Plum Borough SD Special Education Plan Report 07/01/ /30/2017

Transcription

1 Plum Borough SD Special Plan Report 07/01/ /30/2017

2 2 District Profile Demographics 900 Elicker Road Plum, PA (412) Superintendent: Timothy Glasspool Director of Special : Kathleen Shirey Planning Committee Name Joan Cocca Christopher Davis Joe Fishell Rachel Gattuso Kelly Gibson Jeff Hadley Dana Iera Jason Knisely Ryan Kociela Lindsey Lamm Francine Nichols Julie Proskin Gina Sciulli Fran Sciullo Kathleen Shirey Kristen Sofran Justin Stephans Adam Szarmach Tom Tevis Mike Thomas Gail Yamnitzky Role Parent Administrator Administrator Administrator Ed Specialist - Psychologist Administrator Ed Specialist - Psychologist Administrator Administrator Teacher - Special Parent Parent Teacher - Special Administrator Administrator Parent Administrator Secondary Teacher - Regular Business Representative Community Representative Administrator

3 3 Core Foundations Special Special Students Total students identified: 470 Identification Method Identify the District's method for identifying students with specific learning disabilities. The Plum Borough District utilizes the Discrepancy Model, or a process that examines whether a child exhibits a pattern of strengths and weaknesses relative to intellectual ability as defined by a severe discrepancy between ability and achievement, or relative to age or grade. A linear regression approach, examining the standard error of estimates, is utilized to determine if a statistically significant difference exists between the measured cognitive ability and performance on norm-referenced assessments of academic achievement. Additionally, the inclusionary and exclusionary criteria set forth by the Department of are examined in the determination of the existence of a specific learning disability. Although the Discrepancy Model is currently utilized in the determination of a specific learning disability, the PBSD has embraced the Response to Instruction & Intervention (RtII) model for grades K-6 as a means of supporting struggling learners in a three-tiered model. In addition to a research-based PA Common Core curriculum, benchmark assessments are administered in both Reading and Math three times yearly at the elementary level. This data, along with local and state assessments, are utilized to make decisions about tiered interventions at the strategic level (three times weekly), or intensive level (four times weekly) outside of the core curriculum. Student progress is monitored regularly as part of monthly data team meetings at each elementary building. Additionally, the elementary buildings and middle school holds grade level data meetings on a monthly basis with the core team (reading support, math support, instructional support and academic support teachers) to review data as well as student progress. The district is committed to refining the RtII process and will seek to use professional development to support high quality instruction and implementing interventions with fidelity. Enrollment Review the Enrollment Difference Status. If necessary, describe how your district plans to address any significant disproportionalities. The data is publicly available via the PennData website. You can view your most recent report. The link is:

4 4 Review of data indicates that the district, overall, is lower than the state average in percentage of students with disabilities. The percentage of students with disabilities is only slightly lower than the state average by a difference of 4.6 percent. When reviewing the data for the school year , the district was higher than the state average in the category of Autism at 15.1% compared to the state average of 7.0%. When a student transfers in to the district, district staff follows the Special Department procedures for new student enrollment. All documentation is forwarded to the Special office for review to ensure that the ER/RR and IEP are in compliance with Chapter 14 regulations. The district has reevaluated many students who are transient in nature with more than one previous placement and does a review of medical documentation when needed to align with definitions of Chapter 14 and to ensure over identification or inappropriate identification of students with disabilities is not occurring. The district uses data to make informed decisions regarding regarding all students. In addition to increased training in Autism, the district implements various tiered interventions that are monitored through the RtII process in Grades K - 6. The IEP team meets to determine appropriate programming and support based on the student individual needs and the district is in the beginning stages of planning for creating Autistic Classrooms in the district for the school year. 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? 1. No Section1306 facilities are located within the district 2. Should we have one in future, we would follow the procedures we have in place for our Child Find and creating an in-district protocol for reviewing students assigned to the facilities by meeting as a team to review the current IEP, discuss current needs and create a transition into the current placement. 3. We have no current barriers, but would keep in mind that barriers could include not having a protocol in placement prior to a 1306 facility entering the district and the time restraints to provide FAPE so that students do not have gaps in their education and services. Should that occur, the district would work collaboratively with any agency involved and would seek guidance from the Allegheny Intermediate Unit and PaTTAN if necessary in order to provide FAPE and a smooth transition would occur. Incarcerated Students Oversight

5 5 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). Upon notification that a district student has been incarcerated and may be eligible for Special, the district will contract appropriate services through the Allegheny Intermediate Unit or the host school district that provides the educational services to the students that have been incarcerated in facilities located within their attendance area. The PBSD would follow all Child Find procedures currently in place and extend notices to 1306 facilities so that we can adequately locate all students eligible for FAPE should we ever have a 1306 facility in our district. 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, 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. 1.The Plum Borough District's LRE is reflective of a higher number of students placed outside the general education classroom for more than 20% of the school day with our students falling in the primary disability categories of Intellectual Disability and Other Health Impairment. Our population of students who require a more restrictive setting have not been able to be supported within the district as no Life Skills currently in place to support our students who would benefit from these in Grades K-12. Many of our students in the category of ID are sent to outside placements prohibits their being able to be included in the general education classroom. Planning in already in place to create and elementary Autistic and secondary Life Skills classrooms in the district for the school year. Although the percentage in the category of inside the regular education classroom for more than 20% is higher than the state average for student with ID, the state's percentage is of students inside the general education classroom for more than 80% of the day is only 14% due to the level of intense instruction needed by students with this particular disability. other contributing factor to this category is that many students continue their education beyond their graduation year. These students no longer require academic classes to meet graduation requirements, but are able to participate in life skills programming.

