DEPARTMENT OF EDUCATION

Transcription

1 Pennsylvania Department of Education COMMONWEALTH OF PENNSYLVANIA DEPARTMENT OF EDUCATION 333 MARKET STREET HARRISBURG, PA Special Education Report Monday, April 07, 008 Entity: Ephrata Area SD Address: 803 Oak Blvd Ephrata, PA Phone: Contact Name: School District Demographics School IU # # of District Bldgs Ephrata Area SD Lancaster- Lebanon IU 3 Dr. Gerald Rosati Total Enrollment Total Unduplicated SES Students District Special Education Contact:

2 Name Title Phone Fax Mrs. Sherry Zubeck Coordinator of Student Services Special Education Plan Team Members Name Affiliation Membership Category Appointed By Detective Tony Russell Ephrata Borough Police Department Community Representative Dr. Gerald Rosati District Administration Dr. Kenneth Porter District Administration Mr. Brent Kametz Highland Elementary School Elementary School Teacher Teachers Mr. Charles Doll Ephrata High School Administrator Administration Mr. Harry Shaub Retired School Board Member Community Representative Mr. Kevin Fillgrove Ephrata Middle School Administrator Administration Mr. Roger Brubaker Central Office Administrator Mr. Tom Ferrari Mr. Vincent J. Henry Ephrata High School Ephrata Area School District Secondary School Teacher Teachers Mrs. Anne Ruhl Elementary / Middle School Parent Administration Mrs. Connie Kirby Ephrata Middle School Middle School Teacher Teachers Mrs. Dorothy Love Ephrata High School Parent Administration Mrs. Jenny Miller Mrs. Judy Gemmell Mrs. Kellie Ludwig Mrs. Kimberly Schlemmer Ephrata Area School District Highland Elementary School Ephrata High School Highland Elementary School Board Member Elementary School Teacher Secondary School Teacher Administrator Teachers Teachers Administration Mrs. Linda Umble Ephrata Middle School Middle School Teacher Teachers Mrs. Michelle McHenry Mrs. Millie Carlson Laser Labs Highland Elementary School Community Representative Elementary School Teacher Teachers Mrs. Nancy Henry Ephrata Middle School Middle School Teacher Teachers Mrs. Stacie Bardell Ms. Debra Hall Theresa Kreider Highland Elementary School Ephrata Chamber of Commerce District Administration Elementary School Teacher Business Representative Special Education Representative Program Evaluation (P.L. 05-7, 6() and 63(a)) Teachers

3 Current Program Strengths and Highlights The Ephrata Area School District offers a wide continuum of special education services within the district. Students with learning disabilities are provided with resource level support at all five elementary buildings and one part time class at elementary. There are part time, resource level, and itinerant level learning support teachers at both our Middle School and High School. Although we contract with Intermediate Unit 3 (IU3) to provide services, we have been host to eight IU3 classes: one emotional support class at elementary, two emotional support classes at MS, one emotional support class at HS, two elementary life skills support classes, one diagnostic kindergarten class, and one elementary deaf & hard of hearing class. The Ephrata Area School District continues to provide more than their fair share requirement asks of them, in an attempt to serve as many of our students in our community as possible. It should also be noted that a residential treatment facility (Summit Quest Academy) is also located in the community of Ephrata to serve students with severe emotional disturbances, as well as a School-to-Work Center Based Program for secondary life skills students. In addition to the variety of services available, the Ephrata Area School District offers an experienced special education staff of twenty-two teachers, only six of which are non-tenured. Monthly meetings are held with the Coordinator of Student Services and all special education teachers at each instructional level to review current student issues and to plan proactively. Monthly meetings are also held with the Coordinator of Student Services and the three full time school psychologists, and all guidance counselors across all instructional levels, to discuss both those students who are identified exceptional, as well as those thought to be exceptional, but not yet identified. Finally, staff collaboration is also evidenced at the administrative level. The Coordinator of Student Services works with both the Assistant of Elementary Programs and the Assistant of Secondary Programs to support building principals by offering assistance in planning for those exceptional learners with very specific needs. Another strength of the special education program is the quality of professional development made available to our regular and special education staff throughout the school year. IU3 and PaTTAN provide training on research-based instructional strategies and provide new information regarding exceptionality specific topics (i.e. supporting students with disabilities to perform well on PSSA; managing the social and emotional needs of students in regular education classes; effective strategies for the Aspergers student; etc.). EASD staff are both encouraged and permitted to attend these valuable in-service opportunities. Identifying Students with Learning Disabilities Enrollment Differences Ethnicity Enrollment Differences Exiting Statistics 4 P.S., 306 and 306. Placements Facilities for Nonresident Students Facility Name Summit Quest Academy (approved as an Institutionalized Children's Program) Provider of # of Students Receiving Educational Services Srvcs as of Dec Intermediate Unit 3 5

