Special Education Plan Report - New … Education Plan Report ... A corresponding need for specially...

NewKensington-ArnoldSD

SpecialEducationPlanReport

07/01/2016-06/30/2019

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DistrictProfile

Demographics

701StevensonBlvdNewKensington,PA15068(724)335-8581Superintendent:JohnPalloneDirectorofSpecialEducation:ShaunSperl

PlanningCommitteeName Role

AmyMintz ElementarySchoolTeacher-SpecialEducation:SpecialEducation

JenPallone ElementarySchoolTeacher-SpecialEducation:SpecialEducation

ShaunSperl Administrator:SpecialEducationJeffThimons Administrator:SpecialEducationSarahYurga Parent:SpecialEducation

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CoreFoundations

SpecialEducation

SpecialEducationStudentsTotalstudentsidentified:505

IdentificationMethod

IdentifytheDistrict'smethodforidentifyingstudentswithspecificlearningdisabilities.

ThePennsylvaniaDepartmentofEducationRegulationsoutlinesthecriteriaforthedeterminationofSpecificLearningDisabilities.SuchcriteriaarederivedfromthefederalIDEAregulationsforspecialeducationundertherubricofaSpecificLearningDisability.Anassessmentofeachofthesecomponentsisrequiredtoassurethatanevaluationiscomprehensiveinscopeasrequiredbybothfederalandstatestatutes.ThemultidisciplinaryevaluationteamdeterminesastowhetherastudentmeetstheinclusionaryandexclusionarycriterialistedundertheSpecificLearningdisabilitydefinition.Inclusionaryfactorsincludeastowhetherastudentachievesadequatelyfortheirstatedageandstate-approvedgrade-levelstandardswhenprovidedwithlearningexperiencesandscientificallybasedinstructionappropriatefortheirageorstate-approvedgradelevelstandardsandlevelofEnglishlanguageproficiency.AnadditionalinclusionaryfactoriswhetherthedistrictchoosestheoptionofidentificationofchildrenwithspecificlearningdisabilitiesaccordingtoeitheraResponseToInterventionmodelorthemoretraditionalability-achievementdiscrepancycriteria.NewKensington-Arnoldcurrentlyutilizesthediscrepancymodelfordeterminingeligibilityunderthecategoryofspecificlearningdisability.Exclusionaryfactorsincludetheknowledgethatastudent’sdifficultiesarenottheproductofalackofappropriateinstructioninbothreadingandmathematicsorduetolimitedEnglishproficiency.Further,eligibilitydeterminationwillbebasedupontheexclusionofthefollowingfactorsascontributingtoachild’sacademicdifficulties:vision,hearing,ormotordisabilities,mentalretardation,emotionaldisturbance,cultural,environmental,oreconomicissues.NewKensington-ArnoldSchoolDistrictwillconductamultidisciplinaryevaluationthatdetermineswhetherachildexhibitsapatternofrelativestrengthsandweaknessesasdefinedbythetraditionaldiscrepancyanalysiscriteriabetweenintellectualabilityandstandardizedacademicachievementmeasures.Theprocesswilldetermineastowhetherastudentachievesadequatelyfortheirstatedageandstate-approvedgrade-levelstandardswhenprovidedwithlearningexperiencesandscientificallybasedinstructionappropriatefortheirageorstate-approvedgradelevelstandardsandlevelofEnglishlanguageproficiencyinoneormoreofthefollowingareas:

• OralExpression

• ListeningComprehension

• WrittenExpression

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• BasicReadingSkills

• ReadingFluency

• Readingcomprehension

• MathematicsCalculation

• MathematicsProblemSolving

Acorrespondingneedforspeciallydesignedinstructionwillbedeterminedthroughareviewofongoingbenchmarkandprogressmonitoringassessments,alongwithareviewofperformanceondistrictandstatewideassessments.Areviewofinstructionalstrategiesutilizedbyeducationalpersonnelwillbereviewed,anyeducationallyrelevantmedicalfindingsconsidered,andanobservationofstudentperformanceinthenaturalisticclassroomsettingwillbeconducted.AformalreevaluationofstudentswithSpecificLearningDisabilitieswillbeconductedaccordingtobothstateandfederalguidelines.Suchguidelinesadvocateareevaluationifthedistrictdeterminesareevaluationiswarranted,attheformalrequestofaparentorteacher,notmorethanyearlyunlessthemultidisciplinaryteamagreesotherwise,atleastonceeverythreeyearsunlesstheevaluationisformallywaivedbyteammembers,andinconjunctionwithavarietyoftechnicallysoundassessmentmeasures.Suchareevaluationprocesstypicallydeterminesastowhetherthestudenthasacontinuedneedforspeciallydesignedinstruction,theoverallneedsofthechild,theappropriatespecialeducationandrelatedservices,andastowhetheranyadditionsormodificationstothespecialeducationandrelatedservicesarenecessary.

Enrollment

ReviewtheEnrollmentDifferenceStatus.Ifnecessary,describehowyourdistrictplanstoaddressanysignificantdisproportionalities.

ThedataispubliclyavailableviathePennDatawebsite.Youcanviewyourmostrecentreport.Thelinkis:http://penndata.hbg.psu.edu/BSEReports

Enrollmentdifferencesarenotsignificantlydisproportionate.

Non-ResidentStudentsOversight

1. HowdoestheDistrictmeetitsobligationunderSection1306ofthePublicSchoolCodeasthehostDistrictateachlocation?

2. HowdoestheDistrictensurethatstudentsarereceivingafreeappropriatepubliceducation(FAPE)intheleastrestrictiveenvironment(LRE)?

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3. WhatproblemsorbarriersexistwhichlimittheDistrict'sabilitytomeetitsobligationsunderSection1306ofthePublicSchoolCode?

TheNewKensington-ArnoldSchoolDistrictprovidestheeducationalservicesthatarenecessaryforthestudentsthatresidewithinthisprogram.Thedistrictstaffworkcloselywiththestaffatthefacilitytomakesureweareprovidingprogrammingtomeetthestudentsneeds,ensuringthatFAPEisprovided.Theteamlooksatprovidingtheprogrammingforaparticularstudentwithinthepublicschoolprogramwiththesupportandservicesfirst,ensuringconsiderationoftheleastrestrictiveenvironment.Thestudentslocatedinthisfacilityareawardedthesamerightsandservicesthatthestudentswouldreceiveiftheywereresidents.Thatfamiliesandthedistrictsarealsoincludedintheplanningforthestudent.Wecurrentlyhavenothadanybarriersthathavelimitedourabilitytoprovidethemostappropriateprogramforthesestudents.

