DEPARTMENT OF EDUCATION

Transcription

1 Page 1 of 25 Pennsylvania Department of Education COMMONWEALTH OF PENNSYLVANIA DEPARTMENT OF EDUCATION 333 MARKET STREET HARRISBURG, PA Special Education Report Friday, May 30, 2008

2 Page 2 of 25 Entity: Parkland SD Address: 1210 Springhouse Rd Allentown, PA Phone: Contact Name: School District Demographics School District IU # Superintendent # of Bldgs Total Enrollment Total Unduplicated SES Students Parkland SD Carbon-Lehigh IU 21 Dr. Louise Donohue District Special Education Contact: Name Title Phone Fax Louise Fick Supervisor of Special Education fickl@parklandsd.org Special Education Plan Team Members Name Affiliation Membership Category Appointed By Ara Hoderweiski Parkland School District Special Education Teacher Louise Fick Lisa Lantier Parkland School District Parent Louise Fick Louise Fick Parkland School District Administrator Robert Thornburg Margaret Goll Parkland School District Other Louise Fick Robert Thornburg Parkland School District Administrator Louise Fick Samantha Edwards Parkland School District Regular Education Teacher Louise Fick Program Evaluation (P.L , 612(2) and 613(a)) Current Program Strengths and Highlights The strength of our Special Education Program in the Parkland School District is our collaborative, team approach to educating our students with disabilities. It is our belief and practice that we build special programs specifically tailored to the assessed needs of a student and attempt to have supports in place to deliver programs in the regular education environment as much as possible. We look at the child as a whole and determine what is needed to provide an appropriate public education. The district is committed to creating programs that are integrally involved with and delivered through general education programs. We offer a continuum of services for each exceptionality and work collaboratively with the Carbon Lehigh Intermediate Unit.

3 Page 3 of 25 We pride ourselves on our evaluation and re-evaluation reports which include assessment data that drives our IEPs. Our school psychologists lead a multi-disciplinary team that has the ability to interpret assessment data and make appropriate educational recommendations guiding our IEP teams to develop meaningful educational programs for our special education students. Along with the support of our school psychologists, our district has two consultants that work with IEP teams. Both our Autistic Support Consultant and the Behavior Specialist have been invaluable to our teams in providing strategies and consultation for students that in the past may have been placed in a more restrictive environment. Special education services are provided in all of our buildings. On the elementary level, our special education program is a model whereby students are placed in their grade appropriate classrooms with support provided as outlined by their individual education plan. All related services and supplementary aids are provided within each building. The Parkland School District works with parents and staff to build a trusting relationship in working together to provide an appropriate public education for our students. On the secondary level, we have a state-wide recognized co-teaching model at Parkland High School and are currently beginning to implement this in our Middle School. Along with a co-teaching model, we offer support for students in general education classes through in class support as well as direct instruction for reading, language arts, English and math. At the high school level a Learning Lab support period and or Study skills class is available for those students who are either fully included and or require that level of support in their academics. Study skills involves working on developing strategies in the areas of organization, time management, reading comprehension skills, homework completion and test preparation under the supervision and instruction of a special education teacher. Some of our students require a more supported program within both the middle and high school and are involved in a part time class. Instruction can be delivered within the special education classroom in all subject areas or, a variety of combinations of direct instruction classes and included classes. This would be based on an individual students needs, the IEP team, and academic and transitional (life skills) needs. Within the part time learning support program at both the middle and high school there is a Community Based Instruction component that centers on instruction in life skills as well as trips into the community to practice skills learned. The students involved in our part time learning support program can continue gaining job related skills until the age of 21. After their 12 th grade year most of these students are involved in a Work Based Learning Program as well as their half-day at Lehigh Career and Technical Institute. The Work Based Learning Program gives these students the opportunity to try different job sites within the community to further explore possible job interests and gain on the job training while continuing to work on job related competencies at Lehigh Career and Technical Institute. They have also been working and continue to work on life skills necessary for transition into supported and or independent living situations The district has two part time emotional support classes, one housed at Orefield Middle School and the other at Parkland High School. Both of these programs focus on a strong behavioral component to the classroom along with academic instruction. The emotional support programs provide students with direct instruction by a special education teacher in all academic areas or a combination of direct instruction and included classes in the general education setting. Both of these classrooms focus on improving student behavior and improving academic abilities. Along with a very dedicated and knowledgeable staff, we have a strong parental community that is very involved with their children's education. Our percentage of attendance at IEP meetings is very high and we feel we have a very collaborative approach with parents and staff to provide quality special education programs.

