Pennsylvania Department of Education

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1 Pennsylvania Department of Education Commonwealth of Pennsylvania Department of Education 333 Market Street Harrisburg, PA Special Education Report Tuesday, March 30, 2010 (Last Approved: Wednesday, July 08, 2009) Entity: Hatboro-Horsham SD Address: 229 Meetinghouse Rd Horsham, PA Phone: (215) Contact Name: Curtis Griffin

2 School District Demographics School District IU # Superintendent # of Bldgs Hatboro- Horsham SD Montgomery County IU 23 Dr. William Lessa Total Enrollment District Special Education Contact: Name Title Phone Fax Dr. Beth Gordon Director of Special Education Special Education Plan Team Members There are currently no participants selected for this plan report. Program Evaluation (P.L , 612(2) and 613(a)) Current Program Strengths and Highlights Total Unduplicated SES Students [email protected] Hatboro-Horsham School District prides itself on providing inclusion opportunities for all students. Our children are educated in the regular education setting for all or at least part of the school day. Student Resource Teams are employed as part of a pre-referral process. A co-teaching model is in place at the middle school for Math, Social Studies, and Science and at the high school level for all core subjects. At the elementary level, co-teaching is in place in Social Studies and Science. The majority of our children are educated within their home schools. Trained paraprofessionals provide one to one support for those children whose programming requires this accommodation. This allows the option for appropriate stuents to participate fully in the regular education classroom with supplemental aids and services. A comprehensive continuum of related services are also provided by district personnel as well as contracted specialists. The ratios between students and special education staff are dependent on a flexible nature of service delivery. The district operates K-12 Learning Support, 6-12 Emotional Support, K-12 Life Skills Support, and K-5 Autistic Support. There is a K-12 Student assistance Program and five full-time school psychologists. Counseling and mentoring services are provided by school counselors and school psychologists in all grade levels with supplemental services provided by Elwyn Technical at the middle and high schools. Devereux Cares Outreach provides services to selected children with Autism. Hatboro-Horsham School District strives to continuously keep abreast of the latest researchproven instructional strategies and resources so that we can maximize the educational growth of our students. Teachers monitor each student's progress with an eye toward analysis of the need for any revisions that may be warranted in programming to improve student achievement. Professional development includes focused training on the research-driven best practices, areas found to be necessary for our particular students, areas encouraged by PaTTAN, and of course, areas needed for all students to progress in the general curriculum. A sampling of these topics includes phonemic awareness, applied behavioral analysis, functional behavior assessments, utilization of assistive technology systems, research-based interventions, coteaching, differentiated instruction, progress monitoring, balanced literacy, reading strategies across the curriculum, strengthening of reading and calculation fluencies, administration and

3 analysis of criterion-referenced assessments to drive goal setting, strategies and supports for integration of students with autism, and strategies, social skills, understanding disabilities, team building, strategies for successful inclusion, technology, and software to enhance written expression. Each of these is delivered to groups with more individualized follow up until the staff has developed proficiency. Presenters include in-district experts, PaTTAN and MCIU experts, as well as private consultants. Staff is also encouraged to attend conferences offered outside of the district, both individually and as teams. To ensure the continuous monitoring of each student's progress, an extensive district-wide portfolio monitoring system is in place to track growth. Beginning with extensive Child Find activities through identification and programming, the district works diligently to ensure that no child is left behind. Mandated timelines are adhered to so that service delivery is timely. Every effort is made to provide services in the mainstream and to keep the capacity of regular education strong. Regular education teachers have been provided training in differentiated instruction, reading strategies, reading in the content areas, phonemic awareness, to name a few. With this strong drive to strengthen the ability of regular education to meet varied learning needs, the district actively supports its belief that interventions need to be supported in the least restrictive environment and with typical peers. Hatboro-Horsham has a strong graduation rate with each IEP student receiving a well calculated and supported set of experiences to facilitate success after graduation. The district offers a coordinated set of activities for the students throughout their senior high school experience. The interests and aptitude of each child is first assessed in 9th grade through the Skills Assessment for General Employability (SAGE) as a starting point for developing a life plan for transitioning from school to work. Comprehensive transition services including job exploration, job shadowing, job coaching, courses at Eastern Center for Arts and Technology, and Work Study support our students in reaching their desired outcomes after graduation. Our high school provides a fully furnished modular unit to help those students who require instruction in Daily Living Skills. Program and training specialists are available to assist with staff development and consultation on complex cases. Staff receive professional development in transition obligations. IEP teams, with the student, determine the outcome the student wishes to be prepared for after graduation, and proceed with the preparation for that outcome. Guidance offers services for career decisionmaking. Necessary course work to develop needed skills, credits for graduation, participation in the programming at the Eastern Center for Arts and Technology, participation in exploratories, supervised job training, and work studies with the Intermediate Unit and Kencrest, Daily Living Skills for independence and participation in the community, and connecting with the Office of Vocational Rehabilitation are offered sequentially to each student until graduation. The district provides the opporutnity for integration of technology into instruction including Smart Boards, lap-top computers, computerized research-based reading and math intervention programs, the Kurzeil system which is computerized scanning and reading literacy software, and assess to SOLO for all students which is a four part interfacing software system that can read aloud, write outloud, predict words, and build drafts electronically. Our children are also participants in after school tutoring, clubs, activities, and the social opportunities provided by the district. Our special education teachers are all certified. Many of our special education teachers in grades seven through 12 are also certified in a second content area or Highly Qualified in at least one other content area. Identifying Students with Learning Disabilities As part of the district s obligation to establish their own criteria for determining whether a child has a specific learning disability, Hatboro-Horsham School District follows the following criteria:

4 The Hatboro-Horsham School District uses a process that rules out lack of exposure to appropriate reading and math instruction as the primary cause of academic performance deficits. The Hatboro-Horsham School District also employs a process that rules out vision, hearing, or motor problems, mental retardation, emotional disturbance, cultural and/or environmental issues, and/or Limited English Proficiency as the primary cause of academic performance deficits. In addition, for students who have had adequate exposure to instruction in Hatboro-Horsham School District schools, the District determines, as part of its pre-referral assessment process, the extent to which the child has responded to core and remedial academic instruction by qualified personnel and systematic progress monitoring. When the team is able to rule out lack of exposure, and when the student has not responded to core and academic instruction at levels likely to enable him or her to meet age and grade-appropriate academic standards in oral expression, listening comprehension, written expression, basic reading skill, fluency skill, reading comprehension, mathematics calculation, and/or mathematics problemsolving, the District conducts norm-referenced tests of intelligence and achievement that enable it to perform a valid cognitive profile analysis and to compare relative weaknesses in the cognitive profile with significant weaknesses in the achievement profile. Such weaknesses, if established, are compared to instructional data to establish ecological validity. When significant weaknesses in the cognitive-achievement profile align with weaknesses in performance in the classroom, the student is identified as having a specific learning disability in the affected areas. 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 Northstar School district 6 Incarcerated Students Oversight The Montgomery County Intermediate Unit, in conjunction with the Juvenile Probation department of the county takes responsibility for providing FAPE to eligible students from Hatboro-Horsham School District. Both agencies inform the district of the services being provided as well as the discharge date for any student so that the district can be prepared to continue FAPE upon the child's return to district. District staff share student information upon request and act as consultants when needed. All Child Find and due process guidelines are followed as if the child was attending a public school within the state. Requests for evaluations of incarcerated students are referred to the Montgomery County Intermediate Unit. In the event that a child is incarcerated

5 outside of the county, the district coordinates services with the appropriate Intermediate Unit and/or county agency in the same manner as described above. Upon a student's anticipated return to the public school setting from a correctional facility, a reentry meeting may be held with the parent, student, school administrators, school counselor, special education teacher, regular education teacher, and parole officer (if applicable) prior to the student's return to school. During this time, an updated credit evaluation is completed, the IEP is reviewed and revised if necessary, and a behavioral contract may be developed and signed. The team will also discuss whether or not a reevaluation is warranted in addition to discussing possible educational placements located in and outside of the district. Should the IEP team determine that a student's needs would be best served in an alternative placement with counseling services outside of the district, the student's progress would be reviewed at the end of each semester to determine when returning to educational programming within the public school setting was appropriate. Facilities for Incarcerated Students Facility Name Provider of Educational Services # of Students Receiving Srvcs as of Dec 1 NA NA 0 Least Restrictive Environment 34 CFR Ensuring Maximum Integration Hatboro-Horsham provides its staff the resources, training, collaboration, and consultation necessary for its children with disabilities to be able to function to the maximum degree in the mainstream. Collaborative mainstream models are in place for multiple subjects. These subjects can include Social Studies, Science, Math, and/or English/Language Arts/Reading. The utililazation of a co-teaching model helps the district ensure that the students with disabilities within the district are educated to the maximum extent possible with non-disabled peers in the regular education setting. Paraprofessionals provide support in classes also. All students are included in building level activities and special subject classes. The majority of students are included in the regular education classroom for core academic subjects at the middle and senior high schools. Elementary students are provided with a variety of small group supports bith in and outside of the classroom setting. All IEPs are reviewed by the Director of Special Education and/or another administrator to ensure that participation in the regular education classroom was discussed and outlined for each student at the current time in addition to projecting the extent of the student's involvement in the regular education setting moving forward. Students who cannot be served in their home school are provided with programs that are located in a neighboring public school setting as much as possible unless a child's needs exceed what is available in the public school setting. A small percentage of students are served through approved private schools or alternative schools. All classes in the district are supported by precise specially designed instructional strategies that are provided to every regular education teacher who teaches the student. Additional assistance through trainings, outside consultants, additional personnel supports, and individualized consults from the district psychologists, principals, and special educational administrator are also offered to support IEP implementation in regular education as much as is possible for the student to make progress. The district attempts to build the capacity of the regular education teachers/classrooms by bringing supports to them rather than taking children from them. IEP teams are trained to first look at the Present Levels of Educational Performance, draw specific strengths and needs from them, develop the goals, develop the specially designed instructional strategies, and at the very last, to look at where the student's needs can be met in an appropriate manner. The 'where' does not impact programming decisions, rather the needs are the basis with the thrust always being in the least restrictive environment with typical peers. Hatboro-Horsham School District works collaboratively with the Montgomery County Intermediate Unti and PaTTAN to provide instruction and training in the areas of co-teaching, differentiated instruction, research-based instruction and interventions, and positive behavior support techniques. Staff training occurs during monthly faculty meetings, in-service days, and after-school workshops that are offered throughout the school year. Information and

