Special Education Plan Report - HTSD
Transcript of Special Education Plan Report - HTSD
HamptonTownshipSD
SpecialEducationPlanReport
07/01/2018‐06/30/2021
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DistrictProfile
Demographics
4591SchoolDrAllisonPark,PA15101(412)492‐6302Superintendent:MichaelLougheadDirectorofSpecialEducation:Dr.MoniqueMawhinney
PlanningCommitteeName Role
MargueriteImbarlina Administrator:ProfessionalEducationSpecialEducation
DevonByrne HighSchoolTeacher‐RegularEducation:ProfessionalEducationSpecialEducation
AmyFaith HighSchoolTeacher‐SpecialEducation:ProfessionalEducationSpecialEducation
DoriOrtman Parent:SpecialEducationMoniqueMawhinney StudentServicesDirector/Specialist:
ProfessionalEducationSpecialEducation
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CoreFoundations
SpecialEducation
SpecialEducationStudentsTotalstudentsidentified:206
IdentificationMethod
IdentifytheDistrict'smethodforidentifyingstudentswithspecificlearningdisabilities.
TheHamptonSchoolDistrictutilizestheDiscrepancyModel,oraprocessthatexamineswhetherachildexhibitsapatternofstrengthsandweaknessesrelativetointellectualabilityasdefinedbyaseverediscrepancybetweenabilityandachievement,orrelativetoageorgrade.Alinearregressionapproach,examiningthestandarderrorofestimates,isutilizedtodetermineifastatisticallysignificantdifferenceexistsbetweenthemeasuredcognitiveabilityandperformanceonnorm‐referencedassessmentsofacademicachievement.Additionally,theinclusionaryandexclusionarycriteriasetforthbytheDepartmentofEducationareexaminedinthedeterminationoftheexistenceofaspecificlearningdisability.
Enrollment
ReviewtheEnrollmentDifferenceStatus.Ifnecessary,describehowyourdistrictplanstoaddressanysignificantdisproportionalities.
ThedataispubliclyavailableviathePennDatawebsite.Youcanviewyourmostrecentreport.Thelinkis:https://penndata.hbg.psu.edu/PublicReporting/DataataGlance/tabid/2523/Default.aspx
ThemostrecentdataavailablefromthePennDatawebsiteisfromthe2012‐2013schoolyear.Sincethattime,manyoftheLEApercentageshavedecreasedorincreasedinordertobetteralignwiththestate'spercentages.AccordingtoPennDatadata,thedistrictisabovethestateaverageintheareasofAutism(13%vs.8.6%)andSpeechandLanguageImpairment27.5%vs.16%).MoreandmorechildrenarebeingidentifiedbyoutsideprofessionalsasachildwithAutism.ThisincreaseisnotuniquetoHamptonTownshipSchoolDistrict,butmoreofanissuewherestudentsarebeingoverdiagnosedwiththedisability.Regardlessoftheirdiagnosis,theIEPteamsworkdiligentlytodesignIEPsandprogramsthatwillmeetthechild'sneedsandpromotesuccessforthemintheLRE.Thedistricthasconsistentlybeenabovethestate'saverageinspeechandlanguage.However,themostcurrentdatafromHamptonTownshipSchoolDistrict'sSpecialEducationdepartment(2014‐
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2015)showsasignificantdecreaseinthenumberofstudentsdiagnosedwithaspeechandlanguageimpairmentwhorequirespecialeducationservices.Thedistricthasmadeasolidefforttobetteralignthepercentageofspeech&languageimpairmentstothestatepercentage.Speechtherapistshavereceivedongoingprofessionaldevelopmentinordertobettermeettheneedsofthestudentswhorequirespeechandlanguageservicesandassurestudentsarenotbeingoveridentified.ThetherapistsareprovidingRtIIservicesinordertobeproactiveinaddressingissues,suchasarticulation,forstudentsinprimarygrades.Thisproactiveapproachhasbeensuccessfulinaddressingthestudent'sneedswithouttheneedforanofficialspeechevaluation.Theirneedsarebeingmetintheregulareducationsettingwithouttheneedforspeciallydesignedinstruction.ThePennDatashowsthedistrictisbelowthestatepercentagesintheareasofIntellectualDisability(4.6%vs.7.1%),OtherHealthImpairment(8.8%vs.11.2%)andSpecificLearningDisability(32.4%vs.45.4%).Again,itisimportanttonotethatthedataavailableviaPennDataarealmosttwoyearsold.Thesepercentagesarenotaresultofunderidentificationonthedistrict'spart.Overall,thedistrictisuniqueinthatitisonlyonetownshipandfairlysmallincomparisontootherschooldistrictsinthestate.ConsistentlyHamptonhasbeenbelowthestateaverageinalloftheseareas,specificallytheIntellectualDisabilityandOtherHealthImpairmentcategories.ThedistrictconsistentlyfollowsChildFindobligationsandconductsappropriateevaluations.Thedistricthonorsallparentrequestedevaluationsandrecommendedevaluationsfromdistrictpersonnel.Thediscrepancymodelforidentificationisfollowedwithfidelityinordertodeterminequalificationforspecialeducationservices.
Non‐ResidentStudentsOversight
1. HowdoestheDistrictmeetitsobligationunderSection1306ofthePublicSchoolCodeasthehostDistrictateachlocation?
2. HowdoestheDistrictensurethatstudentsarereceivingafreeappropriatepubliceducation(FAPE)intheleastrestrictiveenvironment(LRE)?
3. WhatproblemsorbarriersexistwhichlimittheDistrict'sabilitytomeetitsobligationsunderSection1306ofthePublicSchoolCode?
Currentlynofacilitiesresideinthedistrictthateducatenon‐residentstudents.However,ifafacilitywouldresideinthedistrict,andanonresidentstudentwouldattendthatfacility,theappropriateactionswouldbetakentoassurethestudentreceivedtheappropriatespecialeducationservicesandeducationintheleastrestrictiveenvironment.ThedistrictwouldseekassistancefromtheAlleghenyIntermediateUnit,ifnecessary,inordertoassureasmoothtransitionwasmadeandaFreeAppropriatePublicEducation(FAPE)wasaffordedtothechildwithadisability.Thedistrictwouldworkcollaborativelywithanyagenciesinvolvedaswell.
IncarceratedStudentsOversight
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DescribethesystemofoversighttheDistrictwouldimplementtoensurethatallincarceratedstudentswhomaybeeligibleforspecialeducationarelocated,identified,evaluatedandwhendeemedeligible,areofferedafreeappropriatepubliceducation(FAPE).
Currently,noadultcorrectionalfacilitiesresideinthedistrict.However,uponnotificationthatanadultcorrectionalfacilityexistsinthedistrict,anystudentwhoisincarceratedwhomaybeeligibleforspecialeducationwillbelocated,identified,evaluatedand,ifdeemedeligible,willbeofferedafreeappropriatepubliceducation(FAPE).Ifnecessary,thedistrictwillcontractappropriateservicesthroughtheAlleghenyIntermediateUnittoassurethestudentreceivesFAPE.
LeastRestrictiveEnvironment
1. DescribetheDistrictprocedures,whichensurethat,tothemaximumextentappropriate,childrenwithdisabilities,includingthoseinprivateinstitutions,areeducatedwithnon‐disabledchildren,andthatremovalfromtheregulareducationenvironmentonlyoccurswheneducationinthatsettingwithsupplementaryaidsandservices,cannotbeachievedsatisfactorily.
2. DescribehowtheDistrictisreplicatingsuccessfulprograms,evidence‐basedmodels,andotherPDEsponsoredinitiativestoenhanceorexpandthecontinuumofsupports/servicesandeducationplacementoptionsavailablewithintheDistricttosupportstudentswithdisabilitiesaccessthegeneraleducationcurriculumintheleastrestrictiveenvironment(LRE).(ProvideinformationdescribingthemannerinwhichtheDistrictutilizessite‐basedtraining,consultationandtechnicalassistanceopportunitiesavailablethroughPDE/PaTTAN,orotherpublicorprivateagencies.)
3. RefertoanddiscusstheSPPtargetsandthedistrict'spercentagesintheIndicator5section‐EducationalEnvironments.AlsodiscussthenumberofstudentsplacedoutofthedistrictandhowthoseplacementsweredeterminedtoassurethatLRErequirementsaremet.
#1.TheDistrictmakeseveryattempttoincludestudentswithdisabilitiesintheregulareducationclassroomwithsupplementaryaidsandservices.Allspecialeducationteachersinthedistricthaveearned"highlyqualified"status.Co‐teachinghasbeenimplementedacrossallgradelevelsinthedistrict.Thisisaconceptinwhichthespecialeducationteacherpushesintotheregulareducationclass.Boththeacademicsubjectteacherandspecialeducationteacherworktogethertoprovideinstructionintheregulareducationclassroomtoallstudents.Thedistrictsecuredtheservicesofaconsultingfirmtoprovideon‐siteprofessionaldevelopmenttoallfacultyK‐12involvedinco‐teaching.Theconsultingfirmprovideson‐siteprofessionaldevelopmentonanasneededbasisandworksdirectlywithco‐teachersandadministratorsattheelementary,middleandhighschoollevels.Thedistrictsecuredthisfirm'sservicesforthepastseveralyearsinordertoprovidethefacultyongoingprofessionaldevelopment.Currently,thehighschoolprovidesInclusionforallstudentswithIEPsintheregulareducationsetting.Manyoftheclassesaredesignedasco‐taughtclassesinordertoensuremaximumintegrationintheregulareducationclassroomforourstudentswithdisabilities.Thelearning
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supportteachersatthehighschoolprovideadditionalinstructioninordertoaddressskillsdeficits,alongwithprovidingback‐upsupportonapulloutbasis(duringastudent'sstudyhall)toprovideextrasupportwithstudents'academicwork.Thishappenswhentheyarenotsharinginstructionintheco‐taughtclasses.Theemotionalsupportteacherco‐teachesinseveralclassesandalsoprovidesdirectinstructionforthosestudentswhoneedone‐oneorsmallgroupinstruction.Theemotionalsupportteacheralsoprovidesback‐upsupportforthosestudentsincludedintheregulareducationclassroom.StudentsatthehighschoollevelwhoarepartofthelifeskillsprogramareincludedinregulareducationclassesasdecideduponbytheIEPteam.Allstudentswithdisabilitiesparticipateintheregulareducationclassroomforelectivecourses.Aswithallstudentswithdisabilities,LREisdecidedbytheIEPteams.TheIEPteamalwaysconsiderstheregulareducationclassroomwithsupplementaryaidsandservicesfirstbeforemovingtowardamorerestrictiveenvironment.Themiddleschoolprovidesco‐taughtclassestothemajorityofourstudentswithdisabilities.Eachgradelevelhasastructuredstudyhallperiodinwhichstudentswithdisabilitiesgotothelearningsupportclassroomtoreceiveadditionalinstructioninordertoaddressskilldeficits,andreceiveback‐upsupportwithacademicworkfromtheirspecialeducationteachers.Onlythosestudentswho'sIEPdeterminestheyneedamorerestrictivelearningenvironmentreceivedirectinstructioninthelearningsupportclassroomfromthespecialeducationteacher.Themajorityofstudents,regardlessoftheirdisability,willreceiveinstructionintheregulareducationsettingintheco‐taughtclassesasdescribedinthefirstparagraph.Allstudentswithdisabilitiesparticipateintheregulareducationsettingforelectivecourses,aswellasscienceandsocialstudies.Theelementaryprogramfocusesontheleastrestrictiveenvironmentforstudentswithdisabilities.Co‐teachingisimplementedatcertaingradelevelsinordertoprovideadditionalsupportforstudentswithdisabilities.Intenseprofessionaldevelopmentwasprovidedtoallfacultypriortoimplementingco‐teaching.Thoseteachersinvolvedinco‐teachingreceiveprofessionaldevelopmentasneededfromtheconsultingfirmhiredbythedistrict.Inadditiontoco‐teaching,thedistrict'selementaryspecialeducationprogramoffersapulloutmodelforanystudentwho'sIEPdeterminesdirectinstructionisneededinmathorlanguagearts.Otherthanthesetwoacademicsubjects,studentsarefullyincludedintheregulareducationclasswithsupportfromthespecialeducationteacher.BoththeregularandspecialeducationteachersworkcloselytogethertomaintainIEPgoalsandprovidesupplementaryaidsandservices,alongwithappropriatemodificationsandadaptationsinordertoprovideFAPE.Thedistrictemploys28specialeducationparaprofessionalswhoprovideone‐on‐oneorsmallgroupsupporttoourstudentswithdisabilities.TheIEPteamdeterminesifachildneedsparaprofessionalsupportinordertoaccesstheregulareducationsetting.Inadditiontoindividualstudentparaprofessionalsupport,allofthespecialeducationclassroomshaveaparaprofessionalavailabletoprovidereteachingandassistancetostudentswithdisabilities.Manyofthedistrict'sparaprofessionalsprovidesupportintheregulareducationclassroomstoseveralstudentswithdisabilitiesinordertomaximizeinclusion.Allofthedistrict'sspecialeducationparaprofessionalsreceiveprofessionaldevelopmentonprofessionaleducationdays.TheAIU,PaTTanandotherconsultingfirmsareusedtoprovidethistraining.Inadditiontotrainingandworkshops,theparaprofessionalscompletedanonlineprogramcalledParaeducator.netthatallowedthemtocompletecoursesthatwereapplicabletotheirwork.