6 We also use the co-teaching model in all grade levels in the district where special education teachers push into the regular education class. Both the academic subject teacher and special education teacher work together to provide instruction in the regular education classroom to all students. The district employs 42 special education paraprofessionals who provide one-on-one or small group support to our students with disabilities. The IEP team determines if a child needs paraprofessional support in order to access the regular education setting. In addition to individual student paraprofessional support, all of the special education classrooms have a paraprofessional available to provide reteaching and assistance to students with disabilities. Many of the district's paraprofessionals provide support in the regular education classrooms to several students with disabilities in order to maximize inclusion. All of the district's special education paraprofessionals receive professional development on in-service days. The AIU, PaTTAN and other consulting firms are used to provide this training. The district has provided professional development to all administrators and special education teachers in order to enhance its continuum of supports, services and educational placement options. All teachers are required to use research-based instruction when working with students with disabilities. The Director of Special and Pupil s works closely with the Psychologist and Assistant Superintendent to assure evidence-based models of instruction are implemented across the district in order to expand the continuum of supports and services. 2. The Plum Borough District has created a clear protocol and shared with all district staff the urgency to provide inclusive practices and the use of more supplemental supports for students before considering moving the student out of their least restrictive environment. Staff was presented with the PaTTAN materials noting how to create a student-focused learning environment includes Collaborative (working together to share data and behavioral observations); Instructional (using a diverse toolbox of instructional resources, modifications, assistive technology, differentiated instruction, etc.); Physical (helping students to adapt to their physical environment with ease such as wheelchair accessible paths, slant boards, magnifiers, etc.); Soci-Behavioral (resources provided to ensure appropriate behavior and decrease lost instructional time such as counseling, peer modeling, social groups, daily or period-based check-ins, etc.). We utilized the staffs at both Intermediate Unit 3 and PaTTAN Pittsburgh to assist with consultations and staff trainings for the proper use and recommendations for s. Plum Borough District's goal is to ensure that all students with disabilities are actively engaged as members of diverse, age-appropriate regular education classes in their neighborhood school with supplementary aids and services provided to support learning and participation. In all cases, the IEP teams consider and determine whether there is a need for instruction outside of the regular education setting and for what portion of the school day. First, initial eligibility is decided. Second, the IEP team determines FAPE and develops the Individualized al Program (IEP) for the student. IEP teams may use Pennsylvania's Supplementary Aids and s (SAS) toolkit to determine whether FAPE can be delivered in the regular education classroom. All special education teachers K-12 received training from AIU consultants on using the SAS toolkit in the fall of If the IEP teams determine the regular education classroom appropriate, then supplementary aids and services, adaptations and/or accommodations will be established. The IEP team also determines if the student needs a co-taught regular education classroom setting. 6

7 If the IEP team determines that FAPE cannot be delivered in the regular education classroom, the IEP team moves to the next step along the continuum of placement options to determine where FAPE can be delivered. The next step on the continuum is direct instruction from a special education teacher in the special education classroom within the school setting. All special education teachers K-12 have earned "highly qualified" status. IEP teams are encouraged to first consider itinerant services for all students moving along the continuum of placement options to a more restrictive setting. From there, if it is determined that FAPE is required in a more restrictive environment, then the IEP team would consider supplemental services. All special education teachers in the district are identified as either or. Only after all of the resources the district can offer such as supplementary aids and services, adaptations and modifications in all placements and followed the proper IEP sequence and continuum of placement options for determining LRE and FAPE for students with disabilities, can an outside placement considered. If the IEP team determines an outside placement is the LRE for a student with a disability in order to receive FAPE, then transitional planning is done in order to ensure a smooth transfer of services. Parents are active participants in the decision-making process. 3. According to the state's Special Data Report, in the school year, Plum Borough educated 8.3% of their special education population outside in other settings, in the school year, the amount grew to 10.2%, in the school it remained constant at 10.1%, and in the school year the amount rose to 11.2%. We have not hit the target for students placed in outside settings for the past five years. In order to reverse this trend, the district provided ongoing professional development in co-teaching and differentiated instruction to all administrators, faculty and support staff K-12. Students who previously received direct /pullout instruction in the past are now being educated in the regular education classroom through the co-teaching initiative. The special education teachers are team teaching with the regular education teacher and implementing students with disabilities' IEPs within this setting. Supplementary aids and services, adaptations and modifications are being provided in the regular education classroom. Student's needs are being addressed through differentiated instruction, and as a result, less students are being instructed in the special education classrooms. The RtII initiative at the elementary level has also expanded the continuum of special education supports, services and placement options for our students with disabilities and for those students struggling who are not identified as needing special education services. Regular education teachers and staff, along with special education teachers, have received training in RtII, specifically in the area of reading. Each elementary building has a Reading Specialist and Intervention Specialist who drive each building's Core Team. Research-based materials are being used to support the students in the different tiers of RtII. Ongoing professional development and training is provided for those key educators facilitating this instruction and implementing the RtII process. Students' needs are being addressed in the regular education classroom with added support through the RtII process. Each building's Core Team reviews data on students bi-weekly to ensure progress is being made and to review students' needs. The expanded use of supplemental aids and services including transportation, job coaching, paraprofessional support, assistive technology, and other related services are provided as indicated in the student's IEP. Many students with disabilities are actively involved in activities outside the 7

8 8 classroom setting because of the level of support provided by the district. Student with disabilities are able to actively participate in band class and attend the yearly band trips because the district provides paraprofessional support. The district is opening its own Autistic Classroom at the elementary level for the school year and is currently reviewing the idea of opening a Life Skills Classroom at the level for the school year. Behavior s 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. Plum Borough District's PBS policy/procedures include research-based practices and ensure that restraints are only used as a last resort. The Plum Borough District's Positive Behavior Plan Policy for Exceptional Students reflects the effective strategies, methods, and techniques that govern student positive behavior support. Exceptional students who display disruptive behaviors require a plan of action that is governed by PA rules and regulations. The Plum Borough District's Positive Behavior Plan Policy for Exceptional Students consists of four levels, based on best practices and current professional research. At Level I, effective classroom management strategies are implemented that are crucial for instruction. Good classroom management is also preventative in nature as it helps implement antecedent interventions, preventing problems from occurring by creating environments that encourage learning, and modeling appropriate behaviors. Classroom management strategies include effective teaching practices, frequent monitoring, clear rules and procedures, praise, systematic reinforcement, modeling, verbal instruction of appropriate behavior, classroom discussion and problem solving, and family involvement and cooperation. The longrange goal for classroom behavior management should be for all students to learn to manage their own behaviors. At Level 2, a Functional Behavior Assessment may be conducted at the discretion of the IEP team to determine if an individual positive behavior support plan is needed. The Positive Behavior Plan is developed based on the FBA results and documented within the IEP. The PBSP will include positive behavioral supports and reinforcement systems. At Level 3, interventions are implemented for crisis management. Positive techniques for the development, change, and maintenance of selected behaviors will be attempted prior to the use of more intrusive or restraining measures. As outlined in the policy, the use of highly restraining or intrusive procedures is discourage unless absolutely necessary. All available resources are used to examine procedures and evaluation students' needs to eliminate use of restraints. Non-Violent Crisis Intervention (CPI) training is being used in the Plum Borough District focuses on verbal deescalation. All Special teachers, interventionists, paraprofessionals, administrators, nurses, and guidance counselors were trained in the fall of 2013 in both CPI and De-escalation Techniques. PBSD uses a crisis model for behaviors that present a clear and present danger to the student or others. These procedures may include such activities as ensuring the safety of student and other students, notifying the parent/guardian to request that he/she comes to the school, notifying the police, notifying RESOLVE, calling emergency services and ambulance, and non-violent therapeutic physical crisis intervention by trained staff. If a student's behavior is considered to be life threatening in nature, the teacher will take the appropriate action to protect all individuals in proximity who may be affected. security should be notified and the principal should be called. When there is a crisis situation, the crisis team in that building is called to respond. When there is a present danger to the student or others, a restraint may be utilized as a last resort. However, when a restraint is used, the incident must be documented using the Restraint Report, the parent will be notified of the incident as soon as possible by the building principal, and a meeting must be convened with parent within 10 school days to plan for the student's return to the classroom. The Plum Borough District teachers and staff have been trained on -wide Positive Behavior and the CHAMPS and Olweus Bullying Prevention Models. Each building team was trained during the summer of 2012 by IU3 after receiving the PDE's Safe s Targeted Grant. Each building created their own rules of student behavior expectations and