6 resources are shared in hard copy ad electronic form on a regular basis throughout the school year to keep all staff and administrators informed of new techniques, interventions, and methods of best practice. Supplementary Aids and Services Service/Resource Description Assistive Technology The district participates fully in the Assistive Technology SETT Framework with support from the Montgomery County Intermediate Unit. Assistive techology systems are implemented following data collection and trials governed by an action plan developed by the SETT team. Audiological/Hearing Support Autistic Consultant The District contracts with the Montgomery County Intermediate Unit for hearing support. Student need is based upon results of a comprehensive evaluation and IEP team recommendations. Provides specialized and individualized interventions Behavior Consultants Consulting services to address behavioral concerns of individual students are provided by a Board Certified Behavior Analyst and a Behavior Specialist from Devereux Cares Outreach. Studnet need is based upon a comprehensive evaluation and IEP team recommendation. Interpreter services District staff, community members, agencies, the Montgomery County Intermediate Unit, and the Language Line are used when necessary to ensure appropriate communication and translation of reports M-Teams M-Team is a model adopted from the MCIU. The M stands for "monthly". The District Director of Special Education meets with each special education teacher and the building psychologist to review the progress of each student on their caseload and to brainstorm different strategies to implement if a student isn t responding to what is in place. There are times when additional testing is warranted based on the information obtained in the meeting. Regular education teachers and principals also attend when appropriate. Modular Program Provides students training for independent living skills Occupational Therapy Provides individualized access to occupational therapy based upon results of a comprehensive evaluation and IEP team recommendation. Students can also receive these services via a 504 Service Plan if eligible. Physical Therapy Provides individualized physical therapy to promote access to curriculum based upon results of a comprehensive evaluation and IEP team recommendation. Students can also receive these services through a 504 Service Plan if eligible. A doctor's prescription is required for services to begin. Recording for the Deaf & Blind SAGE Testing Provides individualized services for deaf and blind students as well as students with reading disabilities Skills Assessment for General Employability - used to begin development of a 4-year transition plan School Psychologists Staff provides consultation services to SRT and SAP programs as well as information related to individual student need and IEP team recommendation. The service is provided by district staff or outside agencies when appropriate. Special Education Coach The special education coach is charged with analyzing the assessment data of students with IEPs with special education personnel and administrators, and subsequently developing strategies and activities to support curriculum, instruction, and assessment needs in each school.

7 Speech and Language Services Transportation Vision Support Skill development that will ultimately be demonstrated by improved performance on the PSSA and PASA is the goal. The special education coach works together with the regular education coaches under the direction of the Director of Special Education and the Director of Curriculum. The district provides Speech and Language services based upon the results of a comprehensive evaluation and IEP tem recommendation. Students are provided with curb to curb transportation, when required, to attend school The District contracts with the Montgomery County Intermediate Unit for Vision Support Services. Student need is based on results of a comprehensive evaluation and IEP team recommendation. LRE Data Analysis Personnel Development Activities Topic: Improving the LRE Index: Increase the < 21% and Decrease the SE in other settings Anticipated Dates will be as follows including Inservice and Non-Inservice days; evening workshops may be provided for parents. Fall 2009; Spring, Fall 2010; Spring, Fall 2011; Spring, 2011 Partners PATTAN Staff, IU Staff, Higher Education Staff Participants and Audience Parent, New Staff, Paraprofessional, Instructional Staff, Administrative Staff, Related Service Personnel Format On-site with Guided Practice, Workshops with Joint Planning Periods Evidence of Results The Special Education Data Report for Indicator 5, the LRE Index, states that the SE Inside the Regular Class 80% or more for the district is 47.2%, the SE Inside the Regular Class Less than 40% for the district is at 4.9% (SPP Target met), and the SE in Other Settings is at 5.0%. This data will be used as baseline. With ongoing training to support coteaching training of regular education teacher/special

8 education teacher teams, paraprofessionals, related service staff, new staff, parents, and administrators, anticipated improvement is: : an increase of 5% over baseline for programming <21% and a 2 % decrease over baseline of special education in other settings : an increase of 5 % over baseline for programming <21% and a 2 % decrease over baseline of special education in other settings : an increase of 5 % over baseline for programming <21% and a 1% decrease over baseline of special education in other settings. A review of IEPs will be conducted to confirm the provision of supplementary aids and services in the regular education classroom setting. Anticipated improvement is expected to support the district meeting the SPP and State targets.

9 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 Ambler Day School Other Emotional Support 11 Bucks County Intermediate Unit #22 Buxmont Academy/ Community Service Foundation- Feasterville Camphill Private School Chester County Intermediate Unit - Child and Career Development Center Neighboring School Districts Autistic Support 1 Other Emotional Support 1 Approved Private Schools Neighboring School Districts Life Skills 2 Emotional Support 1 Crefeld Other Emotional Support 1 Davidson- Elywn Delaware Valley High School - Bucks Devereux Cares Devereux Cares Devereux Day School Devereux Kanner Approved Private Schools Multiple Disabilities Support Other Emotional Support 4 Approved Private Schools Approved Private Schools Approved Private Schools Approved Private Schools George Crothers Memorial School Approved Private Schools HMS School for Children with Cerebral Palsy Approved Private Schools Autistic Support 2 Life Skills Support 1 Emotional Support 1 Life Skills Support 1 Life Skills Support 1 Multiple Disabilities Support Lakeside School Other Emotional Support 3 Lakeside School Other Learning Support 4 Lifeworks Alternative School Other Emotional Support 3 Martin Luther School Approved Private Emotional Support 1 Schools Montgomery County Intermediate Unit Montgomery County Intermediate Unit Montgomery County Intermediate Unit Neighboring School Districts Neighboring School Districts Neighboring School Districts Autistic Support 6 Emotional Support 3 Life Skills Support 2 Montgomery County Intermediate Neighboring Multiple Disabilities 1 1 2