4 Incarcerated Students Oversight The juvenile detention facility (Barnes Hall) and the Lancaster County Prison contact the Ephrata Area School District whenever a student is placed there in need of services. IU 3 provides special education teachers at both facilities to deliver special education services. As LEA, the Coordinator of Student Services at the EASD would attend IEP meetings, re-evaluations, and monitor student progress oversight for all those incarcerated students. Facilities for Incarcerated Students Facility Provider of Educational Name Services N/A N/A 0 Least Restrictive Environment 34 CFR # of Students Receiving Srvcs as of Dec Ensuring Maximum Integration The students' IEP team considers the educational needs for each individual student and then makes a determination as to where those needs can best be met. It is always the emphasis to provide our students with disabilities maximum opportunities with non-disabled peers. It is also the intent of the EASD to educate students with disabilities in the same school they would attend if non exceptional. However, given the incidence rates of certain populations it is not always possible to do so. In those circumstances, we look to our neighboring school districts and Intermediate Unit 3 to host/operate special education classes in which students with similar needs, from different school districts, can be provided a free appropriate public education. Supplementary Aids and Services Service Comment In compliance with state and federal law, the In order to qualify as a protected Ephrata Area School District that it conducts handicapped student, the child must be ongoing identification activities as a part of its school age with physical or mental disability school program for the purpose of identifying that substantially limits or prohibits students who may be in need of special participation in or access to an aspect of the education and related services (eligible school program. These services and students). Individualized services and programs protections for protected handicapped are available for children who are determined to students are distinct from those applicable need specially designed instruction due to the to all eligible or exceptional students following conditions: enrolled (or seeking enrollment) in special. Autism education programs.. Deaf-blindness 3. Deafness 4. Emotional Disturbance 5. Hearing Impairment 6. Mental Retardation 7. Multiple Disabilities 8. Orthopedic Impairment 9. Other Health Impairment 0. Specific Learning Disability. Speech and Language Impairment. Traumatic Brain Injury 3. Visual Impairment Including Blindness In compliance with the state and federal law, the Ephrata Area School District will provide to each protected handicapped student without

5 discrimination or cost to the student or family, those related aids, services, or accommodations which are needed to provide equal opportunity to participate in and obtain the benefits of the school program and extracurricular activities to the maximum extent appropriate to the student's abilities. LRE Data Analysis Least Restrictive Environment - Facilities Facility Name Type of Facility Type of Service Cocalico SD Cocalico SD Cocalico SD Cocalico SD Conestoga Valley SD Conestoga Valley SD Conestoga Valley SD Eastern Lancaster Co. SD Hempfield SD Manheim Central SD Manheim Township SD Manheim Township SD Manheim Township SD School District of Lancaster Warwick SD Warwick SD Warwick SD Full Time Multiple Disabilities Part Time Learning Full Time Life Skills Full Time Life Skills Full Time Multiple Disabilities Full Time Autistic 4 Full Time Physical Full Time Diagnostic Kindergarten Full Time Physical Full Time Life Skills Full Time Autistic Full Time Life Skills Warwick SD Full Time Physical # of Students Placed