4 Page 4 of 25 Identifying Students with Learning Disabilities Parkland School District follows federal and state regulatory guidelines in assessing students with learning disabilities. Typically a student is referred through the instructional support team at the elementary level and child study teams at the secondary level. This pre-referral service provides the team with the opportunity to provide direct intervention to students in regular education while collecting data on individual students. Parkland has also begun the process of providing a universal screener in reading for grades K-2 in the school year. Students are identified as meeting the benchmark, and or needing strategic or intensive instructional opportunities. Interventions are provided through regular education in the skill area identified. Periodic progress monitoring is provided to gauge progress in the regular education curriculum. The multi-disciplinary team reviews the need for a special education evaluation based on the student s performance through the instructional support team and through analyzing their progress in responding to regular education strategies. In addition to team referrals to the multi-disciplinary team, parents and other interested parties are also able to request an evaluation for a learning disability. The school psychologist coordinates and oversees the evaluation process. A team of staff may be involved in collecting data and or administering assessments. The team may consist of school counselor, nurse, reading specialist, special education teacher, regular education teacher, parent, and when appropriate the student. The comprehensive evaluation includes a review of record, cognitive assessments, individual and or group achievement information, curriculum based measures, classroom observations, in addition to anecdotal comments from staff and family. With respect to identification of a learning disability the team will need to conclude: (A) documentation of severe under-achievement or a severe gap between cognitive ability and academic achievement in addition to processing and working memory difficulties and (B) documentation that the condition occurs in a variety of settings and it is not the result of other factors such as health issues, socioeconomic status, lack of instruction, or limited English proficiency or cultural factors.

5 Page 5 of 25 This process adheres to the timelines as established by federal and state laws. Prior to July 1, 2008 the process would not take longer than 60 school days. After July 1, the process will be completed in 60 calendar days. Regardless, the parent is provided a copy of the evaluation report which includes their input. The team forwards the results to the Individual Education Planning Team which designs the goals, specially designed instruction, and or related services based on the information in the evaluation report. Enrollment Differences Not significantly disproportionate. Ethnicity Enrollment Differences No significant disproportionality by race or ethnicity. Exiting Statistics As reported, our graduation rate is higher than both the state average and the SPP target rate. The Parkland School District will continue to offer the types of programs and supports that encourage students to graduate. The drop out rate reported is lower than the state average but does not meet the SPP target. The Parkland School District recognizes that for some students school is not a viewed as motivating or necessary part of life. We will continue to strive to work with students and families to offer options so students will choose to stay in school and graduate with their peers. We will present students with options, strive to develop their strengths and increase our connections with community agencies so that we may all work as a team to make sure our students stay in school. Instructional Program Options: The Parkland School District has many academic options for students to develop their interests and skills. Our Special Education Students can choose from a variety of core courses as well as many electives to assist in the development of their career pathway. Career Pathways is a comprehensive program of career awareness, exploration, and preparation/application, K-12. Both the "Traditional Academic" pathway and the "Technical Academic" pathway offer an education which helps students focus on a non-binding career cluster in high school and guides them in the selection of course sequences necessary to achieve there educational and career objectives. Parkland's goal is to meet the individual needs of students, while at the same time, preparing them to find success as an adult. At the high school, special education students benefit from several different types instructional and academic of supports. The Parkland School District works closely with the Lehigh County Technical Institute (LCTI) to offer a wide variety of options for our special education students. LCTI has several different specialized career and technical training opportunities and students have the option of a half or full day program. Our Co-teaching program in Math and English offered to 9-12 th graders attending LCTI for half a day offers the support of special and regular education teacher in classroom utilizing the expertise of both teachers to assist students with meeting with success. The Career Academy Program (CAP) of Lehigh Career & Technical Institute provides an alternative for at risk students to receive a high school diploma and work toward a career goal. Lehigh Career & Technical Institute instructors, teachers assistants and a guidance counselor are on staff to specifically help CAP students develop skills. These skills are a vital part of preparing students to enter the job market and post-secondary education. For example, the students learn to develop their job seeking skills, and make plans for full-time employment upon graduation.

