Pennsylvania Department of Education

Transcription

1 Pennsylvania Department of Education Commonwealth of Pennsylvania Department of Education 333 Market Street Harrisburg, PA Special Education Report Tuesday, June 23, 2009 (Last Last ApprovedThursday, July 31, 2008) Entity: Methacton SD Address: 1001 Kriebel Mill Rd Norristown, PA

2 District Demographics District Methacton SD IU # Superintendent # of Bldgs Montgomery County IU 23 Dr Timothy J Quinn Total Enrollment Total Unduplicated SES Students District Special Education Contact: Name Title Phone Fax Dr Lois D Robinson Director of Pupil Services Special Education Plan Team Members lrobinson@methacton.org Name Affiliation Membership Category Appointed By Angstadt, Susan Supervisor of Special Education Administrator Heiser, David Supervisor of Special Administrator Education Johns, Krista Methacton District Regular Education Teacher Maris, Steve Methacton District Business Representative McIntyre, Vivian Methacton District Special Education Teacher Ober, Kim Methacton District Special Education Teacher Director of Pupil Services Director of Pupil Services Director of Pupil Services Director of Pupil Services Director of Pupil Services Director of Pupil Services Reddish, Zanthia Principal Administrator Director of Pupil Services Robinson, Lois, Ed.D. Director of Pupil Services Administrator Superintendent Yin, David Methacton District Business Representative Program Evaluation (P.L , 612(2) and 613(a)) Current Program Strengths and Highlights Director of Pupil Services Expansion of low-incidence programs: Autistic Support at & Middle level - Due to the increasing population of students with autism the district has expanded its program to include autistic support at the elementary and middle school level. It will provide opportuities for inclusion with typical peers, academic content areas, and social skills training using an integrated approach of related service providers. K-12 Emotional Support Program - The district is continuing to develop it emotional support program using an integrated approach that includes counseling and transition services so that our students can be educated within their home school (K-12) rather than be placed out of district.

3 K-12 Life Skills Support Program - The district is continuing to develop a K-12 Life Skills program that uses a functional curriculum and has soild framework on how and when skills will to taught so that our students are prepared to secure employment upon graduation. Currently, we work collaboratively with the MCIU in a job coaching program to teaching vocational and job readiness skills for our students at the senior high level. K-12 Itinerant Support - In an effort to improve LRE and ensure the maximim integration of students, the district has 6 teachers designated to support and monitor our students who are included in regular education classrooms. At the middle school level, our teachers work with students during a common free period (8th). At the senior high levels, students can schedule times to meet with the itinerant teachers. Continued Efforts to Promote Inclusive Practices - The district provides a continuum of placement options and levels of services based upon the individual needs of our students. Some of our most recent efforts include the following: Co-teaching of Science & Social Studies Adoption of Researched-Based Language Arts Curriculum (K-6) Use of Differentiated Instruction Professional Staff Development/Workshops On-going Implementation of Effective Instructional Strategies These ongoing initiatives provide additional opportunities for our students to be educated with non-disabled peers so that they are included as much as possible. Using Data-Driven Decision Making to Improve Services and Supports, Assess Student Growth/Progress, and Guide Instructional Practices: Graphing and Analyzing Progress Monitoring Data Performance Tracker Data (PSSA/Standards/Assessment Anchors) Pennsylvania Value-Added Assessment System (PVAAS) Researching additional supplemental materials for special education programs Gillingham. Reading: Use of Multi-Sensory Programs, such as SRA, Wilson, Imagine It, a and other programs that incorporate the principles of Orton- Math: Use of Saxon Math in select classrooms Wide-Range of Assessments and Instructional Methodologies being Utilized to Meet the Diverse Needs of Our Student Population. Comprehensive Staff/Professional Development Plan (includes Paraprofessionals) Focusing on Behavioral/Disciplinary Issues

4 Ongoing Analysis and Monitoring of Disciplinary/Suspension Data Development of Comprehensive Positive Behavioral Support Plans/Behavior Intervention Plans for Individual Students Development of Crisis Prevention/Management Plans Passive Restraint Continued Development of Transition IEPs and Functional-Based Curriculum Based on Student s Strengths, Aptitudes, and Interests Investigate Aptitude & Interest Inventories for Transition Planning Alignment of Academics to Desired Post-Secondary Outcomes Continue to Promote Self-Advocacy/Self-Determination for Students Improved Communications and Support Administration/Professional Staff/Support Staff District-to-District and/or District-to-Out of District Placements Collaborative Partnerships with Intermediate Unit, Interagency Personnel, Community, and Parents On-going Review and Monitoring of Compliance-Related Issues Case Loads Least Restrictive Environment Out-of District Placements - Decisions to place students out of the district are made by IEP teams based upon the student's individual needs. The district provided a full continuum of options to meet the needs of its students; however, there are times when district needs to collaborate with the MCIU if a student's needs are so severe that we are unable to provide for them in the district, such as emotional, behavioral, or medical needs. There have also been times, in a small number of cases, that the district has agreed (upon parent request) to educate a student in a specialized private school. Time Lines of Evaluations/Reevaluations/IEPs Penn Data Reporting Identifying Students with Learning Disabilities Currently, the district uses the IST process to ensure that students who are not making adequate progress in the regular education classroom environment have the opportunity to meet with success by trying various adaptations, accommodations, strategies and techniques prior to being

