Pennsylvania Department of Education

Transcription

1 Pennsylvania Department of Education Commonwealth of Pennsylvania Department of Education 333 Market Street Harrisburg, PA Special Education Report Friday, February 10, 2012 (Last Approved: Friday, July 01, 2011) Entity: Sayre Area SD Address: 333 W Lockhart St Sayre, PA Phone: (570) Contact Name: Dean Hosterman

2 School District Demographics School District Sayre Area SD IU # BLaST IU 17 Superintendent # of Bldgs Dean Hosterman Total Enrollment Total Unduplicated SES Students District Special Education Contact: Name Title Phone Fax Tracy Wright Special Education Supervisor (570) (570) twright@sayresd.org Special Education Plan Team Members Name Affiliation Membership Category Appointed By Charles Carver Business Owner Dave Kinsley Special Education Teacher Dayton Handrick Dean Hosterman Deborah Wheeler Karen Rockwell Secondary School Administrator Business Representative Board of School Directors Special Education Teacher Administrator Board of Education Elected by Peers Superintendent Administrator Elected by Peers/Board of School Directors Community Member Community Representative Board of School Directors Parent Parent Elected by Peers Mary Cole High School Regular Education Teacher Michelle Murrelle Elementary School Administrator Administrator Paul Stropko Elementary School Special Education Teacher Rick Rava Director of Technology Administrator District Samuel Moore Stacy Richmond Community Member School Guidance Counselor Community Representative Ed Specialist - School Counselor Elected by Peers Elected by Peers Elected by Peers Board of School Directors Elected by Ed. Specialists Tracy Wright BLaST IU 17 Administrator Superintendent Tracy Wright Special Education Coordinator Special Education Representative Program Evaluation (P.L , 612(2) and 613(a)) Current Program Strengths and Highlights Elected by Ed. Specialists

3 The Sayre Area School District (SASD) provides programs and services in accord with the Individuals with Disabilities Education Act and PA Chapter 14 Special Education Programs for students with disabilities. It is this district's goal to provide FAPE in the least restrictive educational placement according to federal guidelines and mandates. Sayre currently offers five elementary learning support classes and six at the high school. During the academic year, SASD added a full-time highly qualifed Special Education teacher to provide a learning support classroom and services at Litchfield Elementary. The following paragraphs will highlight SASD's special education programming strengths: Staff and Programming: The SASD special education department works to include all students within the regular education setting to the maximum extent possible. SASD implements inclusive practices for all students and works to reduce the amount of pull-out services to a minimum. The Special Education teachers and paraprofessionals are highly qualified in special education and the content areas they teach. There are certified Reading Specialists at the elementary and high school level who assist in intervening with struggling readers. These teachers help to maintain students in the regular education setting with Wilson curricular reading support as a level of reading intervention. In addition, the guidance counselors, school psychologists, and special education supervisor work together to identify at-risk students and support them with inclusive interventions prior to a complete special education psychological evaluation when possible. Once a student is identified as being in need of specially designed instruction, the student receives an IEP developed by an appropriate team including the parent(s) and student as valued, contributing members. This school year, , SASD implemented a co-teaching model which further supports the district's vision of inclusion. Special education teachers and regular education teachers co-taught classes in all content areas grades Over 80% of the students identified with IEPs in our district benefitted from this inclusion model. This inclusion model will continue to expand into a greater number of classes in the upcoming school years. Teachers all received inservice training from IU 17 educational professionals on co-teaching and inclusion during the and school years. The SASD special education department is led by a certified Supervisor of Special Education contracted by BLaST IU17. During the and school years, SASD has also added a contracted school psychologist from IU17 to assist with psychological services and evaluations for district students. In addition, SASD contracts with IU17 for itinerant emotional support, hearing support, audiological support, behavioral support, vision support, and social work services. SASD has certified Speech Therapist on staff to support all students needing speech and language services. Occupational and Physical Therapies are provided as related services. While it is the goal of SASD to provide FAPE in the student's home school district, there are some students who receive their education at other local school districts or approved private schools both in and out-of-state. Examples of such placements include Autistic Support, Emotional Support, Partial Hospitalization, Alternative Education, and multi-disabilities life skills classes. Professional Development: Sayre Area School District is proud to provide quality instruction by teachers who are deemed highly qualified. The paraprofessionals who work with students are also considered highly qualifed by state standards. In addition, the District provides tuition reimbursement so