IncarceratedStudentsOversight

DescribethesystemofoversighttheDistrictwouldimplementtoensurethatallincarceratedstudentswhomaybeeligibleforspecialeducationarelocated,identified,evaluatedandwhendeemedeligible,areofferedafreeappropriatepubliceducation(FAPE).

Thelocalschooldistrict,whencontactedbyacountydetentioncenter,providestheappropriateeducationalpersonnelwithinthedetentionfacilitiesalleligiblestudent'sEvaluationReports(ER),IndividualizedEducationPrograms(IEP),andNoticeofRecommendedEducationalPlacements(NOREP).Thedistrict'sLEAand/orherdesigneeattendsallIEPmeetingsforthosestudentswhoaredeemedeligiblewithinthedetentionfacilitiesinordertoadheretotheprocedureforsuchplacementsasidentifiedbythecurrentStandardsandRegulations.TheinitiationandtrackingoftheseservicesareprovidedbytheWestmorelandIntermediateUniteducationalandspecialeducationstaff.Outofcountyplacements,whilerare,dooccur.Whenthissituationarises,thesameproceduresarefollowedasinWestmorelandCounty.TheLEAmaintainstheresponsibilityfortheeducationalanddueprocesssafeguardsofthesestudentsduringtheirperiodsofincarcerationortemporaryplacementoutsideofthedistrict.

LeastRestrictiveEnvironment

1. DescribetheDistrictprocedures,whichensurethat,tothemaximumextentappropriate,childrenwithdisabilities,includingthoseinprivateinstitutions,areeducatedwithnon-disabledchildren,andthatremovalfromtheregulareducationenvironmentonlyoccurswheneducationinthatsettingwithsupplementaryaidsandservices,cannotbeachievedsatisfactorily.

2. DescribehowtheDistrictisreplicatingsuccessfulprograms,evidence-basedmodels,andotherPDEsponsoredinitiativestoenhanceorexpandthecontinuumofsupports/servicesandeducationplacementoptionsavailablewithintheDistricttosupportstudentswith

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disabilitiesaccessthegeneraleducationcurriculumintheleastrestrictiveenvironment(LRE).(ProvideinformationdescribingthemannerinwhichtheDistrictutilizessite-basedtraining,consultationandtechnicalassistanceopportunitiesavailablethroughPDE/PaTTAN,orotherpublicorprivateagencies.)

3. RefertoanddiscusstheSPPtargetsandthedistrict'spercentagesintheIndicator5section-EducationalEnvironments.AlsodiscussthenumberofstudentsplacedoutofthedistrictandhowthoseplacementsweredeterminedtoassurethatLRErequirementsaremet.

IntheNewKensington-ArnoldSchoolDistrict,thefirstoptionfortheinstructionofeverystudentisfulltimeregulareducation.Whenastudentisidentifiedaseligibleforspeciallydesignedinstruction,theIEPteamworksfromthatstartingpoint.TheIEPteamdetermineseducationalplacementanddegreeofrestrictivenessbasedontheinformationassummarizedintheEvaluationReport,includingteacher,parentandstudentinput,andifstudentisoftransitionageorparentdecidesneedforstudentinput.TheIEPteamalwaysconsiderstheleastrestrictiveenvironmentwhenmakingdecisionsregardingeducationalplacement.Removalfromtheregulareducationenvironmentonlyoccurs,wheneducationinthatsetting,withadaptations,modifications,andaconsiderationofthefullrangeofsupplementaryaidsandservices,cannotbeachievedsuccessfully.Theteamthenmovesthroughthecontinuumofservicesuntilthemostappropriateandleastrestrictivesetting,program,placement,andamountandkindofintervention,isagreeduponbyalltheteammembers.Theneedsofthestudentarethedeterminingfactorwhendecidingappropriateeducationalintegration.Thedistricthasimplementedandiseffectivelyconductinginclusionopportunities,teamteachingandleastrestrictivemodelsofinstruction,acrossalllevels.TheextentofinclusionforthecorecontentareasoflanguageartsandmathematicsisguidedbytheIEPteam.Utilizationofmorerestrictivelanguageartsandmathematicsupportsisdeterminedaccordingtothecorrespondingcategoryofeligibilityandcorrespondinglevelofneed.Collaboration:Adultsworkingwithsupportstudents

• ConsultationwithPCA'sandparaprofessionals

• ParenttrainingseriesincollaborationwithBurrellandKiskiAreaSchoolDistricts

• Progressreporting/Skywardgrading

• Professionaldevelopmentandtraining(LegallyDefensibleIEP's,Co-Teaching,transitiontraining,etc.)

• Scheduledopportunitiesforparentalcommunication(IEP/MTSS)

• Teachercommittees(studentrecognition,safety,etc.)

• Sharedservices

• MTSS-multitieredsystemsofsupport(pre-referralprocess)

• WorkDiscoverywithWIU

Instructional:Developmentanddeliveryofinstructionthataddressesdiverselearningneeds

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• Flexiblegrouping(grades3-6)

• RtII-responsetoinstructionandinterventionprogram(grades1-2)

• Vo-Tech(grades9-12)

• SRADirectInstructionReadingSeries

• Useofbuildingaides

• Mathandreadingcoaches(gradesK-12)

• Assistivetechnology/alternativematerial(largeprintbooks,useofcomputers,scribes,etc.)

• Tiereddeliverysystem(co-teaching,pullout,lifeskills,etc.)

• Adaptativematerials

• Jobshadowing(grades11-12)

• Modifiedoradaptedcurriculargoals

• Modifiedoradaptedassignments

• OVRearlyinterveningstudentmeetings(grades8-10)

Physical:Adaptationandmodificationstothephysicalenvironment

• Seatingpreferences

• Adaptiveequipmentforseating(exerciseball,seatcushions,etc.)

• IndividualFMsystems

• Specializedtransportation

• Furniturearrangement

• Individualdesk,chair,etc.

• Wheelchairaccessibility

SocialBehavioral:Supportsandservicestoincreaseappropriatebehaviorandreducedisruptiveorinterferingbehavior

• SAP-Studentassistanceprogram

• SWPBS-schoolwidepositivebehaviorsystem(grades3-6)

• MTSS-multitieredstudentsupport

• Familybehavioralservices

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• St.VincentCollegepreventionprojects

• Socialskillsinstruction(ESandLSS)

• Lunchbunch

• Cooperativelearning

• JusticeWorkssponsoredprogramfortruancy("WhyTry")

• ArttherapyinternfromSetonHillUniversity

WhenanalyzingtheDistrict'sLeastRestrictiveEnvironmentpercentagesonDecember1,2014SpecialEducationDataReportforIndicator5,EducationalEnvironmentstheDistrictwasat67.8%comparedtothestateaverage62%forstudentseducatedinthe"RegularClass80%orMore".Thisisbetterthanthestateaverage.Thedistrictpercentageof6.9%comparedtothestateaverageof9.5%forstudentseducatedinthe"RegularClasslessthan40%"Thisagainisbetterthanthestateaverage.Thedistrictpercentageof7.3%comparedtostateaverage4.8%forstudentseducatedin"othersettings"whichisabovethestateaverage.