5 evaluated for special education services. If during the IST process the student is unable to meet the goals indentified, or there are additional concerns after these interventions are implemented, the MDE team makes the recommendation for a psycho-educational evaluation. Once the signed Permission to Evaluate is received from the parent or guardian, the district assigns a school psychologist to conduct the evaluation which includes a battery of assessments (standardized, informal, curriculum-based, and various rating scales), observations, and input from parents, teachers, and other district personnel. Specifically, the school psychologist will assess the student to determine if a true learning disability that requires specially designed instruction is evident. At present, the district is utilizing the aptitude-achievement discrepancy model to determine if any discrepancies exist between the student s intellectual ability and his/her achievement, and if it is significant to warrant identification as a student in need of specially designed instruction. The district reviews assessment measures to ensure that the instruments are not biased for or against a particular subgroup of the general population due to factors, such as socio-economics, environmental conditions, cultural diversity, language and/or limited exposure to the curriculum. Furthermore, the district is moving toward the development and implementation of a Response to Intervention (RtI) three-tiered model, a regular education initiative, that is designed so educators can identify and address academic and behavioral difficulties prior to student failure (early intervening services). The district will be implementing this initiative K-12 during the school year. In order to meet this goal, the district has joined a consortium through the MCIU that will provide ongoing training of school-based teams. It is hoped this model will improve student achievement by using research-based interventions that will be aligned to the instructional needs and level of the student. Addiitonally, it is hoped that we will be able to better indientify students who have "true" learning disabilities as opposed to those students who have gaps in skills areas due to deficiencies in the curriculum and/or the delivery of instruction. Lastly, our hope is for our classroom teachers to accept the responsibility for the learning needs of all students. While working collaboratively with other support services, as well as special education teachers, all teachers will be able to indentify those students who need more intensive interventions. The district has adopted and will be implementing a new research-based language arts curriculum in the school year as the first line of intervention. Teachers will be expected to implement the program as designed, using differentiated instruction and guided reading groups, so that all students will be provided balance literacy instruction through research-based and scientifically validated interventions in the regular education classroom. The intervention data collected will be used as an alternative measure for identifying students with specific learning disabilities. Enrollment Differences Not significantly disproportionate. Ethnicity Enrollment Differences Not significantly disproportionate. Exiting Statistics

6 Plan of Action: The district will analyze the accuracy of exisiting graduation and dropout data. If the information reported appears to be inaccurate, the district will develop procedures to ensure the accuracy of graduation and dropout information reported. Furthermore, the Special Education Department and High Guidance Counselors will work collaboratively to implement these procedures by meeting with student,s to discuss alternative options, conducting exit interviews, documenting and accounting for all student withdrawals, and verifying the reason for exiting. The district will conduct checks between the department on a quarterly basis. 24 P.S., 1306 and Placements Facilities for Nonresident Students Facility Name Provider of Educational Services St Gabriel's Hall St. Gabriel's Hall 31 # of Students Receiving Srvcs as of Dec 1 Incarcerated Students Oversight The Methacton District is the host district for a county prison program located within its boundaries. The Montgomery County Prison Educational Program, provided by the intermediate unit, is overseen by the Director of Pupil Services and other school districts liaisons (school psychologists). The district has established a close working relationship with parents, Youth Detention Services, Juvenile Probation, Child and Youth Services, and other mental health agencies in order to develop and monitor programming for students. District personnel serve as the local education agency (LEA) representative and participate in IEP and other special education meetings as needed. Additionally, school age students who are placed in the prison facility will be referred for an evaluation of educational needs, if deemed necessary. If, through the evaluation process, the student is found to be eligible for special education services and supports, an IEP will be developed by members of the IEP team. A free appropriate public education (FAPE) is provided to all eligible school age students who are incarcerated via the MCIU's on-site classroom program. Facilities for Incarcerated Students Facility Name Montgomery County Prison Provider of Educational Services Methacton District and Montgomery County Intermediate Unit # of Students Receiving Srvcs as of Dec 1 3 Least Restrictive Environment 34 CFR Ensuring Maximum Integration The district ensures maximum integration by discussing and addressing the individual needs of our students when developing an individualized education program (IEP). During IEP meetings, team members discuss ways for the student to be educated with non-disabled peers and the types of supplementary aids and services that will be required for the student to meet with success within that environment. While the district supports inclusive practices, it also recognizes