4 professionals can obtain higher education and certifications. All teachers acquire necessary Act 48 credits relating to their teaching assignments. Teachers are encouraged and rewarded for obtaining Masters degrees and graduate credits in education. Paraprofessionals are provided with yearly CPR and First Aid training at no cost to the staff. The District provides on-going professional development through inservice days, onsite professional development, as well as opportunities for growth offered through PDE, PaTTan and the local IU#17. Child Find: The district participates through our local intermediate unit, BLaST IU #17 to complete Child Find activities on an annual basis. In addtion, Sayre Area School District has developed policies in accordance with federal and state regulations and guidelines to ensure the provision of a free and appropriate public education to all school-age children, including those with disabilities. The District provides appropriate special education programs, related services, and early intervention programs that are: -provided at no cost to parents -provided under the authority of a school entity, directly by referral of by contact -individualized to meet the educational or early intervention needs of the child -reasonably calculated to yield meaningful educational or early education benefits and progress -designed to conform to an Individual Education Program (IEP) SASD has procedures in place to screen and identify students of have special needs. All students are screened at Kindergarten registration using assessment tools by trained professionals in the areas of hearing, vision, speech, and potential for learning. If a disability or area of concern is suspected, a referral for a complete evaluation or further assessment is discussed and presented to the parents of the student. Furthermore, if parents suspect their son/daughter has a disability, a request for a school evaluation can be made by the parent. Screening of children using immediatlely available resources and data such as health records, report cards, attendance reports, enrollment records, etc. are tools the District use to help identify children with special needs. Screening of children helps the District to determine which students need further assessment and which students may benefit from regular education interventions without the special education identification. Identification and Evaluation Process: Sayre Area School District implemented a streamlined indentification and evaluation process in The procedure for referring students is outlined so teachers were more familiar and comfortable with the procedure. If a teacher or staff has a concern about a learning, emotional, or behavioral need which is impacting that student's learning or functioning at school, the teacher should refer the student to the Supervisor of Special Education. The Supervisor of Special Education then collects important data and reviews this with building principals and a school psychologist to determine whether a complete evaluation is necessary. Supportive interventions and teaching strategies may be tried in the interim or in lieu of a complete evaluation. The district's school psychologists conduct a complete evaluation with varied assessment tools and diagnostic instruments to determine special education eligibility. Intervention Strategies and Programs:

5 Sayre Area School District strives to provide quality education to all students. Intervention programming and strategies including Learning Focussed Schools, Wilson Reading curriculum, Kurzweil, Read Naturally, tutoring, Aleks math, VLINC, and Blended Schools are a few of the intervention programs offered to students. These programs supplement the general education curriculum and and are provided to students with or without an IEP. Many students benefit from the tutorial period at the end of each school day at Sayre Jr./Sr. High School. This thirty minute block is used for intervention and remediation four days each week. Students can be assigned to a class tutorial for additional instruction or can elect to attend a tutorial where they feel they need the extra help. At the elementary level, students in grades 4-6 have tutorial periods available to them for 30 minutes, twice weekly at the end of the school day. Students who attend tutorials have demonstrated an increase in academic achievement compared to students who struggled with the same content but elected to not attend tutorial. Community/ Parent Involovement: Sayre Area School District is extremely involved in the educational process of their youth. The parental support system is reinforced by various parent trainings that are offered throughout the school year. Parent involvement is encouraged in the student's educational planning and support thereof. Meetings for students are scheduled to accommodate the needs of parents. Parents may also invite outside service agencies/ providers, consultants, or other family members to attend educational planning meetings or reviews. SASD is proud to have many parents employed at the district as teachers, aides, bus drivers, administrators, and other capacities. The district also encourages parents to volunteer in district classes and activities. Transition: The Sayre Area School District is devoted to preparing students for the transition to adult life. We provide a continuum of services to support students as they prepare for adult life. Our Career Development Council provides job shadowing, speakers, and career fairs to students with disabilities and nondisabled students. Our Career Counselor provides one-to-one support in preparing students with disabilities with resumes, job applications, and job hunting skills. We also have a Transition Council that includes representatives from local agencies who meet with students and their parents for the purpose of transition planning. The council includes representatives from the Office of Vocational Rehabilitation, Mental Health/ Mental Retardation, Futures Community Services, Northern Tier Career Center, Penn York Opportunities, and other agencies as needed (i.e., military recruiters, adult literacy coordinators, and medical assistance/social security representatives). The purpose of the council is to insure that both students and parents have the information required to make informed decisions about the services available to them after graduation. In addition, we participate in a county-wide Transition Council so that our students may participate in a variety of services offered in our county. For example, our students participate in an "Experience Transition to College Program" that offers students an opportunity to acquire selfadvocacy skills and a better understanding of how to access educational resources in college. Our students also participate in a "Transition Fair" that offers information to students about colleges, vocational training programs, and employment opportunities. We also provide services to students who have been struggling to find part time employment after school. We contract with local agencies to provide students with job coaching services. The job coaches assist the students with completing and submitting applications, shadowing various jobs, and participating in internships within local businesses. Identifying Students with Learning Disabilities