BehaviorSupportServices

ProvideasummaryoftheDistrictpolicyonbehavioralsupportservicesincluding,butnotlimitedto,theschoolwidepositivebehaviorsupports(PBS).Describetrainingprovidedtostaffintheuseofpositivebehaviorsupports,de-escalationtechniquesandresponsestobehaviorthatmayrequireimmediateintervention.IfthedistrictalsohasSchool-BasedBehavioralHealthServices,pleasediscussit.

Theschooldistrictprovidesthefollowingmajorcomponentstostudentswhosebehaviormaydisrupttheirownlearningorthatofothers:utilizationofaconsistentindividualbehavioralmanagementsystem(TALIDsystem)forallstudentswhoreceiveemotionalsupportservicesingradesK-12andstudentswhoreceivelearningsupportserviceswhendeterminedappropriatebytheIEPteam,completionofFunctionalBehavioralAssessments,developmentandimplementationofPositiveBehaviorSupportPlans,personalcareassistantswhendeterminedappropriatebyIEPteam,ongoingconsultationswithWestmorelandIUschoolpsychologistandbehavioralconsultant,groupcounselingcontractedwithoutsidementalhealthproviders,studentconsultationwithschoolguidancecounselors,individualpsychologicalservices(i.e.individualcounseling)asrelatedservicewhendeterminednecessarybyIEPteam.

Additionally,thefollowingspecificsupportsandservicesareutilizedtoincreaseappropriatebehaviorandreducedisruptiveorinterferingbehavior:

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•SocialSkillsInstruction

•Counselingsupports

•Peersupports(e.g.,facilitatingfriendships)

•Individualizedbehaviorsupportplans

•Modificationofrulesandexpectations

•Cooperativelearningstrategies

Take-tencardsforstudentbreaks

School-WidePositiveBehaviorSupports:

Duringthe2015-2016schoolyear,theRoyAHuntElementarybuildingbeganimplementingschool-widepositivebehaviorsupports.ACoreTeamwasestablishedandmeetstomodifyandenhancetheprogramasnecessary.Thisprogramiscurrentlyina"softroll-out"moreconsistentwithTier1ofSchoolWidePositiveBehaviorSupportProgramming.Implementationwillcontinuewithadditionaltiersofsupporttobeadded.Staffwastrainedatthestartofthe15-16schoolyearforbeginningimplementation.

School-BasedBehavioralHealthServices:

SAP(StudentAssistanceProgram)

SPHS:DrugandAlcoholCounseling

SocialWorkerthroughtheIU

PartnershipwithFamilyServices

ArtTherapyInternfromSetonHillUniversityOnMonday,October12th,2015therewasafulldayinservicetrainingforalldistrictparaprofessionals.AlexandraMarkeyfromNorthwesternHumanServices(NHS)conductedthetrainingonstudentspecific,individualizedbehavioralstrategies.Afulldayinservicetrainingwasconductedon8/21/15foralldistrictparaprofessionals,includingbuildingaides,specialeducationclassroomaides,andpersonalcareassistantsoneffectivestrategiesformanagingstudentbehaviors.ThetrainingwasconductedbyDr.AlexGray,SchoolPsychologist.Dr.RobertIsherwoodfromKeystoneEducationalConsultingGroupisconductinganinservicetrainingforallkindergartenthroughsixthgradeteachersandrelatedsupportstaff,andallkindergartenthroughtwelfthgradeparaprofessionals,duringtheupcomingApril26,2016InserviceDaytoprovideanoverviewofchildhoodandadolescentpsychologicaldisordersincludingbipolardisorder,attentiondeficithyperactivitydisorder,conductdisorder,oppositionaldefiantdisorderandintermittentexplosivedisorder.Alsothetrainingwilladdresshowtoappropriatelyinteractwiththesestudentstoavoidconflictandhowtoverballydeescalateconflictifitoccurs.

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IntensiveInteragency/EnsuringFAPE/HardtoPlaceStudents

1. IftheLEAishavingdifficultyensuringFAPEforanindividualstudentoraparticulardisabilitycategory,describetheproceduresandanalysismethodsusedtodeterminegapsinthecontinuumofspecialeducationsupports,servicesandeducationplacementoptionsavailableforstudentswithdisabilities.

2. Includeinformationdetailingsuccessfulprograms,services,educationplacementsaswellasidentifiedgapsincurrentprograms,services,andeducationplacementsnotavailablewithintheLEA.IncludeanoverviewofservicesprovidedthroughinteragencycollaborationwithintheLEA.

3. Discussanyexpansionofthecontinuumofservicesplannedduringthelifeofthisplan.

Whenthedistrictsuspectsastudentmaybeatriskofnothavinghis/herIEPimplementedinthepublicschoolsetting,thedistrictwillcontacttheWestmorelandIntermediateUnit7InteragencycoordinatorwhowillassistthedistrictinarranginganinteragencymeetingthroughthelocalCASSPofficetoincludeallagenciesthatprovidesupporttothestudent.TheIEPteammemberswillmeettoreviewtheIEPtodetermineifthestudent'sneedsarebeingmetandtomakenecessarychangesand/orrecommendations.Iftheteamdeterminesthatthestudentcannolongerbeservedinthepubliceducationalsetting,placementoptionswillthenbeconsideredandthedistrictwillfollowupwithmakingtheappropriatecontacts.Intheeventthataplacementcannotbesecuredandthestudenthasbeenorwillbeatriskofwaiting30daysormoreforanappropriateeducationalplacement,thedistrictwillreporttherequiredinformationutilizingtherequiredformtothePennsylvaniaDepartmentofEducation,updatingtheinformationmonthlyasneededuntilanappropriateplacementhasbeensecured.Additionally,thedistrictwillreporttotheDepartmentofEducationallstudentswhoareonHomeboundInstructionorInstructionConductedintheHomeontheappropriateform.ThedistrictwillmaintaincontactswithotherchildservicingagenciesbyparticipatinginCASSP/Interagencymeetingsasnecessary.Thedistrictwillparticipateinothermeetingsasneedediftheserviceprovider(hospitals,APS,RTF,etc.)hasorwillhaveadirectrelationshipwiththestudent’ssuccessinschool.TheCoordinatorofPupilServices/LEAordesigneewillmaintaincontactwiththeIntermediateUnit7InteragencyCoordinatortoactasliaisonwhennecessarybetweenthedistrictandthechildservicingagencies.TheCoordinatorofPupilServices/LEAordesigneewillmaintainanongoingrelationshipwiththeIntermediateUnit7InteragencyCoordinatorandrequesttrainingsasneeded.Additionally,thedistrictwillberepresentedatseminars,workshopsandothersuchtrainingstargetedtoimprovethedistrict'sprogramcapacity.ThedistrictwillutilizetheInteragencymeetingprocesstodeterminewhatresourcesthestudentmaybeeligibleforwhileresearchingappropriateplacements.Thedistrictwillworkwiththeparentstocompletethenecessaryapplicationsifthestudenthasneverbeenfoundeligibleformedicalassistance.Thedistrictwillmakeavailablethenecessarydocumentstosupporteligibility

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usingtheappropriateproceduresundertheHIPAAAct.

