Canon-McMillan SD Special Education Plan Report 07/01/ /30/2017
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- Osborne Golden
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1 Canon-McMillan SD Special Plan Report 07/01/ /30/2017
2 2 District Profile Demographics 1 N Jefferson Ave Canonsburg, PA (724) Superintendent: Michael Daniels Director of Special : Betsy Somerville Planning Committee Name Melissa Bayne Mark Bonus Ellen Cicconi Allison Dagen Diane Eannace Sue Harouse Kristi Hilbert Becky Meyers Wendy Plank Cindy Rose Sarah Shue Betsy Somerville Role Parent Parent Parent Parent Parent Parent Parent Teacher - Special Parent Parent Teacher - Special Special Director/Specialist
3 3 Core Foundations Special Special Students Total students identified: 704 Identification Method Identify the District's method for identifying students with specific learning disabilities. Canon-McMillan District currently utilizes the severe discrepancy (ability-achievement) model when determining if a student has a specific learning disability. The district utilizes this process to analyze student strengths and weaknesses and to determine if a student has a severe discrepancy between intellectual ability and academic achievement relative to age. In order to determine a specific learning disability, an ability-achievement discrepancy must be present in one of eight areas of academic achievement; oral expression, listening comprehension, written expression, basic reading skills, reading fluency, reading comprehension, mathematics calculation and mathematics problem-solving. Our school psychologists administer tests of intelligence to determine a student's IQ as well as normreferenced tests of academic achievement to determine if a discrepancy between the two areas is present. The evaluation team then utilizes the statistical information to calculate significant statistical a difference between intellectual ability and actual achievement. The district recognizes that the existence of an ability-achievement discrepancy is not solely sufficient to determine eligibility. The evaluation team also documents the extent to the student's achievement is discrepant from ability and differs from chance occurrence. In Canon- McMillan District, in order for a student to be identified as a student with a specific learning disability, that student must not only display a significant discrepancy in an area of achievement compared to ability level, but also be achieving below age level or does not meet state-approved grade level standards. The student must also be in need of specially designed instruction. The district also assesses and documents exclusionary criteria as set forth in federal and state regulations including: vision/ hearing/ motor problems, mental retardation, emotional disturbance, cultural/ environmental issues, limited English proficiency, and lack of appropriate instruction by qualified personnel. Enrollment Review the Enrollment Difference Status. If necessary, describe how your district plans to address any significant disproportionalities.
4 4 The data is publicly available via the PennData website. You can view your most recent report. The link is: The number of students with a primary disability in Speech and Language is more than 10% higher than the state average. The explanation as to why it may be so high is that we have 7 full time speech therapists who travel among 11 buildings to provide the services. This makes it more difficult to offer more services weekly to students to assist in decreasing the length of time they need to stay in speech. The Special Ed. Director and building principals are working on revising their schedules so that they have more time to offer more sessions a week to students in this primary category. other revision is also being made to the criteria that is being utilized to qualify for needing speech and language services, should also reduce the number of students. Also, we do thorough screenings at the beginning of Kindergarten to ensure that we are offering services to students that need it immediately. The district will continue to monitor the data to see if some of our procedures and programs we have implemented, such as well-checks and RTII to ensure that only students who need specially designed instruction and have a disability are the students that are qualifying for special education services. Non-Resident Students Oversight 1. How does the District meet its obligation under Section 1306 of the Public Code as the host District at each location? 2. How does the District ensure that students are receiving a free appropriate public education (FAPE) in the least restrictive environment (LRE)? 3. What problems or barriers exist limit the District's ability to meet its obligations under Section 1306 of the Public Code? Canon McMillian District serves as the host district to Southwood Residential Treatment Center. The treatment Center is licensed by the Department of Public Welfare as a residential treatment center. 1.There are educational services provided at the facility. However, all students are registered and enrolled in the school district within 5 days as required by state and federal regulations. 2. A Free Appropriate Public is provided to all students who are identified as special education. There are clear enrollment procedures at each building and through the Special Office. District staff are reminded yearly of the process. For all new students, the guidance office contacts the previous school district for records. At the same time, Special staff contact each special education office in the previous district to ensure that all records were sent from the sending district. On several occasions, the sending school building had not provided special education records. By having the Special Office follow up, the District can better ensure that all services are provided to newly enrolled students. Special education staff ensure that each student is enrolled within 5 business days and receive FAPE. IEPs are adopted upon enrollment and new NOREPS are issued. All decisions are made through the IEP team process. Within the Special Office, there are students placed at the District, IU1 programs, Southwood,