9 9 positive school-wide reward system. Classroom behavior management strategies implemented include modeling of appropriate behaviors, recognition of positive behaviors being used, pro-active classroom management, and social problem solving. As evidenced by restraint data entered into the RISC system and current restraint reports, the PBSD maintains and reports data on restraints as required by the Secretary. As part of the PBSD Restraint procedure, a Report of Physical Restraint form must be completed and submitted to the Director of Special when a restraint occurs, and approved private schools who educate our students are required to forward their RISC forms to the Director of Special at PBSD within 24 hours of the restraint. As part of the PBSD restraint procedure, when a restraint is used, the parents are notified that same day and an IEP meeting is scheduled within 10 days of the incident. For any student recently placed at an approved private school or licensed private school, they follow the district procedure for holding a meeting and reporting the incident back to the LEA. At the IEP meetings, the effectiveness of the current IEP is reviewed and there is a focus on the positive behavior support and crisis plans. Other strategies are reviewed and included in the IEP to reduce the likelihood of a student being restrained. This same procedure is followed for children receiving special education services within the Plum Borough District. At the IEP meeting, the team will consider whether a student needs a reevaluation, new or revised PBSP, an FBA performed, or a change of placement to address problem behavior. For students who require specific interventions to address behavior that interferes with learning, the IEP team must discuss this special consideration prior to developing the IEP and check the related box on the Special Considerations page of the IEP. Checking this box on a student's IEP is evidence that a behavior support plan must be developed because the student is displaying behaviors that interfere with his/her learning or that of others. When a student's behavior warrants a PBSP to be in the IEP, a Functional Behavior Assessment is conducted. The FBA includes observations of target behavior, the setting in the target behavior occurs, antecedents to the target behavior, and instructional and social consequences resulting from the target behavior. A PBSP is then developed by the team to include antecedent interventions, replacement behaviors, and consequences. In addition to a Positive Behavior Plan, the student s IEP should contain teaching of socially acceptable alternative skills that are included in their social/behavioral goals and noted who would be modeling and monitoring the teaching of the socially acceptable alternative skills. There are team members at each building in the Plum Borough District who have been trained or will be trained in Crisis Prevention Institute's (CPI) by August Additionally, the Director of Special and one of the elementary guidance counselors are trained to teach and certify district staff in CPI. These two certified CPI instructors who are able to train personnel within the district. The program's emphasizes is more on de-escalation methods rather than just how to perform restraints. The training focuses on Crisis Development/Behavior Levels and Choosing the Appropriate Staff Intervention, useful non-verbal techniques can help in preventing acting-out behaviors, using verbal techniques to de-escalate behavior, demonstrating Crisis Prevention Institute's Principles of Personal Safety to avoid injury if behavior escalates to a physical level, demonstration of physical control and restraint positions to be implemented when physical restraint is necessary as a last resort due to an individual's dangerous behavior, and using Postvention after a crisis with both the acting-out individual and staff members as a step toward preventing future crisis. For students who have use of restraint written in their IEP, the IEP team is responsible for discussing and reviewing strategies that can be included in IEPs in order to eliminate the use of restraints. The IEP team should consider a plan to fade out restraint usage as part of the Positive Behavior Plan. The district supports reconvening the IEP team following each restraint. If a student is referred to law enforcement, an IEP meeting, informal hearing, and/or Manifestation Determination is held. The IEP including the PBSP is developed or revised by the student's IEP team. Records are provided when a student is referred to law enforcement. 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.

10 10 2. Include information detailing successful, services, education placements as well as identified gaps in current, 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. Plum's Individual Plan teams work collaboratively to provide FAPE for all students with disabilities. All continuum of supports, services and placement decisions are made via the IEP team. Parents play an integral role in deciding supports and placement for their children. The district works hard to provide FAPE in alternative school settings for those students with disabilities who struggle both academically and socially in a public school. The district works collaboratively with Forbes Vocational and Technical, provides students with IEPs a more individualized program that is designed to focus strictly on the vocational needs of the students in order to prepare them for life after high school. These settings educate both regular and special education students. The district employs a full-time Resource Officer. This officer works very closely with our students with special needs and their parents who get involved in the court system. They will serve as IEP team members when appropriate in order to maintain achievement of IEP goals. Regional East Center helps to transition any students involved with the courts or Children and Youth s. The Community East is located in the same building and provides a comprehensive high school program. The district contracts the services of Western Psychiatric Hospital and lands Partial Program. The district also contracts with Milestones who assists with our Student Assistance Program (SAP). Plum had two students recently where finding an appropriate placement where we could still provide FAPE for students with disabilities was difficult. In those instances, we utilized the staff from IU3 and PaTTAN to provide Interagency support services. The district participates in informal and formal planning with outside and supporting agencies to continuously provide FAPE to students with disabilities. The district utilizes assistance from the Intermediate Unit's interagency coordinator on an as needed basis. The school psychologists are District Liaisons and participate in all AIU Liaison meetings and local district liaison meetings that work with outside agencies to provide placements of such nature. The district makes frequent visits to the outside placement facilities in order to meet the staff before the IEP team decides if the placement is appropriate and will provide FAPE to our students with disabilities. The school psychologists also make quarterly contacts with all outside placement facilities to ensure there are no issues with behavior and attendance. The district supports and provides education to students classified as Homeless and works with local and state agencies to provide FAPE in a timely manner. Plum participates in the AIU Transition Council meetings and employees a Transition Coordinator to assist with transition needs for students. The district works closely with OVR in transition planning for secondary students who need a more unique education/placement after graduation. Plum provides consultation with public and private service providers for students with autism or severe attention, behavior, or learning problems. Plum works closely with professionals working with families. Outside service providers, such as Wraparound staff, Family Links, etc. become part of the IEP teams and participate in team meetings as needed. The district works with families and