7 that this decision needs to be based upon the individual needs of the student, and the extent to which it is appropriate for that student. The district offers all levels of support (itinerant, resource, part-time), and it should be noted that many of our students at the secondary level are included in regular education classrooms (itinerant level of support). At the elementary level, students are included in specials (art, gym, music, and library), participate in homerooms, and attend lunch, recess, and other activities (assemblies, field trips, etc ) with non-disabled peers. At present, the district has taken steps to provide special education supports and services within the regular education classroom environment for science and social studies. Beginning in the school year, several teachers will be co-teaching reading, English, and mathematics at the secondary level. The district has adopted and will be implementing a new K-6 language arts curriculum at the beginning of the school year. This research-based program focuses on differentiated instruction and guided reading practice which will allow more opportunities for students with disabilities to be included in the regular education classroom. Related services, such as occupational therapy, physical therapy, speech, and hearing support, are also be delivered using an integrated approach, whenever possible, to minimize the amount of time a student needs to be removed for the regular education classroom. During the school year, several district-wide professional development workshops will be conducted to discuss Inclusive Practices and Differentiated Instruction, as well as the new language arts program. Additional workshops/trainings related to these topics will be conducted over the course of the next three years to enhance the knowledge and skill level of our administrative and professional staff. Other topics, such as models of co-teaching, behavioral supports, and disability awareness, will also be addressed during the next three years by utilizing the site-based training, consulation and technicial assistance opportunities avaialbe through PDE/PaTTan and the Montgomery County Intermediate Unit. Lastly, the special education staff (elementary/secondary) will continue to dialogue on ways to ensure maximum integration within their respective buildings at regularly schedule staff meetings. Supplementary Aids and Services Service/Resource Description Books on Tape/CDs All Content Areas Co-Teaching General Education Differentiation of Instruction General Education, Special Education FM Systems (Individual, All Environments Classroom) Implementation of Specially Designed Instruction Instructional Aides Montgomery County Intermediate Unit - IU 23 Personal Care Aides (1:1) Positive Behavior Support Plans All Environments (General & Special Education) General Education & Special Education Provides services such as functional behavioral assessments, itinerant hearing and vision support, early intervention, and assistive technology device trainings/sett facilitation, transition services. General Education, Special Education, and all other environments where the student may need one-on-one assistance. All Environments

8 SETT Meetings & Assistive Technology Use of technology LRE Data Analysis General Education & Special Education General Education, Special Education Personnel Development Activities Topic: FAPE/LRE Options and Considerations Anticipated Dates June December 2008 Partners Participants and Audience Format Evidence of Results PATTAN Staff, Parent, New Staff, District Paraprofessional, Administration, Instructional Staff, Leader Administrative Staff, Services Related Service Personnel On-site with Guided Practice, Workshops with Joint Planning Periods Baseline Data: Increase the "less than 21%" from 39% to 44% and decrease the "21-60%" in direct proportion (5%) the less than 21% will increase from 39% to 41% the less than 21% will increase from 41% to 42% the less than 21% will increase from 42% to 44% the more than 21% to 60% will decrease by 2% the

9 more than 21% to 60% will decrease by 1% the more than 21% to 60% will decrease by 2%. Out of District Students: The district will decrease the number of students in our of district placements. Baseline Data: 62 students are currently in out of district settings The number of students will decrease by 8% as a direct result of the autistic support program expansion (5 students) The number of students will decrease by 6% as a result of expanding the autistic into the senior high school (3 students) The number of students will decrease by 6% by expansion of the district alternative education program located on our campus at Methacton Senior High.

10 Topic: Inclusive Practices/Differentiating Instruction to meet the Diverse Needs of Learners Anticipated Dates Partners Participants and Audience August 2008 PATTAN Staff, New Staff, IU Staff, Paraprofessional, District Instructional Staff, Administration, Administrative Staff, Professional Related Service Speakers Personnel Format On-site with Guided Practice Evidence of Results Continued Improvement in LRE Data Percentages reported on IEP/Penn Data by addreassing the following measureable goals that will be verified through a review of our data. Increase the "less than 21%" from 39% to 44% and decrease the "21-60%" in direct proportion (5%) the less than 21% will increase from 39% to 41% the less than 21% will increase from 41% to 42% the less than 21% will increase from 42% to 44% the more than 21% to 60% will decrease by 2% the

11 more than 21% to 60% will decrease by 1% the more than 21% to 60% will decrease by 2%. Out of District Students: The district will decrease the number of students in our of district placements. Baseline Data: 62 students are currently in out of district settings The number of students will decrease by 8% as a direct result of the autistic support program expansion (5 students) The number of students will decrease by 6% as a result of expanding the autistic into the senior high school (3 students) The number of students will decrease by 6% by expansion of the district alternative education program located on our campus at Methacton Senior High.