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Theywererequiredtocompleteanassessmentattheendofeachcoursethatguaranteedmasteryoftheconcepts.Allparaprofessionalsarerequiredtomaintainaportfoliothatincludesvarioussamplesofhowtheycontinuetoenhancetheirknowledgeofspecialeducation.Thisportfolioisayearlyrequirementinwhichtheparaprofessionalmaybeaskedtoshowduringanevaluationmeetingordifferentvenue.Districtspecialeducationparaprofessionalshaveearnedhighlyqualifiedstatusandthiscontinuestobeapriorityduringthehiringprocess.#2.Thedistrictprovidesongoingprofessionaldevelopmenttoalladministratorsandspecialeducationteachersinordertoenhanceitscontinuumofsupports,servicesandeducationalplacementoptions.Allteachersarerequiredtouseresearch‐basedinstructionwhenworkingwithstudentswithdisabilities.TheDirectorofPupilServicesworkscloselywiththeschoolpsychologistandcurriculumdirectortoassureevidence‐basedmodelsofinstructionareimplementedacrossthedistrictinordertoexpandthecontinuumofsupportsandservices.Regardlessofwherethestudentisreceivinginstruction,researched‐basedcurriculummaterialsareusedconsistentlyacrossthedistrictandallteachersprovidingtheinstructionreceivetrainingonhowtoimplementthecurriculumwithfidelity.SomeoftheresourcesusedforstudentswithdisabilitieswhorequireamorespecializedinstructionincludeEarobics,SondaySystem,WilsonReading,StudyIslandandRAZKids.ThespecialeducationteacherscompletedtrainingfortheRtIIteamsonhowtousethesealternativeresourcesforthosestudentsmovingthroughthethreetiersofRtII.ThedistrictconsultswithexpertsfromPaTTanandtheAIUonanongoingbasisinordertoreplicateprogramsthathaveproventobesuccessfulthroughresearch.Consultantsfromtheseagenciesprovidesite‐basedtrainingonprofessionaleducationdays,viaIEPteams,orasneededthroughouttheschoolyearinordertocontinuetoenhanceourinclusiveprogrammingforstudentswithdisabilities.Inaddition,thedistrictsecuredtheservicesofKeystoneConsulting,Inc.forthepastseveralyearstoprovideongoingprofessionaldevelopmentintheareaofco‐teachingforourfacultyK‐12inordertomaximizeLREforstudentswithdisabilities.Simultaneously,thedistrictalsosecuredtheservicesofanationallyrenownedexpert,Ms.FrannyMcAleer,toprovideprofessionaldevelopmentintheareaofdifferentiatedinstructiontoourfacultyK‐12.Thedistrictprovidedatrainthetrainer’smodelinwhichMs.McAleerprovidedintenseinstructiontofiveteamsthatconsistedofteachers,administrators,andotherkeyfacultymembers.TheexpectationisfortheseteamstoprovideongoingsupportindifferentiatedInstructiontotheircolleaguesastheycontinuetoenhanceinstructionforallstudents,includingthosewithdisabilities.Theco‐teachinganddifferentiatedinstructioninitiativeshaveexpandedthedistrict'sinclusionprogramandcontinuumofsupportsandservices.TheyhavebeeninstrumentalinaddressingLREforstudentswithdisabilitiesandopeningupopportunitiesforparticipationintheregulareducationclassroom.Yearlytrainingisprovidedtonewfacultysothattheycancontinuetoprovidetheappropriateinstruction,adaptationsandmodificationstoourstudentswithdisabilities.Thedistrictprovidesseveraloptionsfortrainingopportunitiesforallfaculty,includingparaprofessionals.Onsitetrainingforallfacultytakesplaceonprofessionaleducationdays.PaTTanandAIUtrainingopportunitiesareofferedtothefacultyandadministrationencouragesparticipation.Manytimes,specificteachersarerequiredtoattendtrainingthatrelatestotheirpositions.Substitutesandreleasetimeareprovidedifnecessary.Conferencesandworkshopsat
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otherfacilitiesandagenciesarehonoredifappropriate.Onlinecoursesandwebinarsarebecomingmoreandmorepopularastechnologyenhances.PaTTanoffersstreamingvideosofconferencesthatadministrationandfacultytakeadvantageofregularly.HamptonTownshipSchoolDistricthasalwaysbeenabigproponentofinclusivesettingsforstudentswithdisabilities.Thegoalhasalwaysbeentoeducateourstudentsintheschoolsetting,specificallytheregulareducationclassroom.Studentswithdisabilitiesareencouragedtobeasindependentaspossibleinallschoolactivities,includingtransitions,extra‐curricularactivities,lunch,recess,andclassroominstruction.Thedistrictwillprovidetheappropriatesupportstopromoteindependence.Hamptonmaintainseffectiveinstructionalpracticesbyprovidingexplicit,data‐based,systematicinstructionforlearning.IEPgoalsarestandards‐basedandageappropriate.InstructionisadaptedtomeettheindividualneedsofthestudentasdescribedintheIEP.Thedistrictprovidestherequiredcontinuumofsupportsandservicesforstudentswithdisabilitiesthataredesignedtoprovidearichsupplyofdiverseprogramsthatsupportsoundinclusivepractices.#3.Hampton'sgoalistoassurethatstudentswithdisabilitiesaremembersofdiverse,age‐appropriateregulareducationclassesintheirneighborhoodschoolwithsupplementaryaidsandservicesprovidedtosupportlearningandparticipation.Inallcases,theIEPteamsconsideranddeterminewhetherthereisaneedforinstructionoutsideoftheregulareducationsettingandforwhatportionoftheschoolday.EvidencethatthisprocessisfollowedconsistentlyatHamptonisnotedintheIndicator5Section‐EducationalEnvironmentintheSpecialEducationDataStateReport.AccordingtotheSPPtarget,Hamptonmetthetargetwith86.6%ofstudentswithdisabilitiesbeingeducatedinsidetheregulareducationclass80%ormore.Additionally,only8.9%ofstudentswereeducatedinsidetheregularclasslessthan40%ofthetime.Finally,only3.3%ofstudentsareeducatedinOtherSettings.Thesmallpercentagesofstudentswithdisabilitieseducatedintheregulareducationclass40%ofthetimeorinothersettingsprovethedistrict'songoingcommitmenttoeducatingstudentsintheLRE.Programandplacementdecisionsarebasedonstudentstrengthsandneeds.IEPteamsconsidertheregulareducationclassroomwithsupplementaryaidsandservicesbeforeconsideringamorerestrictiveenvironment.Districtadministrators,specialeducationteachers,regulareducationteachersandsupportpersonnelhavereceivedtrainingonLeastRestrictiveEnvironment(LRE)andareawareofthefederalandstaterequirements.HamptonTownshipSchoolDistrict'sIEPteamsfollowtheproperIEPsequencewhendeterminingeducationalplacementdecisions.ParentsareanintegralpartoftheIEPteamandareinstrumentalindecidingFAPEandLREfortheirchild.First,initialeligibilityisdecided.Second,theIEPteamdeterminesFAPEanddevelopstheIndividualizedEducationalProgram(IEP)forthestudent.IEPteamsmayusePennsylvania'sSupplementaryAidsandServices(SAS)toolkittodeterminewhetherFAPEcanbedeliveredintheregulareducationclassroom.AllspecialeducationteachersK‐12receivedtrainingfromAIUconsultantsonusingtheSAStoolkitinthefallof2009.IftheIEPteamsdeterminetheregulareducationclassroomappropriate,thensupplementaryaidsandservices,adaptationsand/oraccommodationswillbeestablished.TheIEPteamalsodeterminesifthestudentneedsaco‐taughtregulareducationclassroomsetting.
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IftheIEPteamdeterminesFAPEcannotbedeliveredintheregulareducationclassroom,thentheymovetothenextstepalongthecontinuumofplacementoptionstodeterminewhereFAPEcanbedelivered.Thenextsteponthecontinuumisdirectinstructionfromaspecialeducationteacherinthespecialeducationclassroomwithintheschoolsetting.AllspecialeducationteachersK‐12haveearned"highlyqualified"status.AlldirectinstructionforthosestudentswithdisabilitiesingradesK‐8takesplaceinthelearningsupportprogram.Directinstructionforthosestudentsingrades9‐12(highschool)takesplaceineitherthelearningsupport,emotionalsupportorlifeskillssupportprogramasindicatedinthestudent'sIEP.IEPteamsdeterminethelevelofdirectinstructionneededandforwhatacademicsubjects(math,readingand/orEnglish).Inaddition,IEPteamsdeterminethesupplementaryaidsandservices,adaptationsandmodificationsneededinthemorerestrictivelearningenvironments.IEPteamsareencouragedtofirstconsideritinerantservicesforallstudentsmovingalongthecontinuumofplacementoptionstoamorerestrictivesetting.Fromthere,ifitisdeterminedthatFAPEisrequiredinamorerestrictiveenvironment,thentheIEPteamwouldconsidersupplementalservices.AllspecialeducationteachersinthedistrictareidentifiedaseitherItinerantorSupplemental.Allstudentswithdisabilitiesarereceivingitinerantorsupplementalservices.NostudentswithdisabilitiesinthedistrictreceiveFull‐Timeservicesinspecialeducation.OnlyaftertheIEPteamshaveexhaustedalloftheresourcesthedistrictcanoffer(supplementaryaidsandservices,adaptationsandmodificationsinallplacements)andfollowedtheproperIEPprocessandcontinuumofplacementoptionsfordeterminingLREandFAPEforstudentswithdisabilities,isanoutsideplacementconsidered.IftheIEPteamdeterminesanoutsideplacementistheLREforastudentwithadisabilityinordertoreceiveFAPE,thenintenseplanningisdoneinordertofindtheappropriateplacementfacility.Parentsareanintegralpartofthedecision‐makingprocess.Todate,thedistricthaseightstudentsplacedinothersettingsasaresultofIEPteammembersdecidingthoseplacementsweretheLREforeachstudents.Theprocessdescribedabovewasfollowedwithfidelityinmakingthesedecisions.ItshouldbenotedthatsomeofthesestudentstransferredfromotherdistrictsorenteredkindergartenwiththeoutsideplacementsbeingtheirLRE.Asaresult,thedistricthonoredtheIEPprocessandplacementdeterminationconductedpriortothementeringHampton.TheschoolpsychologististhedistrictliaisonforallincomingDARTstudentsandthosestudentsattendingoutsideplacements.Heisfamiliarwitheachfacility,whetheritisanAPS,AIUCenter,privatefacilityorstateoperatedfacility.HeisknowledgeableofwhateachfacilityspecializesinandassuresthefacilityisabletoprovideFAPEforthestudent.Beforeastudentisplacedinanoutsideplacement,apre‐meetingandtourisarrangedwiththeparents,districtliaisonandmembersofthatfacility.Ifappropriate,thestudentwilltakepartintheteamplanningmeeting.TherearealsotimeswhenthespecialeducationteacherfromHamptonwillattendtheIEPteammeetinginordertoplanasolidtransitionandmakesurethestudent'sneedsarebeingaddressedintheoutsideplacement.StudentsinoutsideplacementswhoaregraduatingoragingoutreceiveaHamptonTownshipSchoolDistrictdiplomaandareinvitedtoattendHamptonTownshipSchoolDistrict'sgraduationceremony.