11 students placed in partial hospitalization in order to assure a smooth transition takes place when the student is ready to return to school. The educational component is financially supported by the district along with providing any materials and resources requested from the hospital staff in order to maintain the students education while the student is receiving treatment. The district will continue to provide professional development in the areas related to the continuum of supports, services and placements that are unique in nature and require more intense training. Plum will provide on-site training in areas that require more individualized attention for staff members. Many of our staff members will attend outside workshops or training, in they are expected to return to the district and share their learning with other staff members. PaTTAN, the Intermediate Unit, local universities, and other agencies partner with Plum to provide professional development workshops or training, on an ongoing basis, for teachers, paraprofessionals, administrators and other district employees that work with students with special needs. Students are placed in outside settings only after the IEP teams have exhausted all of their resources. All placement decisions are made via the IEP teams. Once an IEP team determines that a student requires a more restrictive placement outside the school setting in order to receive FAPE, the Director of Special and Pupil s and/or the school psychologists becomes the district's liaison. The Psychologists are the district's liaison for all outside placement facilities. They are familiar with each facility, whether it is an Approved Private (APS), AIU center facility, private facility or state program. They are understand what each facility specializes in and makes sure the facility is able to provide FAPE for the student. Before a student is placed in any outside facility, a pre-meeting and tour is arranged with the parents, district liaison and members of the outside placement facility. In addition, if appropriate, the special education teacher from Plum will attend the pre-planning and IEP team meetings in order to make a smooth transition and properly address the student's needs. They provide the receiving teachers with information that will help the teachers/team understand the student's needs. Students in outside placements who are graduating or aging out receive a Plum Borough District diploma and are invited to attend the graduation ceremony. The district will expand the continuum of supports and services to any students with disabilities placed on Homebound Instruction. The IEP team works closely with the student and parents to maintain special education services during their homebound experiences. The district provides at least 5 hours of instruction per week to a child on homebound instruction. A highly qualified special education teacher provides the special education portion of the instruction in order to maintain IEP goals and progress while the child is out of school. The continuum of supports and services are also expanded to those students with disabilities who violate district policy and are expelled from school. After the manifestation determination meeting is conducted and the IEP team makes the appropriate determination, an alternative placement is recommended. The district contracts with Adelphoi Village, Longmore Academy, Friendship Academy, and NHS to provide an alternative educational setting for these students while they serve their expulsion period. The student's IEP transfers to one of those schools and their special education services and academics are maintained during the expulsion period. The district works closely with any students who are placed in outside settings as a result of a court 11

12 12 order. The district expands the continuum of supports and services to all students with disabilities and works very closely with the facility to maintain the student's educational program. The district employs a full time school Resource Officer, who is an official Plum Borough Police Officer. The Resource Officer works closely with probation officers assigned to students within the district. The district plans to continue to expand the continuum of services, supports and placements for our students with disabilities and provide them FAPE throughout their school-age career by consistently reevaluating current and reviewing data in order to make informed decisions regarding the continuum of services, supports and placements for our students with disabilities. Strengths and lights Describe the strengths and highlights of your current special education services and. Include in this section directions on how the district provides trainings for staff, faculty and parents. The Plum Borough District employs its own speech and language therapists and contracts with the Allegheny Intermediate Unit (IU3) for occupational and physical therapy services. The district contracts with the Allegheny Intermediate Unit 3 to provide on-site Travel-Related Instruction to students. Plum's Response to Intervention & Instruction (RtII) is a model of the benefits of a strong support program available to regular education students who are struggling either academically or behaviorally. This is a three-tiered system that is used to support students in the classroom or through pull-out services via strategic or intense support. RtII staff work with individual or small groups of students daily for a period of minutes. Each building has a Core Team that represents administrators, regular education teachers, SBIT, and Reading Specialists. Each Core Team meets bi-weekly to review student data and determine individual programming (tiers) for students based on the outcome of the data. We use DIBELS and STAR benchmark assessments three times per school year to review student growth in regards to all other students in each grade. PSSA data is also reviewed and disseminated for students in Grades 4-6. The Junior and use a variety of assessments to determine growth areas. Each secondary building has weekly meetings to review students needs. Both academic and behavioral data is reviewed in order to plan interventions. The district's Early Childhood Committee takes a proactive approach in identifying those children who may require additional support as early as Kindergarten. Each year, screenings take place for all incoming Kindergartners to identify areas of need for the children. s are then put into place in order to make the transition to Kindergarten successful. The co-teaching model is also implemented at all levels. Ongoing professional development is offered to both regular and special education staff in order to provide a smooth transition from a pull-out model of delivery to a push-in model. All of the district's special education teachers go through intense training and professional development throughout each school year. Some of the training takes place on site and some off campus. The Director of Special and Pupil s holds monthly Special