5 5 Transformation and other appropriate programs. 3. There are no problems or barriers for service delivery. The Special Office and District are able to successfully meet the obligations under Section 1306 of the Public Code Incarcerated Students Oversight Describe the system of oversight the District would implement to ensure that all incarcerated students who may be eligible for special education are located, identified, evaluated and when deemed eligible, are offered a free appropriate public education (FAPE). The district's annual public notice is published in the local newspaper, the district's quarterly newsletter and the district's website thereby making the community members aware of the available screenings and services offered by the school district. When a responsible party (parent, guardian, legal representative) requests an evaluation for a student residing in the Canon-McMillan District, the district conducts such an evaluation within 60 days and proceeds with the special education process. When the district is aware that a student with a disability has been incarcerated, the LEA contacts a representative of the correctional facility to expedite the process and necessary paperwork to ensure an appropriate educational program is in place for that student. When the district receives Determination of District of Residence for Students in Facilities and Institutions ( Form 4605) the district verifies the family's residency and signs and returns the form. This form is the impetus for contact with the institution and communication about student needs and educational programming. Least Restrictive Environment 1. Describe the District procedures, ensure that, to the maximum extent appropriate, children with disabilities, including those in private institutions, are educated with nondisabled children, and that removal from the regular education environment only occurs when education in that setting with supplementary aids and services, cannot be achieved satisfactorily. 2. Describe how the District is replicating successful programs, evidence-based models, and other PDE sponsored initiatives to enhance or expand the continuum of supports/services and education placement options available within the District to support students with disabilities access the general education curriculum in the least restrictive environment (LRE). (Provide information describing the manner in the District utilizes site-based training, consultation and technical assistance opportunities available through PDE/PaTTAN, or other public or private agencies.) 3. Refer to and discuss the SPP targets and the district's percentages in the Indicator 5 section - al Environments. Also discuss the number of students placed out of the district and how those placements were determined to assure that LRE requirements are met. The Canon-McMillan District employs an inclusion model ensuring, to the maximum extent possible, that students with disabilities are provided with the opportunity to participate with non-
6 6 disabled peers in the least restrictive setting possible. IEP teams demonstrate through objective measures that the general education regular school resources have been fully utilized, and no other supplementary aids and services are available to ensure student success in the general education regular school environment, before considering more restrictive programming (i.e., self-contained classroom, private school programming). Statistics included in the most recent Penn Data Report, Dec. 2013, indicate that the Canon-McMillan District has increased the number of students inside the regular clasroom setting more than 80% by 3% since the previous year. Our district has also decreased the number of students placed in other settings by 1% from the previous year. According to the Indicator 5 section of the Special Data Report from the Year, we did not meet the SPP target area for special education in other settings.. We have done and will continue to do a number of tasks to ensure that all special education students are placed in their least restrictive environments at all times. We have implemented a process that is now in place in all of our buildings to address the needs of our at-risk students. This process is referred as the Well- Check/ Pupil Focus meetings are held monthly in each building to discuss the needs of any student in that building. The result of this process is to develop an individual action plan for each student to ensure that we are meeting his/ her needs. y student that is looking at any type of placement needs to go through this process or the IEP process of a full reevaluation, FBA, etc. We have conducted professional development sessions specifically for administrators and teachers to understand the ruling of least restrictive environment. other piece of data that has been reviewed is the number of students that were placed within this last year because of their mental health needs. One of our plans to improve upon this is ensuring that we are utilizing our two full time Mental Health Therapists