Tamaqua Area SD · 2020-03-09 · intervention teams are made up of a school administrator,...

Tamaqua Area SD

Special Education Plan Report

07/01/2020 - 06/30/2023

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District Profile

Demographics

PO Box 112 Tamaqua, PA 18252 (570)668-2570 Superintendent: Raymond Kinder Director of Special Education: RuthAnn Gardiner

Planning Committee Name Role

James Betz Administrator : Special Education

Thomas McCabe Administrator : Special Education

Amanda Peters Elementary School Teacher - Special Education :

Special Education

Sherri Gerber High School Teacher - Special Education : Special

Education

Lauren Elston Middle School Teacher - Regular Education :

Special Education

Lennae Thompson Middle School Teacher - Special Education :

Special Education

Colleen Barrett Parent : Special Education

RuthAnn Gardiner Special Education Director/Specialist : Special

Education

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Core Foundations

Special Education

Special Education Students Total students identified: 479

Identification Method

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

The Tamaqua Area Special Education Department utilizes the discrepancy model as the primary

means of identifying students with specific learning disabilities. School Age Intervention Teams

(Elementary) and Student Intervention Teams (Middle and High School) are utilized to provide

tiered interventions within the regular education setting prior to referral for evaluation. The

intervention teams are made up of a school administrator, guidance counselor, school district

psychologist, general education teachers, and special education teachers. Referrals are made to the

intervention teams by Tamaqua Area employees who identify students who are demonstrating

academic and/or behavioral difficulty.

If the team determines that a student is not making progress despite the implemented intervention,

the team refers the student to the guidance counselor for a Kaufman (KTEA) assessment to

determine the likelihood of a specific learning disability. The results of that assessment, as well as all

other information garnered while the student is involved with the intervention program will be sent

to the school psychologist. The school psychologist utilizes data from the intervention teams during

the data collection process. The school guidance counselors conduct the classroom observations as

part of the evaluation process. Finally, the completed evaluation is reviewed and discussed with

parents at the scheduled MDT meetings.

Tamaqua Area School District's Evaluation Procedures are listed below:

How the process is initiated:

Parent Request (verbal or written) — the district must provide Permission to Evaluate

within 10 calendar days of the oral or written request.

School Age Intervention Team K-5 (ESIT), Student Intervention Team 6-12 (SIT), /Student

Assistance Program (SAP)Team recommendation

On-going academic/behavior issues

Teacher recommendation — If a teacher has concerns about a student needing to be tested,

the student's name must be brought to the School Age Intervention Team (K-5) or Student

Intervention Team (6-12) for review before a permission to evaluate is issued.

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The School Age Intervention Teacher, Building Administrator, Guidance Counselor, or designee from

the SAP Team will contact the District Special Education Office with the following information:

Demographic information of the student

Reason for evaluation

Parent contact number

If a written request is provided by parent, the request will be forwarded to special education

office.

The School Psychologist will send the Permission to Evaluate and Parental Input forms to the parent.

Following receipt of parental consent on the Permission To Evaluate Form, the school psychologist

will begin the Initial Evaluation process.

District Initial Evaluation Process:

The psychologist will act as the case manager for the initial evaluation.

As the case manager, the psychologist duties include:

Determination of required assessments (to be placed on the Permission to Evaluate Form)

Determination of the evaluation team members (a group of qualified professionals must

include psychologist, regular education teachers, and parent. Consider: guidance counselor, special

education teacher, related service providers, building administrator, special education administrator

SIT or Guidance should collect the data and send the completed teacher/parent forms to

School Psychologist. Guidance Counselor should do observations

Complete the Evaluation Report (ER) within the 60 calendar day timeline

Multidisciplinary Team (MDT) Meeting: Final determination for qualifying under SLD is an MDT

team decision following the review of all data compiled for the ER.

For Specific Learning Disability only—documentation of the parent agreement/signature is

required.

The district special education office will mail Evaluation Report to the parent.

Enrollment

Review the Enrollment Difference Status. If necessary, describe how your district plans to address any significant disproportionalities.