StrengthsandHighlights

Describethestrengthsandhighlightsofyourcurrentspecialeducationservicesandprograms.Includeinthissectiondirectionsonhowthedistrictprovidestrainingsforstaff,facultyandparents.

TheSpecialEducationProgramintheNewKensington-ArnoldSchoolDistrictaddressesthechallengesofmeetingtheeducational,social,andemotionalneedsofstudentswithdisabilities.Thisencompassesaninstructionalprogramthatisincompliancewiththestate’smandatedcurriculum,whilemaintaininghighlevelsofsuccessforallstudents.TheNewKensington-ArnoldSchoolDistrictiscommittedtoensuringtheachievementofallstudentsthroughacontinuumofSpecialEducationservices.TheNewKensington-ArnoldSchoolDistrictfollowsspecificscreeningprocedurestoidentifyacademic,behavior,socialand/oremotionalneedsofstudents.Whenclassroomchallengesexist,studentsarereferredtotheappropriateteamtodetermineareasofneedaswellasappropriatestrategiesandinterventionstoimplement.Thisteamconsistsof,butisnotlimitedto,thegeneraleducationteacher,thespecialeducationteacher,principal,schoolpsychologist,Title1teachers,andguidancecounselor.Classroominterventionsareimplemented,andappropriatedataiscollectedtodetermineeffectivenessofinterventions.Studentswhocontinuetodemonstratedifficultydespitetheseinterventionsarereferredforpsychoeducationaltestingwithparent/guardianpermission.Ifthestudentmeetseligibilitycriteria,anIndividualizedEducationProgramisdevelopedandimplementedtomeettheindividualneedsofthestudent.Duringthecurrent2014-2015schoolyearthedistrictbeganimplementinganRtIImodelattheelementarylevel,ingrades1and2.WithinthisRTIImodeltheteamisnowusingacontinuumofstudentperformancedata(DIBELSscores,curriculum-basedassessments,etc.)tocontinuouslyinform,monitorandimprovestudentaccessandresponsetohigh-qualitycoreandsupplementalinstruction/intervention.TheRtIImodelhascontinuedwithimprovementsinschedulingandprogramingrades1and2.Inalignmentwithourscreeningprocedures,grades3-6implementedaMulti-TieredSystemofSupports(MTSS)duringthe2014-2015schoolyearandexpandeduponduringthe2015-2016schoolyear.ThisisareferralteamthatcombinesSAPandMDEprocedurestomaximizeserviceforstudents.ThedistrictcontinuestoimplementtheReadyFreddyprogramthroughtheUniversityorPittsburghforstudentstransitioningintokindergarten.Inaddition,transitionactivitiesareconductedthroughouttheschoolyearwithlocalpre-schoolprogramsandUnitedWaytoaligncurriculumforKindergartenreadiness.Thepre-schoolprogramscollaboratewiththeschooldistricttoensureasmoothprocessoccursandincludesprogramssuchasparenttrainingclasses,visitationtoKindergartenclassrooms,andprovidingparentswithstrategiestoworkwiththechildren.ThedistrictalsohousesitsownPre-KprograminMartinElementarySchool.WithinthePre-K-K,1-2,and3-6buildings,LearningSupport,LifeSkillsSupport,andEmotionalSupportservicesareprovided.TheLearningSupportteacherinstructsthefollowingcontentareas,

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dependentuponitinerantorsupplementallearningsupport:Reading,Language,Spelling,andMathematics.TheLearningSupportteacheralsoco-teacheswithregulareducationteachersintheareasofELAandMath,dependinguponstudentneedandlevelofservice.AllstudentswithdisabilitiesparticipateinScience,SocialStudies,Handwriting,specialtyclasses,breakfast,lunch,andrecessinthegeneraleducationsetting.EmotionalSupportissetupasanitinerantprogramandstudentsareincludedinallacademicandelectivesubjectareasandsupportedasnecessaryintheregulareducationorlearningsupportclassroombytheemotionalsupportteacher,andinadditioninstructedinsocial/emotional/behaviorskillsintheemotionalsupportclassroom.LifeSkillsSupportstudentsarecurrentlyincludedforArt,PhysicalEducation,Musicassemblies,programs,breakfast,andlunch,andinotherareasasdeterminedappropriatebytheIEPteamtoprovideservicesintheleastrestrictiveenvironment.Ingrades7and8attheJr.-Sr.HighSchool,eachstudentidentified,whetherlearningand/oremotionalsupport,receivesasignificantamountofserviceswithinthegeneraleducationclassroom.Allstudentsthatreceiveemotionalsupportarefullyincludedinallacademiccoursesaswellasspecialtyclasses.Theemotionalsupportteachermonitorsthesestudentswithintheclassrooms.LearningSupportservicesareprovidedtostudentsforthesubjectareasofMathematics,EnglishandReadinginstructionthroughaninclusive,co-taughtmodelofinstructionorapull-outmodelwhichisdictatedbystudentneedandamountofsupportrequired.Allstudentshavetheopportunityforfullinclusion,dependingonthestudent’sstrengthsandneeds.Ingrades9-12attheJr.-Sr.HighSchool,theinclusive,co-teachingmodelisusedwithco-teachinginthecontentareasofMathematics,English,andScience.AdailyIEPPlanperiodhasbeenimplementedfortheLearningSupportteacherstomeetone-on-onewiththeindividualstudentsontheircaseload.Duringthistime,teachersandstudentshavetheopportunitytodiscussanyacademicand/orbehavioralneeds,aswellastransitiongoals.Inadditiontoindividualconferencing,studentswithdisabilitiesaregiventheopportunitytoattendKeystonepreparationcourses.Also,learningsupportteachersareavailableeveryperiodoftheschooldayintheResourceRoomtoprovideindividualorsmallgroupinstructiontostudentsandtomakeanynecessaryassignmentortestaccommodations.Inpreparationfortransition,thedistrictoffersdifferentprogramsandassessmentsforstudents.TheNorthernWestmorelandCareerandTechnicalCenterusestheSAGEassessmenttodeterminestudentinterestsandabilities.Onceayear,arepresentativefromtheOfficeofVocationalRehabilitationaddressesthe11thand12thgradestudents.Thestudentsandtheparentsareprovidedinformationontheexistingservices.Inaddition,thedistricthaspartneredwiththeWorkDiscoveryprogramoperatedbyWestmorelandIntermediateUnit7.Thisprogramassistsstudentswhoare16to21yearsofageenrolledinspecialeducationclassestoexperiencetheworkenvironmentinacommunity-basedvocationaltrainingprogram.Theprogramteachesmarketableworkandsocialskillstoacquireandmaintainemploymentaftergraduation.Thisprocesseasesthetransitionfromschooltoworkthroughcoaching,behavioralsupportandmobilitytraining.TheNewKensington-ArnoldSchoolDistrictbelievesintheimportanceofdata-driveninstruction.Toimplementthisphilosophy,severalassessmenttoolsareutilized.Teachersusethecomputer-baseddata-drivenmodelofstudentrecords,EdInsight,todisaggregatedataanddrivetheirinstruction.AnadditionalassessmenttoolutilizedattheelementarylevelistheDynamicIndicatorsofBasicEarlyLiteracySkills(DIBELS).Thisassessmentpredictsstudentachievementin