efficiently and effectively to meet the needs of these students before they would be placed outside of the district. Our district has also been in the process of implementing RtII these last several years. We have focused on District wide Positive Behavior this current school year and brought in trainers from I.U. 1 to work with 3 of our elementary buildings on reviewing discipline data, setting rules, and creating a positive school environment. Our district also utilizes Keystone al Consulting Group to provide training for reg. ed. teachers, special education teachers, and paraprofessional staff in the areas of differentiation, co-teaching, modifications, and special education regulations. Our district offers a large number and variety of supplementary aids and services include but not limited to: behavioral specialists, mental health therapists, psychological services, psychiatric services, paraprofessional staff and training, RTII training and supports, social work services, health services, professional development for all staff, parent trainings, modifications and accommodations to curriculum and classrooms, social skills instruction, and assistive technology devices and trainings. Behavior s
7 7 Provide a summary of the District policy on behavioral support services including, but not limited to, the school wide positive behavior supports (PBS). Describe training provided to staff in the use of positive behavior supports, de-escalation techniques and responses to behavior that may require immediate intervention. If the district also has -Based Behavioral Health s, please discuss it. The current board-approved behavioral support policy state that positive rather than negative, must form the basis of behavior support programs to ensure that all students must be free from demeaning treatment, the use of aversive techniques, and the unreasonable use of restraints. Behavior support programs and plans must be based on a functional assessment of behavior and utilize positive behavior techniques. When an intervention is needed to address problem behaviors, the types of interventions chosen must be the least intrusive necessary. The use of restraints is considered as a measure of the last resort, only to be used after less intrusive measures, including de-escalation techniques. A student with a disability (except for intellectual disabilities) may be suspended for ten consecutive or fifteen cumulative days of school per school year, regardless of whether the student's behavior is a manifestation of their disability. y removal from school is a change of placement for a student identified with mental retardation. personnel may remove a student with a disability, including mental retardation, to an interim alternative educational setting for not more than 45 school days without regard to whether the behavior is a manifestation of the child's disability, if the child: (1) carries a weapon to or possesses a weapon at school, (2) knowingly possesses or uses illegal drugs at school, or (3) has inflicted serious bodily injury upon another person while at school. Intensive Interagency/Ensuring FAPE/Hard to Place Students 1. If the LEA is having difficulty ensuring FAPE for an individual student or a particular disability category, describe the procedures and analysis methods used to determine gaps in the continuum of special education supports, services and education placement options available for students with disabilities. 2. Include information detailing successful programs, services, education placements as well as identified gaps in current programs, services, and education placements not available within the LEA. Include an overview of services provided through interagency collaboration within the LEA. 3. Discuss any expansion of the continuum of services planned during the life of this plan. When the district recognizes that a student is having difficulty succeeding in his/her educational program, the IEP team reconvenes to brainstorm additional strategies and supports to address the student's difficulty and lack of progress. If after exhausting all supplemental aids and services, the district suspects that a student requires a more restrictive educational environment than what is available in the home school setting, the district contacts other local agencies including the Intermediate Unit and Privately Licensed Academic Facilities to inquire if either can provide necessary services to the student. After the student's situation has been discussed and needs delineated, if an appropriate placement cannot be found, the district will convene an Inter-ncy
8 8 team meeting with the I.U.1 and Washington County Inter-ncy team coordinators and will include all agencies that provide support to the student. In the event that placement cannot be secured and the student has been or will be at risk for waiting 30 days or more for an appropriate educational placement, the district will report the required information to the Pennsylvania Department of, updating the information monthly as needed until an appropriate placement can be secured. Additionally, the district will report to the Pennsylvania Department of all students who are on homebound instruction or instruction in the home Strengths and Highlights Describe the strengths and highlights of your current special education services and programs. Include in this section directions on how the district provides trainings for staff, faculty and parents. Canon-McMillan District has taken over all of the Intermediate Unit run programs within their district. We offer Autistic/ Life Skills programs at all grade levels. These classrooms