagnosed with autism.

Research & Best Practices

Base

Staff will be provided with evidenced and researched based interventions

and instructional strategies to assist students diagnosed with autism.

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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 Series of Workshops

School Whole Group Presentation

Live Webinar

Department Focused Presentation Offsite Conferences

Participant Roles Classroom teachers

Principals / Asst. Principals School counselors

Paraprofessional

Classified Personnel

New Staff

Other educational specialists

Related Service Personnel

Grade Levels Elementary - Primary (preK - grade 1)

Elementary - Intermediate (grades 2-5)

Middle (grades 6-8)

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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

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

Review of written reports summarizing instructional activity

Behavior Support Description The South Fayette Township School District has provided staff with the following opportunities for professional

development in the area of positive behavior support over the past three academic school years. Listed below are the

various titles/dates of the presentations delivered to staff for the 2011-2012, 2012-2013, and 2013-2014 academic school

years as they relate to positive behavior support:

2011-2012

October 6, 2011 1:00pm-3:00pm Positive Behavior Support at Home

October 21, 2011 8am-10am Positive Behavior Support

October 17, 2011 7:45am-9am Mental Health II – Positive Behavior Support

October 28, 2011 9am-3pm CPI

December 7, 2011 9am-3pm CPI

2012-2013

October 26, 2012 2 hours Autism and Positive Behavior Support

April 26, 2013 2 hours Defusing Potential Problem Behaviors

May 3, 2013 9am-3pm CPI

May 6, 2013 9am-3pm CPI

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2013-2014

August 15, 2013 8am-2:30pm Mandated Report Procedures / Positive Behavior

September 5, 2013 7:30am-8am ADHD/Attention Behavior

August 29, 2013 1 hour Positive Behavior Training / Marcia Laus

October 14, 2013 8am-3:30pm CPI Training

October 25, 2013 8am-10am Universal Design for Learning

November 25, 2013 7:45am-8:45am PASA Learning Support w/Functional Skills

November 25, 2013 8:30am-10:30am CPI Training

January 1, 2014 1.5 hours Universal Design for Learning Day 2

March 11, 2014 .5 Positive Behavior Supports: Motivation / Middle, High and

Intermediate

March 18, 2014 .5 Positive Behavior Supports: Motivation / Elementary

Staff will continue to receive training in the area of positive behavioral supports throughout the duration of this special

education plan. Trainings/workshops will be documented and staff will sign attendance forms to indicate their participation

in these presentations. Staff will also be provided with access to materials, resources, and handouts as they relate to

positive behavior support within the school setting.

Person

Responsible

Dr. Nanci Sullivan, Director of Pupil Services

Start Date 8/14/2014

End Date 9/16/2017

Program

Area(s)

Special Education, Student Services

Professional Development Details

Hours Per Session 2.0

# of Sessions 3

# of Participants Per Session 25

Provider Allegheny Intermediate Unit (AIU3) Training and Consultation staff, school

district personnel (CPI trainers), training professionals from outside

community agencies

Provider Type School Entity

PDE Approved Yes

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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.

Instructs the leader in managing resources for effective results.

Training Format Series of Workshops School Whole Group Presentation

Live Webinar

Department Focused Presentation

Participant Roles Classroom teachers

Principals / Asst. Principals

School counselors

Paraprofessional

New Staff

Related Service Personnel

Grade Levels Elementary - Primary (preK - grade 1)

Elementary - Intermediate (grades 2-5)

Middle (grades 6-8)

High (grades 9-12)

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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

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

Review of written reports summarizing instructional activity

Paraprofessional Description South Fayette Township School District has approximately 23 special education

paraeducators in grades K-12 to serve as supports to students who are

identified as having a disability in both regular education and special education

settings. All of the SFTSD paraeducators and special education teachers are

considered "highly qualified". All special education paraeducators are also

certified annually in First Aid and CPR. All paraeducators also from the time

they are hired have two years to complete their PDE Paraeducator Competency

Credential if their two-year or four-year degree is not in the field of education.

By completing the 10 online special education modules specific for special

education paraeducators provided by PaTTAN, they are exposed to special

education terminology, confidentiality, understanding various disabilities,

academic and behavioral strategies, etc. Also, the South Fayette Township

School District has contracted with the Master Teacher “Paraeducator PD

Now” training resource that has over 135 research-based courses online that

are self-paced and available 24/7. Each course takes approximately 40-60

minutes to complete. The courses are aligned to the Council for Exceptional

Children’s standards for paraeducators and each course ends with a

10-question assessment that is automatically graded. Once paraeducators

have passed the assessment aligned to a module, they receive a certificate that

is turned into the Pupil Services Department and the assistant superintendent's

department to track their annual 20-hours per year to remain highly

qualified. Each paraeducator may select their course based on his/her

individual needs. Paraeducators may also attain their 20-hours of professional

development through our district's in-house professional development session

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throughout the year, Allegheny Intermediate Unit, PaATTAN, Autism Speaks

webinars, etc.