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theareasofreadingfluencyandreadingcomprehension.Ingrades3-5,theTOWREassessmentisalsousedtodeterminegrade-levelequivalencyforsightwordfluencyandphonicsfluency.Thedistrictcontinuestoimplementtechnologyintheclassroom.Everystudentwithinthedistricthasaccesstolaptopcomputerstoassistwithacademicrequirements.MostclassroomsareequippedwithinteractivePolyvisionBoardsthatprovidevisualandauditoryenhancementofinstruction.TheelementarybuildingshaveIPodTouchesaswellasiPadcartsthatareprogrammedtoaugmentthecurriculum.Inaddition,allbuildingshaveaccesstoComputersOnWheelsforclassroominstruction.Teachersarerequiredtocommunicatestudentprogressthroughtheuseofanonlineprogram,Skyward,whichprovidesparentalaccesstogrades,assignments,andclassnews.Consistentcommunicationcanalsobemaintainedviathisprogram.ProfessionaldevelopmentopportunitieshaverecentlybeenmadeavailabletoSpecialEducationstaffonTransitionPlanningandLegallyDefensibleIEPs.Thesetrainingsareprovidedtoenhanceinstructionandeducationalplanningforallstudentswithdisabilities.SpecialEducatorsandParaprofessionalsareinvitedtoattendtheParentTrainingSeriesthattheNewKensington-ArnoldSchoolDistrictoffersinpartnershipwithBurrellandKiskiAreaSchoolDistricts.Studentswithsignificantacademic,social,and/oremotionalneedsthatcannotbemetwithinthedistrictareenrolledinvariousprogramsoutsideofthedistricttomeettheirindividualneeds.Approvedprivateschools,theWestmorelandIntermediateUnit7,AlternativeEducationPrograms,andotherprivateschoolsprovidetheseprograms.Studentsplacedintheseprogramshaveneedsthatcannotbemetinthegeneraleducationenvironment,orrequireacurriculumthatdiffersconsiderablythanthedistrictsettingoffers.TheschooldistricthasbecomeACCESSbillableandhasdevelopedthenecessaryprocedurestofacilitatethatprocess.Arecentlyhiredsecretaryhasbecomehighlyproficientincompletingthenecessarydocumentation,whichhasresultedinasubstantialfinancialgaintoourdistrict.Wehave,inturn,usedthoseresourcestoprovideadditionalservicestoourspecialeducationstudents.InlateSpring,everyschoolyear,afileexchangedayisscheduledtoallowreceivingspecialeducationteacherstospendtimewiththesendingteachertorevieweachstudent.Topicsincludepresenteducationlevels,successfulstrategies,techniquesandeffectiveinstructionalmethodsforeachstudentandteacherrecommendations.Eachteacherhastheopportunitytoreceiveinformationontheirnewstudentsaswellasshareinformationonthestudentsmovingoutoftheirclassrooms.Thisprocesshasbeenavaluableexperienceforallinvolved.

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Assurances

SpecialEducationAssurancesTheLocalEducationAgency(District)hasverifiedthefollowingAssurances:

• Implementationofafullrangeofservices,programsandalternativeplacementsavailabletotheschooldistrictforplacementandimplementationofthespecialeducationprogramsintheschooldistrict.

• Implementationofachildfindsystemtolocate,identifyandevaluateyoungchildrenandchildrenwhoarethoughttobeachildwithadisabilityeligibleforspecialeducationresidingwithintheschooldistrict'sjurisdiction.Childfinddataiscollected,maintainedandusedindecision-making.Childfindprocessandproceduresareevaluatedforitseffectiveness.TheDistrictimplementsmechanismstodisseminatechildfindinformationtothepublic,organizations,agenciesandindividualsonatleastanannualbasis.

• Assurancesofstudentswithdisabilitiesareincludedingeneraleducationprogramsandextracurricularandnon-academicprogramsandactivitiestothemaximumextentappropriateinaccordancewithanIndividualizedEducationProgram.

• CompliancewiththePADepartmentofEducation,BureauofSpecialEducation'sreportrevisionnoticeprocess.

• Followingthestateandfederalguidelinesforparticipationofstudentswithdisabilitiesinstateanddistrict-wideassessmentsincludingthedeterminationofparticipation,theneedforaccommodations,andthemethodsofassessingstudentsforwhomregularassessmentisnotappropriate.

• Assuranceoffundsreceivedthroughparticipationinthemedicalassistancereimbursementprogram,ACCESS,willbeusedtoenhanceorexpandthecurrentlevelofservicesandprogramsprovidedtostudentswithdisabilitiesinthislocaleducationagency.

24P.S.§1306and§1306.2FacilitiesFacilityName Facility

TypeServicesProvidedBy Student

Count

ValleyCommunityServices

Nonresident NewKensington-ArnoldSchoolDistrict

*

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LeastRestrictiveEnvironmentFacilitiesFacilityName TypeofFacility Typeof

ServiceNumberof

StudentsPlaced

KiskiAreaSchoolDistrict NeighboringSchoolDistricts

AS *

NorthernWestmorelandCareerandTechnicalCenter

Other LSS *

ClairviewSchool SpecialEducationCenters

LSS,AS,MDS *

Children'sInstitute ApprovedPrivateSchools

AS *

PaceSchool ApprovedPrivateSchools

ES,AS *

WesternPASchoolfortheDeaf ApprovedPrivateSchools

DHIS *

WatsonInstituteFriendshipAcademy

ApprovedPrivateSchools

ES *

SunriseSchool SpecialEducationCenters

LSS,AS,LS,MDS,SLS

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NHSApollo Other ES,AS 12WatsonInstituteBehaviorSupportAcademy

Other AS *

St.StephensAcademy Other ES *CAPPartialHospital Other LS *HighlandsPartialHospital Other LS 6EasterSeals ApprovedPrivate

SchoolsMDS *

*redactedtoprotectstudentconfidentiality

SpecialEducationProgramProfileProgramPosition#1

Operator:SchoolDistrictPROGRAMDETAILS

Type:ClassImplementationDate:August27,2014Averagesquarefeetinregularclassrooms:600sq.ft.Squarefootageofthisclassroom:600sq.ft.(30feetlongx20feetwide)Reasonfortheproposedchange:Updatedtheagerangeofstudentsandcaseloadnumbersonlyforthisprogramposition.