have integrated several best-practice approaches, including Precision Teaching, the TEACCH model as well as the use of direct instruction.we are working on the middle school level the upcoming school year. We also offer Therapeutic emotional support programs at all grade levels. These programs include mental health therapists, social worker, behavioral specialists, and ongoing collaboration with a contracted psychiatrist. All teaching staff entering the Canon-McMillan District participate in five days of new teacher induction training, including but not limited to differentiated instruction, technology in the classroom, assessment and grading, special education regulations, classroom strategies, provides overview of classroom accommodations, modifications, and behavior management, curriculum training, review and evaluation of understanding of district policies and procedures, district demographic information with a tour of all 12 buildings, and presentations by administrators who are the team leaders for the various functions throughout the district including:rtii, Special, Guidance Counselors, Technology, Policy and Procedures, Curriculum, and Nurses. All elementary level special education staff, as well as reading specialists, speech/language pathologists and paraprofessional staff have been trained in the DIBELS assessment, Orton-Gillingham and compass learning, and have been certified in teaching reading using the multisensory techniques involved in these intense approaches. All of the regular education, special education, and paraprofessional staff K- 4 have participated in RTII training and positive behavior support, is being implemented in the district. After school parent meetings have occurred to provide a forum for collaboration with district parents while supplying information regarding autism, behavioral intervention strategies, and district curricular functions in the areas of homework completion strategies and reading strategies. Speakers have included school psychologists, as well as medical doctors, professors from local universities, and directors of social services agencies. All levels of regular education staff participate in Child study and Pupil focus and IEP Team meetings gives them the opportunity to understand specific student needs as well as generalized best practices across integrated settings. Technical support and inservice training are provided throughout the school year by the district and through the Intermediate Unit, the regional Pennsylvania Training and Technical Assistance Network (PaTTAN), and other professional organizations such as the American Speech and Hearing Association (ASHA). Our district also utilizes consultants from the Watson Institute, Keystone Consulting Group, and AERRI agency. Opportunities are provided for special education staff to co-teach with regular education teachers, and to
9 work together in designing lesson plans and necessary modifications to occur in the general education environment. District personnel cross train professionals in the area of Well- Check meetings to ensure program continuity and consistency from kindergarten through sixth grade. The Pupil Focus Team format addresses students with behavioral and/or academic concerns at the 7-12 grade levels. 9
10 10 Assurances Special Assurances No policies or procedures have been identified. 24 P.S and Facilities Facility Name Southwood Hospital Facility s Provided By Nonresident Canon-McMillan District serves as the host district to Southwood Residential Facility. Southwood is licensed by the Department of Public Welfare as a shelter and group home. There are educational services provided at the facility. All students are registered and enrolled in the McGuffey District within 5 days as required by state and federal regulations. 2. A Free Appropriate Public is provided to all students who are identified as special education. There are clear enrollment procedures at each building and through the Special Office. District staff are reminded yearly of the process. For all new students, The Director of at Southwood contacts the previous school district for records and completes a registration form for the district. The Southwood and Canon Mac Special office ensure that each student is enrolled within 5 business days and receive FAPE. IEPs are adopted upon enrollment and new NOREPS are issued. All decisions are made through the IEP team process. Canon-McMillan Special Office and District are able to successfully meet the obligations under Section 1306 of the Public Code. Student Count 37 Least Restrictive Environment Facilities Facility Name of Facility of Number of Students Placed The Watson Institute Approved Private Autistic 9 s Laboratory Special Multiple disabilities 2 Centers Pathfinder Special Multiple Disabilities 8 Centers Wesley Spectrum Highlands Approved Private Emotional 8 s Wesley Spectrum Academy Other Emotional 6
11 11 Watson- WISCA Charter Other Autistic 2 Western PA for the Approved Private Vision 2 Blind s For the Deaf Approved Private Hearing 2 s Transformation Other Emotional 2 ARC s Other Post-secondary 1 Training Life Skills McGuire Memorial Special Multiple Disabilities 1 Centers St. thony's Program Other Post-secondary 1 Training Life Skills Clark Alternative Other Emotional 2 Transition al Consultants (TEC) Other 2 Special Program Profile Program Position #1 Operator: District Location/ Grade Hills/ Hendersonville Hills- Hendersonville 9 to to Program Position #2 Operator: District Location/ Grade Borland Manor 7 to Justification: These students do not receive instruction in the learning support classroom at the same time.