6 The Sayre Area School District is currently utilizing an ability - predicted achievement discrepancy model to identify students with specific learning disabilities. The district school psychologist conducts a comprehensive psycho-educational evaluation that investigates the scope and depth of each student's learning strengths and needs. The evaluation includes a comprehensive assessment of cognitive and developmental skills including visual attention, auditory attention, executive functions, language, sensorimotor skills, visuo-spatial skills, and memory (visual memory, auditory memory, and visual-auditory memory). In addition, the evaluation includes a comprehensive assessment reading, math, and written language skills. Special attention is given to explain how underlying psychological processes influence learning in each achievement area. Along with the multi-disciplinary team, a parent who may suspect their child has a learning disability may also notify the Special Education Office to request an evaluation. Once a signed Permission to Evaluate form is received, the school psychologist will observe, collect classroom and assessment data, and administer both cognitive and intellectual scales. The school psychologist will also use behavioral and adaptive functioning scales on students with issues in these realms. When making a determination if a student has a learning disability, a multidisciplinary team determines that the academic problems are not the result of lack of instruction or other disabilities such as vision, hearing, speech, motor problems, mental retardation, emotional disturbance, cultural, envioronmental issues, or limited English proficiency. The determination is based on the student's failure to meet age or grade level standards in one of the follwing areas: oral expression, listening comprehension, written expression, basic reading skills, reading comprehension, mathematical caluculation, and mathematical problem solving. Along with these learning disability areas, students may qualify for special education services provided for by an IEP if the students' emotional disability impedes their ability to learn in a regular education setting. Once the evaluation is complete, the results are discussed with parents and appropriate staff. If the student is found eligible for special education, an Individualized Education Plan is developed. The IEP will outline and detail the specially designed instruction the student needs to benefit from the FAPE being offered to him/her at Sayre Area School District. Enrollment Differences Not significantly disproportionate. Ethnicity Enrollment Differences Not significantly disproportionate. 24 P.S., 1306 and Placements Facilities for Nonresident Students Facility Name Provider of Educational Services # of Students Receiving Srvcs as of Dec 1 Sayre Area School District We do not host any programs for students in the 1306 category. 0

7 Nonresident Students Oversight Sayre Area School District does not have any 1306 students. Facilities for Incarcerated Students Facility Name Provider of Educational Services # of Students Receiving Srvcs as of Dec 1 Sayre Area School District The Sayre Area School District does not host any programs for incarcerated youths. 0 Incarcerated Students Oversight Incarcerated students are housed at the Bradford County Correctional Facility (Burlington, PA) in the Troy Area School District. The Intermediate Unit #17 provides educational services to incarcerated youths. The IU instructional staff monitors the information pertaining to students with disabilities who are assigned to the facility. We are notified by the Intermediate Unit when a student is incarcerated and actively participate in the process to provide FAPE to the student. We collaborate with the teacher, the IU, and the host district in order to maintain to the extent possible the student's current IEP. Least Restrictive Environment 34 CFR Ensuring Maximum Integration The Sayre Area School District aims to include all students in the general education setting to the maximum extent possible. All students are considered general education students until they are evaluated and found eligible for specially designed instruction. It is then the MDE team's goal to determine what adaptations and modifications need to be made to ensure the students' success in the general eduation setting. Through the use of supplementary aids and services, the vast majority of identified students are accommodated in the regular eduation classroom. The District also provides intervention programs including tutoring, Title I, Wilson Reading Curriculum including FUNDATIONS at the Kindergarten grade level, co-taught inclusion classes in all content and some elective courses, Student Assistance Program, social work services, itinerant emotional support instruction, Read Naturally, and Kurzweil software programs. All students are pulled out of the regular education setting as little as possible. It is the goal of SASD to provide assistance and interventions to students in the regular education classroom to the maximum extent possible while still affording the identified student the support he/she needs while not interrupting the educational process or development of the other students. Examples of self-contained services would include small group instruction for speech, physical, or occupational therapies, adpated PE where it is necessary for the gym teacher to have a small group for safety purposes, and math and reading instruction at the students' instructional level in a small group setting. In addition, at the Junior-Senior High School, identified students may have a resource period instead of a typical study hall. During resource, a certified Special Education teacher is available to the small group to assist with organization, time management, homework completion, extended time assignments or tests, and guided instruction. The Resource Room teacher and regular education teachers at the Jr.-Sr. High School communicate daily to help identify areas of need for struggling students with IEPs. If a student does not have necessary work to complete or a test to study for with the help of the Resource Room teacher or