6 IU 3 - Basic Occupational Skills Special Education Centers Full Time Life Skills or Learning 5 IU 3 - Community School Southeast Special Education Centers IU 3 - School to Work Center Special Education Centers Full Time Life Skills or Learning 5 IU 3 - Fairland Bldg. Special Education Centers Devereux Day School Approved Private Schools RTF - Glade Run Lutheran Services Other RTF - Hoffman Homes Other RTF - Sunrise School for Exceptional Children Other RTF - Catholic Charities Other Personnel Development for Improved Student Results Technical Assistance and Personnel Development Activities: Topic AYP Anticipated Dates Partners Participants and Audience Format Evidence of Results Topic Proficiency Anticipated Dates Partners Participants and Audience Format Evidence of Results Topic Participation Anticipated Dates Partners Participants and Audience Format Evidence of Results Personnel Development - PA NCLB Goal #

7 Personnel Development - PA NCLB Goal #3 Personnel Development Activities: AUTISM: Students with disabilities will be provided services by an Topic adequate supply of personnel with the knowledge and skills necessary to meet their needs. Anticipated Dates Partners Ongoing PATTAN professional Staff, IU development Staff, Private will occur as providers of needs arise autism throughout the services and assessment. school years. Participants and Audience Parent, New Staff, Paraprofessional, Instructional Staff, Administrative Staff, Related Service Personnel Format On-site with Guided Practice, Workshops with Joint Planning Periods, Conferences Evidence of Results The district will demonstrate an increased capacity to successfully plan and implement transition plans for 00% of students with autism (placed in approved private school settings) back into local programming options. In , outreach to an approved private school (wherein an autistic student is placed) will occur at a minimum of three times during the school year for purposes of better understanding those specialized services unique to the private school setting. In , it is anticipated that this student will be able to begin building a transition process back to local educational programming with a potential for discharge from the approved private school in This will require 00% of all necessary professionals (teachers, therapists and consultants) to observe the autistic student in the approved private school setting at a minimum of three times over the traditional school year. In 00% of the students with Autism placed in Approved Private School settings, ongoing meetings with the student's IEP team will be necessary to appropriately shape the public school

8 setting to ensure FAPE and maximize a successful transition. Quality professional development in the area of Autism with more case specific training (for 00% of impacted school staff) and an autism awareness/sensitivity training (made available for 00% of the student's peers) will occur during the school year in anticipation of the student's return to a public school setting. Should the student's needs deviate from this anticipated vision, the school district will remain ever vigilant in providing 00% of necessary teachers and staff current professional development in the area of Autism for continued understanding and technical knowledge of research based strategies effective in effectively supporting 00% of those autistic students currently attending our school district. Topic ROLE OF PARAEDUCATOR/HIGHLY QUALIFIED TEACHER: Students with disabilities will be provided services by an adequate supply of personnel with the knowledge and skills necessary to meet their needs. Anticipated Dates Ongoing professional development activities will be provided to all paraeducators working with students with disabilities throughout the school years. Partners PATTAN Staff, IU Staff Participants and Audience Paraprofessional Format On-site with Guided Practice, Conferences Evidence of Results Paraeducators will demonstrate increased understanding and competencies when working with and supporting the needs of exceptional learners. This is will be evidenced throughout per an annual 95% or higher attendance rate of paraeducators at all professional development

9 activities. Teacher evaluation of the paraeducator's ability to competently meet the needs of the exceptional students will reflect an overall district paraeducator competency rating of 80% or higher in ; 85% or higher in ; and 90% or higher in % of all special education teachers will maintain their highly qualified status throughout Personnel Development - PA NCLB Goal #5 Personnel Development Activities: TRANSITION: Students with disabilities will demonstrate increased ability Topic to successfully make the transitions to school age programs, to work, to post-secondary education and/or adult living. Anticipated Dates Partners Ongoing professional development activities related to transition PATTAN needs of Staff, IU exceptional Staff students will be a consistent focus throughout the school years. Participants and Audience Parent, New Staff, Paraprofessional, Instructional Staff, Related Service Personnel Format On-site with Guided Practice, Conferences Evidence of Results A survey will be provided to 00% of all special education graduates in to measure the success of transition planning for the exceptional student. It will provide the district with affirmation of successful planning or will identify need areas related to unrealized transition outcomes. In a Special Education Transition Committee (comprised of special education teachers, IU 3 transition consultants, district administration, community agencies, and interested parents and students) will make recommendations to the scope and quality of our transition services currently made available to special education students, per those responses received from the graduation survey. 00% of programmatic changes that can be of