12 12 Borland Manor 9 to Program Position #3 Operator: District Location/ Grade Borland Manor Borland Manor Autistic Life Skills 6 to to Program Position #4 Operator: District Location/ Grade Wylandville 6 to Justification: These students do not receive instruction in the learning support classroom at the same time. Wylandville 8 to Program Position #5 Operator: District Location/ Grade South Central 9 to South Central 8 to
13 13 Program Position #6 Operator: District Location/ Grade South Central South Central 7 to to Program Position #7 Operator: District Location/ Grade South Central South Central Autistic Autistic 8 to to Program Position #8 Operator: District Location/ Grade South Central South Central Autistic Autistic 9 to to
14 14 Program Position #9 Operator: District Location/ Grade Cecil Cecil 7 to to Program Position #10 Operator: District Location/ Grade Muse 5 to Justification: These students are not instructed in the learning support classroom at the same time. Muse 6 to Justification: These students are not receiving instruction in the learning support classroom at the same time. Program Position #11 Operator: District Location/ Grade Muse programs are (Less Than 80% but More Than Emotional 7 to Program Position #12 Operator: District
15 15 Location/ Grade First Street 6 to Justification: These students are not receiving instruction in the learning support classroom at the same time. First Street 5 to Justification: These students are not receiving instruction in the learning support classroom at the same time. Program Position #13 Operator: District Location/ Grade First Street First Street 7 to to Program Position #14 Operator: District Location/ Grade North Strabane North Strabane 10 to to Program Position #15 Operator: District
16 16 Location/ Grade North Strabane North Strabane 11 to to Program Position #16 Operator: District Location/ Grade North Strabane 10 to Program Position #17 Operator: District Location/ Grade North Strabane North Strabane Full-Time Special Class Autistic Autistic 12 to to Program Position #18 Operator: District Location/ Grade Cecil Intermediate 11 to
17 17 Cecil Intermediate 11 to Program Position #19 Operator: District Location/ Grade Cecil Intermediate Cecil Intermediate 10 to to Program Position #20 Operator: District Location/ Grade Cecil Intermediate Cecil Intermediate programs are programs are (Less Than 80% but More Than Emotional Emotional 11 to to Program Position #21 Operator: District Location/ Grade Cecil Intermediate 11 to Cecil Intermediate 10 to
18 18 13 Program Position #22 Operator: District Location/ Grade Canonsburg Middle Canonsburg Middle A Middle A Middle Life Skills 12 to to Program Position #23 Operator: District Location/ Grade Canonsburg Middle Canonsburg Middle A Middle A Middle Emotional Emotional 12 to to Program Position #24 Operator: District Location/ Grade Canonsburg Middle Canonsburg Middle A Middle A Middle 12 to to
19 19 Program Position #25 Operator: District Location/ Grade Canonsburg Middle Canonsburg Middle A Middle A Middle 12 to to Program Position #26 Operator: District Location/ Grade Canonsburg Middle Canonsburg Middle A Middle A Middle 12 to to Program Position #27 Operator: District Location/ Grade Canonsburg Canonsburg A Middle A Middle 12 to to Program Position #28 Operator: District Location/ Grade Canon-McMillan A Senior High 15 to
20 20 High Canon-McMillan High A Senior High to Program Position #29 Operator: District Location/ Grade Canon-McMillan High Canon-McMillan High A Senior High A Senior High Emotional Emotional 15 to to Program Position #30 Operator: District Location/ Grade Canon-McMillan High Canon-McMillan High A Senior High A Senior High 15 to to Justification: These students are not receiving instruction in the learning support classroom at the same time. Program Position #31 Operator: District Location/ Grade Canon-McMillan High A Senior High Life Skills 15 to Justification: These students are not receiving instruction in the learning support classroom at the same time. Canon-McMillan A Senior 15 to 6 0.2
21 21 High High 19 Program Position #32 Operator: District Location/ Grade Canon-McMillan District A Senior High 14 to Justification: These students are not receiving instruction in the learning support classroom at the same time. Canon-McMillan 15 to District 19 A Senior High Program Position #33 Operator: District Location/ Grade Canon-McMillan High Canon-McMillan High A Senior High A Senior High 15 to to Program Position #34 Operator: District Location/ Grade Canon-McMillan High Canon-McMillan High A Senior High A Senior High 14 to to Program Position #35