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BehaviorSupportServices
ProvideasummaryoftheDistrictpolicyonbehavioralsupportservicesincluding,butnotlimitedto,theschoolwidepositivebehaviorsupports(PBS).Describetrainingprovidedtostaffintheuseofpositivebehaviorsupports,de‐escalationtechniquesandresponsestobehaviorthatmayrequireimmediateintervention.IfthedistrictalsohasSchool‐BasedBehavioralHealthServices,pleasediscussit.
InadditiontotheHamptonTownshipSchoolDistrictBehavioralSupportpolicy,thereareseveralinitiativesinplacethataddressbehaviorissuesinaproactivemannerintheschools.Theelementaryandmiddleschoollevelshaveaschoolwidepositivebehaviorsupportssystemimplementedconsistentlyacrossallfourbuildings.TheResponsetoInstructionandInterventionprogramsattheelementaryandmiddleschoollevelsaddressstudentswhohavebothacademicandbehavioralneeds.AconsultantfromtheAIU3providedongoingprofessionaldevelopmentoverthepast2yearstoalladministratorsandfacultyK‐8inordertoimplementtheSWPBSandRtIIbehaviorsystems.Additionally,thedistricthasimplementedtheOlweusBullyingProgramK‐8asastructuredmethodforaddressingbullyinginaproactivemanneroverthepastseveralyears.Thehighschoolhasacommitteethatincludesparents,students,teachersandadministrators,thatmeetsperiodicallytoaddressbullyingandbehavioralissuesandcontinuouslyworkstoimprovethesystemsinplaceatthehighschoollevel.Thereisananonymousbullyingreportsysteminplaceatboththemiddleandhighschooltopromotethereportingofbullyinginasafemannerforstudents.UniquetothemiddleandhighschoollevelsistheChildStudyProcesswheretheDirectorofPupilServices,schoolpsychologist,principal,counselorsandteachersmeetmonthlytodiscussthosestudentswhoareexhibitingacademicorbehavioralissues.Variousmethodsofdataareusedtomakesounddecisions/plansforeachstudentinordertomeettheirneedspriortothembeingevaluatedforspecialeducation.ThedistricthasasolidSAPprograminplaceK‐12inwhicheachbuildinghasatrainedSAPteamthatmeetsweekly.ThedistrictcontractswithWesternPsychiatricInstituteandClinictoprovidealiaisonwhoispartofeachSAPteam.Thisliaisonconductsanyrecommendedmentalhealthordrugandalcoholassessments.Parentsareanintegralpartofthisprocessandareinformedandinvolvedintheirchild'sprogrammingfromtheonset.Finally,thedistricthasateamofvariouspersonnelineachofthefivebuildingsthatarecertifiedinComprehensiveCrisisManagement.Theseteamsareavailabletoaddressthosebehaviorsofstudentsthatrequireimmediateinterventionthatmayinvolvede‐escalationorthepossibleneedforrestraint.Everyyear,theseteamsreceiveupdatedtraininginordertokeeptheircertificationactivefromexpertsfromtheWesternPsychiatricInstituteandClinic.Onlythosecertifiedontheteamarepermittedtorestrainstudentsifnecessary.Eachbuildinghasasysteminplaceiftheneedshouldarise.thedistrictfollowstheproperguidelineswhenconductingrestraintsandifthechildisidentifiedasachildwithadisability,thentheproperIEPprotocolisfollowedaftertherestrainttakesplace.ForthosestudentswithIEPswhoexhibitbehavioralissues,theIEPteamfollowstheproperprocessforaddressingtheseconcerns.AformalorinformalFunctionalBehavioralAssessment(FBA)mayberecommendedinordertodesignanappropriateBehavioralSupportPlan(BSP)thatwillbettermeetthechild'sneeds.Allspecialeducationteachersandbuildingadministratorshavereceivedtraining
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onhowtoconduct,writeandimplementeffectiveFBAsandBSPs.Ifdisciplineisnecessaryforastudentwithadisability,theappropriatedisciplineprocessisfollowedaccordingtoIDEAandChapter14:SpecialEducationServicesofthePennsylvaniaSchoolCode.Allbuildingadministratorsreceiveongoingtrainingonissuesrelatedtodisciplineandspecialeducation.BelowistheHamptonTownshipSchoolDistrict'sBehavioralSupportPolicy:113.2. POSITIVE BEHAVIORAL SUPPORT TECHNIQUES The Hampton Township Board of School Directors must ensure that all District students are educated in settings free from restrictions or injuries caused by the challenging behaviors of other students. At the same time, the Board recognizes that every special education student in the District is entitled to receive a free appropriate public education (FAPE) in the least restrictive environment (LRE). Any student with disabilities who has an Individualized Education Program (IEP) and exhibits significant behaviors that interfere with appropriate functioning within educational settings must have a plan for behavior support included in the IEP. Positive rather than negative measures shall form the basis of behavior support programs. Behavior support programs include a variety of techniques to develop and maintain skills that will enhance an individual student’s or young child’s opportunity for learning and self-fulfillment. The types of interventions chosen for a particular student or young child shall be the least intrusive necessary. In compliance with the provisions of the Individuals with Disabilities Education Improvement Act (IDEIA) and PA Chapter 14 of the Pennsylvania Department of Education Special Education Regulations and Standards, each school district is required to have a written policy on the use of Behavior Management Techniques. The IEP of each eligible special education student who exhibits behavior problems that interfere with his/her ability to learn or the abilities of others to learn (including students identified as seriously emotionally disturbed) must include provisions for a behavior management program.Level I Level I is preventive and involves good classroom management strategies and does not require a Behavior Management Plan attached to the Individual Education Plan. Effective management of classroom behaviors is a prerequisite for instruction and learning. It involves not only responding effectively when problems arise but also working to prevent their occurrence by creating environments that promote positive student behaviors. Among the approaches generally applied include:
1. Anexplicitstructure/scheduletotheschoolday
2. Explicitlycommunicatedrules,rewardsandconsequences
3. Managementprogramswithrewardsandconsequences
4. Variableseatingarrangements
5. Verbalpraiseclearlylinkedtodesiredbehaviors
6. Frequentmonitoringviateachermovementintheclassroom
7. Clearexpectationsforwhatconstitutesacceptablebehavior
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Level II Level II interventions involve specific individualized interventions for a student and require a Behavior Support Plan to be attached to the Individual Education Plan (IEP). Positive behavior support involves a process based on discovering and understanding the relationships between a myriad of student-environment variables. Behavioral patterns in children and adolescents are often very complex and interrelated. Social interactions and behaviors, emotional reactivity and temperament, life circumstances apart from school and learning behaviors and conditions within the school often can all be part of a presentation that results in less than optimal learning for the student. Understanding behavior and developing a repertoire of management strategies is typically the focus of intervention. Specific interventions may focus on:
1. Modificationofcurricularcomponents
2. Restructuringofthelearningenvironment
3. Teachingreplacementbehaviorsforproblematicbehaviors
4. Effectivelymanagingrewardsandconsequences
5. Creatingsafeplaceswithintheeducationalsetting
6. Directinstructioninneedareasincludingsocialskills,problemsolvingandangercontrol
Individual support plans shall define the behavior in objective and measurable terms and develop interventions that are least intrusive as appropriate to the student. Data collection at regular intervals will be used to evaluate the plan’s effectiveness. Should a behavior plan require ongoing revisions due to lack of effectiveness, an IEP team will utilize a Functional Behavioral Assessment (FBA). The FBA process involves more in-depth data collection beginning with interviews with those individuals who have directly observed the student's behavior over an extended period of time and in various settings and conditions. Direct observations are then conducted of the student across varying times, places and task conditions. In addition, information may be gathered from structured behavior rating scales completed by those familiar with the student. The third step in the FBA process is the analysis of all information gathered from all sources. Analysis involves both quantifying the data to make normative comparisons, as well as, generating hypotheses about the possible function of the behavior and how it meets a student’s needs.Level III Level III interventions are for crisis management. Such interventions shall cause the IEP team to meet to formally add procedures to the student’s IEP. This level of intervention is very restrictive in nature and may modify the student’s rights during implementation. Level III interventions may be used only after Level II interventions have proved ineffective. Interventions used at this level focus specifically on restraining strategies and are considered more intrusive to personal freedom than either Level I or Level II. Only those staff persons who have received proper training and have demonstrated proficiency may apply these strategies. Restraints to control acute or episodic aggressive behavior may be used only when the student
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is acting in a manner as to be a clear and present danger to him/herself, to other students or to employees, and only when less restrictive measures and techniques have proven to be less effective. The use of restraints may not be included in the IEP, employed as punishment for the convenience of staff, or used as a substitute for an educational program. Mechanical restraints, which are used to control involuntary movement or lack of muscular control when due to organic causes or conditions, may be employed only when specified in the IEP as determined by a medical professional qualified to make the determination, and as agreed to by the student’s parents/guardians. Mechanical restraints shall prevent a student from injuring him/herself or others and should not prevent normative body positioning and physical functioning. The following aversive techniques of handling behavior are considered inappropriate and may not be used in the District’s special education program:
1. Corporalpunishment
2. Punishmentforamanifestationofastudent’sdisability
3. Lockedroom,lockedboxes,orotherlockedstructuresorspaces
from which the student cannot readily exit
1. Noxioussubstances
2. Deprivationofbasichumanrights,suchaswithholdingmeals,
water or fresh air6. Suspensions constituting a pattern relating to disciplinary placement
1. Treatmentofademeaningnature
2. Electricshock
3. Methodsimplementedbyuntrainedpersonnel
4. MethodswhichhavenotbeenoutlinedintheDistrict'splan
5. ProneRestraints(facedown)
Emergency Procedures Emergency procedures for behavior that presents a clear and present danger to the student or others may be delineated in the IEP. These emergency procedures may include such activities as: 1. Notifying parents/guardians to immediately remove the student from school
1. Noticetothepolice
2. Noticetomentalhealthservices
3. Callingemergencyservicesandambulance
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4. Institutingmentalhealthcommitmentprocedures
IntensiveInteragency/EnsuringFAPE/HardtoPlaceStudents
1. IftheLEAishavingdifficultyensuringFAPEforanindividualstudentoraparticulardisabilitycategory,describetheproceduresandanalysismethodsusedtodeterminegapsinthecontinuumofspecialeducationsupports,servicesandeducationplacementoptionsavailableforstudentswithdisabilities.