10 Unit School Districts Support Montgomery County Intermediate Unit Pathway School Vanguard Vanguard Wordsworth Academy- SPIRIT Program Youth Services Alternatives/ Doylestown Adventure Learning Center Neighboring School Districts Approved Private Schools Approved Private Schools Approved Private Schools Speech and Language Communication Support Autistic Support 2 Autistic Support 1 Emotional Support 2 Other Life Skills Support 1 Other Emotional Support 3 Personnel Development for Improved Student Results Personnel Development - PA NCLB Goal #1 Reflections There are currently no reflections selected for this section. Base Line Data Hatboro-Horsham School District continues its commitment to the use of research-based interventions and instruction in the general education classroom. Supplemental and supportive instruction, materials, and technology-based applications continue to be implemented in the classroom. The goals of the district are to maintain AYP and safe harbor for the special education subgroup by meeting or exceeding the state performance indicators. To this end, the district aspires to decrease the percentage of students scoring within the Below Basic and Basic ranges while increasing the percentage of students who are proficient to advanced in reading and mathematics. The focus will continue to be on the use of differentiated instruction and maintenance and continued expansion of co-teaching partnerships in the regular education classroom. A summary of the PSSA testing data follows below. PROGRESS ON PRIOR SPECIAL EDUCATION PLAN (2006) GOAL: A review of PSSA testing data from grades 3, 5, 8, and 11 in Reading and Math supports an overall increase over baseline for all grades in Reading and Math, except for 8 th grade Math. Grade and Subject 2005 Percentage of Students Proficient or better (Baseline) 2008 Percentage of Students Proficient or better 1 Overall percentage of change from 2005 baseline +/- Math 3 rd 58% 80.6% th 50% 59.8% +19.6

11 8 th 61.6% 50.9% th 13.4% 28.3% Reading 3 rd 34% 74% th 39.6% 52.3% th 56.9% 62.3% th 29.4% 31.7% PSSA Reading data for students with IEPs: Grade 3: 14.3% Below Basic, 11.7% Basic, 55.8% Proficient, 18.2% Adv.;Grade 4: 12.1% Below Basic, 13.8% Basic, 48.3% Proficient, 25.9% Adv.; Grade 5: 23.9% Below Basic, 23.9% Basic, 43.3% Proficient, 9% Adv.; Grade 6: 34.3% Below Basic, 29.9% Basic, 25.4% Proficient, 10.4% Adv.; Grade 7: 30.9% Below Basic, 36.4% Basic, 29.1% Proficient, 3.6% Adv.; Grade 8: 18.9% Below Basic, 18.9% Basic, 47.2% Proficient, 15.1% Adv.; Grade 11: 48.3% Below Basic, 20% Basic, 30% Proficient, 1.7% Adv PSSA Math data for students with IEPs: Grade 3: 5.2% Below Basic, 14.3% Basic, 44.2% Proficient, 36.4% Adv.; Grade 4: 12.1% Below Basic, 5.2% Basic, 31% Proficient, 51.7% Adv.; Grade 5: 20.9% Below Basic, 19.4% Basic, 29.9% Proficient, 29.9% Adv.; Grade 6: 32.8% Below Basic, 22.4% Basic, 25.4% Proficient, 19.4% Adv.; Grade 7: 35.2% Below Basic, 24.1% Basic, 29.6% Proficient, 11.1% Adv.; Grade 8: 28.3% Below Basic, 20.8% Basic, 28.3% Proficient, 22.6% Adv.; Grade 11: 55% Below Basic, 16.7% Basic, 23.3% Proficient, 5% Adv. This data establishes the baseline, for the next three years, , , and , for the NCLB Goal #1 of all students attaining proficiency or better by PERCENTAGE OF STUDENTS PROFICIENT OR BETTER: The percentage of students with IEPs, in grades 3-8 and 11, achieving in the Proficient and Advanced ranges on the 2008 administration of the Math and Reading PSSA, are reflected below:

12 Grade 3: Math: 80.6% Reading: 74% Grade 4: Math: 82.7% Reading: 74.2% Grade 5: Math: 59.8% Reading: 52.3% Grade 6: Math: 44.8% Reading: 35.8% Grade 7: Math: 40.7% Reading: 32.7% Grade 8: Math: 50.9% Reading: 62.3% Grade 11: Math: 28.3% Reading: 31.7% Personnel Development Activities Topic: Reading Anticipated Dates Ongoing training beginning with the week prior to the start of each school year and on all subsequent inservice days throughout the school year Partners PATTAN Staff, IU Staff, District Direct Instruction and Literacy Coaches/trainers Participants and Audience Parent, New Staff, Paraprofessional, Instructional Staff, Administrative Staff, Related Service Personnel Format On-site with Guided Practice, Workshops with Joint Planning Periods, Conferences, Study Groups Evidence of Results : A 2-3% increase in advanced and proficient PSSA scores and a 2-3 % decrease in below basic and basic reading PSSA scores : A 2-3% increase in advanced and proficient PSSA scores and a 2-3 % decrease in below basic and basic reading PSSA scores : A 2-3% increase in advanced and proficient PSSA scores and a 2-3 % decrease in below basic and basic reading PSSA scores.