22 22 Operator: District Location/ Grade Canon-McMillan High Canon-McMillan High A Senior High A Senior High 15 to to Program Position #36 Operator: District Location/ Grade Canon-McMillan High Canon-McMillan High A Senior High A Senior High 15 to to Program Position #37 Operator: District Location/ Grade Borland Manor South Central Speech and Language Speech and Language Justification: These students are not receiving instruction in the same room at the same time. North Strabane Speech and 11 to Language 14 Program Position #38 Operator: District 6 to to
23 23 Location/ Grade Borland Manor South Central Speech and Language Speech and Language Justification: These students are not receiving instruction at the same time. Program Position #39 Operator: District Location/ Grade Cecil Speech and Language Justification: These students do not receive instruction at the same time. North Strabane Speech and Language Program Position #40 Operator: District Location/ Grade First Street Speech and Language Justification: These students do not receive instruction at the same time. Canonsburg Middle A Middle Speech and Language 8 to to to to to to Program Position #41 Operator: District Location/ Grade
24 24 Borland Manor Speech and Language Justification: These students do not receive instruction at the same time. Wylandville Speech and Language Justification: These students do not receive instruction at the same time. Program Position #42 Operator: District Location/ Grade Muse Speech and Language Justification: These students do not receive instruction at the same time. Canon-McMillan High A Senior High Speech and Language Justification: These students do not receive instruction at the same time. Program Position #43 Operator: Intermediate Unit Location/ Grade Hills- Hendersonville Cecil Intermediate Speech and Language Speech and Language 5 to to to to to to Program Position #44 Operator: Intermediate Unit Location/ Grade Canonsburg Middle A Middle Blind or Visually Impaired 13 to
25 25 North Strabane Borland Manor Blind or Visually Impaired Blind or Visually Impaired 11 to to Program Position #45 Operator: Intermediate Unit Location/ Grade Canonsburg Middle Borland Manor A Middle Program Position #46 Operator: Intermediate Unit Blind or Visually Impaired Blind or Visually Impaired Location/ Grade Muse South Central Deaf and Hearing Impaired Deaf and Hearing Impaired 12 to to to to Special s Location Teacher FTE Paraeducators All s 52 Special Coordinator All s 1 Special Director All s 1
26 26 Special Contracted s Special Contracted s Operator Amt of Time per Week Psychologists (5) Intermediate Unit 5 Days Social Worker Intermediate Unit 5 Days Social Worker Intermediate Unit 1 Days Occupational Therapists (7) Outside Contractor 2 Days Physical Therapist Outside Contractor 5 Days Local Assistive Technology Consultant ( LATC) Intermediate Unit 1 Days Autism Consultant Outside Contractor 1 Days Mental Health Therapists (2) Outside Contractor 5 Days Behavioral Consultant Outside Contractor 5 Days Behavioral Consultant Outside Contractor 5 Days Psychiatric s Outside Contractor 0.5 Days
27 27 District Level Plan Special Personnel Development Autism Description Person Responsible Start Date 8/25/2014 End Date 6/12/2017 Program Area(s) Special Professional Development Details Hours Per Session 2.0 # of Sessions 3 # of Participants Per Session 30 Provider Provider PDE Approved Knowledge Gain Canon-McMillan District will continue to hold group trainings with teachers, bus drivers, paraprofessional staff, and contracted staff in the area of Autism. There will be whole group inservice trainings, along with consult meetings, and Specialist observations and individual strategy sessions that will be ongoing throughout the school year utilizing our I.U.1 behavioral consultant, our autism specialist through Watson Institute, and our behavioral consultant through AERRI Consulting s. We will continue to monitor and have evidence of the strategies implementation throughout each building and monitor our students' success in our district's programs. Special Director and Coordinator, and building principals Behavioral Consultant Watson and Aerri Yes This is an optional narrative for Special. Research & Best Practices Base This is an optional narrative for Special. For classroom teachers, school counselors and education specialists Increases the educator s teaching skills based on research on effective practice, with attention given to interventions for struggling students. Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision-making.