PROGRAMSEGMENTSLocation/Building Grade Building

TypeSupport Service

TypeAgeRange

Caseload FTE

MartinElementarySchool

AnElementary

Abuildinginwhich

Itinerant LearningSupport

5to7 * 0.5

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SchoolBuilding

GeneralEducationprogramsareoperated

MartinElementarySchool

AnElementarySchoolBuilding

AbuildinginwhichGeneralEducationprogramsareoperated

Supplemental(LessThan80%butMoreThan20%)

LearningSupport

5to7 * 0.5

ProgramPosition#2




TypeSupport Service

TypeAgeRange

Caseload FTE

H.D.BerkeyElementarySchool




7to9 * 0.2





LearningSupport

7to9 8 0.8

ProgramPosition#3


Type:ClassImplementationDate:August27,2014Averagesquarefeetinregularclassrooms:600sq.ft.Squarefootageofthisclassroom:506sq.ft.(22feetlongx23feetwide)Reasonfortheproposedchange:Updatedtheagerangeofstudents,caseloadnumbersandFTEonlyforthisprogramposition.


TypeSupport Service

TypeAgeRange

Caseload FTE

RoyA.HuntElementarySchool


AbuildinginwhichGeneralEducationprograms


9to10 * 0.2

17

areoperatedRoyA.HuntElementarySchool




LearningSupport

9to10 10 0.8

ProgramPosition#4




TypeSupport Service

TypeAgeRange

Caseload FTE





7to9 * 0.2





LearningSupport

7to9 10 0.8

ProgramPosition#5


Type:ClassImplementationDate:August27,2014Averagesquarefeetinregularclassrooms:600sq.ft.Squarefootageofthisclassroom:506sq.ft.(22feetlongx23feetwide)Reasonfortheproposedchange:Updatedthecaseloadnumbersonlyforthisprogramposition.


TypeSupport Service

TypeAgeRange

Caseload FTE





8to10 6 0.3

18





LearningSupport

8to10 * 0.7

ProgramPosition#6




TypeSupport Service

TypeAgeRange

Caseload FTE





6to7 * 0.3





LearningSupport

6to7 8 0.7

ProgramPosition#7




TypeSupport Service

TypeAgeRange

Caseload FTE





9to11 * 0.4


AnElementarySchool

AbuildinginwhichGeneral

Supplemental(LessThan80%butMoreThan

LearningSupport

9to11 7 0.6

19

Building Educationprogramsareoperated

20%)

ProgramPosition#8




TypeSupport Service

TypeAgeRange

Caseload FTE





10to12

7 0.3





LearningSupport

10to12

10 0.7

ProgramPosition#9




TypeSupport Service

TypeAgeRange

Caseload FTE





10to12

10 0.3





LearningSupport

10to12

* 0.7

20

ProgramPosition#10Operator:SchoolDistrictPROGRAMDETAILS



TypeSupport Service

TypeAgeRange

Caseload FTE

ValleyJr.Sr.HighSchool

AJunior/SeniorHighSchoolBuilding



12to14

22 0.8





LearningSupport

12to14

* 0.2

ProgramPosition#11


Type:ClassandPositionImplementationDate:August27,2014Averagesquarefeetinregularclassrooms:600sq.ft.Squarefootageofthisclassroom:1050sq.ft.(35feetlongx30feetwide)Reasonfortheproposedchange:Updatedtheagerangeofstudentsandcaseloadnumbersonlyforthisprogramposition.


TypeSupport Service

TypeAgeRange

Caseload FTE





LifeSkillsSupport

11to13

* 1

ProgramPosition#12


Type:ClassImplementationDate:August27,2014

21

Averagesquarefeetinregularclassrooms:600sq.ft.Squarefootageofthisclassroom:609sq.ft.(29feetlongx21feetwide)Reasonfortheproposedchange:Updatedthecaseloadnumbersonlyforthisprogramposition.


TypeSupport Service

TypeAgeRange

Caseload FTE





13to15

25 0.8





LearningSupport

13to15

* 0.2

ProgramPosition#13


Type:ClassandPositionImplementationDate:August27,2014Averagesquarefeetinregularclassrooms:600sq.ft.Squarefootageofthisclassroom:374sq.ft.(22feetlongx17feetwide)Reasonfortheproposedchange:Updatedtheagerangeofstudentsandcaseloadnumbersonlyforthisprogramposition.


TypeSupport Service

TypeAgeRange

Caseload FTE




Itinerant EmotionalSupport

9to10

8 0.5





EmotionalSupport

9to10

* 0.5

ProgramPosition#14


Type:ClassImplementationDate:August27,2014Averagesquarefeetinregularclassrooms:600sq.ft.Squarefootageofthisclassroom:580sq.ft.(29feetlongx20feetwide)

22

Reasonfortheproposedchange:Updatedthecaseloadnumbersonlyforthisprogramposition.


TypeSupport Service

TypeAgeRange

Caseload FTE





11to12

9 0.3





LearningSupport

11to12

* 0.7

ProgramPosition#15




TypeSupport Service

TypeAgeRange

Caseload FTE





11to13

10 0.5





LearningSupport

11to13

* 0.5

ProgramPosition#16



PROGRAMSEGMENTS

23

Location/Building Grade BuildingType

Support ServiceType

AgeRange

Caseload FTE





14to16

21 0.6





LearningSupport

14to16

* 0.4

ProgramPosition#17




TypeSupport Service

TypeAgeRange

Caseload FTE





15to17

17 0.6





LearningSupport

15to17

* 0.4

ProgramPosition#18



PROGRAMSEGMENTS

24


Support ServiceType

AgeRange

Caseload FTE





16to18

14 0.6





LearningSupport

16to18

* 0.4

ProgramPosition#19




TypeSupport Service

TypeAgeRange

Caseload FTE





17to19

12 0.7





LearningSupport

17to19

* 0.3

ProgramPosition#20



PROGRAMSEGMENTS

25


Support ServiceType

AgeRange

Caseload FTE





15to17

21 0.7





LearningSupport

15to17

* 0.3

ProgramPosition#21




TypeSupport Service

TypeAgeRange

Caseload FTE





10to11

* 0.5





LearningSupport

10to11

8 0.5

ProgramPosition#22


Type:ClassImplementationDate:August27,2014Averagesquarefeetinregularclassrooms:600sq.ft.Squarefootageofthisclassroom:759sq.ft.(33feetlongx23feetwide)Reasonfortheproposedchange:Updatedtheagerangeofstudentsonlyforthisprogramposition.