13 Topic: Math Anticipated Dates Ongoing training beginning with the week prior to the start of each school year and on all subsequent inservice days throughout the school year Partners PATTAN Staff, IU Staff, District Staff and Math Program trainer Participants and Audience Parent, New Staff, Paraprofessional, Instructional Staff, Related Service Personnel Format On-site with Guided Practice, Workshops with Joint Planning Periods, Conferences Evidence of Results : A 2-3% increase in advanced and proficient PSSA scores and a 2-3 % decrease in below basic and basic math PSSA scores : A 2-3% increase in advanced and proficient PSSA scores and a 2-3 % decrease in below basic and basic math PSSA scores : A 2-3% increase in advanced and proficient PSSA scores and a 2-3 % decrease in below basic and basic math PSSA scores. Qualified Staff Reflections There are currently no reflections selected for this section. Base Line Data Hatboro-Horsham School District currently provides services to students diagnosed with Autism or Pervasive Developmental Disorder through a variety of ways including programming within in the district in Autistic Support grades K-2 and beginning in September 09, grades 3-5, through classes run by the Montgomery County Intermediate Unit in neighboring districts, and in the regular education classroom or learning support setting with supplemental aids and supports. Due to

14 the increase of students identified with Autism Spectrum Disorder, increased training has occurred for regular education teachers, special education teachers, specialist teachers, related services personnel, and administrators. s have targeted those grade levels directly affected by the increase of students with this disability, but districtwide training has also become a priority. Currently the district is maintaining 77% of its population of students with Autism within district. All special education teachers currently have the necessary content/subject certification or have utilized the Bridge Initiative while pursuing their content certification. Paraeducators continue to receive training specific to the duties and responsibilities of their position. During the school year, paraeducators have attended the 2 full-day trainings in the standards and competencies offered by PaTTAN, as well as attending in-district trainings specific to their competencies and the general education curriculum. topics include: Behavior Management, Instructional Strategies for Supporting Reading and Math Instruction, Learning Environments, and Social Interactions. Paraprofessionals engage in a minimum of 20 hours of training per school year and are working toward their PA Special Education Paraeducator Credential of Competency. Hatboro-Horsham School District offers the Comprehensive Assessment for Paraprofessional Educators (CAPE) so that they can meet the PA Chapter 14 guidelines for qualified paraprofessionals. Baseline is calculated based on the school year. Of the 37 students served in district, 18 receive services in the <21% category. Eleven of these students are of age to participate in the PSSA, 45 % scored Advanced or Proficient, and 55 % scored Basic or Below Basic. Personnel 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 Participants Format Evidence of

15 Dates Beginning with district attendance at the annual Penn State National Autism Conference in August of 2009 which a team attends every summer, ongoing professional development trainings take place throughout the length of the plan: Fall 2009, Spring 2010, Fall 2010, Spring 2011, Fall 2011, Spring The same level of services will be dedicated to training specific IEP teams in those areas impacting any specific student's achievement. The trainings are given by consultants in the field of Spectrum Disorders, Board Certified Behavior Analysts, and school psychologists and will serve to provide both review to Partners and Audience Results PATTAN Staff, IU Staff, Private consultants and in-district experts provide trainings driven by the topic in question. Parent, New Staff, Paraprofessional, Instructional Staff, Administrative Staff, Related Service Personnel On-site with Guided Practice, Workshops with Joint Planning Periods, Conferences, Study Groups, Regularly scheduled meetings are held, as frequently as every 6 weeks, for the child's entire team to evaluate the progress, strategies, and needs in order to make any necessary formative changes in a responsive and timely fashion. The expectation is that children with Spectrum disorders will continue to thrive in an environment that is the least restrictive with maximum exposure to typical peers. The levels of time spent away from typical peers will be analyzed on an ongoing basis to evaluate the success of the interventions and professional development as well as to inform changes. The district will continue to provide inservice training to increase awareness for all staff, to supplement strategies and educate teachers, related service personnel, and support staff in research-based interventions : an increase of 10% over baseline for programming <21% and a 10% increase in advanced and proficient PSSA scores : an increase of 10% over baseline for programming

16 staff familiar with the children and initial exposure for staff new to the children. If during the course of the school years, IEP teams find that there are newly identified training needs, these needs will be identified and training will be provided either on a case-by-case basis or on a wider level. <21% and a 10% increase in advanced and proficient PSSA scores : an increase of 10% over baseline for programming <21% and a 10% increase in advanced and proficient PSSA scores An analysis of LRE and PSSA performance will be conducted to confirm the provision of services in the regular education classroom setting by trained personnel. Anticipated improvement is expected to support the district meeting the SPP and State targets. 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 baseline is 89.6% Anticipated Dates The district will continue to take advantage of the trainings by the MCIU of the paraprofessional staff through Partners Participants and Audience Format Evidence of Results IU Staff, District staff New Staff, Paraprofessional, Instructional Staff, Administrative Staff, Related Service Personnel On-site with Guided Practice, Conferences, Study Groups With the continued training of the para-educators and the achievement of the highly qualified status by all special educators, it is expected that