28 28 For school or LEA administrators, and other educators seeking leadership roles Training Format Instructs the leader in managing resources for effective results. LEA Whole Group Presentation Participant Roles Classroom teachers counselors Paraprofessional New Staff Related Personnel Parents Grade Levels - Primary (prek - grade 1) - Intermediate (grades 2-5) Middle (grades 6-8) High (grades 9-12) Follow-up Activities Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers Creating lessons to meet varied student learning styles Lesson modeling with mentoring Evaluation Methods Classroom student assessment data Behavior Description Canon-McMillan provides continuous training and consulting in the area of Behavior. We contract a variety of specialists that come into the district to provide training, implementation, and monitoring of behavior support. Our district will be starting the second year of the implementation of Positive Behavior at the K-4 buildings. We will have the I.U. train all of our 7 elementary buildings by the end of the 2014 school year. This training consists of 4 full day trainings for the building teams, on-site trainings for data review, and on-site consultation. Along with this training, we provide ongoing training with our teachers and paraprofessionals in the area of behavior management.
29 29 Person Responsible Special Director and Coordinator, and building principals Start Date 8/25/2014 End Date 6/12/2017 Program Area(s) Special, Student s Professional Development Details Hours Per Session 6 # of Sessions 10 # of Participants Per Session 40 Provider Provider PDE Approved Knowledge Gain Behavioral Consultants IU Yes This is an optional narrative for Special. Research & Best Practices Base This is an optional narrative for Special. For classroom teachers, school counselors and education specialists Enhances the educator s content knowledge in the area of the educator s certification or assignment. Increases the educator s teaching skills based on research on effective practice, with attention given to interventions for struggling students. Empowers educators to work effectively with parents and community partners. For school or LEA administrators, and other educators seeking leadership roles Provides leaders with the ability to access and use appropriate data to inform decision-making. Empowers leaders to create a culture of teaching and learning, with an emphasis on learning. Training Format Series of Workshops Participant Roles Classroom teachers Principals / Asst. Principals counselors Paraprofessional New Staff Related Personnel
30 30 Grade Levels - Primary (prek - grade 1) - Intermediate (grades 2-5) Middle (grades 6-8) High (grades 9-12) Follow-up Activities Creating lessons to meet varied student learning styles Lesson modeling with mentoring Joint planning period activities Journaling and reflecting Evaluation Methods Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism. Classroom student assessment data Review of participant lesson plans Paraprofessional Description Person Responsible Canon-McMillan District provides a minimum of 20 hours of training per year for all paraprofessional staff. This training ranges from modifications, accommodations, specific learning disabilities, autism, behavioral support, coteaching, CPI, CPR, and a variety of current issues in the world of special education. These trainings are provided by a number of specialists, teachers, and administrators, along with I.U. staff. Special Director and Coordinator, and building principals Start Date 8/25/2014 End Date 6/22/2017 Program Area(s) Special, Student s Professional Development Details Hours Per Session 6.0 # of Sessions 12 # of Participants Per Session 55 Provider Provider PDE Approved Knowledge Gain Staff Entity No This is an optional narrative for Special.