TypeSupport Service

TypeAgeRange

Caseload FTE

26





LifeSkillsSupport

6to9 8 1

ProgramPosition#23




TypeSupport Service

TypeAgeRange

Caseload FTE





LifeSkillsSupport

9to11 9 1

ProgramPosition#24




TypeSupport Service

TypeAgeRange

Caseload FTE





LifeSkillsSupport

13to14

* 0.5




Full-TimeSpecialEducationClass

LifeSkillsSupport

13to14

* 0.5

ProgramPosition#25

Operator:SchoolDistrict

27

PROGRAMDETAILSType:ClassImplementationDate:August27,2014Reasonfortheproposedchange:Updatedtheagerangeofstudentsonlyforthisprogramposition.


TypeSupport Service

TypeAgeRange

Caseload FTE





LifeSkillsSupport

16to18

* 0.2




Full-TimeSpecialEducationClass

LifeSkillsSupport

16to18

10 0.8

ProgramPosition#26




TypeSupport Service

TypeAgeRange

Caseload FTE





6to8 * 0.5





EmotionalSupport

6to8 7 0.5

ProgramPosition#27


Type:ClassImplementationDate:August27,2014Averagesquarefeetinregularclassrooms:600sq.ft.Squarefootageofthisclassroom:374sq.ft.(22feetlongx17feetwide)

28

Reasonfortheproposedchange:Updatedtheagerangeofstudentsandcaseloadnumbersonlyforthisprogramposition.


TypeSupport Service

TypeAgeRange

Caseload FTE





10to13

10 0.5





EmotionalSupport

10to13

* 0.5

ProgramPosition#28




TypeSupport Service

TypeAgeRange

Caseload FTE





12to15

19 0.9





EmotionalSupport

12to15

* 0.1

ProgramPosition#29


Type:ClassImplementationDate:August27,2014Reasonfortheproposedchange:Updatedtheagerangeofstudentsonlyforthisprogramposition.

PROGRAMSEGMENTS

29


Support ServiceType

AgeRange

Caseload FTE





15to17

9 0.7

Justification:AgewaiversareappropriatelyaddressedbyIEPteamdecision,andtheemotionalsupportteacheronlyteachesgradelevelcoursessostudentsinclassarewithinanagerangeof4years.ValleyJr.Sr.HighSchool




EmotionalSupport

15to17

* 0.3

Justification:AgewaiversareappropriatelyaddressedbyIEPteamdecision,andtheemotionalsupportteacheronlyteachesgradelevelcoursessostudentsinclassarewithinanagerangeof4years.ProgramPosition#30

Operator:IntermediateUnitPROGRAMDETAILS

Type:ClassImplementationDate:August27,2014Reasonfortheproposedchange:Updatedtheagerangeofstudentsandcaseloadnumbersonlyforthisprogramposition.

PROGRAMSEGMENTSLocation/Building Grade BuildingType Support Service

TypeAgeRange

Caseload FTE

Martin,H.D.BerkeyandRoyA.HuntElementarySchools



Itinerant SpeechandLanguageSupport

5to8 35 1

Justification:AgewaiversareappropriatelyaddressedbyIEPteamdecision,andthespeechandlanguagesupportteachergroupsstudentsbysimilargradelevelpeers.ProgramPosition#31




TypeSupport Service

TypeAgeRange

Caseload FTE

RoyA.HuntandValleyJr.Sr.HighSchool



Itinerant SpeechandLanguageSupport

9to14 13 1

30

Justification:AgewaiversareappropriatelyaddressedbyIEPteamdecision,andthespeechandlanguagesupportteachergroupsstudentsbysimilargradelevelpeers.ProgramPosition#32




TypeSupport Service

TypeAgeRange

Caseload FTE

H.D.BerkeyElementary,RoyA.HuntElementaryandValleyJr.Sr.HighSchool



Itinerant BlindorVisuallyImpairedSupport

8to8 * 0.1

Justification:AgewaiversareappropriatelyaddressedbyIEPteamdecision,andtheblindorvisuallyimpairedsupportteacherworkswiththesestudentsindividually.ProgramPosition#33




TypeSupport Service

TypeAgeRange

Caseload FTE

RoyA.HuntElementaryandValleyJr.Sr.HighSchool



Itinerant DeafandHearingImpairedSupport

8to18 * 0.1

Justification:AgewaiversareappropriatelyaddressedbyIEPteamdecision,andthedeafandhearingimpairedsupportteacherworkswiththesestudentsindividually.*redactedtoprotectstudentconfidentiality

SpecialEducationSupportServicesSupportService Location TeacherFTE

CoordinatorofPupilServices ValleyJr.Sr.HighSchool 1PersonalCareAssistant ValleyJr.Sr.HighSchool 1LifeSkillsClassroomAide H.D.BerkeyElementarySchool 1PersonalCareAssistant H.D.BerkeyElementarySchool 1

31

PersonalCareAssistant H.D.BerkeyElementarySchool 1PersonalCareAssistant ValleyJr.Sr.HighSchool 1PersonalCareAssistant RoyA.HuntElementarySchool 1PersonalCareAssistant ValleyJr.Sr.HighSchool 1PersonalCareAssistant H.D.BerkeyElementarySchool 1PersonalCareAssistant RoyA.HuntElementarySchool 1EmotionalSupportClassroomAide ValleyJr.Sr.HighSchool 1EmotionalSupportClassroomAide H.D.BerkeyElementarySchool 1PersonalCareAssistant H.D.BerkeyElementarySchool 1LifeSkillsClassroomAide RoyA.HuntElementarySchool 1PersonalCareAssistant RoyA.HuntElementarySchool 1LifeSkillsClassroomAide ValleyJr.Sr.HighSchool 1EmotionalSupportClassroomAide RoyA.HuntElementarySchool 1PersonalCareAssistant ValleyJr.Sr.HighSchool 1PersonalCareAssistant RoyA.HuntElementarySchool 1PersonalCareAssistant H.D.BerkeyElementarySchool 1PersonalCareAssistant RoyA.HuntElementarySchool 1

SpecialEducationContractedServicesSpecialEducationContractedServices Operator AmtofTimeperWeek

SchoolPsychologist OutsideContractor 50DaysMentalHealthClinician IntermediateUnit 36DaysSchoolPsychologist OutsideContractor 50DaysOccupationalTherapist OutsideContractor 100DaysPhysicalTherapist OutsideContractor 25DaysNursing OutsideContractor 180Days

32

DistrictLevelPlan

SpecialEducationPersonnelDevelopment

AutismDescription Students with disabilities will be provided services by an adequate

supply of personnel with the knowledge and skills necessary to meet their needs as evidenced by maintenance of highly qualified staff to meet the needs of autistic students.