17 subsequent school years until all areas have been taught and assessed for application. This will be offered as follows: Summer, 2009; Fall, 2009, Spring, 2010; Summer, 2010, Fall, 2010, Spring, 2011; Summer, 2011, Fall, 2011, and Spring student achievement in the least restrictive environment will continue to increase. It is also expected that increasing numbers of students will be demitted from special education. Increased numbers of paraprofessionals obtaining and maintaining the Special Educator Paraeducator Credential of Competency will be monitored over baseline : 100% of the Paraprofessionals will obtain Qualified Status : 100% of the Paraprofessionals will maintain Qualified Status : 100% of the Paraprofessionals will maintain Qualified Status Transition/Post School Outcomes Reflections There are currently no reflections selected for this section. Base Line Data Hatboro-Horsham School District has a graduation rate of 86.79% with each student with an IEP receiving a well-calculated and supportive set of experiences to facilitate success after graduation. Students are first

18 introduced to career options through classroom-based programs targeted at the elementary level. A comprehensive transition program is offered to students beginning at the age of 14 to assist with the transition to post secondary education or employment. Interest inventories and student interviews are used to guide postsecondary goals. The student maintains a comprehensive checklist of suggested activities for transition purposes grade by grade. This effort is facilitated by the guidance counselor or the student s case manager. The district offers a coordinated set of activities for the students throughout their senior high school experience. The interests and aptitude of each child is first assessed in 9 th grade through the Skills Assessment for General Employability (SAGE) as a starting point for developing a life plan for transitioning from school to work. Staff receives professional development in transition obligations. The district attends the county-wide Transition Coordinator and Transition Council meetings hosted at the Montgomery County Intermediate Unit (MCIU). IEP teams, including the student, determine the outcome the student wishes to be prepared for after graduation in order to proceed in preparation for that outcome. Guidance offers services for career decision-making. Necessary coursework to develop needed skills, credits for graduation, participation in programming offered at Eastern Center for Arts and Technology, participation in exploratories, supervised job training, job coaching, job shawdowing, and work studies with the MCIU, Daily Living Skills for independence and participation in the community, and connecting with the Office of Vocational Rehabilitation are offered sequentially to each student until graduation. Staff from PaTTAN also provides Indicator 13 training for a team of school personnel and Indicator 14 training for the Director of Special Education and the Transition Coordinator. The district issues a post school outcome survey to graduates annually in addition to the PAPODS survey that is part of Indicator 14. Activities offered to students and/or their parents include attendance at the Montgomery County Transition Council s Agency Information Night and the Symposium on Transition for College Bound Students with Disabilities. Information on local opportunities, such as the National College Fair and the National Disabilities Expo, is also disseminated to parents, as well as the importance of benefits from MHMR, like the Prioritization of Urgency and Need of Services (PUNS). Students in need of skill at the high school are offered a Bus Familiarization Program. In-district workshops include SAT and College Admissions Practices, Transitioning to College and Time Management Skills at College. Students also have the opportunity to conference individually with the Transition Coordinator and Guidance Counselor to provide additional direction and support. Personnel Development Activities

19 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 Anticipated Dates Partners Participants and Audience At the start of PATTAN New Staff, the school Staff, IU Staff, Paraprofessional, year, a survey Higher Instructional Staff, is distributed Education Administrative Staff to students Staff, Private who are 14 or agencies are older in order asked to to strengthen provide understanding presentations of their plans based on the post specific graduation outcomes and to inform identified by which types of students in opportunities the IEP and transition process. activities need to be subsequently offered. Feedback is solicited of an evaluative nature to help shape future activities. Events are then scheduled or information provided for attendance at functions out of the district : Fall, 2009 and Spring, : Fall, 2010 and Spring, : Fall, 2011 and Spring, 2012 Format On-site with Guided Practice, Conferences, Study Groups Evidence of Results With the systematic and sequential approach offered to Transition programming, it is expected that the students will continue to meet with success in achieving their desired outcomes for post secondary education and training, employment, and living as independently as possible in the community. It is anticipated that the graduation rate will rise by 3% per year with 100% of those students who graduate transitioned successfully. Data from the PaPODS post school outcome surveys will be analyzed to track progress % increase in graduation rate with 100% successful transition outcomes based on PAPODS post school outcomes survey results % increase in

20 graduation rate with 100% successful transition outcomes based on PAPODS post school outcomes survey results % increase in graduation rate with 100% successful transition outcomes based on PAPODS post school outcomes survey results Behavior Support Services Reflections There are currently no reflections selected for this section. Summarized School District Policy The district believes in the use of positive behavior support techniques. Use of effective techniques reduce problem behavior and teach socially acceptable replacement skills. Positive, rather than negative, measures form the basis of Behavior Support Plans to ensure that all students are free from demeaning treatment, the use of aversive techniques, and the unreasonable use of restraints. Behavior support plans for students with IEPs are designed based on functional assessment of behavior and implemented in accordance with IDEA and PDE mandates. Parents, as part of the IEP teams, review and may help develop plan components. Physical restraints may only be used as a crisis intervention as a last resort to control acute aggressive behavior when it is clear that the student is imminently dangerous to self or others. Physical restraints will only be used by trained personnel if de-escalation strategies and other techniques prove to be ineffective and will be the least intrusive necessary. Any use of physical restraint is documented as per PDE guidelines and parent notification would occur immediately. The IEP team would then meet to review the child's IEP to ensure that appropriate services and supports are in place. Crisis support plans are not used in a punitive manner. The following aversive techniques for addressing behavior are inappropriate and may not be used in educational programs: corporal punishment, punishment for manifestation of a child's disability, locked spaces from which a child can not readily exit, noxious substances, deprivation of basic human rights, such as withholding meals, ater, or fresh air; suspensions constituting a pattern as defined in Section (a) of the regulations of the State Board of Education, 22 Pa Code (a) and any successor regulation, treatment of a demeaning nature, electric shock, or the use of prone restraints. At present time, each of the buildings in the district has developed a behavior management program or plan. Building climate was recently surveyed across the district to drive strategies to further support a comprehensive positive milieu for our children. IEP teams consisting of