12 Topic: Inclusive Practices: Development and Implementation of Building Level Action Plans Anticipated Dates school year and ongoing through 2010 Partners PATTAN Staff, IU Staff, District Administration, Professional Speakers 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, Case Studies/Needs Assessments Evidence of Results Development of plans to address additional staff trainings and the resources needed to move toward inclusive practices. These plans will indentify building goals and timelines for completion. Continue improvements noted on LRE Data percentages being reported on IEPs/Penn Data Section. Increase the "less than 21%" from 39% to 44% and decrease the "21-60%" in direct proportion (5%) the less than 21% will increase from 39% to 41% the less than 21% will increase from 41% to 42% the less than 21% will increase from 42% to 44% the

13 more than 21% to 60% will decrease by 2% the more than 21% to 60% will decrease by 1% the more than 21% to 60% will decrease by 2%. Out of District Students: The district will decrease the number of students in our of district placements. Baseline Data: 62 students are currently in out of district settings The number of students will decrease by 8% as a direct result of the autistic support program expansion (5 students) The number of students will decrease by 6% as a result of expanding the autistic into the senior high school (3 students) The number of students will decrease by 6% by expansion of the district alternative education program located

14 on our campus at Methacton Senior High. Least Restrictive Environment - Facilities Facility Name Type of Facility Type of Service # of Students Placed Ambler Day Other Emotional Support/Autistic 2 Support Anderson Special Education Emotional Support 3 Centers ATG Learning Academy Other Life Skills Support 1 Buxmont Academy Other Emotional Support 1 Camphill Special Approved Private Life Skills Support 1 s Cedarbrook Middle Neighboring Autistic Support 1 Districts Community Service Other Life Skills Support 1 Foundation Concern Treatment Unit for Other Emotional Support 1 Boys Crefeld Other Emotional Support 1 Davidson Approved Private s Emotional Support/Autistic Support 2 Devereux/Kanner Center Approved Private s Eisenhower Middle Neighboring Districts Evans Fort Washington Neighboring Districts Neighboring Districts Emotional Support 1 Life Skills Support 1 Life Skills Support/Multiple Disabilities Support Emotional Support 1 Great Valley Middle Neighboring Life Skills Support 1 Districts Lakeside Other Emotional Support 8 Lakeview Neuro- Rehabilitation Center Martin Luther Out-of-State s Approved Private s Emotional Support 1 Emotional Support 2 New Life Youth and Family Other Life Skills Support 2 North Penn District Neighboring Life Skills Support 1 Districts Overbrook for the Blind Pennsylvania for the Deaf Approved Private s Approved Private s Vision Support 1 Hearing Support 1 2

15 Perkiomen Valley Academy Other Emotional Support 6 Quaker at Horsham Other Emotional Support 1 Ridge Park Neighboring Districts Rupert Neighboring Districts Shady Grove Souderton District Springfield High Springford District Stony Creek The Academy Alternative Vanguard Wordsworth Academy Neighboring Districts Neighboring Districts Neighboring Districts Neighboring Districts Neighboring Districts Autistic Support 1 Life Skills Support 6 Autistic Support 1 Life Skills Support 1 Life Skills Support 1 Autistic Support 1 Autistic Support 1 Other Emotional Support 3 Approved Private s Approved Private s Life Skills Support 1 Emotional Support 3 Personnel Development for Improved Student Results Technical Assistance and Personnel Development Activities Topic: AYP: Using Data to Drive Instruction/Progress Monitoring Anticipated Dates Partners Participants and Audience Format Evidence of Results Fall 2008, Spring 2009, Fall 2009, Spring 2010, Fall 2010, and Spring 2009 PATTAN Parent, New Staff, Staff, IU Staff, Paraprofessional, District Instructional Staff, Administration Administrative Staff, Related Service Personnel On-site with Guided Practice, Workshops with Joint Planning Periods, Conferences The district will met AYP SSP target at the elementary and high school level as evidence by the following: Baseline Data: IEP Students () Math Reading

16 # of students basic/below IEP Students (High ) # of students : The projected student improvement will increase by 10% from basic & below basic to proficient/advance in Math at the elementary level and 12% in Reading. At the secondary level, the projected student improvement will increase by 15% from basic & below basic to proficient/advance in Math at the elementary level and 10% in Reading The district will continue to review data to ensure that students are included to the maximum extent appropriate as evidenced by The projected student improvement will increase by 12% from basic & below basic to proficient/advance in Math at the elementary level and 15% in Reading. At the

17 secondary level, the projected student improvement will increase by 15% from basic & below basic to proficient/advance in Math at the elementary level and 12% in Reading The district will continue to review data to ensure that students are included to the maximum extent appropriate as evidenced by The projected student improvement will increase by 15% from basic & below basic to proficient/advance in Math at the elementary level and 15% in Reading. At the secondary level, the projected student improvement will increase by 15% from basic & below basic to proficient/advance in Math at the elementary level and 15% in Reading. Special Education teacher will create graphs of progress monitoring probes and learn how to analyze student performance to September 2008, February 2009, September 2009, February PATTAN New Staff, Staff, IU Staff, Paraprofessional, District Instructional Staff, Administration Related Service Personnel On-site with Guided Practice, Workshops with Joint Planning Periods, Conferences