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The data is publicly available via the PennData website. You can view your most recent report. The link is: https://penndata.hbg.psu.edu/PublicReporting/DataataGlance/tabid/2523/Default.aspx

The district has reviewed its total identified population. Statistics and findings are listed below:

Total Students: 479

Total LEA Referrals: 37% of the total population is attributed to LEA referrals.

Total Parent Referrals: 11% of the total population is attributed to parent referrals.

Total Pre-School EI: 25% of the total population is attributed to students enrolling with an EI

IEP.

Total Transferred into District: 27% of the total population is attributed to student transfers

from other districts.

Data indicate that a significant percentage of the total population of identified students is a result of

students transferring into the district. Eliminating that number from the total population, the

district’s identified population would drop to 16%. Additionally, a significant percentage of the total

identified population is the result of students who entered kindergarten with an IEP having been

identified in pre-school.

In previous studies, data has identified higher referral rates at grades 1 and 2. As part of its

intervention program, the district offers a K+ program. Currently the district offers half day

kindergarten to its students. The K+ program is a second year of kindergarten, full day, for students

who require additional preparation prior to starting first grade. Initial data indicate that this

program is yielding success in reducing the percentage of referrals in grades 1 and 2. The district

will continue with this procedure and monitor results.

Non-Resident Students Oversight

1. How does the District meet its obligation under Section 1306 of the Public School Code as the host District at each location?

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

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

1. There are currently no facilities for non-resident students within the Tamaqua Area School

District. As of December 1, there are 0 students receiving services as 1306 students.

2. The Tamaqua Area School District recognizes its responsibility to identify students placed within a

1306 Facility who are entitled to services under IDEA, Section 504 and ADA. While no Section 1306

Facility currently exists within the Tamaqua Area School District, should one open, the district would

be responsible to identify eligible students and provide required special education programs and

related services. The district also recognizes its obligation to maintain contact with the district of

residence regarding the provision of services. The district reserves the right to bill the district of

https://penndata.hbg.psu.edu/PublicReporting/DataataGlance/tabid/2523/Default.aspx

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residence for services and tuition.

3. N/A

Incarcerated Students Oversight

Describe the system of oversight the District would implement to ensure that all incarcerated students who may be eligible for special education are located, identified, evaluated and when deemed eligible, are offered a free appropriate public education (FAPE).

In the event that a student is placed within a facility, regular meetings are scheduled with the LEA to

discuss the student's educational needs. Communication on student progress is established through

the use of quarterly progress monitoring, interagency meetings, and phone conferences.

In the event that a student would be discharged from a program, an IEP meeting is held to discuss

the transition from the facility to the new program.

Least Restrictive Environment

1. Describe the District procedures, which ensure that, to the maximum extent appropriate, children with disabilities, including those in private institutions, are educated with non-disabled children, and that removal from the regular education environment only occurs when education in that setting with supplementary aids and services, cannot be achieved satisfactorily.

2. Describe how the District is replicating successful programs, evidence-based models, and other PDE sponsored initiatives to enhance or expand the continuum of supports/services and education placement options available within the District to support students with disabilities access the general education curriculum in the least restrictive environment (LRE). (Provide information describing the manner in which the District utilizes site-based training, consultation and technical assistance opportunities available through PDE/PaTTAN, or other public or private agencies.)

3. Refer to and discuss the SPP targets and the district's percentages in the Indicator 5 section - Educational Environments. Also discuss the number of students placed out of the district and how those placements were determined to assure that LRE requirements are met.

Ensuring Maximum Integration

When students enter special education through the evaluation process or transfer from out of

district, the IEP Team meets to decide the appropriate placement. The district provides a full

continuum of services from Kindergarten through 12th Grade. The team always begins with the

regular education classroom in mind and then addresses the appropriate level of special education

support based off of the student's most recent Evaluation Report and IEP.