13 Professional Community (PLC) meetings in program, IDEA and Chapter 14 regulations are reviewed. Professional Development days are identified for further training in special education-based on need. Recent topics for professional development and growth have been: Writing Effective IEPs, Measurable Goals, Progress Monitoring, Conducting FBAs, Writing Behavior Plans, Autism, Inclusion, Co-Teaching, CPI, De-escalation, and Parent. The district utilizes funds available through the Based Access Program. The district relies heavily on these funds to continue to enhance the special education program K-12. The district has a solid system in place for transitioning students from grade-to-grade and/or building-to-building for all students with IEPs. We conduct Transition Meetings where teachers in transitional years (3rd, 6th, 8th, 10th) are able to meet with the teacher receiving their students to completely review the students' IEPs, areas of concern, and areas if growth. Plum Borough employs Special paraprofessionals who assist with the needs of our Special students. The district employs 44 paraprofessionals who act as support for individual students or as paraprofessionals within the special education classrooms. They are provided ongoing professional development that covers a vast array of topics. All special education paraprofessionals receive face-to-face professional development training throughout the school year. Recent topics for professional development include: Autism, Understanding the Various Disabilities, -Based ACCESS Program, Effective Adaptations and Modifications, Inclusion, Deescalation, Mandated Reporter Training, CPI, and Knowing When to Pull Back on s. The district engages the community with our annual Light It Up Blue Autism Awareness Week where every building has a theme where they educate students and parents on Autism in a sensitive manner. During the school year, we began parent trainings where relevant topics are presented to interested parents. This year's focus is the referral and evaluation process and Autism. The Special Department K-12 utilizes an online, web-based IEP writing system called IEPWriter. With this system, teachers are able to complete paperwork in a fraction of the amount of time previously needed. This system allows teachers to focus more on instruction in the classroom and achieving students' IEP goals. The district has a Special webpage that is available for all district and community members. The webpage is a communication tool that acts as an interactive resource for all stakeholders. The webpage is updated and maintained on a consistent basis and provides information such as workshops and training for parents and educators, activities for students, program highlights, contacts for special education staff, disability information, child find and more. 13

14 14 Assurances Special Assurances The Local ncy (District) has verified the following Assurances: Implementation of a full range of services, and alternative placements available to the school district for placement and implementation of the special education in the school district. Implementation of a child find system to locate, identify and evaluate young children and children who are thought to be a child with a disability eligible for special education residing within the school district's jurisdiction. Child Find data is collected, maintained and used in decision-making. Child find process and procedures are evaluated for its effectiveness. The District implements mechanisms to disseminate child find information to the public, organizations, agencies and individuals on at least an annual basis. Assurances of students with disabilities are included in general education and extracurricular and non-academic and activities to the maximum extent appropriate in accordance with an Individualized Program. Compliance with the PA Department of, Bureau of Special 's report revision notice process. Following the state and federal guidelines for participation of students with disabilities in state and district-wide assessments including the determination of participation, the need for accommodations, and the methods of assessing students for whom regular assessment is not appropriate. Assurance of funds received through participation in the medical assistance reimbursement program, ACCESS, will be used to enhance or expand the current level of services and provided to students with disabilities in this local education agency. 24 P.S and Facilities There are no facilities. Least Restrictive Environment Facilities Facility Name of Facility of Number of Students Placed

15 15 Adelphoi Village Approved Private Alternative 2 s - LS/ES The Day at the Approved Private ID, AS, MD 8 Children's Institute s Easter Seals Society Approved Private MD 1 s Friendship Academy Approved Private ES 1 s AIU3- Mon Valley Center Special AS 3 Centers New Story Special AS 5 Centers NHS Other ES 1 PACE Approved Private AS 5 s Pressley Ridge Day for Special AS 1 Autism Centers IU3 - Sunrise Special ID, MD 11 Centers Wesley Spectrum Academy Other AS 1 Western Pennsylvania Approved Private VI 2 for the Blind s Western Pennsylvania Approved Private HI 5 for the Deaf s Southwood Other ES Residential 1 IU3 - Life Program Special AS 1 Centers Respond - Family Links Other ES - Homeless 1 Longmore Academy Other ES 1 Special Program Profile Program Position #1 Operator: District Location/ Grade Adlai Stevenson are 5 to Justification: Although students may be assigned to the Special Classroom during the same time as Adlai Stevenson 5 to

16 16 are (Less Than 80% but More Than 20%) Justification: Although students may be assigned to the Special Classroom during the same time as Program Position #2 Operator: District Location/ Grade Adlai Stevenson are 5 to Justification: Although students may be assigned to the Special Classroom during the same time as Adlai Stevenson are (Less Than 80% but More Than 20%) 5 to Justification: Although students may be assigned to the Special Classroom during the same time as Program Position #3 Operator: District Location/ Grade Center are 5 to Justification: Although students may be assigned to the Special Classroom during the same time as Center are (Less Than 80% but More Than 20%) 5 to Justification: Although students may be assigned to the Special Classroom during the same time as

17 17 Program Position #4 Operator: District Location/ Grade Center are 5 to Justification: Although students may be assigned to the Special Classroom during the same time as Center are (Less Than 80% but More Than 20%) 5 to Justification: Although students may be assigned to the Special Classroom during the same time as Program Position #5 Operator: District Location/ Grade Holiday Park are 5 to Justification: Although students may be assigned to the Special Classroom during the same time as Holiday Park are (Less Than 80% but More Than 20%) 5 to Justification: Although students may be assigned to the Special Classroom during the same time as Program Position #6 Operator: District Location/ Grade Holiday Park 5 to

18 18 are Justification: Although students may be assigned to the Special Classroom during the same time as Holiday Park are (Less Than 80% but More Than 20%) 5 to Justification: Although students may be assigned to the Special Classroom during the same time as Program Position #7 Operator: District Location/ Grade Pivik are 5 to Justification: Although students may be assigned to the Special Classroom during the same time as Pivik are (Less Than 80% but More Than 20%) 5 to Justification: Although students may be assigned to the Special Classroom during the same time as Program Position #8 Operator: District Location/ Grade Pivik are 5 to Justification: Although students may be assigned to the Special Classroom during the same time as Pivik (Less Than 80% but More Than 20%) 5 to

19 19 are Justification: Although students may be assigned to the Special Classroom during the same time as Program Position #9 Operator: District Location/ Grade Regency Park are 5 to Justification: Although students may be assigned to the Special Classroom during the same time as Regency Park are (Less Than 80% but More Than 20%) 5 to Justification: Although students may be assigned to the Special Classroom during the same time as Program Position #10 Operator: District Location/ Grade Regency Park are 5 to Justification: Although students may be assigned to the Special Classroom during the same time as Regency Park are (Less Than 80% but More Than 20%) 5 to Justification: Although students may be assigned to the Special Classroom during the same time as Program Position #11 Operator: District