6 Page 6 of 25 Job Shadowing Program offered to l 10 th grade students who attend LCTI. A partnership with LCTI, Parkland High School and local businesses in the community offers students the opportunity to voluntarily work in the field related to their specialty lab at LCTI for eight consecutive Wednesdays. Career Linking Summer Academy The purpose of this week long program is to prepare students to make meaningful career choices and to give them the skills they need to obtain a career. Student Support Team is a support available at the high school and has assisted many students with substance abuses and mental health issues. Many students experience barriers to school success because of drugs/alcohol or mental health problems that not only interfere with their educational performance, but their physical, social and emotional development as well. The function of this team is to gather and collate information. The information includes the student s academic performance and potential, classroom behaviors, attendance records, school policy violations, and other objective or significant data from administrators, guidance counselors, the nurse and teachers. The data collected remains confidential within the team. The Parkland High Schools Student Support Team is an intervention program designed to identify and refer students to appropriate resources in the school or the community.

7 Page 7 of P.S., 1306 and Placements Facilities for Nonresident Students Facility Name Provider of Educational Services # of Students Receiving Srvcs as of Dec 1 KidsPeace KidsPeace 11 Lehigh County Detention Center IU 6 Valley Youth House Group Home Parkland School District 2 PATHS Group Home Parkland School District 3 Incarcerated Students Oversight All students with disabilities (or thought to have disabilities) in a correction setting receive a free appropriate public education through individualized services to meet their needs in the least restrictive environment to the maximum extent appropriate. Students placed at the Allentown Secure Treatment Unit or the Youth Forestry Camp #2 by the juvenile court system are afforded all procedural safeguards including evaluations, parent permissions, IEPs, related and special services, and all the rights afforded to students with disabilities in the local school district. Options, within the school programs are available to be the least restrictive to meet the student's individual needs. Both institutions have undergone compliance monitoring and were found to have no issues. The program at the Lehigh County Detention center is different from a corrections program. Al students do receive free public education services during their stay at the Detention Center. Students are pre-tested, but normally leave before any post-testing can take place. All students do receive instruction if they are able to come to school. Some have court appointments: some have probation appointments, etc. Students may be there for one day or twenty days, contingent upon their various hearing and legal appointments. School districts do not send school records to the Detention Center. When students leave, a transcript is developed for each student and is sent to the home school district in order to document academics and attendance. Facilities for Incarcerated Students Facility Name Provider of Educational Services # of Students Receiving Srvcs as of Dec 1 NA NA 0 Least Restrictive Environment 34 CFR