2. Includeinformationdetailingsuccessfulprograms,services,educationplacementsaswellasidentifiedgapsincurrentprograms,services,andeducationplacementsnotavailablewithintheLEA.IncludeanoverviewofservicesprovidedthroughinteragencycollaborationwithintheLEA.
3. Discussanyexpansionofthecontinuumofservicesplannedduringthelifeofthisplan.
IntensiveInteragency/EnsuringFAPE/HardtoPlaceStudentsHamptonTownshipSchoolDistrictemploysanexperiencedstaffofspecialeducationteachers,SpeechandLanguagetherapistsandconsultingOccupationalandPhysicaltherapists.SpecialEducationparaprofessionalsareavailabletoprovidesupportwithinthespecialeducationclassroomorindividuallytoastudentwithspecialneeds.Hampton'sIndividualEducationPlan(IEP)teamsworkcollaborativelytoprovideFAPEforallstudentswithdisabilities.Allcontinuumofsupports,servicesandplacementdecisionsaremadeviatheIEPteam.Parentsplayanintegralroleindecidingsupportsandplacementfortheirchildren.ThedistrictworkshardtoprovideFAPEinalternativeschoolsettingsforthosestudentswithdisabilitieswhostrugglebothacademicallyandsociallyinapublicschool.ThedistrictworkscloselywithLongmoreAcademy,whichisaprivatePennsylvaniaAcademy(Private,SeparateFacility)for65studentslocatedonthegroundsofMarsHomeforYouth.Theclasssizeislimitedto12studentsandafulltimespecialeducationteacher/consultantsupportsthestudent.ThedistrictalsoworkscollaborativelywithBeattieTechnicalSchool,whichprovidesstudentswithIEPsamoreindividualizedprogramthatisdesignedtofocusstrictlyonthevocationalneedsofthestudentsinordertopreparethemforlifeafterhighschool.Thesesettingseducatebothregularandspecialeducationstudents.Thedistrict,inconjunctionwithHamptonTownship,employsafull‐timeSchoolResourceOfficerand,thedistricthostsapart‐time,school‐based,ProbationOfficer.Theseofficersworkverycloselywithourstudentswithspecialneedsandtheirparentswhogetinvolvedinthecourtsystem.TheywillserveasIEPteammemberswhenappropriateinordertomaintainachievementofIEPgoals.RegionalSupportCenterNorthhelpstotransitionanystudentsinvolvedwiththecourtsorChildrenandYouthServices.TheCommunitySchoolWestislocatedinthesamebuildingandprovidesacomprehensivehighschoolprogram.ThedistrictcontractstheservicesofWesternPsychiatricInstituteandClinic(WPIC).AStudent
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AssistanceLiaisonfromWPICservesonthedistrict'sStudentAssistanceTeamatboththemiddleandhighschoollevels.ThisliaisonalsoconductsdrugandalcoholandmentalhealthassessmentsasdeemedappropriatebytheSAPteam.Theliaisonwillmeetwiththestudentseitherindividuallyorinsmallgroupstoprovideaddedsupporttothestudentsandfamilies.Theseprofessionalsworkcloselywithdistrictstaffandadministration,studentsandparents.TheAcademyprogramisavailabletostudentsforeveningprogramstosupplementtheirplacementatourhighschoolwhoviolatetheirprobation.Allthechild‐servicingsystemsworkcollaborativelywiththedistricttoensurethatstudentswithdisabilitiesareprovidedFAPEduringdifficultsituations.MembersoftheseservicingsystemswillserveasIEPteammemberswhenappropriate.Todate,HamptondoesnothavedifficultyprovidingFAPEforstudentswithdisabilities.However,ifthedistrictwouldbeunabletoprovideFAPEforastudent,theIEPteamswouldworkcollaborativelywiththeAIU3andvariousoutsidefacilities/agenciestotransitionourstudentssuccessfully.Ofcourse,therecommendationsaremadethroughtheIndividualizedEducationPlanteam,inwhichparentsareactivelyinvolvedinthedecision‐makingprocess.Inaddition,theIEPteamswouldlookatthecontinuumofsupportsandservicesthedistrictofferstodetermineifthereareanygapsintheservicescausingthedifficultyinprovidingFAPE.ThedistrictparticipatesininformalandformalplanningwithoutsideandsupportingagenciestocontinuouslyprovideFAPEtostudentswithdisabilities.ThedistrictutilizesassistancefromtheIntermediateUnit'sinteragencycoordinatoronanasneededbasis.TheschoolpsychologististheDistrictLiaisonandparticipatesinallAIULiaisonmeetingsandlocaldistrictliaisonmeetings.Also,thepsychologistworkswithoutsideagenciestoprovideplacementsofsuchnature.ThedistrictmakesfrequentvisitstotheoutsideplacementfacilitiesinordertomeetthestaffbeforetheIEPteamdecidesiftheplacementisappropriateandwillprovideFAPEtoourstudentswithdisabilities.Again,parentsparticipateinallmeetingsthatinvolveachangeinplacementtoamorerestrictiveenvironment.ThedistrictsupportsandprovideseducationtostudentsclassifiedashomelessandworkswithlocalandstateagenciestoprovideFAPEinatimelymanner.HamptonparticipatesintheAIUTransitionCouncilmeetings.ThedistrictworkscloselywithOVRintransitionplanningforsecondarystudentswhoneedamoreuniqueeducation/placementaftergraduation.Hamptonprovidesconsultationwithpublicandprivateserviceprovidersforstudentswithautismorsevereattention,behavior,orlearningproblems.Hamptonworkscloselywithprofessionalsworkingwithfamilies.Outsideserviceproviders,suchasWraparoundstaff,FamilyLinks,etc.becomepartoftheIEPteamsandparticipateinteammeetingsasneeded.Thedistrictworkswithfamiliesandstudentsplacedinpartialhospitalizationprogramsinordertoassurethatasmoothtransitiontakesplacewhenthestudentisreadytoreturntoschool.Theeducationalcomponentispaidforbythedistrict,andmaterialsandresourcesrequestedfromthehospitalstaffaremadeavailableinordertomaintaintheeducationwhilethestudentisreceivingtreatment.Thedistrictwillcontinuetoprovideprofessionaldevelopmentintheareasrelatedtothecontinuumofsupports,servicesandplacementsthatareuniqueinnatureandrequiremoreintensetraining.Hamptonwillprovideon‐sitetraininginareasthatrequiremoreindividualizedattentionforstaffmembers.Manyofourstaffmemberswillattendoutsideworkshopsortraining,inwhichtheyareexpectedtoreturntothedistrictandsharetheirlearningwithotherstaffmembers.PaTTan,the
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IntermediateUnit,localuniversities,andotheragenciespartnerwithHamptontoprovideprofessionaldevelopmentworkshopsortraining,onanongoingbasis,forteachers,paraprofessionals,administratorsandotherdistrictemployeeswhoworkwithstudentswithspecialneeds.ExpansionofContinuumofSupportsandServicesHamptonTownshipSchoolDistrictembracesthephilosophyofinclusiveeducationandsetshighstandardsforstudentachievementforbothstudentswithandwithoutdisabilities.Thedistricttakesateamapproachinwhichparentsareanintegralpartofregularlyscheduledplanningandproblemsolvingmeetings.OngoingcommunicationexistsbetweenIEPteammembers,includingrelatedserviceprofessionalsandotherschoolpersonnel.StudentsareplacedinoutsidesettingsonlyaftertheIEPteamshaveexhaustedalloftheirresources.AllplacementdecisionsaremadeviatheIEPteams.OnceanIEPteamdeterminesthatastudentrequiresamorerestrictiveplacementoutsidetheschoolsettinginordertoreceiveFAPE,theschoolpsychologistbecomesthedistrict'sliaison.TheSchoolPsychologististhedistrict'sliaisonforalloutsideplacementfacilities.Heisfamiliarwitheachfacility,whetheritisanApprovedPrivateSchool(APS),AIUcenterfacility,privatefacilityorstateoperatedprogram.HeisknowledgeableofwhateachfacilityspecializesinandmakessurethefacilityisabletoprovideFAPEforthestudent.Beforeastudentisplacedinanyoutsidefacility,apre‐meetingandtourisarrangedwiththeparents,districtliaisonandmembersoftheoutsideplacementfacility.Ifappropriate,thestudentwillalsobepartofthiscollaborativeteamplanningmeeting.Inaddition,ifappropriate,thespecialeducationteacherfromHamptonwillattendthepre‐planningandIEPteammeetingsinordertomakeasmoothtransitionandproperlyaddressthestudent'sneeds.Theyprovidethereceivingteacherswithinformationthatwillhelptheteachers/teamunderstandthestudent'sneeds.StudentsinoutsideplacementswhoaregraduatingoragingoutreceiveaHamptonTownshipSchoolDistrictdiplomaandareinvitedtoattendtheHamptonTownshipSchoolDistrictgraduationceremony.Allstudentswithdisabilities,regardlessoftheirplacement,havetheoptiontoparticipateinafterschoolclubs,extra‐curricularactivitiesand/orcommunityevents.Thedistrictwillprovidethesupplementaryaidsandservices,relatedservices,adaptationsandmodificationsnecessarytomakesurethesestudentshaveequalopportunitytoparticipateintheseactivities/events.Transportation,paraprofessionalsupportandotherrelatedservicesareprovidedasindicatedinthestudent'sIEP.Thedistrictexpandsthecontinuumofsupportsandservicestoanystudentswithdisabilitiesplacedonhomeboundinstruction.TheIEPteamworkscloselywiththestudentandparentstomaintainspecialeducationservicesduringtheirhomeboundexperiences.Thedistrictprovidesatleast5hoursofinstructionperweektoachildonhomeboundinstruction.AhighlyqualifiedspecialeducationteacherprovidesthespecialeducationportionoftheinstructioninordertomaintainIEPgoalsandprogresswhilethechildisoutofschool.Thecontinuumofsupportsandservicesarealsoexpandedtothosestudentswithdisabilitieswhoviolatedistrictpolicyandareexpelledfromschool.AfterthemanifestationdeterminationmeetingisconductedandtheIEPteammakestheappropriatedetermination,analternativeplacementisrecommended.ThedistrictcontractswithLongmoreAcademytoprovideanalternativeeducationalsettingforthesestudentswhiletheyservetheirexpulsionperiod.Thestudent'sIEPtransfersto
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LongmoreAcademyandtheirspecialeducationservicesandacademicsaremaintainedduringtheexpulsionperiod.Thedistrictworkscloselywithanystudentswhoareplacedinoutsidesettingsasaresultofacourtorder.Thedistrictexpandsthecontinuumofsupportsandservicestoallstudentswithdisabilitiesandworksverycloselywiththefacilitytomaintainthestudent'seducationalprogram.Thedistrictemploysafulltimeschoolresourceofficer,whoisanofficialHamptonTownshipPoliceOfficer.Inaddition,aprobationofficerisassignedtoHamptonTownshipSchoolDistrict.ThesegentlemenwillserveonIEPteamswhenappropriateinordertoensuretheneedsofastudentwithadisabilityarebeingaddressedduringhisorhercourtorderedplacement.UniquetoHamptonTownshipSchoolDistrictisthenewlyimplementedHamptonOnlineAcademy.Thisisanotheroptionforallstudents,includingthosewithdisabilities,whorequireanalternativeschoolsettinginordertobesuccessful.IfastudentwithadisabilitywantstoattendtheHamptonOnlineAcademy,theIEPteammeetstodetermineiftheplacementisappropriateandfollowstheIDEAandChapter14guidelines.Thedistrictplanstocontinuetoexpandthecontinuumofservices,supportsandplacementsforourstudentswithdisabilitiesandprovidethemFAPEthroughouttheirschool‐agecareerbyconsistentlyreevaluatingcurrentprogramsandreviewingdatainordertomakeinformeddecisionsregardingthecontinuumofservices,supportsandplacementsforourstudentswithdisabilities.