Tamaqua Area School District operates its special education program with support from Schuylkill

IU 29 for students requiring specialized services, including but not limited to physical therapy,

hearing support, and behavior intervention. Tamaqua Area School District currently provides

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itinerant through full time autistic support, learning support, life skills support, and emotional

support programs throughout the district. The district provides speech and language therapy,

occupational therapy, and vision support. The paraprofessional staff continues to grow each year as

the district increases supports within the regular education classroom to ensure maximum

integration in the general education curriculum. The district regular and special education staff

continue to improve their inclusive practices in order to meet the diverse student needs. The

implementation of School Age Intervention Services at the elementary buildings and Student

Intervention Teams at the middle and high school has provided valuable resources in enhancing

student integration and support within the regular education environment. In accordance with SPP

targets and the district's percentages in the Indicator 5 section, Tamaqua Area School District

continues to reduce the percentage of students receiving Supplemental services, increasing the

percentage of students receiving Itinerant services within the regular education setting.

Tamaqua Area School District plans effectively to ensure that students are placed in their Least

Restrictive Environment in the home school setting to the maximum extent possible. In some cases,

student needs are met outside of the home school setting. Such placements recommendations are

made as a team decision and only after all other supports have been exhausted. The first category

includes students with Emotional Support who require additional supports. The district receives

numerous transfer students and foster placement students who move to the district with IEP's

written with the identified need of therapeutic components. The district currently utilizes

Alternative Education Programs to help fulfill these extensive student needs. The second category is

students with Multiple Disabilities with needs which exceed the support within a Life Skills

Program. The district currently contracts with the Schuylkill Intermediate Unit in order to help meet

the student needs, including intensive 1-on-1 instruction, personal care, and supplemental aides and

services.

The district currently operates Learning Support, Emotional Support, Life Skills Support, Autistic

Support, and Itinerant Services within the district and provides Itinerant Emotional and Itinerant

Learning Support at 2 participating area vocational technical schools. The district currently employs

special education staff, paraprofessional staff, psychological services, speech therapy services,

occupational therapy services, and special education supervision. The IEP Team makes

recommendations regarding appropriate educational placement with the addition of supplementary

aids and services. The IEP Team works diligently to maximize student integration time within the

regular education environment prior to student placement within special education classrooms.

Direct instruction is provided to students in need of recoupment of learned skills. The district

currently utilizes the following resources to enhance student acquisition of skills in deficient skill

areas: SRA Reading and Math, Read 180, Pearson Reading Street, EnVision Math, Pearson

SuccessNet, Accelerated Reader, Study Island, and Competent Learner Model.

Since the 2016-2017 school year, the district has offered Full Time Emotional Support classrooms at

the high school and middle school. In the 2017-2018 school year, the district added a Full Time

Emotional Support classroom at Tamaqua Elementary School.

The district currently schedules four in-service days annually for the purpose of providing site-

based training and support from IU staff, Independent Consultants, PSBA, and PSEA presenters.

District staff access PaTTAN for trainings on an as needed basis. All paraprofessionals receive the

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required 20 hours on professional development through district sponsored trainings and PaTTAN

video conferences and webinars.

Out of District Placements

IU 29

Public Separate Facility

Approved Private School

Other Public School for Special Education Supports

Other Private Separate Facility

Supplementary Aids and Services

The district offers a full continuum of special education services to identified students.

The district contracts with IU 29 for various Special Education services and supports.

Section 504 services are provided to eligible students.

All students identified for special education are provided transition services as mandated by law.

The district provides a variety of technology to assist in enhancing student instruction and

integration within the regular education setting. Technology includes, but is not limited to, the use of

FM systems, SmartBoards, Laptop Carts, iPads, ipod touch systems, audio books, and VLN online

learning. As a new initiative for the 2019-2020 school year, the district is rolling out a 3 year plan for

1:1 Chromebooks and Google Classrooms.

Other aids and service available to assist with classroom adaptations include, but are not limited to,

supports to address environmental needs (preferential seating, altered physical room arrangement),

staff support (one to one, peer support, consultation), planning time, specialized equipment, pacing

of instruction, presentation of subject matter, materials, assignment modification, self management

tools, social interaction support, personnel training.

Behavior Support Services

1. Provide a summary of the District policy on behavioral support services including, but not limited to, the school wide positive behavior supports (PBS).

2. Describe training provided to staff in the use of positive behavior supports, de-escalation techniques and responses to behavior that may require immediate intervention.