20 20 Location/ Grade Oblock Oblock A Junior A Junior (Less Than 80% but More Than 20%) 12 to to Justification: Although students may be assigned to the Special Classroom during the same time as Program Position #12 Operator: District Location/ Grade Oblock Oblock A Junior A Junior (Less Than 80% but More Than 20%) 12 to to Program Position #13 Operator: District Location/ Grade Oblock Oblock A Junior A Junior (Less Than 80% but More Than 20%) 12 to to Program Position #14 Operator: District Location/ Grade Oblock A Junior 12 to

21 21 Oblock A Junior (Less Than 80% but More Than 20%) 12 to Justification: Although students may be assigned to the Special Classroom during the same time as other students outside the legal caseload range, students will not be grouped for instruction to exceed the legal caseload range. Program Position #15 Operator: District Location/ Grade A Senior A Senior (Less Than 80% but More Than 20%) 15 to to Program Position #16 Operator: District Location/ Grade A Senior A Senior (Less Than 80% but More Than 20%) 15 to to Program Position #17 Operator: District Location/ Grade A Senior A Senior (Less Than 80% 15 to to

22 22 but More Than 20%) Program Position #18 Operator: District Location/ Grade A Senior A Senior (Less Than 80% but More Than 20%) 15 to to Program Position #19 Operator: District Location/ Grade A Senior A Senior (Less Than 80% but More Than 20%) 15 to to Program Position #20 Operator: District Location/ Grade A Senior A Senior (Less Than 80% but More Than 20%) 15 to to Program Position #21 Operator: District

23 23 Location/ Grade A Senior A Senior (Less Than 80% but More Than 20%) 15 to to Program Position #22 Operator: Intermediate Unit Location/ Grade Pivik Blind or Visually Impaired 5 to Program Position #23 Operator: Intermediate Unit Location/ Grade Oblock Holiday Park Oblock A Senior A Junior A Senior A Junior are are are are (Less Than 80% but More Than 20%) (Less Than 80% but More Than 20%) Deaf and Hearing Impaired Deaf and Hearing Impaired Deaf and Hearing Impaired Deaf and Hearing Impaired Deaf and Hearing Impaired 15 to to to to to

24 24 Program Position #24 Operator: District are Location/ Grade Center Speech and Language 5 to Justification: Although students may be assigned to the Special Classroom during the same time as Pivik Speech and Language 5 to Justification: Although students may be assigned to the Special Classroom during the same time as A Senior Speech and Language 14 to Justification: Although students may be assigned to the Special Classroom during the same time as Program Position #25 Operator: Intermediate Unit Location/ Grade A Senior A Senior Blind or Visually Impaired Blind or Visually Impaired 12 to to Program Position #26 Operator: District Location/ Grade Regency Park Speech and Language 5 to

25 25 Justification: Although students may be assigned to the Special Classroom during the same time as Holiday Park Speech and Language 5 to Justification: Although students may be assigned to the Special Classroom during the same time as Adlai Stevenson Speech and Language 5 to Justification: Although students may be assigned to the Special Classroom during the same time as Oblock A Junior Speech and Language 12 to Special s Location Teacher Director of Special and Pupil All s 1 s Psychologist All s 1 Psychologist All s 1 Based Intervention Teacher Adlai Stevenson 1 Based Intervention Teacher Center 1 Based Intervention Teacher Holiday Park 1 Based Intervention Teacher Regency Park 1 Based Intervention Teacher Pivik 1 Guidance Counselor 1 Guidance Counselor 1 Guidance Counselor 1 Guidance Counselor 1 Guidance Counselor Jr. 1 Guidance Counselor Jr. 1 Guidance Counselor Center/Adlai/Regency 1 s Guidance Counselor Pivik/Holiday Park s 1

26 26 Special Paraprofessionals (50 district-wide) All s 1 Special Contracted s Special Contracted s Operator Amt of Time per Week Blind and Vision s Outside Contractor 5 Days Allegheny Intermediate Unit (IU3) - OT/PT s Intermediate Unit 5 Days Allegheny Intermediate Unit (IU3) - Interpreters Intermediate Unit 5 Days Bayada Nursing Outside Contractor 5 Days Grade Point Resources - ESY Program Outside Contractor 4 Days

27 27 District Level Plan Special Personnel Development Autism Description Students with Autism will continue to be educated in the least restrictive environment using supplementary aids and services and specially designed instruction. All faculty and staff will continue to receive ongoing professional development related to Autism. District administrators, specialists from the Allegheny Intermediate Unit and PaTTAN, along with private consultants will continue to work with faculty and staff as needed. IEP teams will continue to request support from these outside agencies in order to maximize instruction for the children. Autism training will also be provided to parents through the parent workshops beginning in Evidence of Implementation: 1. ndas from professional development trainings 2. specific documentation of Data Team Meetings where data was reviewed for the purpose of placing students on instruction and intervention tiers 3. Assessment data from benchmark assessments, standardized assessments, and progress monitoring of IEP goals 4. LRE data from PDE's Special Data Report (SPP Targets) Person Responsible Kathleen R. Shirey, Director of Special & Pupil s Start Date 9/2/2014 End Date 6/1/2017 Program Area(s) Special Professional Development Details Hours Per Session 3.0 # of Sessions 3 # of Participants Per Session 200

28 28 Provider Provider PDE Approved Knowledge Gain AIU3/PaTTAN/Consultants/District Staff Entity Yes Administrators, faculty and staff members working with students with Autism will have a better understanding of how to implement successful strategies and using appropriate supplementary aids and services along with specially designed instruction. The faculty and staff will have a better understanding of the social barriers and deficits that are sometimes a result of this disability in order to create successful social experiences for the children. Research & Best Practices Base Researched-based social skills curriculum will be utilized to address the social skill deficits. The district will seek assistance from consultants of AIU3 and other outside consultants who specialize in working with children on the spectrum in order to assure research based and best practice methods are being implemented. Resources utilized to teach the curriculum will continue to be researched based and appropriate for children with Autism. The Director of Special and Assistant Superintendent work closely with the teachers when deciding materials and resources to implement 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 decisionmaking. Empowers educators to work effectively with parents and community partners. 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. 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.