18 2010, September 2010, February 2011 determine the effectiveness of interventions being used. Furthermore, IEP goals will be aligned to PA State standards in order to target the specific instructional needs of our students. The district will met the AYP SSP target at the elementary and high school level. Topic: Participation There are currently no trainings entered for this topic. Topic: Proficiency There are currently no trainings entered for this topic. Personnel Development - PA NCLB Goal #1 Reflections There are currently no reflections selected for this section. Personnel Development Activities Topic: Reading: Implementation of New Research-Based Language Arts Program Anticipated Dates April June 2009 on designated staff development data and throughout Partners District Administration, Reading Coordinator and Specialists, Harcourt Representatives Participants and Audience New Staff, Paraprofessional, Instructional Staff, Administrative Staff, Related Service Personnel Format On-site with Guided Practice, Workshops with Joint Planning Periods, Conferences, Focus Groups (special education, grade level teams) Evidence of Results The new research-based language arts curriculum will be implemented as designed, using differentiated instruction and

19 the school year guided reading groups to support the needs of all students at their instructional level while still be exposed to grade level materials and concepts. Other components of the Harcourt program are a Strategic Intervention Program designed to teach and reach students who are aprroximately no more than 1 1/2 years behind grade level and a Intensive Intervention Program that focuses on the development of foundational reading skills. Evidence of Results: Improvement of 10% in grade level and total performance scores for students with IEPs during the school year, 12% during the school year, and 15% during the school year. Topic: Math: Everyday Math Anticipated Dates Partners Participants and Audience Format Evidence of Results Continue District Staff, New Staff, On-site with Students with

20 staff development for K-3 classrooms and begin extensive training for 4th grade teachers. Base Line Data Everyday Math Paraprofessional, Representatives Instructional Staff, Administrative Staff, Related Service Personnel Guided Practice, Workshops with Joint Planning Periods, Focus Groups disabilities in Math will demonstrate increased knowledge of concepts and skills by participating in the Everyday Math curriculum. Evidence of Results: An improvement in the students with IEPs who are proficient or advanced (5% increase), (10% increase), and (12% increase). PSSA Participation and Results for the school year were as follows: Reading Math Grade 3 Total Students with IEP Assessed Percent with IEP Advanced + Proficient 67.0% 50.0% Grade 4 Total Students with IEP Assessed Percent with IEP Advanced + Proficient 70.6% 51.0% Grade 5 Total Students with IEP Assessed Percent with IEP Advanced + Proficient 50.0% 31.0% Grade 6 Total Students with IEP Assessed Percent with IEP Advanced + Proficient 58.3% 56.3%

21 Grade 7 Total Students with IEP Assessed Percent with IEP Advanced + Proficient 48.8% 42.8% Grade 8 Total Students with IEP Assessed Percent with IEP Advanced + Proficient 45.0% 45.0% Grade 11 Total Students with IEP Assessed Percent with IEP Advanced + Proficient 26.0% 24.0% Personnel Development - PA NCLB Goal #3 Reflections There are currently no reflections selected for this section. Personnel Development Activities 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 Summer trainings yearly (beginning in August 2008) and ongoing staff development dates throughout the school year. January training for all teachers in the area of differentiated instruction and co-teaching to maximize opportunities for students to participate within the regular Partners Participants and Audience PATTAN New Staff, Staff, IU Staff, Paraprofessional, District Instructional Staff Administration Format On-site with Guided Practice, Conferences Evidence of Results Special education students will participate in regular education with the necessary accommodations and a highly qualified regular education teacher, receive instruction in a special education classroom with adaptations and modifications to the general education curriculum and a highly qualified special education teacher, or participate in the

22 education classroom, August June 2010: Ongoing district support for teachers to gain highly qualified status through Praxis examinations and continuing education. Ongoing paraprofessional trainings. regular education classroom with both a highly qualified regular education and a highly qualified special education teacher. This data will be verified using LRE/Penn Data calculations a minimum of two times per/ year throughout the duration of this plan and aligning student performance to the state benchmarks : The projected student improvement will increase by 10% from basic & below basic to proficient/advance in Math at the elementary level and 12% in Reading. At the secondary level, the projected student improvement will increase by 15% from basic & below basic to proficient/advance in Math at the elementary level and 10% in Reading The district will continue to review data to ensure that students are included to the maximum extent appropriate as evidenced by The

23 projected student improvement will increase by 12% from basic & below basic to proficient/advance in Math at the elementary level and 15% in Reading. At the secondary level, the projected student improvement will increase by 15% from basic & below basic to proficient/advance in Math at the elementary level and 12% in Reading The district will continue to review data to ensure that students are included to the maximum extent appropriate as evidenced by The projected student improvement will increase by 15% from basic & below basic to proficient/advance in Math at the elementary level and 15% in Reading. At the secondary level, the projected student improvement will increase by 15% from basic & below basic to proficient/advance