8 Page 8 of 25 Ensuring Maximum Integration The Parkland School District has kept intact the Instructional Support Model in all of our elementary buildings. This pre-referral.screening model assists teams in providing strategies for students at risk. Along with this model, response to intervention, with the strategic instruction and on going progress monitoring is implemented through the DIBELS assessments a tiered intervention system. At the secondary levels, we have grade level teams, child study teams and student support teams that intervene with at risk students while keeping them in the general education curriculum. If a student requires a multi -disciplinary evaluation, our school based teams conduct evaluations that are complied into a comprehensive evaluation report that will determine if the student is eligible for special education services and what specially designed instruction is necessary for that student to make educational gain. As evidenced by the Special Education Data Report, the Parkland School District educates, to the maximum extent appropriate, children in the least restrictive environments. Sixty seven percent of our children are education outside the regular classroom less than 21% of the time, as compared to a state average of 47.2%. We have 24.85% of our students outside the regular class 21-60%, as compared to the state average of 34.01% and only 4.9 % of our students are educated outside the regular class more the 60% of the time as compared to the state average of 14.4%. To ensure that students are educated within the least restrictive environment there are several questions that the IEP team considers when developing a program for a special education student. As an IEP is developed, the team considers the supplementary aids and services that are required to enable a student to make progress on their goals. The team decides if the student, with those aids and services will benefit from instruction in the general education classroom or will they require instruction in the special education environment. The Parkland School District has two consultants that work with teams to provide support and strategies for students to enable them to be educated in their home schools and within the general education classroom. Both our Autistic Support Consultant and Behavior Specialist work with teams to assist in providing a successful eduction experience for children on the Autism Spectrum and those students that have behavioral difficulties. This model has proven to be extremely successful and has provided our staff with professional development, site-based training, consultation and technical assistance. Along with this on-site opportunity for professional development, the Parkland School District participates in the training offered by PDE/PaTTAN on a regular basis as well as professional development through the Carbon Lehigh Intermediate Unit (TAC staff) and our own school district. The Parkland School District special education programs offer evidence-based models. Our Co-teaching model at the high school is state renown and we host site-based training for other districts. We work collaboratively with the Carbon Lehigh Intermediate Unit and offer a continuum of services to meet the needs of all of our students. Supplementary Aids and Services Service Special Education Services Behavior Specialist Autism Support Consultant Comment Special Education services are provided to students within the regular education classroom; through itinerant level services, through a co-teaching model; support within the regular education classroom as well as support outside the classroom environment. We have emotional support classrooms at our middle school and high school levels. We also have part time classrooms on the middle and high school levels servicing students needing a functional type of program. Our special education staff work closely with regular education teachers to provide our special education students with an appropriate education. This service offers support to our teams who have students that are in need of behavioral interventions. This service is K-12 and assists in writing behavior intervention plans, inservce and training, writing FBAs and offering technical assistance. This service offers support to our teams who have students on the Autism Spectrum. This service is K-12 and assists teams in implementing strategies to ensure success with our Autism population. This service also provides training and on-going professional development to our staff.

9 Page 9 of 25 Speech and Language Services Psychological and Counseling Services. Related Services: Occupational Therapy, Physical Therapy, Vision Services, Hearing Services, Interpreters, Audiological Services, Orientation and Mobility Services Teaching Assistants Paraprofessionals Supplementary Aids and Services Available to students: This service is provided in every building for our students that require Speech and Language services. Parkland School District employs 9 therapists When indicated by an IEP, our school psychologists and guidance counselors will work with students to assist in managing behavior, mental health issues and management strategies to cope with everyday stress. The Parkland School District has guidance counselors in every building and employs 6 full time psychologists. These services are contracted through the Carbon Lehigh Intermediate Unit #21 as student need requires. This service is provided to students when the IEP team determines that this level of support is necessary for a student to be successful in their educational program. This service supports our special education program and assists students in the general education environment, does repeated practice with students, assists special education teachers to refocus and redirect students. COLLABORATIVE: -Scheduled time for co-planning and team meetings -Co-teaching in Math, Reading, Language Arts, English -Paraprofessional support in regular education classes -Coaching and guided support for team members -Professional development related to collaboration -Professional development in use of assistive technology -Scheduled opportunities for parental collaboration INSTRUCTIONAL: -Provide modified curricular goals -Provide alternate ways for students to demonstrate mastery -Provide testing modifications -Provide alternate materilas -Provide assistive technology -Provide functional skill instruction in the context of typical routines in the regular classroom -Different methods of presentation -Using reader services -Providing research based supplementary materials -Providing instructional adaptations: pre-teaching, re-teaching, repeated practice -Flexible grouping -Tiered assignments -Graphic organizers PHYSICAL: -Furniture arrangement in environments -Preferential seating -Separate environment for testing situations