8 instructional support aide, the student will likely be investigating careers or colleges on the computer. Since the overall goal of the IEP is to develop goals which will allow for the student to be successful in the general education classroom, the IEP is reviewed, at least, annually. If it is noted, through the collection of data and observations, that a student is not making progress or is regressing, an IEP meeting is held and the goals are discussed with probable revisions being made. For students whose behaviors are impeding their ability to learn, a functional behavioral assessment is completed. Sayre Area School District contracts with IU#17 for behavioral support. The school psychologist may also complete the FBA. Upon completion of the FBA data, a positive behavioral support plan is developed. Again, it is the goal of the FBA, PBS plan, and IEP to maintain the student within the regular education classroom to the maximum extent possible. If a more restrictive setting is necessary, students may attend one of the neigboring school district's emotional support classes, the partial hospitalization program in Monroeton, Pa., an alternative education classroom run by the IU#17, or an Autistic Support Class in either Athens, Pa. or Towanda, Pa (the later being run by IU#17), or Futures (a Bradford County educational facility for students with cognitive disabilities). The IU programs have an agreement with the host districts to include students in regular education classes and activities to the maximum extent possible for each individual student. The Supervisor of Special Education attends all review meetings to maintain relations with the student and outside programs as well as to ensure progress. Once a student is determined by the MDE team to have met his/her goals at that current educational placement, the student is returned to their home school district facility with an updated plan in place. The Sayre Area School District believes in the integration of all students for extra-curriculuar opportunities as well. Students with disabilities are encouraged to participate in any of Sayre's extra-curricular activities including, but not limited to, sports, band, FBLA, dances, Forensics, and choir. The District does not discriminate against students who are receiving FAPE outside of the district. All students are welcome to participate in sports and activities regardless of where they receive their education. Supplementary Aids and Services Service/Resource Assistive Technology Behavioral Support Services: Behavior Specialist Community Based Services Description The Sayre Area School District receives assistive technology support services from the Intermediate Unit. The assistive technology coordinator consults with parents, teachers, and students to assess the child's needs and provide the type of technology that will insure maximum participation in the general education setting. The Sayre Area School District utilizes behavior support services through the Intermediate Unit. The behavior specialist (BS)consults with the teacher, parent, and students for the development of a Functional Behavior Assessment. The BS supports the creation of a behavioral plan designed to insure success within the general education setting. The Sayre Area School District works closely with representatives and service providers from local agencies. We fully support the utilization of behavioral-health services within all school settings. We participate in collaborative team meetings to insure that each student has an opportunity to fully benefit from his or her

9 Hearing Support Services: Itinerant Hearing Support Teacher Inclusion services at the Sayre High School: Highly qualified teachers and paraprofessionals Inclusion services at the Snyder Elementary School: Highly qualified teachers and paraprofessionals Itinerant Emotional Support Research-based reading instruction educational program. The Sayre Area School District strives to support students with hearing impairments in general education settings via itinerant hearing support services. The hearing support teacher provides ongoing consultation services with instructional staff, parents, and students to insure maximum integration and support. The hearing support teacher also monitors the use and operation of hearing aids, FM Systems, and other forms of assistive technology. The special education teachers at the Sayre High School provide itinerant learning support services to 77% of students with disabilities. We achieve this percentage by insuring that special education teachers and paraprofessionals provide to the maximum extent possible support services within the general education setting. The special education teachers at the Snyder Elementary School provide itinerant learning support services to 70% of students with disabilities. We achieve this percentage by insuring that special education teachers and paraprofessionals provide to the maximum extent possible support services within the general education setting. Itinerant Emotional Support is provided by a certified special education teacher deemed highly qualified. This IU17 teacher has individualized goals based on the needs of the student. Some of the goals the student may have include areas of orgnaization, conflict management, positive coping skills, and social skills. The itinerant emotional support service began in the academic year. The ES teacher has helped to maintain students in SASD which may have been placed out-of-district without this support. In addition, the ES teacher is identified as a transition service for students who return from an out-of-district ES placement. The Sayre Area School District provides research based reading instruction to children with disabilities and at-risk readers at the kindergarten and first grade levels. We also provide researchbased reading instruction to children with disabilities in second through eighth grade. Our goal is to provide seamless instruction in a research-based instructional model through twelfth grade. We firmly believe that intensive reading instruction at the primary level will prevent more complex difficulties in the future and further insure maximum participation for all students in the general education setting. LRE Data Analysis Development Activities