21 psychologists, teachers, counselors, administrators, and parents develop behavior intervention plans specific to the child. Group and individual sessions are held by school counselors, school psychologists, and contracted private agencies to teach positive pro-social skills and to provide role-play opportunities. The district also employs the services of private Board Certified Behavior Analysts and consultants from APS Outreach programs to support teachers in the management of school-based behaviors. Five full-time psychologists are emplyed for conducting evaluations and consultative services. Students are supported in inclusive programming through co-teaching and para-professional support staff. The district also engages a Student Assistance Program for direct interventions and support. Baseline : In-School Suspensions=164 days across district Out-of-School Suspensions=204 days across district Baseline : Disciplinary referrals and/or detentions: 184 across district Baseline for : 0% of staff is CPI certified Personnel Development Activities Topic: Positive Behavioral Supports Anticipated Dates Ongoing at the district and building level through the course of this plan. Fall 2009, Spring 2010, Fall 2010, Spring 2011, Fall 2011, Spring 2012 Partners PATTAN Staff, IU Staff, District staff Participants and Audience Parent, New Staff, Paraprofessional, Instructional Staff, Administrative Staff, Related Service Personnel Format On-site with Guided Practice, Workshops with Joint Planning Periods, Study Groups Evidence of Results Reduce the overall number of in and out of school suspensions. Continued partnership with the Montgomery County Intermediate Unit to provide behavior support services through the use of TAC staff. Continued contracted services with Elwyn Tech, Devereux Outreach, and private Board Certified Behavior Analysts.

22 : Reduction in the number of inschool and out-of school suspensions by 10% each over baseline determined in July : Reduction in the number of inschool and out-of school suspensions by 10% each over baseline determined in July : Reduction in the number of inschool and out-of school suspensions by 10% each over baseline determined in July 2011 Topic: De-escalation Techniques-CPI training Anticipated Dates Partners Participants and Audience Format Evidence of Results Initial Trainer IU Staff, CPI of Trainer Institute Model in August of 2009; with turn-around trainings each school year beginning in : Summer, 2009 Initial 'trainer of trainers' staff development; New Staff, Paraprofessional, Instructional Staff, Administrative Staff, Related Service Personnel On-site with Guided Practice Increase the number of staff members certified in CPI techniques, over baseline, using a Trainer of Trainer Model. Participation in CPI training courses will be offered in August of Participation in the CPI training course is anticipated to be 3 staff members: 1

23 Fall, 2009 Turn-around training of district staff Fall, turnaround training of district staff; refresher courses for personnel previously trained to support maintenance of their skills Fall, turnaround training of district staff; refresher courses for personnel previously trained to support maintenance of their skills Administrator, 1 School Psychologist, and 1 Guidance Counselor. These individuals will then train those staff who demonstrate the need for it based on the nature of their student caseload. Additionally, it is expected that these trainings will decrease the need for emergency intervention by administration and/or a full team of educational and support staff : 50% of Autistic Support and Emotional Support staff to receive training using a Trainer of Trainer Model : 50% of Autistic Support and Emotional Support staff to receive training using a Trainer of Trainer Model : 100% of Life Skills Support staff to receive training using a Trainer of Trainer Model Topic: School-based Behavioral Health Anticipated Dates Fall, 2009; Spring, Fall, 2010; Partners PATTAN Staff, IU Staff, Outside Participants and Audience Parent, New Staff, Paraprofessional, Instructional Staff, Format On-site with Guided Practice, Workshops with Joint Evidence of Results The district will continue to offer psychological

24 Spring, Fall, 2011; Spring, 2012 agencies who focus on the needs that surface within the buildings and across the district Administrative Staff, Related Service Personnel Planning Periods counseling services to those students who require the service based on their IEP needs. Programming consists of different levels of counseling support ranging from weekly small group focused sessions to individual sessions. It is expected that the district staff will notice a decrease over baseline in problematic student behaviors by developing the positive pro-social response skills of this targeted population of students. This will be progress monitored through tracking data of disciplinary referrals and/or detentions : There will be a 10% reduction, over baseline, in disciplinary referrals and detentions of those students receiving psychological counseling : There will be a 10% reduction, over baseline, in disciplinary referrals and detentions of those students receiving