10 Page 10 of 25 -Adaptive equipment -Adjustments to sensory input (e.g. light, sound, etc) -Environmental Aids (e.g.acoustics, heating, ventilation) -Structural aids (e.g. wheelchair accessibility, trays, grab bars) SOCIAL-BEHAVIORAL -Social Skill instruction -Counseling/psychological supports -Conflict resolution instruction -Anger management instruction -Peer supports -Individualized positive behavior support plans -Cooperative learning -Behavior support consultant -Functional behavior assessments -Class meetings LRE Data Analysis Personnel Development Activities: Anticipated Training Dates Training Partners Training Participants and Audience Training Format Evidence of Results Least Restrictive Environment - Facilities Facility Name Type of Facility Type of Service # of Students Placed Salisbury High School Neighboring School Districts Emotional Support 2 George D Steckel Elem. Schoo Neighboring School Districts Elementary Emotional Support 1 Southern Lehigh High School Neighboring School Districts Emotional Support and School Based Partial 2 Southern Lehigh Middle School Neighboring School Districts Middles School Emotional Support and School Based Partial 1 Southern Lehigh High School Neighboring School Districts Emotional Support 1 Harry S. Truman Elementary Neighboring School Districts Emotional Suppot 4 Harry S Truman Elementary Neighboring School Districts Emotional Support 1 Northern Lehigh Middle School Neighboring School Districts Emotional Support 1 Jefferson Elementary School Neighboring School Districts Life Skills Support 2 Wescosville Elementary Neighboring School Districts Life Skills Support 1 Lower Macungie Middle School Neighboring School Districts Life Skills Support 4

11 Page 11 of 25 Emmaus High School Neighboring School Districts Life Skills Support 2 Towamensing Elementary Neighboring School Districts Emotional Support and School Based Partial 1 Weisenberg Elementary School Neighboring School Districts Multiple Disabilities 5 Catasauqua Middle School Neighboring School Districts Multiple Disabilities 2 Catasauqua High School Neighboring School Districts Multiple Disabilities 5 Lehigh Learning Adjustment School Special Education Centers Emotional Support 8 Palmerton Center Based Program Special Education Centers Multiple Disabilities 1 Frances Sheckler Elem. Neighboring School Districts Multiple Disabilities 5 Devereux School Other Emotional Support 1 Behavioral Health Other Emotional Support 1 Ridgecrest Other Multiple Disabilities Support 1 Pathway School Approved Private Schools Learning Support 1 Centennial School Approved Private Schools Emotional Support 1 Woods Services Approved Private Schools Multiple Disabilities Support 1 Buxmont Academy Other Emotional Support 1 Instruction in the HOme Instruction in the Home Learning Support and Multiple disabilities support 2 Personnel Development for Improved Student Results Technical Assistance and Training Personnel Development Activities: AYP Anticipated Training Dates Training Partners Training Participants and Audience Training Format Evidence of Results PATTAN Staff, IU Staff New Staff, Paraprofessional, Instructional Staff, Administrative Staff, Related Service Personnel On-site Training with Guided Practice, Workshops with Joint Planning Periods, Conferences, Study Groups The Parkalnd School District will increase the number of special education students who achieve AYP in grades 3-8, and 11. The Parkland School District, each year, will have their school based data teams examine AYP information and develop plans to address the results of the statewide testing. Personnel Development - PA NCLB Goal #1

12 Page 12 of 25 Baseline Data: PSSA Profiency Levels Performance Level Percentages Reading School Year % Advanced + Proficient Advanced Proficient Basic Below Basic IEP 3rd Grade th Grade ** ** ** ** ** th Grade th Grade ** ** ** ** ** th Grade ** ** ** ** ** th Grade th Grade PSSA Profiency Levels Performance Level Percentages Mathematics School Year % Advanced + Proficient Advanced Proficient Basic Below Basic IEP 3rd Grade th Grade ** ** ** ** **

13 Page 13 of 25 5th Grade th Grade ** ** ** ** ** th Grade ** ** ** ** ** th Grade th Grade Reflections: Data View PSSA - Reading by Grade Level - Other Subgroups Reflection Date 4/15/2008 Reflection The IEP population met the AYP targets for Reading in grades 3 and 8 for the school year. Grades 3, 4, 6, and 8 are demonstrating increases in the percentage of students who were Advanced or Proficient over the three year period from 2004 to Grades 3, 4, 6, 7, 8, and 11 are demonstrating decreases in the percentage of students who were Below Basic over the three year period from 2004 to The IEP population did not meet the AYP targets for Reading in grades 4, 5, 6, 7, and 11 for the school year. Grade 5 is demonstrating an increase in the percentage of students who were Below Basic. Grade 11 is demonstrating a decrease in the percentage of students who were Advanced and a increase in the percentage of students who were Basic. Five grade levels of IEP students met the AYP targets for Mathematics during the school year including grades 3, 4, 5, 6 and 7. The IEP population for the district showed an increase in the percentage of students who were