10 immediate benefit and are easily realized will be implemented during % of the programmatic changes to the transition model, per recommendations of the Special Education Transition Committee, that require interagency collaboration or increased fiscal support will be realized over time with anticipated implementation by Behavior Services Interagency Collaboration ( P.S ) Ensuring FAPE/Hard to Place Students Local Continuum of s and Services Expansion of Continuum of s and Services Program Profile ID OPR Location / Building Name - SD - IU Akron Elementary Akron Elementary Bldg Grade Bldg Type Type of Type of Service Low Age High Age Case load Tchr FTE E GE R LS E GE FT DHIS SD Clay Elementary E GE R LS SD Clay Elementary E GE R LS SD Clay ELementary E GE PT LS IU Clay Elementary E GE FT LS IU Clay Elementary E GE FT LSS IU Clay Elementary E GE FT LSS SD - SD - SD Fulton Elementary Highland Elementary Lincoln Elementary E GE R LS E GE R LS E GE R LS SD Middle School M GE PT LS SD Middle School M GE R LS SD Middle School M GE R LS 6 8.0

11 - SD Middle School M GE R LS SD Middle School M GE I LS SD Middle School M GE I LS SD Middle School M GE I LS IU Middle School M GE FT ES IU Middle School M GE FT ES SD High School S GE I LS SD High School S GE I LS SD High School S GE I LS SD High School S GE I LS SD High School S GE R LS SD High School S GE R LS SD High School S GE R LS SD High School S GE PT LS IU High School S GE FT ES T SD Fulton Elementary E GE PT LS Staff (District) School District: Ephrata Area SD ID OPR Title Location FTE - SD Psychologists District Wide SD Para Professionals - Special Education District Wide SD Coordinator of Student Services District Wide.0 - SD Special Education Secretary District Wide.0 - SD School Psychologist Secretary District Wide.0 - SD Instructional Teachers District Wide 0.0 Contracted Services ID IU / Agency Title / Service - IU 3 Speech and Language Therapist 5 Days - IU 3 Physical Therapist 5 Hours - IU 3 Occupational Therapist 0 Hours - IU 3 Job Trainer 5 Days - IU 3 Hearing 9 Hours - IU 3 Vision 6 Hours - IU 3 Special Education Consultants 73 Hours - IU 3 Supervisor 44 Hours - IU 3 Psychologist 3 Hours - IU 3 Social Worker 35 Hours Amount of Time per Week

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13 ASSURANCE FOR THE OPERATION OF SPECIAL EDUCATION SERVICES AND PROGRAMS School Years: The Ephrata Area SD within Lancaster-Lebanon IU 3 assures that the school district will comply with the requirements of PA Code Chapter 4 and with the policies and procedures of PDE. PDE will specify, in writing, policies and procedures to be followed. Requests for any deviations from these regulations, standards, policies, and procedures must be made in writing to PDE. The school district understands that special education reports will be approved by PDE in accordance with the following criteria as set forth in Pa. School Code  4.04:. 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.. The school district has adopted a child find system to locate, identify and evaluate young children and children who are thought to be a child with a disability eligible for special education residing within the school district's jurisdiction. Child find data is collected, maintained, and used in decision-making. Child find process and procedures are evaluated for its effectiveness. The school district implements mechanisms to disseminate child find information to the public, organizations, agencies, and individuals on at least an annual basis. 3. The school district has adopted policies and procedures that assure that students with disabilities are included in general education programs and extracurricular and nonacademic programs and activities to the maximum extent appropriate in accordance with an Individualized Education Program. 4. The school district will comply with the PA Department of Education, Bureau of Special Education's report revision notice process. 5. The school district follows the state and federal guidelines for participation of students with disabilities in state and district-wide assessments including the determination of participation, the need for accommodations, and the methods of assessing students for whom regular assessment is not appropriate. 6. The school district assures the Pennsylvania Department of Education that funds received through participation in the medical assistance reimbursement program, ACCESS, will be used to enhance or expand the current level of services and programs provided to students with disabilities in this local education agency. This assurance must be signed by the School Board President and the for the school district to operate services and programs. Board President Date Date