3. If the district also has School-Based Behavioral Health Services, please discuss it.

Summarized School District Policy

113.1: Discipline of Students with Disabilities

Behavioral interventions shall be used for students with disabilities in order to promote and

strengthen desirable behaviors and to reduce identified inappropriate behaviors.

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Behavior Support Plans:

Where appropriate, faculty and staff should employ positive behavior interventions for discipline of

students with a Behavior Support Plan (BSP) and make every effort to avoid restraint and/or

aversive techniques.

Behavior Support Plans must contain the following components:

Behavior Hypothesis Statements which include a description of the behavior, triggers or

antecedents.

Prevention Strategies that may be used to reduce the likelihood that the child will have the

undesired behavior.

Replacement Skills designed to replace the undesired behavior.

Consequence Strategies offering guidelines for how adults will respond to problem behaviors

in ways that will not maintain the behavior, including positive reinforcement strategies for

promoting the child's use of the new skills or appropriate strategies.

Monitoring Requirements.

When a student with a PBSP is referred to a local law agency in conjunction with a disciplinary

matter, the IEP team will convene to review the PBSP, and if necessary, conduct a new FBA.

Appropriate district personnel have been certified in CPI to provide non-violent crisis intervention.

Appropriate staff continues to receive professional development in the use of ABA to provide

positive behavior interventions as needed.

All special education staff are trained for the purpose of conducting Functional Behavior

Assessments and the development of Positive Behavior Support Plans.

The district maintains building and district level Crisis Intervention Teams to address procedures

and policies for addressing various types of crisis situations.

In 2018 the district Director of Special Education was certified as a trainer to provide CPI training to

staff. The district currently has 40 staff members training in Crisis Prevention and Intervention.

Intensive Interagency/Ensuring FAPE/Hard to Place Students

1. If the LEA is having difficulty ensuring FAPE for an individual student or a particular disability category, describe the procedures and analysis methods used to determine gaps in the continuum of special education supports, services and education placement options available for students with disabilities.

2. Include information detailing successful programs, services, education placements as well as identified gaps in current programs, services, and education placements not available within the LEA. Include an overview of services provided through interagency collaboration within the LEA.

3. Discuss any expansion of the continuum of services planned during the life of this plan.

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1. When the LEA is having difficulty ensuring FAPE for an individual student, an IEP team meeting is

established to consider options that may be available inside or outside of the district. The LEA seeks

input from IU 29 in searching for appropriate and/or available placement options to offer to the

parent at a team meeting. The LEA may also offer a comprehensive re-evaluation to determine the

need for additional services and supports. Such an evaluation may include a psychiatric evaluation

or Functional Behavior Analysis.

2. The district currently offers placements outside of the district through IU 29 for students

requiring extensive supports for Autism, Multiple Disabilities, Severe Emotional Disturbance, and

Partial Hospitalization. The district also participates in CASSP meetings, supporting the

recommendation for RTF when appropriate.

3. Beginning in the 2017-2018 school year, the district will opened a Full Time Emotional Support

classroom in the elementary school in order to reduce the number of out of district placements in an

alternative education setting and to transition students returning to the district from such

placements.

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Assurances

Special Education Assurances The Local Education Agency (District) has verified the following Assurances:

Implementation of a full range of services, programs and alternative placements available to

the school district for placement and implementation of the special education programs in

the school district.

Implementation of a child find system to locate, identify and evaluate young children and

children who are thought to be a child with a disability eligible for special education residing

within the school district's jurisdiction. Child find data is collected, maintained and used in

decision-making. Child find process and procedures are evaluated for its effectiveness. The

District implements mechanisms to disseminate child find information to the public,

organizations, agencies and individuals on at least an annual basis.

Assurances of students with disabilities are included in general education programs and

extracurricular and non-academic programs and activities to the maximum extent

appropriate in accordance with an Individualized Education Program.

Compliance with the PA Department of Education, Bureau of Special Education's report

revision notice process.

Following the state and federal guidelines for participation of students with disabilities in

state and district-wide assessments including the determination of participation, the need

for accommodations, and the methods of assessing students for whom regular assessment is

not appropriate.