14 Page 14 of 25 PSSA - Mathematics by Grade Level - Other Subgroups 4/15/2008 Advanced or Proficient in Mathematics at grades 3, 4, 6, and 8 over the three year period from 2004 to The district is demonstrating a decrease in the percentage of IEP students who were Below Basic in Mathematics over the three year period from 2004 to IEP students in grades 8 and 11 did not meet the AYP targets for Mathematics during the school year. Personnel Development Activities: Reading: Progress Monitoring Anticipated Training Training Dates Partners September 2008 to June 2011 PATTAN Staff, IU Staff, District Personnel Training Participants and Audience Training Format Evidence of Results Parent, New Staff, Paraprofessional, Instructional Staff, Administrative Staff, Related Service Personnel On-site Training with Guided Practice, Workshops with Joint Planning Periods, Conferences, Study Groups, Webinars and Video Conferences The IEP population will meet the AYP targets set for each year under the NCLB regulations for 2008 through Math: Progress Monitoring Anticipated Training Dates September 2008 to June 2011 Training Partners Training Participants and Audience Training Format Evidence of Results PATTAN Staff, IU Staff, Higher Education Staff, District Personnel Parent, New Staff, Paraprofessional, Instructional Staff, Administrative Staff, Related Service Personnel On-site Training with Guided Practice, Workshops with Joint Planning Periods, Conferences, Study Groups, Webinars and Video Conferences The IEP population will meet the AYP targets set for each year under the NCLB regulations for 2008 through Reading: Reading Apprenticeship and Comprehension Strategies for Secondary Students Anticipated Training Dates September 2008 to June 2011 Training Partners PATTAN Staff, IU Staff, District Personnel Training Participants and Audience Parent, New Staff, Paraprofessional, Instructional Staff, Administrative Staff Training Format On-site Training with Guided Practice, Workshops with Joint Planning Periods, Conferences, Study Groups Evidence of Results The IEP population will meet the AYP targets set for each year under the NCLB regulations for 2008 through 2011.

15 Page 15 of 25 Reading: Technology to Enhance Student Learning and Literacy Anticipated Training Dates September 2008 to June 2011 Training Partners Training Participants and Audience Training Format Evidence of Results PATTAN Staff, IU Staff, District Personnel and Technology Consultants Parent, New Staff, Paraprofessional, Instructional Staff, Administrative Staff, Related Service Personnel On-site Training with Guided Practice, Workshops with Joint Planning Periods, Conferences, Study Groups The IEP population will meet the AYP targets set for each year under the NCLB regulations for 2008 through Math: Technology to Enhance Student Learning Anticipated Training Dates September 2008 to June 2011 Training Partners Training Participants and Audience Training Format Evidence of Results PATTAN Staff, IU Staff, District Personnel and Technology Consultants Parent, New Staff, Paraprofessional, Instructional Staff, Administrative Staff, Related Service Personnel On-site Training with Guided Practice, Workshops with Joint Planning Periods, Conferences, Study Groups The IEP population will meet the AYP targets set for each year under the NCLB regulations for 2008 through Math: Integrated Curriculum with Applicational Learning Anticipated Training Dates September 2008 to June 2011 Training Partners PATTAN Staff, IU Staff, District Personnel Training Participants and Audience Parent, New Staff, Paraprofessional, Instructional Staff, Administrative Staff Training Format On-site Training with Guided Practice, Workshops with Joint Planning Periods, Conferences, Study Groups Evidence of Results The IEP population will meet the AYP targets set for each year under the NCLB regulations for 2008 through Personnel Development - PA NCLB Goal #3 Baseline Data: The No Child Left Behind regulations require teachers to be properly certified in those subjects and levels in which they teach in order to be considered â œhighly Qualified.â The Parkland School District personnel records indicate that 100% of our teachers meet the requirements for â œhighly Qualified Teachers.â.