10 Topic: The SASD has met the state targets for LRE as of December 1, Sayre will continue to implement progressive inclusive practices to meet or exceed the state target. Anticipated Dates Partners Participants and Audience Format Evidence of Results In-service s in September, October, and March. PATTAN Staff Groups, Distance Learning Based on our current data, we have already met the SPP goal; however, we will continue to monitor and assess the number of student requiring this level of support. We will work collaboratively with our staff and trainers to insure that all students have the opportunity for maximum integration within general education settings. We will also reassess our utilization of paraprofessionals to accomplish this goal. Topic: There are currently no trainings entered for this topic. Least Restrictive Environment - Facilities Facility Name Type of Facility Type of Service # of Students Placed Athens Area School District Neighboring School Districts Athens Area School District Neighboring School Districts Binghamton University of New York Life Skills Support Services 2 Emotional Support Services Out-of-State Schools Autism Support Services 3 Private Homes Instruction in the Multiple Disabilities 3 4

11 Bradford County Partial Hospitalization Home Other Support Services Emotional Support Services Penn York Opportunities Other Transition Services 2 Serve, Inc. Other Transition Services 1 Athens Area School District Neighboring School Districts Deveraux Residential Facility Monroeton Alternative Education Multiple Disabilities Support Services Other Residential Facility 1 Other Alternative Education Setting Futures Other Community-based vocational Development for Improved Student Results Development - PA NCLB Goal #1 Reflections Legacy Dataview Strength Last Modified: The Sayre Area School District continues to make the AYP requirements as set forth by PDE and NCLB. Base Line Data Sayre Area School District 2010 PSSA results- Reading and Math Students with IEPs scored 27% advanced in math, 30.3% proficient in math, 19% basic, and 23.6% below basic. Students with IEPs scored 15.7% advanced in Reading, 28.1% proficient, 27% basic and 29% below basic. In Science, students with IEPs scored 2.8% advanced, 27% proficient, 28% basic, and 41% below basic. In writing, 3% of students with IEPs scored advanced, 52% scored proficient, 36% basic, and 9% below basic. Sayre Area School District continues to make AYP. Development Activities Topic: Reading & Writing: Students with disabilities will demonstrate growth toward meeting PA academic standards for Reading and Writing.

12 Anticipated Dates s to be scheduled on inservice days during each school year. s shall be designed to equip educational staff with the knowledge and skills necessary to meet individual learning needs and improve student achievement in relation to state standards within the general classroom and curriculum to the maximum extent appropriate. topics shall include, but are not limited to: Differentiated Instruction, Best Practices in Inclusion, Team-Teaching Techniques, Evidence- Based Instructional Strategies and Research-Based Interventions. In addition, staff will be afforded opportunities to explore/pursue additional training opportunities via conferences/workshops when/where available. Graduate level courses will continue to be a source for personnel development as well. Partners PATTAN Staff, IU Staff, Higher Education Staff, conferences, workshops, graduate level coursework. Participants and Audience New Staff, Administrative Staff PATTAN Staff, IU New Staff, Staff, Higher Education Administrative Staff Staff, Conferences, workshops, graduate level courses Format Conferences, College/University provided coursework and technical training. Conferences, College/University provided courses Evidence of Results The K-12 general and special education staff will utilize the PSSA results to modify instructional strategies for students identified as below basic. We anticipate that PSSA scores will improve in reading and writing by 1% each year of this special education plan. We anticipate an annual increase of 1% in the number of special education students scoring proficient on the reading and writing sections of the PSSA PATTAN We anticipate

13 Staff, IU Staff, Higher Education Staff PATTAN Staff, IU Staff, Higher Education Staff Kurzweil software training will be conducted during a two day workshop. The goal of this workshop is to introduce and train staff on how to best use Kurzweil to support student learning. Kurzweil software trainer an annual increase of 1% Administrative Staff Conferences, College/University provided courses in the number of special education students scoring proficient on the reading and writing sections of the PSSA. Administrative Staff Parent, Administrative Staff, Related Service Conferences, Distance Learning, College/University provided courses Guided Practice We anticipate an annual increase of 1% in the number of special education students scoring proficient on the reading and writing sections of the PSSA. Kurzweil instructional support software will help identified learning support students increase reading skills as demonstrated by an increase of 1% proficiency score on the PSSA data. Topic: Math: Students with disabilities will demonstrate growth toward meeting PA academic standards for Math. Anticipated Dates s will be scheduled inservice days during each school year. s shall be designed to equip educational staff with the knowledge and Partners Participants and Audience PATTAN New Staff, Staff, IU Staff, Higher Education Administrative Staff Staff, Conferences, workshops, graduate Format Groups, College/University coursework and Evidence of Results The K-12 general and special education staff will utilize the PSSA results to modify instructional