24 in Math at the elementary level and 15% in Reading. All special education paraprofessionals will complete trainings offered by the district, the Intermediate Unit, and/or PaTTAN. This will be evidenced by certification, portfolio hours obtained, by degree, or by state assessment. 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 September June 2009 Partners Participants and Audience Format Evidence of Results PATTAN Staff, Vicci Tucci/CLM Model Parent, New Staff, Paraprofessional, Instructional Staff, Administrative Staff, Related Service Personnel On-site with Guided Practice, Workshops with Joint Planning Periods, Conferences Staff members and Related Service Providers will participate in autistic-related trainings, such as social skills, behavior plans and supports, and the Competent Learner Model (CLM), as deemed appropriate by IEP team decisions. Evidence of the knowledge and skills acquired will be reflected in the improvement in student achievement, growth, and progress toward individual goals,

25 as measured by progress monitoring probes and curriculumbased assessments : The projected student improvement will increase by 10% from basic & below basic to proficient/advance in Math at the elementary level and 12% in Reading. At the secondary level, the projected student improvement will increase by 15% from basic & below basic to proficient/advance in Math at the elementary level and 10% in Reading The district will continue to review data to ensure that students are included to the maximum extent appropriate as evidenced by The projected student improvement will increase by 12% from basic & below basic to proficient/advance in Math at the elementary level and 15% in Reading. At the secondary level,

26 the projected student improvement will increase by 15% from basic & below basic to proficient/advance in Math at the elementary level and 12% in Reading The district will continue to review data to ensure that students are included to the maximum extent appropriate as evidenced by The projected student improvement will increase by 15% from basic & below basic to proficient/advance in Math at the elementary level and 15% in Reading. At the secondary level, the projected student improvement will increase by 15% from basic & below basic to proficient/advance in Math at the elementary level and 15% in Reading. Base Line Data The district is committed to excellence in teaching. All school district teachers are highly qualified, according to NCLB regulations. All secondary special education teachers are either highly qualified through Praxis Examinations, Course Certification, or Bridge Application. All regular education teachers are qualified through course certification. District administration is committed to hiring highly qualified staff members and further supports continuing education. All related

27 service providers are certified in their respective service areas so students can receive occupational, physical, speech, hearing, and vision therapy from highly qualified/licensed individuals. In addition, seventeen (17) of the district's instructional assistants are certified teachers. Opportunities are provided for paraprofessional to participate in training/workshops to further enhance their knowledge and skills. Special education teachers, related service providers, and classroom assistants (Instructional Assistants and Personal Care Aides) who provide services to students with autism spectrum disorders are knowledgeable of research-based programs, strategies, and interventions that are designed to meet the specific needs of this population. Professional development trainings focusing on Autism are offered to staff working with our students in this exceptionality category. Conference participation is also strongly encouraged to both special education and regular education staff who work directly with this population of students. Personnel Development - PA NCLB Goal #5 Reflections There are currently no reflections selected for this section. Personnel 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 Anticipated Dates Fall 2008, Fall 2009, Fall 2010, Fall 2011 Partners Participants and Audience Format Evidence of Results PATTAN Parent, New Staff, Staff, IU Staff, Paraprofessional, District Instructional Staff, Administration Administrative Staff, Related Service Personnel On-site with Guided Practice, Workshops with Joint Planning Periods, Conferences Transitional activities and programs will be provided to ensure supports to students so they can achieve their desired postschool outcomes and meet the graduation requirements. The district will provide academic, work, and/or vocational experiences to students that directly relates to their desired postschool outcomes and will assist them in developing their

28 skills and increase their desire to graduate from high school. This will be evidenced by an increase in the graduation rate and a decrease in the current dropout rate. Baseline Data: Graduation Rate: % Dropout Rate: The district will increase the graduation rate by 3. 5% and decrease the dropout rate by 3.5% during the school year. The district will increase the graduation rate by 2.5% and decrease the dropout rate by 2.5 % during the school year. The district will increase the graduation rate by 2.5% and decrease the dropout rate by 2.5 % during the school year. Base Line Data The district will continue to provide supports to our students who receive special education services so they can meet graduation requirements. The district currently offers various programs which are designed to motivate students during their academic tenure, assist them with acquiring vocational skills, and support their academic, emotional, and social needs so they can experience greater success. (For example many students are transported from the high school to particpate in work experiences (ie: job shadowing, coop, and job coaching).