StrengthsandHighlights
Describethestrengthsandhighlightsofyourcurrentspecialeducationservicesandprograms.Includeinthissectiondirectionsonhowthedistrictprovidestrainingsforstaff,facultyandparents.
Hampton'sSpecialEducationSupportStaffisexceptional.Thespecialeducationteachersexhibitatruecareforchildrenwithdisabilitiesandarealwayslookingforwaystoenhancetheirinstruction.HamptonTownshipSchoolDistricthasearnedareputationasastrongdistrictforprovidingeducationintheleastrestrictiveenvironment.Manyparentsmakeinquiriesandhavemovedintothedistrictbecauseoftheprogramsandsupportsavailabletotheirchildrenwithdisabilities.Thedistrictemploysitsownspeechandlanguagetherapistsandcontractswithareputablecompanyforoccupationalandphysicaltherapyservices.Inaddition,thedistrictcontractstheservicesofTheWatsonInstitutetoprovideCommunityBasedVocationalInstruction(CBVI)toourhighschoolstudentswithmoresignificantdisabilities.ThedistrictalsocontractswiththeAlleghenyIntermediateUnit3,asneeded,toprovideon‐siteTravel‐RelatedInstructiontothissamegroupofstudents.Thisallowsforcohesiveteamworkandreadyaccesstosupportstaffbyparentsandteammembers.Hampton'sResponsetoIntervention&Instruction(RtII)Programisastrongsupportprogramavailabletostudentswhoarestrugglingeitheracademicallyorbehaviorally.Thisisathree‐tiersystemthatisusedtosupportstudentsintheclassroomorthroughpulloutservicesviastrategicor
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intensesupport.Instrategicandintensetiers,RtIIstaffworkwithindividualorsmallgroupsofstudentsaspecifiedamountoftimeperweek.Eachbuildinghasacoreteamthatrepresentsadministrators,regulareducationteachers,RtIIfacilitators,mathandreadingsupportteachers.Inadditiontothecoreteams,eachbuildinghasadatateamcomprisedofthebuildingprincipal,gradelevelteachers,RtIIfacilitators,mathandreadingsupportteachers.Thedatateamsmeetmonthlytoreviewstudentdataanddetermineindividualprogramming(tiers)forstudentsbasedontheoutcomeofthedata.Attheelementarylevel,fall,winterandspringbenchmarksareadministeredtoallstudentsingradesK‐5inreadingandmath.Aimsweb,acomputerizeddataanalysisandprogressmonitoringsystem,allowsforthecollectionofdataandappropriatemonitoringofstudentprogressinrelationtotheRtIIprocess.Themiddleschoolusesavarietyofassessmentstodetermineplacementofstudentsintheappropriatetiers.Everymonthstudentperformanceinthevarioustiersisdiscussedduringthedatateammeetingsand,ifappropriate,studentsaremovedthroughthetiersbasedonthedataandrecommendationofteammembers.Thedistrict'sEarlyChildhoodCommitteetakesaproactiveapproachinidentifyingthosechildrenwhomayrequireadditionalsupportsasearlyasKindergarten.Eachyear,effectivescreeningstakeplaceforallincomingKindergartnerstoidentifyareasofneedforthechildren.SupportsarethenputintoplaceinordertomakethetransitiontoKindergartensuccessful.AsummerprogramisopentoKindergarten,first,secondandthirdgradestudentswhodemonstrateaneedforsomeextrainstructionoverthesummertobetterpreparethemforthestartoftheschoolyear.HamptonisincreasingtheinclusivesettinginitiativeK‐12.Currently,thehighschoolhasavarietyofcourseofferingsthatallowmostofthestudentswithdisabilitiestoparticipateinregulareducationclasses.Moststudentsutilizethespecialeducationclassroomsforadditionalsupportduringstudyhalls.Manyoftheclassesaredesignedtomodelaco‐teachingexperience,inwhichtheregularandspecialeducationteachersworkasateamtodeliverinstructionwithintheregulareducationclassroom.Theco‐teachingmodelisalsoimplementedatthemiddleschoolandincertainclassesattheelementarylevel.Ongoingprofessionaldevelopmentisofferedtobothregularandspecialeducationstaffinordertoprovideasmoothtransitionfromapulloutmodelofdeliverytoapush‐inmodel.Thiscontinuestobeoneofthedistrict'sbiggestinitiativesinSpecialEducation.Allofthedistrict'sspecialeducationteachersgothroughintensetrainingandprofessionaldevelopmentthroughouteachschoolyear.Someofthetrainingtakesplaceonsiteandsomeoffcampus.TheDirectorofPupilServicesholdsmonthlySpecialEducationDepartmentmeetingsinwhichprogramming,IDEAandChapter14regulationsarereviewed.ProfessionalDevelopmentdaysareidentifiedforfurthertraininginspecialeducationbasedonneed.Someofthetopicsfortraininginthepastfewyearshavebeen:Transition,WritingEffectiveIEPs,ConductingFBAsandWritingBSPs,Autism,Co‐Teaching,UsingDatatoMakeInformedDecisionsandTechnology.ThedistrictutilizesfundsavailablethroughtheSchoolBasedAccessProgram.ThedistrictreliesheavilyonthesefundstocontinuetoenhancethespecialeducationprogramK‐12.Becauseoftheamountoffundsavailable,thedistrictisabletosupporttheteachersandprogrambypurchasingtechnologyforteachersandstudents,softwareprograms,professionaldevelopmenttrainingandcurriculummaterials.AdditionalspecialeducationteachershavebeenhiredasaresultofusingAccessfundstosupportthepositions.
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Thedistricthasasolidsysteminplacefortransitioningstudentsfromgrade‐to‐gradeand/orbuilding‐to‐buildingforallstudentswithIEPs.Themeetingsincludecurrentandfuturespecialeducationteachers,regulareducationteachersandadministrators,alongwithparentsandotherteammembers.TheSpecialEducationDepartment'stransitionprogramforstudentsages14andolderprovidesavarietyofexperiences.Studentsareabletoreceiveatransitionprogramthatpreparesthemforlifeafterhighschool.Thedistrictprovidescollegeprepexperiences,schooltoworkexperiences,community‐basedinstructionexperiencesandjobshadowingexperiencesonanindividualbasisasdeterminedbytheIEPteam.Allofourstudentswithdisabilitiesreceiveintensetransitionattheageof14.Eachstudentmaintainsaportfolioandisexpectedtopresentsomethingfromhis/herportfolioattheannualIEPmeetings.Eachstudentreceivestheappropriatetransitionplaninhis/herIEPasitrelatestotheirpost‐highschooldesires.ThemajorityofthestudentswithdisabilitiesatHamptonplantoattendatwoorfouryearcollege.Thesestudents'transitioncomponentsoftheIEPfocusoncollege‐boundpreparationactivities.Theyattendthecollegefairs,takethePSATs,applyforextendedtimeifneeded,andworkwiththecounselorandspecialeducationteacherinfillingoutapplicationsforcolleges.ThedistrictpartnerswithNaviance,anonlinecollegeandcareerapplicationsystemthatallowsstudentstoaccessthousandsofcareersandsearchcollegesoftheirchoice.ThehighschoolhasopenedaCollegeandCareerCenterforstudentstoaccessonadailybasis.Everystudentinthehighschoolisresponsibleformaintainingaportfoliothatcontainstransitioninformation.StudentsinterestedinavocationalsettingaftergraduationhavetheoptionofreceivingavocationalexperienceatBeattieVocationalSchoolsometimeduringtheirhighschoolyears.Thisisalocalvocationalsettingthatpreparesstudentsforatradeoftheirdesireandteachesthemthenecessaryskillstobesuccessfulinapost‐secondaryvocationalsetting.Inaddition,thedistrictcontractsservicesofTheWatsonInstitutetoprovideCommunityBasedVocationalInstruction(CBVI)toourhighschoolstudentswithmoresignificantneeds.Watsonstaffison‐siteonetotwodaysaweekandprovidesvocationalinstructiontothestudents,aswellastakingthemoff‐sitetolocalbusinessesinordertoprovideavocational/workexperience.Inaddition,thedistrictcontractstheservicesoftheAIU3toprovidetravel‐relatedinstructiontothisgroupofstudents.InformalandformaltravelassessmentsareconductedonanindividualbasisasdecideduponbytheIEPteams.Thereisasmallpopulationofstudentswithdisabilitieswhowanttofocusonemploymentimmediatelyafterhighschool.Thesestudents'transitioncomponentsaretailoredtoprovidejobshadowexperiencesandpossiblepaidworkexperiencesintheirareasofinterest.Thedistricthasestablishedworkingrelationshipswithmanyofthelocalbusinessesthatprovideourstudentsastructuredworkexperienceinordertohelpthemgaintheemploymentskillsneededtobesuccessful.TheSpecialEducationParaprofessionalsareakeycomponentatHampton.Thedistrictemploys28paraprofessionalswhoactassupportforindividualstudentsorstudentsinthespecialeducationclassroom.Theyareprovidedongoingprofessionaldevelopmentthatcoversavastarrayoftopics.Allspecialeducationparaprofessionalscompletedanonlinelearningsystem,Paraeducator.netthatofferedover200coursesrelatedtospecialeducation.Theywererequiredtocomplete10courseseachyear(overthepastfouryears)thatweredesignedspecificallyforspecialeducationparaprofessionalsandtheresponsibilitiesthatrelatetospecialeducation.Inaddition,
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paraprofessionalsreceiveon‐sitetrainingbydistrictpersonnel,AIU,Pattanandotherprofessionaleducatorsonvarioustopicsrelatedtotheirareaofresponsibility.Someoftheongoingtraininginclude:AutismSpectrumDisorder,UnderstandingtheVariousDisabilities,School‐BasedACCESSProgram,EffectiveAdaptationsandModificationsandUsingTechnologywithStudentswithDisabilities,UnderstandingStudentBehavior,ReadingAchievementandHowtoWorkwithStudentswithPhysicalDisabilitiesandtheirEquipment.ThedistricthasaSpecialEducationAdvisoryCommitteethatmeetsseveraltimesaschoolyeartodiscussprogrammaticissuesanddevelopvariousparenttraining/workshopsthroughouttheschoolyear.CentralOfficeAdministrators,principals,regularandspecialeducationteachers,alongwithaparentrepresentativefromeachschoolbuildingserveonthecommittee.Thiscommitteeallowsparentstheopportunitytolearnaboutspecialeducationandwhatspecificallythedistrictisprovidingfortheirchildreneachyear.Italsogivesthemachancetogiveinputtoprogramsandoffersuggestionsonhowtocontinuouslyworktoimprovethespecialeducationprogram.TheSpecialEducationDepartmentK‐12utilizesanonline,web‐basedIEPwritingsystemcalledEsped.Withthissystem,teachersareabletocompletepaperworkinafractionoftheamountoftimepreviouslyneeded.Thissystemallowsteacherstofocusmoreoninstructionintheclassroomandachievingstudents'IEPgoals.Thedistrict'sspecialeducationwebsiteisavailableforalldistrictandcommunitymembers.Thewebsiteisacommunicationtoolthatactsasaninteractiveresourceforallstakeholders.Thewebsiteisupdatedandmaintainedonaconsistentbasisandprovidesinformationsuchasworkshopsandtrainingforparentsandeducators,activitiesforstudents,programhighlights,contactsforspecialeducationstaff,disabilityinformation,childfindandmore.