Assurance of funds received through participation in the medical assistance reimbursement

program, ACCESS, will be used to enhance or expand the current level of services and

programs provided to students with disabilities in this local education agency.

24 P.S. §1306 and §1306.2 Facilities There are no facilities.

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Least Restrictive Environment Facilities

Facility Name Type of Facility Type of Service Number of Students Placed

Maple Avenue Campus

Special Education Centers

LSS, AS 5

Behavioral Health Associates

Other Alternative Education Program/Behavior Supports

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Special Education Program Profile Program Position #1 - Proposed Program

Operator: School District

PROPOSED PROGRAM INFORMATION

Type: Class

Implementation Date: August 24, 2015

PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

Itinerant Learning Support 11 to 13 40 1

Locations:

Tamaqua Middle School

A Middle School Building

A building in which General Education programs are operated

Program Position #2 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Class Implementation Date: August 24, 2015

PROGRAM SEGMENTS



Locations:

Tamaqua Elementary School

An Elementary School Building





PROGRAM SEGMENTS



Locations:




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PROGRAM SEGMENTS



Locations:







PROGRAM SEGMENTS


Supplemental (Less Than 80% but More Than 20%)

Emotional Support 5 to 11 4 0.5

Justification: Age waivers are provided to parents when students fall outside of the specified age range. The age range and waiver are also noted in the IEP.

Locations:

Tamaqua Elementary School An Elementary School Building



Itinerant Emotional Support 5 to 11 6 0.5

Justification: Age waivers are provided to parents when a child falls outside the required age range. The age range and waiver are noted within the IEP.

Locations:







PROGRAM SEGMENTS


Full-Time Special Education Class

Autistic Support 5 to 11 7 1

Justification: If students receive instruction with students outside the age range, waivers are provided to the parent. The age range and waiver are documented within the IEP.

Locations:

West Penn Elementary School



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PROGRAM SEGMENTS



Life Skills Support 5 to 11 3 0.5

Justification: When a student receives instruction with other students outside the required age range, a waiver is sent to the parent. The age range and waiver are documented in the IEP.

Locations:

West Penn Elementary School An Elementary School Building





Justification: When a student receives instruction with students outside the required age range, a waiver is sent to the parent. The age range and waiver are documented in the IEP.

Locations:

West Penn Elementary An Elementary School Building





PROGRAM SEGMENTS


Itinerant Learning Support 11 to 14 12 0.6

Locations:




Type of Support Level of Support

Age Range Caseload FTE


Learning Support

11 to 13 4 0.4

Locations:

Tamaqua Middle School A Middle School Building





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PROGRAM SEGMENTS



Locations:







Learning Support

11 to 14 6 0.4

Locations:






PROGRAM SEGMENTS




Locations:






Life Skills Support

11 to 14 2 0.25

Locations:






PROGRAM SEGMENTS



Locations:





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Learning Support 11 to 14 2 0.4

Locations:

Tamaqua Middle School An Elementary School Building





PROGRAM SEGMENTS


Itinerant Autistic Support 11 to 14 3 0.25

Locations:







Autistic Support 11 to 14 3 0.37

Locations:






Locations:






PROGRAM SEGMENTS



Locations:






Emotional Support

11 to 14 1 0.25

Locations:

Tamaqua Middle School A Middle School A building in which General

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Building Education programs are operated


Itinerant Blind or Visually Impaired Support

11 to 14 2 0.25

Locations:


A Middle School Building A building in which General Education programs are operated




PROGRAM SEGMENTS



Justification: Maximum age of students eligible to graduate is 21.

Locations:

Tamaqua High School

A Senior High School Building






Locations:

Tamaqua High School A Senior High School Building





PROGRAM SEGMENTS



Locations:

Tamaqua High School






Locations:



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PROGRAM SEGMENTS



Locations:

Tamaqua High School






Justification: .

Locations:

Tamaqua Senior High School A Senior High School Building





PROGRAM SEGMENTS




Locations:

Tamaqua High School






Locations:






PROGRAM SEGMENTS



Justification: When the age range in a classroom exceeds the age limit, the parent is provided a waiver and the

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waiver is indicated in the IEP.