29 The district is placing greater emphasis on the transition component of the IEP in order to better prepare our students for their desired post-school outcomes. This includes, but is not limited to, assessing students' aptitudes and interests, having students become more active participants in the development of their IEP and transition plan, contacting and inviting linkage providers (OVR and MHMR) to attend transition IEP meetings, and establishing a hierarchy of transitional activities that surpass the current requirements so our students have ample opportunities to acquire the necessary skills. Furthermore, interagency meetings are held for students and parents to review and discuss any additional post-secondary transition needs. Additionally, counselors will continue to survey our graduates to determine if they were able to successfully make the transiton to post-secondary placements and/or obtaining employment. At present, our 2007 graduation rate is 98.6% which exceeds the state-wide graduation rate of 91.8%. Special education teachers will be provided with training on how to develop quality transition plans, and given contact information for community resources and agencies that can provide additional supports. The use of data-driven instructional practices and interventions designed to meet the individual needs of our students will enhance their success. Progressing monitoring will also allow special education teachers to determine if the student is making progress toward his/her goals, or if the IEP team needs to reconvene to revise the student's educational program. Transition from Early Intervention to Age Programs: The district works collaboratively with the Montgomery County Intermediate Unit to ensure a smooth transition from Early Intervention Programs to Kindergarten. Once the student is found to be eligible for school age special education services, an IEP is developed. The district's Early Intervention Transition team will continue to monitor the student throughout the kindergarten school year to make certain that the initial IEP is appropriate and addresses the student's specific educational needs. Behavior Support Services Reflections There are currently no reflections selected for this section. Personnel Development Activities Topic: Positive Behavioral Supports Anticipated Dates Summer trainings yearly beginning in August 2008 and ongoing staff development dates throughout Partners PATTAN Staff, IU Staff, District Administration 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, IEP Team Sessions as PBS plans are developed Evidence of Results Staff members and related service providers will be training on the developing and implementing Behavior Intervention Plans and Positive Behavioral

30 the school year. IEP Team Member trainings will be conducted as individualized PBS plans are conducted. Support Plans. Evidence of results will be reflected by noting a decrease in the student's problematic behaviors and an increase in the student's replacement behaviors as monitored through data collection. Additional evidence will be reflected by noting a decrease in the district's suspension and explusion rate, as well as the number of disciplinary referrals. Baseline Data: (Special Education) Disciplinary Referals: 136 students in grades K Suspensions: 76 students in grades K Expulsions: 3 students in grades K The number of student disciplinary referrals will decrease by 25% The number of administrative suspensions will decrease by 25% The number of expulsions will decrease by 33.3% The number of student

31 disciplinary referrals will decrease by 25% The number of administrative suspensions will decrease by 25% The number of expulsions will decrease by 50% The number of student disciplinary referrals will decrease by 25% The number of administrative suspensions will decrease by 25% The number of expulsions will decrease by 100% Topic: -based Behavioral Health Anticipated Dates September June 2009 (Overview of Services and Criterion) September June 2009 (Mental Health Team Meetings)) Partners PATTAN Staff, IU Staff, Contracted Emotional Support Counselors Participants and Audience Parent, New Staff, Paraprofessional, Instructional Staff, Administrative Staff, Related Service Personnel Format On-site with Guided Practice, Conferences, Case Studies Evidence of Results The district contracts with a mental health care service provider for 3 emotional support counselors (elementary, middle, and high school). Their current role is to work directly with students on a oneon-one basis, to conduct small group sessions, or to provide large group instruction to students in our emotional support programs. will allow staff to understand the services provided

32 by the emotional support counselors and how to refer a student for services (IEP Team Decision). Evidence of results will be a 5% decrease in the number of students who are referred for this service during the , , and school year. Baseline Data: (Special Education) Disciplinary Referals: 136 students in grades K Suspensions: 76 students in grades K Expulsions: 3 students in grades K The number of student disciplinary referrals will decrease by 25% The number of administrative suspensions will decrease by 25% The number of expulsions will decrease by 33.3% The number of student disciplinary referrals will decrease by 25% The number of administrative suspensions will decrease by 25% The number of

33 expulsions will decrease by 50% The number of student disciplinary referrals will decrease by 25% The number of administrative suspensions will decrease by 25% The number of expulsions will decrease by 100% Topic: De-escalation Techniques Anticipated Dates Partners Participants and Audience Format Evidence of Results Fall 2008, Fall IU Staff 2009, Fall 2010 and ongoing as needed to support newly hired staff and/or administrators. tors. New Staff, Paraprofessional, Instructional Staff, Administrative Staff, Related Service Personnel On-site with Guided Practice will result in the development of a district team of certified trainers in safe crisis management. This team will support school personnel as they come certified in the same deescalation techniques. Evidence of results will be documented by 100% of the targeted professional and support staff certification and a 25% decrease per year in the number of student disciplinary referrals and/or administrative detentions. Baseline Data: (Special Education

34 Students/Grades K-12) Disciplinary Referals: 136 students Suspensions: 76 students Expulsions: 3 students The number of student disciplinary referrals will decrease by 25% The number of administrative suspensions will decrease by 25% The number of expulsions will decrease by 33.3% The number of student disciplinary referrals will decrease by 25% The number of administrative suspensions will decrease by 25% The number of expulsions will decrease by 50% The number of student disciplinary referrals will decrease by 25% The number of administrative suspensions will decrease by 25% The number of expulsions will decrease by 100% Summarized District Policy