31 31 Research & Best Practices Base This is an optional narrative for Special. For classroom teachers, school counselors and education specialists Enhances the educator s content knowledge in the area of the educator s certification or assignment. Increases the educator s teaching skills based on research on effective practice, with attention given to interventions for struggling students. Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision-making. Empowers educators to work effectively with parents and community partners. For school or LEA administrators, and other educators seeking leadership roles Provides leaders with the ability to access and use appropriate data to inform decision-making. Instructs the leader in managing resources for effective results. Training Format Series of Workshops Participant Roles Paraprofessional Other educational specialists Parents Grade Levels - Primary (prek - grade 1) - Intermediate (grades 2-5) Middle (grades 6-8) High (grades 9-12) Follow-up Activities alysis of student work, with administrator and/or peers Evaluation Methods Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism. Classroom student assessment data Para Evaluation
32 32 Reading NCLB #1 Description Person Responsible All Special education teachers teaching reading will be trained in the SRA curriculum that has been adopted and purchased by the district to ensure fidelity in instruction and utilization of the direct instruction curriculum. Special Coordinator and Principals Start Date 8/25/2014 End Date 6/12/2017 Program Area(s) Teacher Induction, Special Professional Development Details Hours Per Session 4.0 # of Sessions 3 # of Participants Per Session 20 Provider Provider PDE Approved Knowledge Gain SRA Curriculum Specialist Entity Yes This is an optional narrative for Special. Research & Best Practices Base This is an optional narrative for Special. For classroom teachers, school counselors and education specialists Enhances the educator s content knowledge in the area of the educator s certification or assignment. Increases the educator s teaching skills based on research on effective practice, with attention given to interventions for struggling students. Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision-making. For school or LEA administrators, and other educators seeking leadership roles Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania s academic standards. Training Format LEA Whole Group Presentation
33 33 Participant Roles Classroom teachers Paraprofessional New Staff Other educational specialists Related Personnel Grade Levels - Primary (prek - grade 1) - Intermediate (grades 2-5) Middle (grades 6-8) High (grades 9-12) Follow-up Activities Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers Creating lessons to meet varied student learning styles Evaluation Methods Classroom student assessment data Review of written reports summarizing instructional activity Transition Description Person Responsible Canon-McMillan District continuously looks at ways to improve their transition programs at the secondary levels, will ultimately decrease the number of students with disabilities who drop out and increase our graduation rate. We continue to look at outside resources and agencies that we can tap into to offer a variety of training and educational services to meet the needs of all of our students with disabilities. We will continue to offer trainings and support to our special education teachers and parents to make sure that all agency supports and services are being utilized. Special Director and Coordinator, and building principals Start Date 8/25/2014 End Date 6/12/2017 Program Area(s) Professional, Special Professional Development Details Hours Per Session 4 # of Sessions 6 # of Participants Per Session 40 Provider Outside ncies
34 34 Provider PDE Approved Knowledge Gain Non-profit Organization No This is an optional narrative for Special. Research & Best Practices Base This is an optional narrative for Special. For classroom teachers, school counselors and education specialists Enhances the educator s content knowledge in the area of the educator s certification or assignment. Increases the educator s teaching skills based on research on effective practice, with attention given to interventions for struggling students. Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision-making. For school or LEA administrators, and other educators seeking leadership roles Provides leaders with the ability to access and use appropriate data to inform decision-making. Empowers leaders to create a culture of teaching and learning, with an emphasis on learning. Instructs the leader in managing resources for effective results. Training Format Series of Workshops Participant Roles Classroom teachers Principals / Asst. Principals counselors Paraprofessional New Staff Related Personnel Parents Grade Levels - Primary (prek - grade 1) - Intermediate (grades 2-5) Middle (grades 6-8) High (grades 9-12)
35 35 Follow-up Activities Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers Creating lessons to meet varied student learning styles Lesson modeling with mentoring Joint planning period activities Evaluation Methods Classroom student assessment data Participant survey Review of written reports summarizing instructional activity
36 36 Special Affirmations We also affirm our understanding that any requests for any deviations from the Chapter 14 regulations, standards, policies, and procedures must be made in writing to the Pennsylvania Department of. The school district understands that the Special Component of the District Level Plan will be approved by PDE in accordance with the following criteria as set forth in 22 Pa. Code and as part of the District Level Plan: 1. There are a full range of services, programs and alternative placements available to the school district for placement and implementation of the special education programs in the school district. 2. The school district has adopted a child find system to locate, identify and evaluate young children and children who are thought to be a child with a disability eligible for special education residing within the school district's jurisdiction. Child find data is collected, maintained, and used in decision-making. Child find process and procedures are evaluated for its effectiveness. The school district implements mechanisms to disseminate child find information to the public, organizations, agencies, and individuals on at least an annual basis. 3. The school district has adopted policies and procedures that assure that students with disabilities are included in general education programs and extracurricular and nonacademic programs and activities to the maximum extent appropriate in accordance with an Individualized Program. 4. The school district will comply with the PA Department of, Bureau of Special 's revision notice process. 5. The school district follows the state and federal guidelines for participation of students with disabilities in state and district-wide assessments including the determination of participation, the need for accommodations, and the methods of assessing students for whom regular assessment is not appropriate. 6. The school district affirms the Pennsylvania Department of 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. No signature has been provided Board President No signature has been provided Chief Administrator
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