Locations:

Tamaqua High School






PROGRAM SEGMENTS



Justification: When a student receives instruction with other students outside the required age range, a waiver is sent to the parent. The age range and waiver are noted in the IEP.

Locations:

Tamaqua High School





Emotional Support 14 to 21 7 0.4

Justification: When a student receives instruction with other students outside the required age range, a waiver is sent to the parent. The age range and waiver are noted in the IEP.

Locations:






PROGRAM SEGMENTS



Life Skills Support 13 to 21 3 1

Justification: Maximum age of students eligible to graduate is 21. This Life Skills Support Class includes 1 Middle School Age student as no middle school program currently exists.

Locations:






PROGRAM SEGMENTS


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Justification: When the age range in a class exceeds the age limit, the parents are provided a waiver and the waiver is indicated in the IEP.

Locations:

Tamaqua High School






Justification: When the age range in a class exceeds the age limit, the parents are provided a waiver and the waiver is indicated in the IEP.

Locations:





Justification: The high school has a Life Skills classroom that serves students up to age 21.

Locations:

Tamaqua High School





Type: Class Implementation Date: February 22, 2016

PROGRAM SEGMENTS


Itinerant Speech and Language Support

11 to 15 31 0.5

Locations:






14 to 21 23 0.5

Justification: The maximum age for which a student is eligible to receive services is 21.

Locations:

Tamaqua High School






PROGRAM SEGMENTS

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7 to 11 48 1

Justification: Reflects grade 2-5 enrollments in which students may be a year older due to the K+ program.

Locations:

Tamaqua Elementary






PROGRAM SEGMENTS



5 to 7 51 1

Locations:







PROGRAM SEGMENTS



5 to 11 47 1

Justification: The building is K-5.

Locations:

West Penn Elementary






PROGRAM SEGMENTS



Justification: When the age range in a classroom exceeds the age limit, the parent is provided a waiver and the waiver is indicated in the IEP.

Locations:




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Locations:

West Penn Elementary School An Elementary School Building





Justification: Parents are notified and asked to sign a waiver. The waiver is noted in the IEP.

Locations:






PROGRAM SEGMENTS




Locations:

West Penn Elementary






PROGRAM SEGMENTS




Locations:







Locations:



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Type: Class Implementation Date: February 22, 2016 Explain any unchecked boxes for facilities questions:

PROGRAM SEGMENTS



Emotional Support 14 to 18 10 1

Locations:





Type: ClassandPosition Implementation Date: February 6, 2017

PROGRAM SEGMENTS



Justification: Elementary program is K-5, so age ranges on roster may b 5-11.

Locations:




Special Education Support Services

Support Service Location Teacher FTE

Director of Special Education

Special Education Office/Tamaqua High School 1

School Psychologist Special Education Office/Tamaqua Middle School 1

Special Education Office Secretary

Special Education Office/Tamaqua Middle School 1

Occupational Therapist K-12 West Penn Elementary, Rush Elementary, Tamaqua Elementary, Tamaqua Middle School, Tamaqua High School

1

Paraprofessionals West Penn Elementary 7.5

Paraprofessionals Tamaqua Elementary 5.5

Paraprofessionals Tamaqua Middle School 8

Paraprofessionals Tamaqua High School 5.5

Certified Occupational Tamaqua Middle and High School 0.6

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Therapist Assistant

School Social Worker Tamaqua Area School District K-12: TES, WP, TAMS, TAHS

1

Special Education Contracted Services

Special Education Contracted Services Operator Amt of Time per Week

Physical Therapy Intermediate Unit 2 Days

Hearing Impaired Support Intermediate Unit 2 Days

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District Level Plan

Special Education Personnel Development

Autism Description During the next three year period, the district will provide ongoing professional

development and trainings to staff who work with students with autism

spectrum disorders. Trainings will focus on Conducting Functional Behavior

Assessments and using Crisis Prevention Intervention and Applied Behavior

Analysis with 10% of special and regular education staff being trained yearly

for the duration of the special education plan.