35 Special education students who demonstrate behaviors that impede his/her learning and that of others are required to have individualized behavior intervention plans incorporated into their IEPs. These behavior plans are developed based upon functional behavioral assessment data that is collected at multiple intervals over a period of time. This data is analyzed by the special education teacher and other members of the IEP team to determine the perceived functions of the behavior and antecedents that may cause the behavior to occur. Students with behavior intervention plans are included to the maximum extent appropriate in the regular education classroom environment, as determined by the IEP team. Beginning in May 2008, the district has also begun to develop comprehensive positive behavioral support plans (PBS plans) for students with significant behaviors. Unlike a behavior intervention plan (BIP) which only addresses the student s behavior, a PBS is more comprehensive and looks at the bigger picture" across all environments. The plan is an ongoing problem-solving process that describes how specific environments may be modified, what and how skills will be taught, and how individuals will respond to both positive and problematic behaviors. Another key feature of a PBS plan is to identify strategies and interventions that will be successful and are likely to be maintained over time in order to reduce the problematic behavior(s) while providing the student with opportunities to exercise choice, learn self-regulation skills, experiences academic success, and engage in positive social interactions. The PBS plan includes a crisis prevention component aimed to reduce the possibility of serious injury to the student and/or those around him. It provides teachers and/or staff with clear guidelines for interrupting and managing dangerous behavior. In addition, it provides a clear description of what a crisis situation looks like, types of behaviors that warrant the use of this component, specific intervention procedures, and clear guidelines for ending intrusive behaviors, such as passive restraint or protective equipment. Information is also included on how to report episodes requiring the use of this component, evaluation procedures and training/support information for staff. Lastly, the plan describes evaluation and measurement procedures that will be used to determine the effectiveness of the strategies and interventions being used to reduce, prevent, or make inconsequential the problematic behavior(s) identified. The use of a PBS plan includes training for all school personnel who interact directly with the student, as well as parents, so the document can be implemented properly. The district is moving forward to provide a positive, proactive approach to addressing problematic behaviors so that our students with behavioral issues can be educated in the least restrictive environment. Interagency Collaboration (11 P.S ) Ensuring FAPE/Hard to Place Students The district is ensuring the provision of FAPE for all exceptionality categories by offering a continuum of services. The district operates and plans to continue to operate programs for specific learning disabilities, autism, emotional disturbances, mental retardation, and speech and language. As the need arises, the district will expand these programs to accommodate for the needs of our students. For example, the district has progressively met the needs of the Autistic Support population by developing new programs/classes to meet the diverse needs of our learners. In addition, the district is extending Autistic Support programs into the secondary level as our elementary students make this transition. During the school year, the district is opening a new Autistic Support class at the middle school level, and the district plans to develop an Autistic Support class at the senior high school based upon the needs of our student population within the next three years.

36 The district s percentages with respect to exceptionality are not significantly disproportionate in comparison to the state averages; however, the district continues to examine its current programs to ensure that the needs of our students can be met. One area the district is currently analyzing is its out-of-district placements. During the school year, the district has been taking measures to decrease the number of students being referred for out-of-district placements and to increase the number of students who have returned to the district and/or their home school, if possible. In particular, the district has been focusing its efforts on reducing the number of students serviced in out-of-district placements for Autistic Support, Emotional Support, and Life Skills Support. During the school year, more training will be provided to staff on how to develop positive behavioral support plans for their classrooms, as well as individual students so that behavioral issues can be addressed proactively. Local Continuum of Supports and Services The district continually monitors caseloads to ensure that it is in compliance with state guidelines. In addition, the district monitors the diverse needs of our students who are eligible to receive special education services to ensure that current programs and related services are appropriate and continue to help our students make progress toward their goals. During the , the district will begin to develop program frameworks for our low incidence populations (Autistic and Life Skills Supports) in order to document and structure these programs K-12. This will be expanded during the school year to include the development of a program framework for our emotional support program. The district will continue to collaborate with local agencies/child servicing systems to address academic/behavioral/and social concerns that arise for students receiving services and/or those in need of receiving services from an agency. There are a number of students who receive wraparound services (TSS) within the school setting and the district works closely with those individuals who provide direct care, behavioral support, and/or manage these cases. The district actively participates in Child and Adolescent Service System Program (CASSP) and other interagency meetings to discuss educational planning and programming for students, especially when out-of-district placements are considered. As agencies are investigating placements (partial programs, residential treatment facilities, etc...) the district provides relevant information to assist the agency in determining the most appropriate placement based upon the educational needs of the student and to ensure the continuity of programming. The district is current enhancing its induction program so that newly hired staff will receive the supports necessary as a first-year regular education or special education teacher. All special education teachers currently have in place one instructional assisitant to help provide supports to our students with special needs. Monthly special education staff meetings with the special education supervisors address topics of concerns and provide training. Additionally, the supervisors of special education and the Director of Pupil Services maintain an open-door policy so teachers can freely ask for additional assistance with regard to meeting FAPE for our students with disabilities. This includes, but is not limited to obtaining additional materials, problem-solving, conducting students observations, and interacting with parents. Expansion of Continuum of Supports and Services It is the district s desire to work toward using the interagency process to properly support students in programs operated by the school district rather than relying on out-of-district placements. The district contends that it is in the student s best interest to remain within the school district, whenever possible, and receive the benefit of being educated within the least restrictive environment (LRE). By implementing an agency s behavioral plan and/or other recommendations,