Person Responsible Dr. Nanci Sullivan, Director of Pupil Services

Start Date 8/14/2014

End Date 9/16/2017

Program Area(s) Professional Education, Special Education

Professional Development Details

Hours Per Session 2.0

# of Sessions 3

# of Participants Per Session 20

Provider Master Teacher “Paraeducator PD Now”, PaTTAN, Allegheny Intermediate

Unit (AIU3), various community agencies, and in district staff

development sessions

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.

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.

Instructs the leader in managing resources for effective results.

Training Format Series of Workshops

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Live Webinar

Participant Roles Paraprofessional

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

Peer-to-peer lesson discussion

Evaluation Methods Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.

Reading NCLB #1 Description The South Fayette Township School District staff (K-5) have been provided with

staff development opportunities as they relate to Reading. The following

dates/concepts have been covered over the past four school years as they

relate to the subject content area of Reading:

2010-2011

Review and analyze District Reading Data – August 18, 2010

Child Study Team and Assessment Training – October 18, 2010

Group Language Curriculum Writing – December 20, 2010

Group Language Curriculum – January 24, 2011 and February 7, 2011

Think Aloud and Student Comprehension Process & Implementation –

April 29, 2011

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2011-2012

Differentiation and Co-Teaching – August 18,2011

Learning to Think and Thinking to Learn – October 10, 2011

Understanding by Design – November 11, 2011

ESL Reading Strategies – January 18, 2012

2012-2013

Review and Analyze District Reading Data – August 15, 2012

Curriculum Mapping Language Arts Curriculum – once a month on 2

hour delay days

2013-2014

Understanding by Design – four trainings during hte school year bt the

AIU staff, Elementary Principal, and Director of Pupil Personnel with

the elementary staff once a month on 2 hour delay days

For the next three academic school years, the focus of staff development as it

relates to reading will include analyzing and implementing the Pennsylvania

Common Core ELA Standards. Implementation of the Universal Design of

Learning will continue to be a focus to help meet the individual needs of

students. Staff will be provided with materials, resources, and information as it

pertains to Reading. Staff will be required to sign off that they are in

attendance at these staff development sessions.

Person Responsible Laurie Gray

Start Date 8/14/2014

End Date 9/16/2017

Program Area(s) Professional Education, Teacher Induction, Special Education, Educational

Technology

Professional Development Details

Hours Per Session 2.0

# of Sessions 3

# of Participants Per Session 20

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Provider South Fayette Township School District Teachers, Reading Achievement

Center through the Allegheny Intermediate Unit (AIU3)

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.

Training Format LEA Whole Group Presentation Series of Workshops

School Whole Group Presentation

Department Focused Presentation

Professional Learning Communities

Offsite Conferences

Participant Roles Classroom teachers

Principals / Asst. Principals

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New Staff

Grade Levels Elementary - Primary (preK - grade 1)

Elementary - Intermediate (grades 2-5)

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

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

Classroom student assessment data

Review of participant lesson plans

Transition Description For the 2012-2013 and 2013-2014 academic school years, students of

transition aged students (specifically juniors and seniors) have had the

opportunity to apply and participate in the Young Leaders Academy (YLA),

which is a program that was developed by the SFSD career coordinator, SFSD

transition coordinator, transition coordinator from a neighboring school

district, and representatives from UPMC in the summer of 2012. The YLA

focuses on building job/career readiness skills as well as interpersonal skills of

students in special education who have goals related to competitive

employment identified in their IEPs. Sessions focused on the following: team

building, career exploration and research, resume building, networking, college

and programming selection, dressing for success, interviewing, job shadowing,

social media and its impact on employment and education, and budgeting. To

conclude the academy for the year, the students were recognized and honored

at a graduation ceremony. The YLA Program “School to Business Partnerships:

A Win Win for All” was presented at the PA Conference on Transition in the

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summer of 2013.

The South Fayette Township School District continues to provide transition

related opportunities as services and activities to support goals as they relate

to post secondary education, employment, and independent living. The South

Fayette High School has worked in conjunction with a neighboring school

district (Chartiers Valley High School) over the past four years to host a

Transition Fair for students, staff, and parents. The SFSD administrative staff,

including the Director and Assistant Director of Pupil Services, and Transition

Coordinator, have been in attendance at these transition events. Transition

fairs have served to provide resources for attendees, as well as hosting guest

speakers from various colleges and agencies that work with students with

disabilities in education and community settings. Guest speakers have

included: Dr. Christina Sampson, from Bethany College, who presented on Self

Advocacy and the Transition to College, and Ms. Valerie Strosser, from UPMC,

who presented on Skills Needed for Employment.

Students (Juniors and Seniors) from the South Fayette High School also have

the opportunity to participate in the annual disABILITY Mentoring Day.

Students from the South Fayette High School have participated in this event

and have been assigned to sites such as, UPMC, Achieva, Hyatt Regency Hotels,

Bender Corporation, and Lanxess over the past few years.

Students have also had the opportunity to participate in Mock Interview

events and the College Fair and More that is hosted at the Allegheny

Intermediate Unit as well as the Pennsylvania Youth Leadership Network

(PYLN), which is held at PATTAN.