Person Responsible District Administration

Start Date 7/1/2020

End Date 6/30/2023

Program Area(s) Professional Education, Teacher Induction, Special Education, Student Services

Professional Development Details

Hours Per Session 3.0

# of Sessions 3

# of Participants Per Session 30

Provider PaTTAN

Provider Type PaTTAN

PDE Approved Yes

Knowledge Gain This is an optional narrative for Special Education.

Research & Best Practices

Base

This is an optional narrative for Special Education.

For classroom teachers,

school counselors and

education specialists

Enhances the educator’s content knowledge in the area of the educator’s certification or assignment.

Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students.

Empowers educators to work effectively with parents and community partners.

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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.

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

Live Webinar

Professional Learning Communities

Participant Roles Classroom teachers

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

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.

Behavior Support Description The district will provide ongoing training sessions throughout the three year

period in order to maintain consistency when disciplining students with

disabilities and remain in compliance with federal regulations. The Special

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Education Staff is updated regularly on proactive measures which can be taken

to avoid accumulated suspensions. Staff will participate in annual training on

writing effective Functional Behavioral Support Plans and Functional

Behavioral Assessments. The special education staff will keep in

communication with the regular education staff through the use of e-mail,

progress reports, and co-planning meetings throughout the school year. The

district staff will collaborate with PaTTAN and Intermediate Unit Staff in

conducting Functional Behavioral Assessments within the district. Through the

implementation of behavior training and support for special and regular

education staff, the district hopes to reduce the number of identified

behavior/emotional support placements by 3% per year. At the same time, the

district plans on reducing the number of placements outside of the district by

10% per year for the duration of the special education plan. The district will

also provide training on de-escalation.

Person Responsible District Administration

Start Date 7/1/2020

End Date 6/30/2023

Program Area(s) Professional Education, Teacher Induction, Special Education, Student Services



# of Sessions 3


Provider District

Provider Type IU, PaTTAN, District

PDE Approved Yes


Research & Best Practices Base This is an optional narrative for Special Education.

For classroom teachers, school

counselors and education

specialists



Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision-making.


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Provides leaders with the ability to access and use appropriate data to inform decision-making.



School Whole Group Presentation

Live Webinar


Principals / Asst. Principals

School counselors

Paraprofessional Other educational specialists

Related Service Personnel



Middle (grades 6-8)

High (grades 9-12)


Analysis of student work, with administrator and/or peers

Peer-to-peer lesson discussion


Classroom student assessment data

Progress Monitoring

Paraprofessional Description

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The district will continue to provide a wide variety of professional

development opportunities to the paraprofessional staff in order to meet the

requirements of highly qualified para-educators in accordance with mandates.

100% of Tamaqua Paraprofessional Staff members will complete a 20 Hours of

Training Form annually that is signed off by the Special Education Director and

Superintendent and filed at the district level.

Due to the high turnover of paraprofessional staff, ongoing trainings will be

offered with opportunities to become highly qualified. Newly hired

paraprofessional staff who do not meet the highly qualified status

requirements will need to participate in training for the Credential of

Competency or pass the district's PDE approved Competency exam.

Person Responsible Director of Special Education

Start Date 7/1/2020

End Date 6/30/2023

Program Area(s) Special Education



# of Sessions 10

# of Participants Per

Session

35

Provider PaTTAN, IU

Provider Type PaTTAN, IU

PDE Approved Yes



Base


For classroom teachers, Enhances the educator’s content knowledge in the area of the

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educator’s certification or assignment.








Training Format Live Webinar

Participant Roles Paraprofessional



Middle (grades 6-8)

High (grades 9-12)

Follow-up Activities Observation/Annual Evaluation


Reading Description During the three year period, the district will provide professional

development through the SAS system and with the aid of the Intermediate

Unit and PaTTAN to continue to increase student proficiency rates through the

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growth model. Special education students will continue to demonstrate

growth in reading proficiency each of the next three years as measured by a

3% increase in reading proficiency on state assessments, classroom

assessments, and growth toward IEP goals monitored for basic reading skills

and reading comprehension.