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Assurances
SpecialEducationAssurancesNopoliciesorprocedureshavebeenidentified.
24P.S.§1306and§1306.2FacilitiesTherearenofacilities.
LeastRestrictiveEnvironmentFacilitiesFacilityName TypeofFacility TypeofService NumberofStudents
PlacedWesternPASchoolfortheBlind
Other Blind/VisuallyImpaired 1
NewHorizons Other LifeSkills 2McGuireMemorial Other MultipleDisabilities 1TheChildren'sInstitute ApprovedPrivate
SchoolsMultipleDisabilitiesandLifeSkills
2
TheWatsonEducationCenter
ApprovedPrivateSchools
Autism 1
St.StephensLutheranAcademy
Other Autistic 1
SpecialEducationProgramProfileProgramPosition#1‐ProposedProgram
Operator:SchoolDistrictPROPOSEDPROGRAMINFORMATION
Type:PositionImplementationDate:August24,2015Averagesquarefeetinregularclassrooms:sq.ft.Squarefootageofthisclassroom:sq.ft.(feetlongxfeetwide)Justification:Complianceforproximitytohome,classroomdesign(forinstruction),classroomexternalnoise,classroomaccessibility,classroomlocation,classroomsizewasmarkedasinappropriate.
PROGRAMSEGMENTS
Location/Building Grade BuildingType TypeofSupport
LevelofSupport
AgeRange
Caseload FTE
22
HighSchool ASeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant LearningSupport
15to19
13 0.5
Program Position #2
Operator: School District PROGRAM SEGMENTS
Location/Building Grade BuildingType
TypeofSupport LevelofSupport
AgeRange
Caseload FTE
HighSchool ASeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant LearningSupport
15to19
19 0.75
HighSchool ASeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Supplemental(LessThan80%butMoreThan20%)
LearningSupport
15to19
2 0.25
Program Position #3
Operator: School District PROGRAM SEGMENTS
Location/Building Grade BuildingType
TypeofSupport LevelofSupport
AgeRange
Caseload FTE
HighSchool ASeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant LearningSupport
15to19
20 0.75
HighSchool ASeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Supplemental(LessThan80%butMoreThan20%)
LearningSupport
15to19
2 0.25
Program Position #4 ‐ Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: February 9, 2015 Average square feet in regular classrooms: sq. ft. Square footage of this classroom: sq. ft. ( feet long x feet wide) Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.
PROGRAM SEGMENTS
Location/Building Grade BuildingType
TypeofSupport
LevelofSupport
AgeRange
Caseload FTE
HighSchool ASeniorHighSchool
AbuildinginwhichGeneral
Itinerant EmotionalSupport
15to19
15 0.75
23
Building Educationprogramsareoperated
HighSchool ASeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Supplemental(LessThan80%butMoreThan20%)
EmotionalSupport
15to19
1 0.25
Program Position #5 ‐ Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: August 24, 2015 Average square feet in regular classrooms: sq. ft. Square footage of this classroom: sq. ft. ( feet long x feet wide) Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.
PROGRAM SEGMENTS
Location/Building Grade BuildingType
TypeofSupport LevelofSupport
AgeRange
Caseload FTE
HighSchool ASeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Supplemental(LessThan80%butMoreThan20%)
LifeSkillsSupport
15to21
6 1
Justification:Althoughstudentsmaybeassignedtothespecialeducationclassroomduringthesametimeasotherstudentsoutsidethelegalagerange,studentswillnotbegroupedforinstructionwithanystudentsoutsidetherequiredagerange. Program Position #6 ‐ Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: September 1, 2014 Average square feet in regular classrooms: sq. ft. Square footage of this classroom: sq. ft. ( feet long x feet wide) Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.
PROGRAM SEGMENTS
Location/Building Grade BuildingType TypeofSupport
LevelofSupport
AgeRange
Caseload FTE
HighSchool ASeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant SpeechandLanguageSupport
15to21
6 0.25
Justification:Althoughstudentsmaybeassignedtothespecialeducationclassroomduringthesametimeasotherstudentsoutsidethelegalagerange,studentswillnotbegroupedforinstructionwithanystudentsoutsidetherequiredagerange.
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MiddleSchool AMiddleSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant SpeechandLanguageSupport
11to14
34 0.75
Program Position #7
Operator: School District PROGRAM SEGMENTS
Location/Building Grade BuildingType TypeofSupport LevelofSupport
AgeRange
Caseload FTE
MiddleSchool AMiddleSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant LearningSupport
11to14
13 0.5
MiddleSchool AMiddleSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Supplemental(LessThan80%butMoreThan20%)
LearningSupport
11to14
4 0.5
Program Position #8 ‐ Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: August 24, 2015 Average square feet in regular classrooms: sq. ft. Square footage of this classroom: sq. ft. ( feet long x feet wide) Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.
PROGRAM SEGMENTS
Location/Building Grade BuildingType TypeofSupport
LevelofSupport
AgeRange
Caseload FTE
MiddleSchool AMiddleSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant LearningSupport
11to14
13 0.5
Program Position #9
Operator: School District PROGRAM SEGMENTS
Location/Building Grade BuildingType TypeofSupport LevelofSupport
AgeRange
Caseload FTE
MiddleSchool AMiddleSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant LearningSupport
11to14
12 0.5
MiddleSchool AMiddleSchoolBuilding
AbuildinginwhichGeneralEducationprogramsare
Supplemental(LessThan80%butMoreThan20%)
LearningSupport
11to14
4 0.5
25
operated Program Position #10 ‐ Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: March 2, 2015 Average square feet in regular classrooms: sq. ft. Square footage of this classroom: sq. ft. ( feet long x feet wide) Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.
PROGRAM SEGMENTS
Location/Building Grade BuildingType
TypeofSupport
LevelofSupport
AgeRange
Caseload FTE
Central AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant LearningSupport
5to11 9 0.4
Justification:Althoughstudentsmaybeassignedtothespecialeducationclassroomduringthesametimeasotherstudentsoutsidethelegalagerange,studentswillnotbegroupedforinstructionwithanystudentsoutsidetherequiredagerange.Central An
ElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Supplemental(LessThan80%butMoreThan20%)
LearningSupport
5to11 8 0.6
Justification:Althoughstudentsmaybeassignedtothespecialeducationclassroomduringthesametimeasotherstudentsoutsidethelegalagerange,studentswillnotbegroupedforinstructionwithanystudentsoutsidetherequiredagerange. Program Position #11 ‐ Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: September 1, 2014 Average square feet in regular classrooms: sq. ft. Square footage of this classroom: sq. ft. ( feet long x feet wide) Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.
PROGRAM SEGMENTS
Location/Building Grade BuildingType TypeofSupport
LevelofSupport
AgeRange
Caseload FTE
Central AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant SpeechandLanguageSupport
5to11 24 0.75
Justification:Althoughstudentsmaybeassignedtothespecialeducationclassroomduringthesametimeas
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otherstudentsoutsidethelegalagerange,studentswillnotbegroupedforinstructionwithanystudentsoutsidetherequiredagerange.Poff An
ElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant SpeechandLanguageSupport
5to11 9 0.25
Justification:Althoughstudentsmaybeassignedtothespecialeducationclassroomduringthesametimeasotherstudentsoutsidethelegalagerange,studentswillnotbegroupedforinstructionwithanystudentsoutsidetherequiredagerange. Program Position #12 ‐ Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: February 2, 2015 Average square feet in regular classrooms: sq. ft. Square footage of this classroom: sq. ft. ( feet long x feet wide) Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.
PROGRAM SEGMENTS
Location/Building Grade BuildingType
TypeofSupport
LevelofSupport
AgeRange
Caseload FTE
Poff AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant LearningSupport
5to11 6 0.4
Justification:Althoughstudentsmaybeassignedtothespecialeducationclassroomduringthesametimeasotherstudentsoutsidethelegalagerange,studentswillnotbegroupedforinstructionwithanystudentsoutsidetherequiredagerange.Poff An
ElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Supplemental(LessThan80%butMoreThan20%)
LearningSupport
5to11 6 0.6
Justification:Althoughstudentsmaybeassignedtothespecialeducationclassroomduringthesametimeasotherstudentsoutsidethelegalagerange,studentswillnotbegroupedforinstructionwithanystudentsoutsidetherequiredagerange. Program Position #13 ‐ Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: September 1, 2014 Average square feet in regular classrooms: sq. ft. Square footage of this classroom: sq. ft. ( feet long x feet wide) Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.
PROGRAM SEGMENTS
27
Location/Building Grade BuildingType TypeofSupport
LevelofSupport
AgeRange
Caseload FTE
Poff AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant SpeechandLanguageSupport
5to11 6 0.25
Justification:Althoughstudentsmaybeassignedtothespecialeducationclassroomduringthesametimeasotherstudentsoutsidethelegalagerange,studentswillnotbegroupedforinstructionwithanystudentsoutsidetherequiredagerange.Wyland An
ElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant SpeechandLanguageSupport
5to11 28 0.75
Justification:Althoughstudentsmaybeassignedtothespecialeducationclassroomduringthesametimeasotherstudentsoutsidethelegalagerange,studentswillnotbegroupedforinstructionwithanystudentsoutsidetherequiredagerange. Program Position #14 ‐ Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: February 2, 2015 Average square feet in regular classrooms: sq. ft. Square footage of this classroom: sq. ft. ( feet long x feet wide) Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.
PROGRAM SEGMENTS
Location/Building Grade BuildingType
TypeofSupport
LevelofSupport
AgeRange
Caseload FTE
Wyland AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant LearningSupport
5to11 7 0.3
Justification:Althoughstudentsmaybeassignedtothespecialeducationclassroomduringthesametimeasotherstudentsoutsidethelegalagerange,studentswillnotbegroupedforinstructionwithanystudentsoutsidetherequiredagerange.Wyland An
ElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Supplemental(LessThan80%butMoreThan20%)
LearningSupport
5to11 9 0.6
Justification:Althoughstudentsmaybeassignedtothespecialeducationclassroomduringthesametimeasotherstudentsoutsidethelegalagerange,studentswillnotbegroupedforinstructionwithanystudentsoutsidetherequiredagerange.Wyland An
ElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Full‐TimeSpecialEducationClass
LearningSupport
5to11 1 0.1
Justification:Althoughstudentsmaybeassignedtothespecialeducationclassroomduringthesametimeas
28
otherstudentsoutsidethelegalagerange,studentswillnotbegroupedforinstructionwithanystudentsoutsidetherequiredagerange. Program Position #15 ‐ Proposed Program
Operator: School District PROPOSED PROGRAM INFORMATION
Type: Position Implementation Date: September 1, 2014 Average square feet in regular classrooms: sq. ft. Square footage of this classroom: sq. ft. ( feet long x feet wide) Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.