29 29 Training Format LEA Whole Group Presentation Series of Workshops Whole Group Presentation Department Focused Presentation Professional Communities Offsite Conferences Participant Roles Classroom teachers Principals / Asst. Principals Supt / Ast Supts / CEO / Ex Dir counselors Paraprofessional Other educational specialists Parents Grade Levels - Primary (prek - grade 1) - Intermediate (grades 2-5) Middle (grades 6-8) (grades 9-12) Follow-up Activities Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers alysis of student work, with administrator and/or peers Creating lessons to meet varied student learning styles Peer-to-peer lesson discussion Joint planning period activities Evaluation Methods Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism. Student PSSA data Standardized student assessment data other than the PSSA Classroom student assessment data Review of participant lesson plans

30 30 Behavior Description The district policy on -wide Positive Behavioral s will continue to be enforced and adhered to by all students. All K-12 special education administrators, teachers and support staff will receive ongoing training on how to Behavioral Plans (BSP). Consultants from the AIU3 will continue to provide professional development throughout each school year to all building faculty. There will also be FBA training for all Special staff so that they can adequately perform behavior assessments. The district's school psychologists will continue to work individually with the teams to create an RtII Behavioral process in order to provide struggling students with appropriate supports in order to be successful with school behavior and expectations. Monthly data team meetings will continue so that the Core Teams can continue to analyze data in order to determine the appropriate interventions for students with behavior issues. The Core Teams may decide to conduct an FBA and develop a BSP for those students with behavioral concerns. Parents will be invited to be a part of the process by attending meetings with the Core Teams. Decisions regarding students with IEPs will continue to be made through the IEP team process. IEP teams will continue to use the FBA process in order to develop appropriate BSPs that will continue to allow the student to participate in the least restrictive environment. Behavior Plans will be addressed through the child's IEP. IEP team will continue to utilize appropriate behavioral support techniques and specially designed instruction in order to maximize success for the children with disabilities. The co-teaching and differentiated instruction supports will continue to be implemented in order to continue educating students with emotional or behavioral issues at the elementary, middle and high school levels in the least restrictive environment. The district will also continue to utilize the Olweus Bullying Prevention and CHAMPS that have been being used in recent years. Person Responsible Kathleen R. Shirey, Director of Special & Pupil s Start Date 9/2/2014 End Date 6/1/2017 Program Area(s) Special

31 31 Professional Development Details Hours Per Session 1.0 # of Sessions 9 # of Participants Per 200 Session Provider Provider PDE Approved Knowledge Gain AIU3/District Staff/Administration Entity Yes District administrators, parents, teachers, and staff will have a solid understanding of -wide Positive Behavioral. There will be a clear understanding that there will be a consistent set of rules and consequences that all students will know and understand. RtII and IEP teams will be able to develop appropriate Behavioral Plans that will be implemented consistently across all classroom settings so that the child can be educated within the least restrictive environment. All building committees will continue to meet on an ongoing basis in order to review data to make informed decisions regarding the need to revise or adjust the current program. They will continue to create building-wide procedures, expectations, and define common language used so that all students, staff, and parents understand the expectations in each building. Research & Best Practices Base The district will utilize research-based resources and best practices when implementing FBAs and BSPs. Specifically, the district will utilize the forms that are available for use through PDE's Bureau of Special and PaTTAN. Members of the building RtII and IEP teams will follow the best practices identified through the AIU3 when conducting FBAs and developing Behavior Plans. The district continues to utilize the Olweus and CHAMPS Bullying Prevention when conducting classroom lessons. 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 decisionmaking. Empowers educators to work effectively with parents and

32 32 community partners. 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. 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 LEA Whole Group Presentation Series of Workshops Whole Group Presentation Professional Communities Participant Roles Classroom teachers Principals / Asst. Principals Supt / Ast Supts / CEO / Ex Dir counselors Paraprofessional New Staff Grade Levels - Primary (prek - grade 1) - Intermediate (grades 2-5) Middle (grades 6-8) (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 Joint planning period activities Evaluation Methods Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism. Participant survey Review of disciplinary referrals

33 33 Paraprofessional Description The district employs 50 Special paraprofessionals. All paraprofessionals meet the highly qualified standard by possessing one of the following: 1) portfolio that documents the paraprofessional met the 13 competencies outlined by PDE 2) college degree 3) associates degree The district makes it a practice to seek candidates for hire that possess an associates or college degree. If the candidate does not posses one of these two degrees, then the district will arrange for the paraprofessional to obtain mastery of the 13 competencies that PDE identified in order to become highly qualified. All paraprofessionals are required to participate in CPR/First Aid/AED training that is arranged through the district. All paraprofessional have also been trained in Non-violent Crisis Prevention and De-escalation techniques. They were all certified for CPI in the fall of 2014 and will be renewed each year. All paraprofessionals are required to participate in professional development activities during professional education days. These activities are all topics that pertain to their role as a paraprofessional. A needs assessment survey is given to paraprofessionals at the end of each school year in order to identify areas of need/focus. Administrators and special education teachers are given the opportunity to provide their input on the type of training needed for the paraprofessionals. The district uses district personnel, AIU consultants and other private consulting firms to provide on-site professional development. Evidence of Implementation: 1. Observations and evaluation summaries from building principals and/or Director of Special & Pupil s

34 34 2. ndas from professional development activities 3. Possession of college degree, associates degree or completion of the 13 competencies for highly qualified status 4. Certifications of CPI, First Aid, CPR, and AED completion Person Responsible Kathleen R. Shirey, Director of Special & Pupil s Start Date 9/2/2014 End Date 6/1/2017 Program Area(s) Special Professional Development Details Hours Per Session 4.0 # of Sessions 6 # of Participants Per Session Provider Provider PDE Approved Knowledge Gain 50 District Staff/AIU3/PaTTAN/Outside Consultants Entity Yes Paraprofessionals will gain a better understanding of the various types of disabilities that children have and be better equipped when assigned to work with students. There is a broad range of topics covered during professional development trainings that offer paraprofessionals a number of tools to reference when working with children with disabilities. They should be able to manage assisting with accommodations Research & Best Practices Base All training and resources utilized are researched based best practices. The district often utilizes resources recommended by the AIU consultants and will frequently implement in the AIU has provided training on throughout the school year. 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 decisionmaking. Empowers educators to work effectively with parents and community partners.