14 skills necessary to level meet individual learning coursework needs and improve student achievement in relation to state standards within the general classroom and curriculum to the maximum extent appropriate. topics shall include, but are not limited to: Differentiated Instruction, Best Practices in Inclusion, Team-Teaching Techniques, Evidence- Based Instructional Strategies and Research-Based Interventions. Staff will be afforded opportunities to explore/pursue additional training opportunities via conferences/workshops when/where available. Graduate level courses will continue to be a source for personnel development as well PATTAN New Staff, Staff, Higher Education Staff, Administrative Conferences, Staff, Related workshops, Service graduate level coursework PATTAN New Staff, Staff, Higher Education Staff, Administrative Conferences, Staff, Related workshops, Service graduate level coursework technical training. strategies for students identified as below basic. We anticipate that PSSA scores will improve in mathematics by 1% each year of this special education plan. We anticipate an annual increase of 1% in the number of special Groups, education College/University students scoring coursework and proficient on the technical training. mathematics sections of the PSSA. We anticipate an annual increase of 1% in the number of special Groups, Distance education Learning, students scoring College/University proficient on the coursework and mathematics technical training. sections of the PSSA IU Staff, New Staff, We anticipate

15 Higher Education Staff, Administrative Conferences, Staff, Related workshops, Service graduate level coursework an annual increase of 1% in the number of Study Groups, special Distance Learning, education College/University students scoring coursework and proficient on the technical training. mathematics sections of the PSSA. Qualified Staff Reflections There are currently no reflections selected for this section. Base Line Data All teachers are certified and highly qualified via additional content area certification, the Bridge, and/or HOUSSE. All paraprofessionals meet the minimum state requirements and are engaged in continuous improvement. Development Activities Topic: AUTISM: Students with disabilities will be provided services by an adequate supply of personnel with the knowledge and skills necessary to meet their needs Anticipated Dates Partners Participants and Audience PATTAN Staff, IU Staff, Higher Education Staff, District employees Format Groups, Distance Learning, Joint planning time Evidence of Results Students will receive direct instruction from district staff, related service providers, and staff from neighboring districts or other agencies to meet the recommended needs of the students with IEPs. Professional development will be provided as needed to staff to maintain their certification and

16 PATTAN Staff, IU Staff, Higher Education Staff, District employees Groups, Distance Learning, Joint planning periods highly qualified status. Students will receive direct instruction from district staff, related service providers, and staff from neighboring districts or other agencies to meet the recommended needs of the students with IEPs. Professional development will be provided as needed to staff to maintain their certification and highly qualified status. Topic: ROLE OF PARAEDUCATOR/HIGHLY QUALIFIED TEACHER: Students with disabilities will be provided services by an adequate supply of personnel with the knowledge and skills necessary to meet their needs. Anticipated Dates Partners Participants and Audience Format Evidence of Results PATTAN Staff, IU Staff, Higher Education Staff Groups The district will continue to provide a wide variety of professional development opportunities for the special education staff to meet the requirements of highly qualified teachers and paraeducators in accordance with NCLB. The district plans to maintain our 100% level of highly qualified teachers and trained

17 PATTAN Staff, IU Staff PATTAN Staff, IU Staff PATTAN Staff, IU Staff New Staff, New Staff, New Staff, Groups, Distance Learning Groups, Distance Learning Groups, Distance Learning paraprofessionals. The district will continue to provide a wide variety of professional development opportunities for the special education staff to meet the requirements of highly qualified teachers and paraeducators in accordance with NCLB. The district plans to maintain our 100% level of highly qualified teachers and trained paraprofessionals. The district will continue to provide a wide variety of professional development opportunities for the special education staff to meet the requirements of highly qualified teachers and paraeducators in accordance with NCLB. The district plans to maintain our 100% level of highly qualified teachers and trained paraprofessionals. The district will continue to provide a wide variety of professional development opportunities for the special education staff to meet the

18 requirements of highly qualified teachers and paraeducators in accordance with NCLB. The district plans to maintain our 100% level of highly qualified teachers and trained paraprofessionals. Transition/Post School Outcomes Reflections There are currently no reflections selected for this section. Base Line Data The Sayre Area School District schedules a transition meeting with the parents of in-coming school age students from Early Intervention Programs. We conduct assessments to determine if the child continues to require special education services within a school-age program. The IEP team prepares an IEP for each student to insure a successful transition. The Sayre Area School District is committed to achieving 90% graduation rates over the next five consecutive years. The District has developed a positive approach to dropout prevention. This plan was created in the Fall of 2010 and implementation began 1/1/2011. A team of dedicated stakeholders meet each month to determine appropriate intervention strategies for at-risk students. With the implementation of this dropout prevention program, Sayre Area School District is committed to increasing the graduation rate to meet the 90% goal in The District is confident that the increase in inclusion support and transition services will also help students be successful in graduating from high school. Development Activities Topic: TRANSITION: Students with disabilities will demonstrate increased ability to successfully make the transitions to school age programs, to work, to post-secondary education and/or adult living. Anticipated Dates Partners PATTAN Staff, IU Staff Participants and Audience Administrative Staff Format Conferences Evidence of Results The Sayre Area School District is striving to achieve 90% graduation rates over the next five consecutive years. We intend