25 psychological counseling : There will be a 10% reduction, over baseline, in disciplinary referrals and detentions of those students receiving psychological counseling Interagency Collaboration (11 P.S ) Ensuring FAPE/Hard to Place Students The Hatboro-Horsham School District has provided appropriate programming and FAPE for all of its student by allocating appropriate district resources to the special education program in addition to contracting with the Montgomery County Intermediate Unit, various approved private schools and approved private providers, alternative schools, and neighboring districts when necessary. Hatboro Horsham School District supports the Montgomery County Memorandum of Understanding, which is an agreement that was developed to facilitate interagency collaboration. When a challenging situation arises regarding the provision of FAPE, the district utilizes the interagency approach, contacting various individuals and agencies, including but not limited to: parent(s) and/or guardians, Montgomery County Intermediate Unit, CASSP, MH/MR services, local Base Service Units, Montgomery County Children and Youth, juvenile justice, private therapists, and other public and private agencies. Following initial contact in a situation where the district is having difficulty providing FAPE for a student, an interagency meeting is held with the support of CASSP to assess services currently being provided, delineate facts, and to create an action plan. The action plan may or may not include the provision of additional services. The team will then follow up according to an agreed upon schedule to ensure that the action plan is followed by all parties. This approach can be helpful in linking families and the educational team with mental health and other behavioral services and is key in ensuring that students continue to receive educational services when placed in residential or partial hospitalization settings. To ensure the provision of FAPE while an appropriate placement is sought by the team, a student may be offered homebound instruction or given instruction in the home for a short period of time if existing programming is deemed inappropriate. Program Profile ID OPR Location / Building Name - SD Blair Mill Elementary Bldg Grade Bldg Type Type of Support Type of Service Low Age High Age Case load Tchr FTE E GE S LS

26 - SD Blair Mill E GE S LS Elementary - SD Crooked Billet E GE S LS SD Crooked Billet E GE S LS SD Hallowell E GE S LS SD Hallowell E GE S LS SD Hallowell E GE S LS SD Pennypack E GE S LS SD Pennypack E GE S LS SD Simmons E GE I LS SD Simmons E GE S LS SD Simmons E GE S LS SD Simmons E GE S LS SD Simmons E GE S LS SD Simmons E GE FT LSS SD Keith Valley M GE S LS SD Keith Valley M GE S LS SD Keith Valley M GE S LS SD Keith Valley M GE S LS SD Keith Valley M GE S LS SD Keith Valley M GE S LS SD Keith Valley M GE S LS SD Keith Valley M GE S LS SD Keith Valley M GE S LS SD Keith Valley M GE I LS SD Keith Valley M GE I ES SD Keith Valley M GE I LS SD Keith Valley M GE S ES SD Keith Valley M GE S LSS SD HH high school S GE S LS SD HH high school S GE S LS SD HH high school S GE S LS SD HH high school S GE S LS SD HH high school S GE S LS SD HH high school S GE S LS SD HH high school S GE S LS SD HH high school S GE S LS SD HH high school S GE S LS SD HH high school S GE S LS SD HH high school S GE I LS SD HH high school S GE I LS SD HH high school S GE I ES SD HH high school S GE S LSS SD HH high school S GE S LSS

27 - SD HH high school S GE S ES SD HH high school S GE S ES SD HH high school S GE I LS SD Multiple E GE I SLS buildings - SD Blair Mill E GE I SLS SD Keith Valley M GE I SLS SD Multiple S GE I SLS buildings - SD Multiple E GE I SLS buildings - SD Multiple E GE I SLS buildings - IU Multiple S GE I DHIS buildings - IU Multiple S GE I BVIS buildings N SD Simmons E C I AS SD High School S GE S LS SD High School S GE S LS SD Simmons E GE S AS N SD Keith Valley E GE S LS Justification: * There is never more than a three-year span in the room at any one time at the elementary level. * There is never more than a four-year span in the room at any one time at the secondary level * Staff who provide services at the Itinerant level may have a larger age span across buildings but not within any single building Support Staff (District) School District: Hatboro-Horsham SD ID OPR Title Location FTE D SD Director of Special Education Limekiln Simmons 1.0 N SD Director of Special Services Limekiln Simmons 1.00 D SD Psychologist Limekiln Simmons 1.0 D SD Psychologist Limekiln Simmons 1.0 D SD Psychologist Limekiln Simmons 1.0 D SD Psychologist Limekiln Simmons 1.0 D SD Psychologist Limekiln Simmons 1.0 D SD Instructional Assistants Blair Mill 4.00 D SD Instructional Assistants Crooked Billet 4.0 D SD Instructional Assistants Hallowell D MD Instructional Assistants Pennypack 4.00 D SD Instructional Assistants Simmons 22.50

28 D SD Instructional Assistants Keith Valley 22.0 D SD Instructional Assistants Hatboro-Horsham High School 21.0 N SD ACCESS Coordinator Limekiln Simmons 0.5 Contracted Support Services ID IU / Agency Title / Service Amount of Time per Week - Private Occupational therapist 32 Hours - Private Occupational therapist 16 Hours - Private Occupational therapist 8 Hours - Private Agency Occupational therapist 8 Hours - Private Child and Adolescent Psychiatrist 2 Hours - Devereux Cares Consultant Autism consultant 16 Hours - Private Board Certified Behavior Analyst 16 Hours - Quinn Developmental Behavior consultant 4 Hours Specialists - Private Instructional assessments and IEP 20 Hours development - Private Physical therapist 25 Hours N Private Agency Personal Care Assistant 32 Hours

29 Assurance for the Operation of Special Education Services and Programs School Years: The Hatboro-Horsham SD within Montgomery County IU 23 assures that the school district will comply with the requirements of 22 Pa. Code Chapter 14 and with the policies and procedures of PDE. PDE will specify, in writing, policies and procedures to be followed. Requests for any deviations from these regulations, standards, policies, and procedures must be made in writing to PDE. The school district understands that special education reports will be approved by PDE in accordance with the following criteria as set forth in 22 Pa. School Code : 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 nonacademic 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 report 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 assures 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. This assurance must be signed by the School Board President and the Superintendent for the school district to operate services and programs. Board President Date Superintendent Date