PROGRAM SEGMENTS
Location/Building Grade BuildingType TypeofSupport
LevelofSupport
AgeRange
Caseload FTE
MiddleSchool AMiddleSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant DeafandHearingImpairedSupport
11to14
1 0.25
HighSchool ASeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Itinerant DeafandHearingImpairedSupport
15to19
2 0.25
SpecialEducationSupportServicesSupportService Location Teacher
FTEDirectorofPupilServices AllBuildings 1SchoolPsychologist AllBuildings 1RtIIFacilitator CentralElementary 1RtIIFacilitator PoffElementary 1RtIIFacilitator WylandElementary 1RtIIFacilitator MiddleSchool 1SchoolCounselor Central&Poff
Elementary1
SchoolCounselor Wyland&PoffElementary
1
SchoolCounselor MiddleSchool 1SchoolCounselor MiddleSchool 1SchoolCounselor HighSchool 1SchoolCounselor HighSchool 1SchoolCounselor HighSchool 1SpecialEducationParaprofessionals(28totaldistrict‐ AllBuildings 1
29
wide)SchoolCounselor HighSchol 1
SpecialEducationContractedServicesSpecialEducationContractedServices Operator AmtofTimeper
WeekAssociatedOccupationalTherapists,Inc.‐OTandPTServices
OutsideContractor
5Days
WesternPsychiatricInstituteandClinic‐SAPLiaisonServices
OutsideContractor
1Days
TheWatsonInstitute‐CommunityBasedVocationalInstruction(CBVI)
OutsideContractor
1Days
TheAIU3‐TravelRelatedInstruction IntermediateUnit
0.3Hours
TheWesternPennsylvaniaSchoolforBlindChildren‐VisionServices
OutsideContractor
1Hours
TheAIU3‐InterpreterCaptionist IntermediateUnit
5Days
TheAIU3‐AudiologyServices IntermediateUnit
1Hours
30
DistrictLevelPlan
SpecialEducationPersonnelDevelopment
AutismDescription Students with Autism will continue to be educated in the least restrictive
environment using supplementary aids and services and specially designed
instruction. Special Education faculty and staff will continue to receive ongoing
professional development related to Autism Spectrum Disorder in both large
group training and IEP team training. District members, consultants from the
Allegheny Intermediate Unit and PaTTan, along with educators from private
consulting firms will continue to work one‐on‐one with faculty and staff as
needed, along with provide small/large group professional development during
professional education days. IEP teams will continue to request support from
these outside agencies in order to maximize instruction for the children.
Autism Spectrum Disorder training will continue to be provided to parents
through the parent workshops offered as part of the district's Special
Education Advisory Committee.
Evidence of Implementation:
1. Agendas from professional development activities
2. LRE information from PDE's Special Education Data Report
3. Assessment data (standardized, curriculum‐based, progress monitoring
of IEP goals)
4. Evaluation summaries from participants who attended trainings
5. On‐site consultation with AIU personnel
PersonResponsible Dr. Monique Mawhinney, Director of Pupil Services and Dr. Jay Thornton,
School Psychologist
StartDate 7/1/2015
EndDate 6/30/2018
ProgramArea(s) Professional Education, Special Education
31
ProfessionalDevelopmentDetailsHours Per Session 1.0
# of Sessions 4
# of Participants Per
Session
50
Provider AIU3, School District, Individual
Provider Type School Entity
PDE Approved Yes
Knowledge Gain Administrators, faculty and staff members working with students with
Autism Spectrum Disorder will continue to enhance their understanding of
how to implement successful programs for the children using appropriate
supplementary aids and services, along with specially designed instruction.
The faculty and staff will have a better understanding of the social deficits
that are sometimes a result of this disability in order to create successful
social experiences for the children.
Research & Best Practices
Base
Social Skills curriculum utilized to address the social skill deficits will be
researched based and model best practices. The district will continue to
seek assistance from consultants of AIU3 who specialize in working with
children on the spectrum in order to assure research based and best
practice methods are being implemented.
Resources utilized to teach the curriculum will continue to be researched
based and appropriate for children with Autism Spectrum Disorder. The
curriculum director works closely with the Director of Pupil Services and
teachers when deciding which materials and resources to implement.
For classroom teachers,
school counselors and
education specialists
Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students.
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
Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional
32
educators seeking leadership roles
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 School Whole Group Presentation
Live Webinar
Department Focused Presentation
Professional Learning Communities
Offsite Conferences
Participant Roles Classroom teachers
Principals / Asst. Principals
School counselors
Paraprofessional
New Staff
Related Service Personnel
Parents
Grade Levels Elementary ‐ Primary (preK ‐ grade 1)
Elementary ‐ Intermediate (grades 2‐5)
Middle (grades 6‐8)
High (grades 9‐12)
Follow‐up Activities Team development and sharing of content‐area lesson implementation outcomes, with involvement of administrator and/or peers
Creating lessons to meet varied student learning styles
Peer‐to‐peer lesson discussion
Lesson modeling with mentoring
Joint planning period activities
Constant review of LRE and academic and social successes for students with Autism educated in the regular education classroom.
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
33
IEP team member input and recommendations.
BehaviorSupportDescription The district Policy on School‐wide Positive Behavioral Supports will continue to
be enforced and adhered to by all students. All K‐12 special education
administrators, teachers and support staff will receive ongoing training on how
to effectively conduct Functional Behavioral Assessments (FBA) and develop
Behavioral Support Plans (BSP). In addition, all administrators and faculty K‐8
will receive training on School‐wide Positive Behavioral Supports through the
Response to Instruction and Intervention (RtII) process. K‐8 RtII Data teams will
receive specific training on how to conduct FBAs and write BSPs for students in
Tiers II and III. A consultant from the AIU3 will continue to provide professional
development throughout each school year to elementary faculty and middle
school faculty, separately. She will also provide small group training to the
Data teams at each individual elementary building and the middle school.
The district's school psychologist will continue to work individually with the
teams to create a solid RtII Behavioral Support process in order to provide
struggling students with appropriate supports in order to be successful with
school behavior and expectations. Ongoing training will be provided on
professional development days and during faculty extended day requirements.
Monthly data team meetings will be scheduled so that the RtII teams can
continue to analyze data in order to determine the appropriate Tier
placements for students with behavior issues. The RtII team may decide to
conduct a FBA and develop a BSP for those students placed in Tier II and III for
behavioral concerns. Parents will be an integral part of the process by
attending meetings with the RtII team.
Decisions regarding students with IEPs will continue to be made through the
IEP team process. IEP teams will continue to use the FBA process in order to
develop appropriate BSPs that will continue to allow the student to participate
in the least restrictive environment. Behavior Support Plans will be addressed
through the child's IEP. IEP team will continue to utilize appropriate behavioral
support techniques and specially designed instruction in order to maximize
success for the children with disabilities.
The co‐teaching and differentiated instruction supports will continue to be
implemented in order to continue educating students with emotional or
behavioral issues at the elementary, middle and high school levels in the least
34
restrictive environment.
Parents will continue to receive training on FBAs and BSPs and School‐wide
Positive Behavioral Supports in order to maintain a school‐home partnership
that will enhance success for students struggling with behavioral issues.
The district will continue to enhance the Olweus Bullying Prevention program
that was implemented in 2009 by providing ongoing professional
development, continue the administration of the K‐12 student survey and use
the results of the data to identify areas of concern in order to revise the weekly
classroom lessons so that children can continue to feel safe and supported
when bullying occurs. The district‐wide bullying report process will continue to
be available to students so that they can report bullying in a non‐threatening
manner.
Evidence of Implementation:
1. Agendas from professional development activities
2. Documentation of students placed in Tiers I, II and III through the RtII
process
3. Documentation of FBA, BSP through IEP goals and SDI
4. District‐wide and building level data reports on discipline referrals
5. Data from Olweus student survey
6. Documentation of Olweus classroom lessons provided to students
PersonResponsible Dr. Monique Mawhinney, Director of Pupil Services and Dr. Jay Thornton,
School Psychologist
StartDate 7/1/2015
EndDate 6/30/2018
ProgramArea(s) Professional Education, Teacher Induction, Special Education, Student Services
ProfessionalDevelopmentDetailsHours Per Session 2.0
# of Sessions 6
# of Participants Per
Session
20
Provider District personnel & AIU3 Consultants
Provider Type IU
35
PDE Approved Yes
Knowledge Gain Administrators, Parents, teachers, and staff will have a solid understanding
of what School‐wide Positive Behavioral Support means, along with
implementing a consistent set of rules and consequences that all students
will know and understand. In addition, these stakeholders will continue to
enhance their knowledge of Functional Behavioral Assessments and
Behavior Support Plans so that they can continue to meet the needs of
students in the LRE.
All district personnel, along with parents, will continue to implement the
Olweus Bullying Prevention program that was implemented in 2009.
Building committees will continue to meet on an as needed basis in order to
review data to make informed decisions regarding the need to revise or
adjust the current program.
Research & Best Practices
Base
The district will utilize research‐based resources and best practices when
implementing FBAs and BSPs. Specifically, the district will utilize the forms
that are available for use through PDE's Bureau of Special Education. RtII
teams will follow the best practices identified through the AIU3 when
conducting FBAs and developing BSPs through the RtII process.
The district continues to utilize the Olweus Bullying Prevention program
when conducting classroom lessons. In addition, the district will continue to
administer the student survey that was developed through Olweus.
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
36
to inform decision‐making.
Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.
Training Format Series of Workshops
School Whole Group Presentation
Live Webinar
Department Focused Presentation
Professional Learning Communities
Offsite Conferences
Participant Roles Classroom teachers
Principals / Asst. Principals
School counselors
Paraprofessional
New Staff
Other educational specialists
Related Service Personnel
Parents
Grade Levels Elementary ‐ Primary (preK ‐ grade 1)
Elementary ‐ Intermediate (grades 2‐5)
Middle (grades 6‐8)
High (grades 9‐12)
Follow‐up Activities Team development and sharing of content‐area lesson implementation outcomes, with involvement of administrator and/or peers
Analysis of student work, with administrator and/or peers
Creating lessons to meet varied student learning styles
Peer‐to‐peer lesson discussion
Lesson modeling with mentoring
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 participant lesson plans
Review of written reports summarizing instructional activity
IEP team member input and recommendations. Appropriate
37
development of Behavior Support Plans according to results of Functional Behavioral Assessments for students with disabilities and those students placed in Tier II and III through the RtII process.
ParaprofessionalDescription The district employs 28 special education paraprofessionals. All
paraprofessionals will continue to meet the highly qualified standard by
possessing one of the following: 1) portfolio that documents the
paraprofessional met the 13 competencies outlined by PDE 2) college degree
3) associates degree. The district seeks candidates for hire that possess an
associates or college degree. If the candidate does not posses one of these two
degrees, then the district will arrange for the paraprofessional to obtain
mastery of the 13 competencies that PDE identified in order to become highly
qualified. Each year, all paraprofessionals are required to participate in
CPR/First Aid training that is arranged through the district during one of the in‐
service days at the beginning of the year. All paraprofessionals are required to
participate in professional development activities during professional
education days; there are about 3‐5 a school year. These activities are unique
to paraprofessionals and all topics pertain to their role as a paraprofessional. A
needs assessment is given to paraprofessionals at the end of each school year
in order to identify areas of need/focus. Administrators and special education
teachers are given the opportunity to provide their input on the type of
training needed for the paraprofessionals.
The district uses district personnel, AIU consultants and other private
consulting firms to provide on‐site professional development. In addition, the
paraprofessionals have access to PaTTan's streamlined videos and webinars if
they wish to continue professional development outside the typical workday.
Evidence of Implementation:
1. Observations and evaluation summaries from building principals
and/or Director of Pupil Services
2. Portfolios
3. Agendas from professional development activities
4. Certificates of Completion from paraeducator.net online program
5. Possession of college degree, associates degree or completion of the
38
13 competencies for highly qualified status
PersonResponsible Dr. Monique Mawhinney, Director of Pupil Services
StartDate 7/1/2015
EndDate 6/30/2018
ProgramArea(s) Special Education
ProfessionalDevelopmentDetailsHours Per Session 7.0
# of Sessions 3
# of Participants Per
Session
28
Provider Hampton Township School District, AIU3, private consulting firms
Provider Type School Entity
PDE Approved Yes
Knowledge Gain By providing the paraprofessionals various training in the area of special
education, they will continue to enhance their knowledge of special
education that will improve their ability to meet the needs of the students
they are working with. The will continue to improve their understanding of
the various types of disabilities that children have and be better equipped
when assigned to work with them. The vast array of topics covered during
professional development opportunities should provide the
paraprofessionals a resource of tools to refer to when working with children
with specific disabilities. They should be able to effectively manage the
clerical aspect of adaptations and modifications of assignments, tests and
other student work. They will enhance their communication, clerical and
progress monitoring skills as a result of the professional development they
receive over time.