Current Staff Development

During the 2013-2014 school year, the South Fayette School District

participated in the Effective Practices for Secondary Transition training series

as part of Cohort #1. Participants included the director of pupil services, middle

and high school principals, school psychologists, transition coordinator, middle

and high school guidance counselors, speech and language clinician of

transition aged students, and high school and middle school learning support

teachers. This training series was facilitated by the AIU3 and PATTAN.

Administration attended the initial training held at PATTAN on October 1st

2013 and a follow up session on November 26th 2013. The EPST training series

for staff has been a three part series, targeting the following components of

transition planning: Assessment and Present Education Levels (12/17/13),

Transition Grid and Aligning the IEP (1/16/14), and Measureable Annual Goals

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(2/18/14). Prior to the start of these trainings, all special education teachers of

transition aged students had submitted an IEP of a student on their roster to

be reviewed by staff from PATTAN and the AIU3. A meeting was held with

SFTSD administration on November 26th. 2013 to discuss the IEP review and

complete a survey/interview. Following the three EPST trainings, the teachers

will re-submit an IEP of a transition aged student for a post review. PATTAN

and AIU consultants have scheduled a follow up meeting with SFTSD

administration to review the IEPs and feedback on April 22, 2014. Special and

General Education Administrators will review the results of the training and

technical assistance as well as participate in a Discussion and Analysis of

2013-2014 EPST Cohort #1 Webinar from 9am-11am on May 1, 2014. The

EPST Cohort #1 has requested that a refresher training be set up during the

2014-2015 school year with the trainees to address transition planning in IEPs

Data from the South Fayette Township School District Post School Outcomes

Survey

For the 2009-2010 academic school year, the South Fayette Township School

District participated in the Pennsylvania Post School Outcomes Survey (PAPOS)

and results were reported in the previously submitted Special Education Plan

for the district.

The South Fayette Township School District has developed and distributed its

own Post School Outcomes Survey for students a year out from graduation.

Contact was attempted three times (either via mail, email, phone, or in person)

to complete the survey.

For students who graduated in 2011, four of the fourteen identified were able

to be contacted and interviewed (29%). Bulleted information is provided on

the 2011 students who were able to be interviewed:

Student 1-not enrolled in educational programming, is not employed,

did have a job within 3 months of graduating, is living independently,

and drives

Student 2- is enrolled (full time) in educational programming, has a full

time job, worked during high school, lives on campus, and drives

Student 3- is enrolled (part-time) in educational programming, has a

full time job, worked during high school, lives with parents, and drives

Student 4- is enrolled in an adult training program, participated in

community based instruction during high school, lives with parents,

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and gets rides from friends, and family

For students who graduated in 2012, four of the thirteen students identified

were able to be contacted and interviewed (31%). Bulleted information is

provided on the 2012 students who were able to be interviewed:

Student 1- enrolled (part time) in educational programming, has a full

time job, obtained employment within 3-6 months after graduating,

lives with parents, gets rides from family and friends

Student 2- enrolled (full time) in educational programming, has a part

time job, obtained employment 8 months after graduating, lives on

campus, and gets rides from family and friends

Student 3- enrolled (full time) in educational programming, has a part

time job, worked during high school, lives on campus, and drives

Student 4-enrolled (full time) in educational programming, has a full

time job, obtained employment less than 6 months after graduation,

lives with parents and drives

The South Fayette Township School District is part of Cohort #4 for the

2013-2014 Pennsylvania Post School Outcomes Survey (PAPOS) and will be

conducting Exit Surveys for students who leave or projected to leave between

September 2013 and June 2014. During the 2014-2015 school year, the same

“leaver” students will participate in a follow up survey after a year out of high

school (Post School Survey).

Future Staff Development:

Fall 2014: Effective Practices for Secondary Transition refresher course

for special education teachers facilitated by trainers from the AIU3 and

PATTAN

Fall 2015: The South Fayette Township School District will host/co-host

a transition fair for all staff, students, and parents. The Transition fair

will consist of various educational and community agencies as well as a

guest speaker to address a transition related topic.

Fall 2016: Webinar to be offered to staff regarding transition (through

the AUI3 and/or PATTAN)-topic dependent on the needs of the district.

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Person Responsible Conchetta Bell

Start Date 8/14/2014

End Date 9/16/2017

Program Area(s) Special Education

Professional Development Details

Hours Per Session 2.0

# of Sessions 3

# of Participants Per Session 15

Provider Allegheny Intermediate Unit/Pennsylvania Training and Technical

Assistance Network

Provider Type IU

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.

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 Series of Workshops

Department Focused Presentation

108

Professional Learning Communities

Participant Roles Classroom teachers

Principals / Asst. Principals

School counselors

New Staff

Other educational specialists

Related Service Personnel

Parents

Grade Levels 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

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 written reports summarizing instructional activity

Review of transition plans as part of the Effective Practices for Secondary Transition (EPST) training series and refresher course offered to teachers in the Fall of 2014.

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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 non-academic 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.

No signature has been provided

Board President

No signature has been provided

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Chief School Administrator