19 PATTAN Staff, IU Staff, Higher Education Staff Groups, Distance Learning to improve upon our inclusion and transition services to insure that our graduate rates reflect our efforts to meet the educational needs of all students. To accomplish this goal the district intends to guide students toward advanced educational programs, employment, or independent living skills in anticipation of a 1% increase in employment and post-secondary enrollments. The district is striving to decrease the drop out rate by 2.5% annually. The Sayre Area School District is striving to achieve 90% graduation rates over the next five consecutive years. We intend to improve upon our inclusion and transition services to insure that our graduate rates reflect our efforts to meet the educational needs of all students. The District has identified this as area that needs to be improved and has implemented in dropout prevention program in In addition, Sayre intends to guide students

20 PATTAN Staff, IU Staff, Higher Education Staff PATTAN Staff, IU Staff, Higher Education Staff Groups, Distance Learning toward advanced educational programs, employment, or independent living skills in anticipation of a 1% increase in employment and post-secondary enrollments. The district is striving to decrease the drop out rate by 2.5% annually. The Sayre Area School District is striving to achieve 90% graduation rates over the next five consecutive years. We intend to improve upon our inclusion and transition services to insure that our graduate rates reflect our efforts to meet the educational needs of all students. To accomplish this goal the district intends to guide students toward advanced educational programs, employment, or independent living skills in anticipation of a 1% increase in employment and post-secondary enrollments. The district is striving to decrease the drop out rate by 2.5% annually. The Sayre Area School District is striving to achieve 90% graduation rates over the next

21 Groups, Distance Learning five consecutive years. We intend to improve upon our inclusion and transition services to insure that our graduate rates reflect our efforts to meet the educational needs of all students. To accomplish this goal the district intends to guide students toward advanced educational programs, employment, or independent living skills in anticipation of a 1% increase in employment and post-secondary enrollments. The district is striving to decrease the drop out rate by 2.5% annually. Topic: Transition: Parents, and students with disabilities are provided with opportunities to participate in Transition Council meetings, College Exploration Programs, Employment/Career Fairs, and Mentoring programs to increase knowledge of factors pertinent to a successful transition to adult life. Anticipated Dates Partners Participants and Audience Format Evidence of Results IU Staff, Community based employers, trainers, and agency personnel. Groups The district anticipates a 1% increase in students obtaining employment or enrollment in postsecondary programs. We anticipate a 1% decrease in the drop out rate. We plan to accomplish

22 these goals by scheduling at least three transition meetings per year, scheduling college exploration events, career fairs, and ongoing mentoring opportunities for students with disabilities, and parents. We will evaluate the effectiveness of these strategies by monitoring attendance at trainings, soliciting student feedback regarding career awareness activities, and evaluating training content IU Staff, Community based employers, trainers, and agency personnel. Groups The district anticipates a 1% increase in students obtaining employment or enrollment in postsecondary programs. We anticipate a 1% decrease in the drop out rate. We plan to accomplish these goals by scheduling at least three transition meetings per year, scheduling college exploration events, career fairs, and ongoing mentoring opportunities for students with disabilities, and parents. We will evaluate the effectiveness of these strategies by monitoring attendance at trainings, soliciting student feedback

23 IU Staff, Higher Education Staff PATTAN Staff, IU Staff, Higher Education Staff Groups Groups, Distance Learning regarding career awareness activities, and evaluating training content. The district anticipates a 1% increase in students obtaining employment or enrollment in postsecondary programs. We anticipate a 1% decrease in the drop out rate. We plan to accomplish these goals by scheduling at least three transition meetings per year, scheduling college exploration events, career fairs, and ongoing mentoring opportunities for students with disabilities, and parents. We will evaluate the effectiveness of these strategies by monitoring attendance at trainings, soliciting student feedback regarding career awareness activities, and evaluating training content. The district anticipates a 1% increase in students obtaining employment or enrollment in postsecondary programs. We anticipate a 1% decrease in the drop out rate. We plan to accomplish these goals by scheduling at least