Person Responsible District Administration and Teaching Staff

Start Date 7/1/2020

End Date 6/30/2023

Program Area(s) Professional Education, Teacher Induction, Special Education, Educational

Technology



# of Sessions 3


Provider District

Provider Type District, PaTTAN, IU 29

PDE Approved Yes



Base












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Series of Workshops


Live Webinar

Department Focused Presentation

Professional Learning Communities


Principals / Asst. Principals Supt / Ast Supts / CEO / Ex Dir

Paraprofessional

New Staff

Parents



Middle (grades 6-8)

High (grades 9-12)





Student PSSA data

Standardized student assessment data other than the PSSA Classroom student assessment data

Transition Description

The district will further develop an intervention program for students at-risk

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of failing and/or dropping out of school. Student intervention team meetings

will be held for students prior to retention of grade level and/or dropping out

of school in order to provide feedback and options for the student to stay in

school. The team will be made up of the student, parent(s), administrator,

resource (ie. agency involvement, related service professional), and the

guidance counselor. The team will use set criteria with mandatory attendance

from all team members. At the intervention meeting, an action plan will be

developed which documents the student's current problems, provides the

team's recommendations, and lists options for the student in order to

graduate. The district will improve the graduation rate by 3% per year for the

duration of the plan. The district hopes that the proposed trainings will help to

reduce the number of students placed outside the district in

transition/vocational education settings. The district plan to increase the

offerings at the home school setting in order to reduce the out-of-district

placements by 3% per year. The team will provide training for secondary staff

on Indicator 13 requirements.

Person Responsible District Administration with IU Support and PATTAN Support

Start Date 7/1/2020

End Date 6/30/2023

Program Area(s) Professional Education, Teacher Induction, Special Education, Student Services,

Educational Technology



# of Sessions 3


Provider District, PATTAN, IU

Provider Type School Entity

PDE Approved No



Base







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Principals / Asst. Principals

School counselors

Parents



Middle (grades 6-8) High (grades 9-12)




Lesson modeling with mentoring

Journaling and reflecting

Evaluation Methods Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom

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environment, instructional delivery and professionalism.

Classroom student assessment data

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Special Education Affirmations

We also affirm our understanding that any requests for any deviations from the Chapter 14

regulations, standards, policies, and procedures must be made in writing to the Pennsylvania

Department of Education. The school district understands that the Special Education Component of

the District Level Plan will be approved by PDE in accordance with the following criteria as set forth

in 22 Pa. School Code § 14.104 and as part of the District Level Plan:

1. There are a full range of services, programs and alternative placements available to the

school district for placement and implementation of the special education programs in the

school district.

2. The school district has adopted a child find system to locate, identify and evaluate young

children and children who are thought to be a child with a disability eligible for special

education residing within the school district's jurisdiction. Child find data is collected,

maintained, and used in decision-making. Child find process and procedures are evaluated

for its effectiveness. The school district implements mechanisms to disseminate child find

information to the public, organizations, agencies, and individuals on at least an annual basis.

3. The school district has adopted policies and procedures that assure that students with

disabilities are included in general education programs and extracurricular and non-

academic programs and activities to the maximum extent appropriate in accordance with an

Individualized Education Program.

4. The school district will comply with the PA Department of Education, Bureau of Special

Education's revision notice process.

5. The school district follows the state and federal guidelines for participation of students with

disabilities in state and district-wide assessments including the determination of

participation, the need for accommodations, and the methods of assessing students for

whom regular assessment is not appropriate.

6. The school district affirms the Pennsylvania Department of Education that funds received

through participation in the medical assistance reimbursement program, ACCESS, will be

used to enhance or expand the current level of services and programs provided to students

with disabilities in this local education agency.

We affirm that the school district has completed a 28 day public inspection and comment period as

required under 22 PA Code § 4.13 (d) prior to the school entity's governing board approval and

submission to the Department of Education (Bureau of Special Education).

No signature has been provided

Board President

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No signature has been provided

Superintendent/Chief Executive Officer

Tamaqua Area SD · 2020-03-09 · intervention teams are made up of a school administrator,...

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