35 35 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. 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 LEA Whole Group Presentation Series of Workshops Whole Group Presentation Professional Communities Participant Roles Principals / Asst. Principals Paraprofessional New Staff Grade Levels - Primary (prek - grade 1) - Intermediate (grades 2-5) Middle (grades 6-8) (grades 9-12) Follow-up Activities Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers alysis of student work, with administrator and/or peers Peer-to-peer lesson discussion 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 Participant survey

36 36 Reading NCLB #1 Description The district will analyze and disseminate Reading data in order to provide tiered, individualized Reading instruction and interventions. Evidence of Completion: 1. Maintain SBIT and Reading Specialists in each building to work with students who scored Basic, Below Basic, and are on the bubble of Low Proficient on the PSSA 2. Maintain co-teaching in all buildings K Develop IEP goals that adequately target Reading deficits for students with learning disabilities in Reading 4. Continue the RtII process in Grades K-6 for Reading 5. Expand RtII to Grades 7-8 for Reading 6. Provide professional development in the area of Reading strategies and data analysis 7. Utilize PVAAS, curriculum based assessments, PSSA, and district benchmark assessments to guide instruction and interventions 8. Continue monthly PLC meetings in all buildings K Continue monthly Data Core Team meetings in all buildings K-12 Person Responsible Kathleen R. Shirey, Director of Special & Pupil s Start Date 9/2/2014 End Date 6/1/2017 Program Area(s) Special Professional Development Details Hours Per Session 1.0 # of Sessions 90 # of Participants Per Session Provider Provider PDE Approved Knowledge Gain 15 District Staff Entity Yes Teachers will gain a stronger understanding of how to analyze data in order

37 37 to design effective student either through IEPs or the RtII process. Small group instruction will enhance the student to teacher ratio, allowing more meaningful instruction and one on one support. Ongoing professional development will increase teachers' ability to provide effective instruction that meets the individual needs of students who are struggling with reading skills. Research & Best Practices Base Research-based materials and resources are utilized when providing instruction to students. Those students who participate in Tier I, II or III through the RtII process are using research-based materials and resources in order to increase skill deficits. The Assistant Superintendent, Director of Special and Pupil s, and Psychologists oversee the RtII process K-6 and are responsible for providing training to support teachers on how to utilize the research-based materials with fidelity. All special education teachers who provide direct instruction to students with IEPs have received training on how to effectively implement the researchedbased resources available to them. 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 decisionmaking. Empowers educators to work effectively with parents and community partners. 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. 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 LEA Whole Group Presentation

38 38 Series of Workshops Whole Group Presentation Department Focused Presentation Professional Communities Participant Roles Classroom teachers Principals / Asst. Principals Supt / Ast Supts / CEO / Ex Dir counselors Paraprofessional Grade Levels - Primary (prek - grade 1) - Intermediate (grades 2-5) Middle (grades 6-8) (grades 9-12) Follow-up Activities Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers alysis of student work, with administrator and/or peers Creating lessons to meet varied student learning styles Peer-to-peer lesson discussion Joint planning period activities Evaluation Methods Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism. Student PSSA data Standardized student assessment data other than the PSSA Classroom student assessment data Review of participant lesson plans Transition Description Plum Borough District's transition program for students with disabilities provides them with various opportunities through their Individualized Programs (IEPs). All students with IEPs ages 14 and over will maintain a Transition Folder would include their completed student interest surveys, reflections from any job shadowing or community based instruction experiences, transition surveys and other activities that will

39 39 enhance their understanding of the various career options in order to successfully prepare them for post high school experiences. The special education teachers are responsible for overseeing the development of these portfolios for students assigned to their caseloads. All secondary special education teachers participated in the Indicator 13 training in 2011 that was required by PDE through the AIU 3. Additional training on transition is provided yearly during professional development days and as needed throughout the school year. Representatives from the special education department from both the middle and high school will attend the monthly special education transition council meetings offered through the AIU 3. The expectation is for them to share the information with their colleagues through best practice sharing sessions. The elementary buildings have a yearly career day in parents and guests from the community who have careers are invited to share the day with our elementary students by explaining what their career is and providing realistic experiences for our young children that help expands their understanding and awareness of the various types of careers available. Additionally, case managers meet at the end of each school year to review students they've had who are moving to another grade level and case manager to ensure a smooth transition. The middle school implemented a rotation course in 2010 called "Career Exploration" that allows students to learn more about various careers. It is a six-week course in students complete various activities that enhance their understanding of careers and allows them to research a career of interest in order to learn more about the requirements. The high school has Transition and College and Career Fairs that students can access before and after school to gain more understanding of the various types of careers. Evidence of Implementation: 1. PDE Special Data Report on Transition 2. IEP Documentation for transition 3. Artifacts from student transition portfolios

40 40 4. ndas from professional development activities 5. PDE required student transition surveys 6. Available data regarding career plans for students graduating or aging out of the special education program 7. Attendance rosters from Transition and College and Career Fairs 8. Completed student interest and transition surveys 9. Monthly attendance at the Transition Council Meetings offered through the AIU 3 and sharing the resources with colleagues Person Responsible Kathleen R. Shirey, Director of Special & Pupil s Start Date 9/2/2014 End Date 6/1/2017 Program Area(s) Special Professional Development Details Hours Per Session 3.0 # of Sessions 3 # of Participants Per Session Provider Provider PDE Approved Knowledge Gain 30 District Staff/AIU3/PaTTAN/Outside Consultants Entity Yes Special teachers will have a better understanding of writing effective transition goals IEPs and developing transition that are meaningful and appropriate for our students with disabilities. They will be knowledgeable of the numerous transition resources available and will share these resources with the students and their families so that effective planning can take place at home. Research & Best Practices Base The district utilizes a approach based on current research and best practices when developing students' transition in line with their IEP. The guidelines from the Indicator 13 training are considered when creating transition plans and the resources provided by the AIU 3 are always utilized with the students, including student interest surveys, transition surveys, questionnaires, etc.

41 41 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 decisionmaking. Empowers educators to work effectively with parents and community partners. 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. 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 Department Focused Presentation Professional Communities Offsite Conferences Participant Roles Classroom teachers Principals / Asst. Principals Supt / Ast Supts / CEO / Ex Dir counselors New Staff Parents Grade Levels Middle (grades 6-8) (grades 9-12) Follow-up Activities Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers

42 42 alysis of student work, with administrator and/or peers Journaling and reflecting Evaluation Methods Standardized student assessment data other than the PSSA Participant survey Review of written reports summarizing instructional activity Portfolio

43 43 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, and alternative placements available to the school district for placement and implementation of the special education 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 and extracurricular and nonacademic 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 provided to students with disabilities in this local education agency. No signature has been provided Board President No signature has been provided Chief Administrator