24 three transition meetings per year, scheduling college exploration events, career fairs, and ongoing mentoring opportunities for students with disabilities, and parents. We will evaluate the effectiveness of these strategies by monitoring attendance at trainings, soliciting student feedback regarding career awareness activities, and evaluating training content. Topic: Transition: Effective Transition Plan development by IEP teams to ensure 100% compliance with Indicator 13. Present IEP data reflects that all students of transition age have the required transition services completed in their IEP. Anticipated Dates Partners Participants and Audience PATTAN Staff, IU Staff, District employees Format Groups, Distance Learning Evidence of Results Students with disabilities will have a comprehensive Transition Plan as a component of their IEP. The transition plan will be 100% compliant with Indictor 13. The Summary of Performance forms will serve as a resource to the student in the next endeavor (postsecondary education, competitive employment, and or independent

25 PATTAN Staff, IU Staff PATTAN Staff, IU Staff Groups, Distance Learning Groups, Distance Learning living). The district intends to achieve this goal via the training special education staff. Students with disabilities will have a comprehensive Transition Plan as a component of their IEP. The transition plan will be 100% compliant with Indictor 13. The Summary of Performance forms will serve as a resource to the student in the next endeavor (postsecondary education, competitive employment, and or independent living). The district intends to achieve this goal via the training special education staff. Students with disabilities will have a comprehensive Transition Plan as a component of their IEP. The transition plan will be 100% compliant with Indictor 13. The Summary of Performance forms will serve as a resource to the student in the next endeavor (postsecondary education, competitive employment, and or independent living). The district

26 PATTAN Staff, IU Staff Groups intends to achieve this goal via the training special education staff. Students with disabilities will have a comprehensive Transition Plan as a component of their IEP. The transition plan will be 100% compliant with Indictor 13. The Summary of Performance forms will serve as a resource to the student in the next endeavor (postsecondary education, competitive employment, and or independent living). The district intends to achieve this goal via the training special education staff. Behavior Support Services Reflections Legacy Dataview 1575 Last Modified: Subgroups continue to make AYP. Below Basic Category can be improved upon across the board. A high number of students have scored in the Proficient and Advanced categories. Legacy Dataview 1576 Concern Last Modified: Reduce the number of students with an IEP who are scoring in the below basic and basic categories. Legacy Dataview 1768 Strength Last Modified:

27 Sayre offers an incredible amount of activities for students to improve their all-round character. It seems impossible that a student would not find some area to excel. Summarized School District Policy The Sayre Area School District adopted a behavior management policy in compliance with Pennsylvania State Board of Education Regulations Chapter 14, Section and the Pennsylvania Department of Education standards Chapter 343, Section The behavior management policy advocates the use of a three tier hierarchical model based upon the best practices cited in professional literature. The first level of the hierarchical model includes the implementation of effective classroom management strategies. The second level includes specific interventions designed for individual students. Individual behavior management plans are specifically designed for students with disabilities. The third level requires that the IEP team meet to discuss and revise the current behavior management plan. The IEP team further discusses the breath and depth of supplemental aides and services required to support the student within general and special education settings. For students identified with emotional or behavioral needs which are impeding his/her learning or disrupts the learning of others, a functional behavioral analysis will be completed and positive behavioral support plan will be developed. In addition, students may be supported within the general education setting at SASD given itinerant emotional support service and/or social work services weekly. These are newly provided services contracted by IU #17 as of 2009 and have demonstrated success with many of our identified and non-identified students who have these needs. Development Activities Topic: The Sayre Area School District is committed to working collaboratively with agencies in support of students with emotional and behavioral needs. We welcome and accommodate behavioral health support staff and mobile therapists within our elementary schools and high school. We seek to train and transfer skills to our staff for the purpose of maintaining consistency in the implementation of positive behavioral supports. In addition, the itinerant emotional support teacher and school social worker also provide supports to students and staff. Anticipated Dates Partners PATTAN Staff, IU Staff Participants and Audience Format Conferences Evidence of Results The Sayre Area School District will continue to collaborate with local agencies with regard to schoolbased behavioral health services. We expect to maintain active participation in the collaborative

28 PATTAN Staff, IU Staff PATTAN Staff, IU Staff Conferences Conferences process. We anticipate a 2% increase in the number of emotionally disturbed students that will be educated within the home school district. The Sayre Area School District will continue to collaborate with local agencies with regard to schoolbased behavioral health services. We expect to maintain active participation in the collaborative process. We anticipate a 2% increase in the number of emotionally disturbed students that will be educated within the home school district. The Sayre Area School District will continue to collaborate with local agencies with regard to schoolbased behavioral health services. We expect to maintain active participation in the collaborative process. We anticipate a 2% increase in the number of emotionally disturbed students that will be educated within the home school district PATTAN The Sayre Area