Research & Best Practices
Base
All training and resources utilized are researched based and model best
practices. The district often utilizes resources recommended by the AIU
consultants and will frequently implement programs in which the AIU has
provided training on throughout the school year.
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.
39
For school or LEA administrators, and other educators seeking leadership roles
Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards.
Provides leaders with the ability to access and use appropriate data to inform decision‐making.
Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.
Instructs the leader in managing resources for effective results.
Training Format LEA Whole Group Presentation
Series of Workshops
Live Webinar
Online‐Asynchronous
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 Journaling and reflecting
Paraprofessionals are required to maintain an updated portfolio that reflects the work they did throughout the school year.
Evaluation Methods Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.
Portfolio
ReadingNCLB#1Description The district will continue to provide ongoing professional development in the
area of reading in order to meet the needs of those students who are
struggling. Curriculum will continue to be refined in the Language Arts area K‐
40
12 in order to provide both a horizontal and vertical articulation of the
curriculum in these areas. Courses will continue to be revised or added based
on the needs of the students at all levels. The RtII process K‐8 will remain intact
so that students' needs are consistently addressed through the use of data
analysis and team discussions. The PSSA tutoring and academic support
teachers at the high school will continue to provide small group instruction to
those students who did not meet the established criteria on the PSSA and
Keystone assessments. The district is in the initial stage of implementing a K‐12
Literacy Plan that will provide a clear guideline for promoting success in
reading for all students.
Evidence of Implementation:
1. Maintain PSSA tutors in each building to work with students who
scored basic or below on PSSA
2. Maintain reading support teachers in each building K‐8
3. Development of K‐12 Literacy Plan
4. Continue to develop IEP goals that address reading deficits for
students with learning disabilities in reading
5. Maintain the RtII process K‐8
6. Continue to provide professional development in areas of reading and
data analysis
7. Continue to utilize data systems such as: PVAAS, Edinsight and
Onhands to guide student programming
8. Continue monthly data team meetings K‐8 to analyze data in order to
design effective student programs and establish appropriate Tiers
through the RtII process
PersonResponsible Dr. Monique Mawhinney, Director of Pupil Services; Dr. Jay Thornton, School
Psychologist; Mr. Jeff Finch, Assistant Superintendent; Ms. Laurie Heinricher,
Curriculum Director
StartDate 7/1/2015
EndDate 6/30/2018
ProgramArea(s) Professional Education, Teacher Induction, Special Education, Student Services
41
ProfessionalDevelopmentDetailsHours Per Session 3.0
# of Sessions 9
# of Participants Per
Session
10
Provider Hampton Township School District and the AIU 3
Provider Type School Entity
PDE Approved Yes
Knowledge Gain Teachers will continue to improve their ability to analyze data, using the
district Data systems, in order to design effective student programs either
through IEPs, RtII process or PSSA tutoring. Small group instruction will
improve the student to teacher ratio, allowing more meaningful instruction
and one on one support. Ongoing professional development will increase
teachers' ability to provide effective instruction that meets the individual
needs of students who are struggling with reading skills.
Research & Best Practices
Base
Only research‐based materials and resources are utilized when providing
instruction to students. Those students who participate in Tier I, II or III
through the RtII process are using research‐based materials and resources
in order to increase skill deficits. The school psychologist oversees the RtII
process K‐8 and is responsible for providing training to support teachers on
how to utilize the research‐based materials with fidelity. All special
education teachers who provide direct instruction to students with IEPs
have received training on how to effectively implement the researched‐
based resources available to them.
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
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
42
leadership roles 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 School Whole Group Presentation
Live Webinar
Department Focused Presentation
Professional Learning Communities
Offsite Conferences
Participant Roles Classroom teachers
Principals / Asst. Principals
School counselors
Other educational specialists
Parents
Grade Levels Elementary ‐ Primary (preK ‐ grade 1)
Elementary ‐ Intermediate (grades 2‐5)
Middle (grades 6‐8)
High (grades 9‐12)
Follow‐up Activities Team development and sharing of content‐area lesson implementation outcomes, with involvement of administrator and/or peers
Analysis of student work, with administrator and/or peers
Creating lessons to meet varied student learning styles
Peer‐to‐peer lesson discussion
Appropriate development of IEPs and placement of students in the 3‐Tier RtII process.
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 participant lesson plans
Review of IEPs and observations of RtII data team meetings.
43
TransitionDescription Hampton Township School District's transition program for students with
disabilities provides them with various opportunities through their
Individualized Education Programs (IEPs). All students with IEPs ages 14 and
older are required to maintain a transition portfolio that consists of student
interest surveys, reflections from job shadowing or community based
instruction experiences, if appropriate, transition surveys and other activities
that will enhance their understanding of the various career options in order to
successfully prepare them for post high school experiences. The special
education teachers are responsible for overseeing the development of these
portfolios for students assigned to their caseloads.
All secondary special education teachers participated in the Indicator 13
training in 2009 that was required by PDE through the AIU 3. Teachers who
were hired after this date receive on‐site training through the school district
and AIU 3 consultants who specialize in transition. Additional training on
transition is provided yearly during professional development days and as
needed throughout the school year. Representatives from the special
education department from both the middle and high school attend the
monthly special education transition council meetings offered through the AIU
3. The expectation is for them to share the information with their colleagues
through best practice sharing sessions.
This school year Hampton was required to participate in PDE's Effective
Practices for Secondary Transition training conducted through AIU and PaTTan.
The district is in the process of completing the requirements of the process and
expects to be in compliance with all items on the checklist at the end of the
training.
Career exploration is a district‐wide focus for all students, including those with
disabilities. The elementary buildings have a yearly "career day" in which
parents from the community who have careers are invited to share the day
with our elementary students by explaining what their career is and providing
realistic experiences for our young children that help expands their
understanding and awareness of the various types of careers available. In
addition, classes on careers are being introduced to students at the elementary
level so they can begin to explore the various types of careers available.
The middle school implemented a rotation course in 2010 called "Career
44
Exploration" that allows students to learn more about various careers. It is a
six‐week course in which students complete various activities that enhance
their understanding of careers and allows them to research a career of interest
in order to learn more about the requirements.
The high school has the College and Career Center that students can access
before and after school and during study halls and lunch in order to gain more
understanding of the various types of careers. In addition, there are numerous
resources available for students to access, including the opportunity to
complete an online student interest survey that prints out a 28‐page detailed
report about the students interests and abilities and matches them to a
specific career.
Students in grades 8‐12, teachers, administrators and parents have access to
an online college and career exploration system called Naviance. This system
allows students to research careers and colleges in order to gain a better
understanding of the requirements needed to be successful. Yearly training is
provided to all students, especially the incoming 9th graders on how to access
the system. Special education teachers utilize this system when working with
students with disabilities on their transition portfolios.
Evidence of Implementation:
1. PDE Special Education Data Report on Transition
2. IEP Documentation‐ specifically the transition section
3. Artifacts from student transition portfolios
4. Agendas from professional development activities
5. Successful completion of PDE's Effective Practices for Secondary
Transition training
6. Attendance rosters from the College and Career Center
7. Completed student interest and transition surveys
8. Grades from middle school rotation course
9. Monthly attendance at the Transition Council Meetings offered
through the AIU 3 and sharing the resources with colleagues
PersonResponsible Dr. Monique Mawhinney, Director of Pupil Services and Dr. Jay Thornton,
45
School Psychologist
StartDate 7/1/2015
EndDate 6/30/2018
ProgramArea(s) Special Education, Student Services
ProfessionalDevelopmentDetailsHours Per Session 2.0
# of Sessions 6
# of Participants Per
Session
12
Provider Hampton Township School District and AIU 3
Provider Type School Entity
PDE Approved Yes
Knowledge Gain Teachers will have a better understanding of writing effective transition IEPs
and developing transition programs that are meaningful and appropriate for
our students with disabilities. They will be knowledgeable of the numerous
transition resources available and will share these resources with the
students and their families so that effective planning can take place at
home.
Research & Best
Practices Base
The district always takes a researched‐based, best practice approach when
developing student's transition programs via the IEP. The guidelines from the
most recent Effective Practices for Secondary Transition training will be used
as a guide for creating appropriate transition plans. In addition, the
resources provided by the AIU 3 will be utilized with the students, including
student interest surveys, transition surveys, questionnaires, etc.
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
Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional
46
educators seeking leadership roles
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
Live Webinar
Department Focused Presentation
Professional Learning Communities
Offsite Conferences
Participant Roles Classroom teachers
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
Students with IEPs are required to present a portion of their transition portfolio during their annual IEP meetings.
Evaluation Methods Classroom observation focusing on factors such as planning and
preparation, knowledge of content, pedagogy and standards,
classroom environment, instructional delivery and professionalism.
Participant survey
Review of written reports summarizing instructional activity
Portfolio
Transition sections of students' IEPs.
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SpecialEducationAffirmationsWealsoaffirmourunderstandingthatanyrequestsforanydeviationsfromtheChapter14regulations,standards,policies,andproceduresmustbemadeinwritingtothePennsylvaniaDepartmentofEducation.TheschooldistrictunderstandsthattheSpecialEducationComponentoftheDistrictLevelPlanwillbeapprovedbyPDEinaccordancewiththefollowingcriteriaassetforthin22Pa.SchoolCode§14.104andaspartoftheDistrictLevelPlan:
1. Thereareafullrangeofservices,programsandalternativeplacementsavailabletotheschooldistrictforplacementandimplementationofthespecialeducationprogramsintheschooldistrict.
2. Theschooldistricthasadoptedachildfindsystemtolocate,identifyandevaluateyoungchildrenandchildrenwhoarethoughttobeachildwithadisabilityeligibleforspecialeducationresidingwithintheschooldistrict'sjurisdiction.Childfinddataiscollected,maintained,andusedindecision‐making.Childfindprocessandproceduresareevaluatedforitseffectiveness.Theschooldistrictimplementsmechanismstodisseminatechildfindinformationtothepublic,organizations,agencies,andindividualsonatleastanannualbasis.
3. Theschooldistricthasadoptedpoliciesandproceduresthatassurethatstudentswithdisabilitiesareincludedingeneraleducationprogramsandextracurricularandnon‐academicprogramsandactivitiestothemaximumextentappropriateinaccordancewithanIndividualizedEducationProgram.
4. TheschooldistrictwillcomplywiththePADepartmentofEducation,BureauofSpecialEducation'srevisionnoticeprocess.
5. Theschooldistrictfollowsthestateandfederalguidelinesforparticipationofstudentswithdisabilitiesinstateanddistrict‐wideassessmentsincludingthedeterminationofparticipation,theneedforaccommodations,andthemethodsofassessingstudentsforwhomregularassessmentisnotappropriate.
6. TheschooldistrictaffirmsthePennsylvaniaDepartmentofEducationthatfundsreceivedthroughparticipationinthemedicalassistancereimbursementprogram,ACCESS,willbeusedtoenhanceorexpandthecurrentlevelofservicesandprogramsprovidedtostudentswithdisabilitiesinthislocaleducationagency.
Weaffirmthattheschooldistricthascompleteda28daypublicinspectionandcommentperiodasrequiredunder22PACode§4.13(d)priortotheschoolentity'sgoverningboardapprovalandsubmissiontotheDepartmentofEducation(BureauofSpecialEducation).
Nosignaturehasbeenprovided
BoardPresident
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Nosignaturehasbeenprovided
Superintendent/ChiefExecutiveOfficer