PersonResponsible ShaunSperlStartDate 7/1/2016EndDate 6/30/2019ProgramArea(s) ProfessionalEducation,SpecialEducation

ProfessionalDevelopmentDetailsHoursPerSession 2.0

#ofSessions 3

#ofParticipantsPerSession

20

Provider NewKensington-ArnoldSchoolDistrict

ProviderType SchoolEntity

PDEApproved No

KnowledgeGain ThisisanoptionalnarrativeforSpecialEducation.

Research&BestPracticesBase

ThisisanoptionalnarrativeforSpecialEducation.

Forclassroomteachers,schoolcounselorsandeducationspecialists

• Enhancestheeducator’scontentknowledgeintheareaoftheeducator’scertificationorassignment.

ForschoolorLEAadministrators,andothereducatorsseekingleadershiproles

• Providestheknowledgeandskillstothinkandplanstrategically,ensuringthatassessments,curriculum,instruction,staffprofessionaleducation,teachingmaterialsandinterventionsforstrugglingstudentsarealignedtoeachotheraswellastoPennsylvania’sacademicstandards.

TrainingFormat • SeriesofWorkshops

33

ParticipantRoles • Schoolcounselors• Paraprofessional• NewStaff• Othereducationalspecialists• RelatedServicePersonnel• Parents

GradeLevels • Elementary-Primary(preK-grade1)• Elementary-Intermediate(grades2-5)• Middle(grades6-8)• High(grades9-12)

Follow-upActivities • Peer-to-peerlessondiscussion

EvaluationMethods • Participantsurvey

BehaviorSupportDescription Deescalationtechniqueswillbeutilizedtomaintainminimalrestraints

involvingstudentswithinthedistrict.Monitoringofstudentsinoutsideplacementswilltakeplacetoreducethenumberofrestraintsused.Staffwillbetrainedintechniquesofpositivebehaviorsupporttoreducethenumberof

studentsplacedoutsidethedistrictby5%overthreeschoolyears.

PersonResponsible ShaunSperlStartDate 7/1/2016EndDate 6/30/2019ProgramArea(s) SpecialEducation


#ofSessions 3

#ofParticipantsPer

Session

20

Provider KeystoneEducationalConsultingGroup

ProviderType ForProfitCompany

PDEApproved No

34


Research&BestPracticesBase


Forclassroomteachers,

schoolcounselorsandeducationspecialists




TrainingFormat • DepartmentFocusedPresentation

ParticipantRoles • Classroomteachers• Principals/Asst.Principals• Schoolcounselors• Paraprofessional• Othereducationalspecialists


Follow-upActivities • Lessonmodelingwithmentoring

EvaluationMethods • Participantsurvey• Reviewofwrittenreportssummarizinginstructionalactivity

ParaprofessionalDescription Paraprofessionalswillacquiretheskillsnecessarytoaddressacademicand

behavioralconcernswitheffectiveandpositivestrategiesasevidencedbymanintenanceofhighlyqualifiesstatusanddocumentationofcompleted

35

trainings.PersonResponsible ShaunSperlStartDate 7/1/2016EndDate 6/30/2019ProgramArea(s) SpecialEducation


#ofSessions 6

#ofParticipantsPer

Session

25



PDEApproved No


Research&BestPractices

Base






TrainingFormat • DepartmentFocusedPresentation

ParticipantRoles • Paraprofessional



36


ReadingNCLB#1Description Intenseconcentrationofeffortswillbefocusedontherelativelysmaller

percentageofspecialeducationstudentsscoringBasicorBelowBasicofthePSSAAssessments.Integrationofstudentsinthegeneraleducationclassroomwiththesupportofaco-teacherwillsupportstudentsuccessinmastering

skillsatgradelevelandaccesstotheresourceroomforadditionalsupport,tutoringandfocusedinstructionwillprovideremediationandtargetedskillinstruction.Studentswithdisabilitieswilldemonstrateincreasededucational

resultsinReadingaswellasotheracademicareasasoutlinedinthePennsylvaniaacademicstandardsasevidencedbyayearly2%increaseinPSSAreadingassessmentscores.

PersonResponsible ShaunSperlStartDate 7/1/2016EndDate 6/30/2019ProgramArea(s) ProfessionalEducation,SpecialEducation


#ofSessions 5

#ofParticipantsPerSession 15



PDEApproved No


Research&BestPracticesBase ThisisanoptionalnarrativeforSpecialEducation.



• Increasestheeducator’steachingskillsbasedonresearchoneffectivepractice,withattentiongiventointerventionsforstrugglingstudents.

37


• Empowersleaderstocreateacultureofteachingandlearning,withanemphasisonlearning.


ParticipantRoles • Classroomteachers• Principals/Asst.Principals• Paraprofessional• NewStaff• Othereducationalspecialists• Parents


Follow-upActivities • Teamdevelopmentandsharingofcontent-arealessonimplementationoutcomes,withinvolvementofadministratorand/orpeers

• Creatinglessonstomeetvariedstudentlearningstyles

EvaluationMethods • StudentPSSAdata• Standardizedstudentassessmentdataotherthanthe

PSSA• Classroomstudentassessmentdata

TransitionDescription By the year 2019, NKASD's IEP students (ages 14-21) will

demonstrate improved successful transition to post-secondary education/training, employment, and/or independent living as measured by the following success indicator: the percentage of leavers who graduate will increase to 96%.

PersonResponsible ShaunSperlStartDate 7/1/2016

38

EndDate 6/30/2019ProgramArea(s) SpecialEducation


#ofSessions 3

#ofParticipantsPerSession 30


ProviderType IU

PDEApproved No


Research&BestPracticesBase ThisisanoptionalnarrativeforSpecialEducation.


• Empowerseducatorstoworkeffectivelywithparentsandcommunitypartners.


• Instructstheleaderinmanagingresourcesforeffectiveresults.


ParticipantRoles • Classroomteachers• Schoolcounselors• Paraprofessional• NewStaff• Othereducationalspecialists• RelatedServicePersonnel• Parents



39


40

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

41

Nosignaturehasbeenprovided

Superintendent/ChiefExecutiveOfficer

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