16 Page 16 of 25 Personnel Development Activities: AUTISM: Students with disabilities will be provided services by an adequate supply of personnel with the knowledge and skills necessary to meet their needs Anticipated Training Dates September 2008 to June 2011 Training Partners PATTAN Staff, IU Staff, Autism Consultant (employed by district) Training Participants and Audience Parent, New Staff, Paraprofessional, Instructional Staff, Administrative Staff, Related Service Personnel Training Format On-site Training with Guided Practice, Workshops with Joint Planning Periods, Conferences, Study Groups Evidence of Results Students with Autism will show evidence of progress and success in the general education curriculum through standardized assessments, progress monitoring, and progress toward IEP goals. 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 Training Dates September 2008 to June 2011 Training Partners Training PATTAN Staff, IU Staff, Higher Education Staff, District Participants and Audience New Staff, Paraprofessional, Instructional Staff Training Format On-site Training with Guided Practice, Workshops with Joint Planning Periods, Conferences, Study Groups, Distance Learning, Webinars - Video Conference - Higher Education Facilities Evidence of Results Compliance with the professional development requirements established under the NCLB regulations for Paraeducators. Maintain the Highly Qualified Personnel within the Special Education Program at 100%. Personnel Development - PA NCLB Goal #5 Baseline Data: Reflections: Data View AYP: Data Reflection Date 4/15/2008 Reflection The overall population in the Parkland School District meets and exceeds the AYP target set for graduation. The special education drop out rate exceeds the State Performance Percentage (SPP) for the school

17 Page 17 of 25 Table year. Personnel Development Activities: TRANSITION: Students with disabilities will demonstrate increased ability to successfully make the transitions to school age programs, to work, to post-secondary education and/or adult Anticipated Training Dates Training Partners PATTAN September Staff, IU June 2011 Staff Training Participants and Audience Training Format Evidence of Results New Staff, Paraprofessional, Instructional Staff, Administrative Staff, Related Service Personnel On-site Training with Guided Practice, Workshops with Joint Planning Periods, Conferences, Study Groups Survey results of post graduate students will indicate that students are fulfilling their transition plans. Behavior Support Services Summarized School District Policy: The Parkland School District has a formal policy on Suspension and Expulsion of students. This policy is in accordance with Pennsylvania state laws and provides parameters for suspensions and expulsions with necessary due process rights delineated. An informal hearing is provided in any suspension exceeding three school days. The policy recognizes that suspension and expulsion of special education students are governed by the Individuals With Disabilities Education Act and relevant state regulations. Personnel Development Activities: Positive Behavioral Supports Anticipated Training Dates Training Partners Training Participants and Audience Training Format Evidence of Results PATTAN Staff, IU Staff, Parkland Behavior Specialists New Staff, Paraprofessional, Instructional Staff, Administrative Staff, Related Service Personnel On-site Training with Guided Practice, Workshops with Joint Planning Periods, Conferences, Study Groups Reduction of disciplinary referrals and Increase attendance rates on the secondary level. School-based Behavioral Health Anticipated Training Partners Training Participants and Audience Training Format Evidence of Results Training Dates August PATTAN Staff, IU Staff, District psychologists Parent, New Staff, Paraprofessional, Instructional Staff, Administrative Staff, Related Service Personnel On-site Training with Guided Practice, Conferences, Study Groups Increased use of Columbia Teen screen program. Increased contacts with community agencies. The implementation of a Patial hopitalization program at our high school.

18 Page 18 of 25 De-escalation Techniques Crisis Prevention Intervention Anticipated Training Dates 2008 to June 2011 Training Partners IU Staff, District trainers Training Participants and Audience Training Format Evidence of Results New Staff, Paraprofessional, Instructional Staff, Administrative Staff, Related Service Personnel On-site Training with Guided Practice Increased number of participant trained in CPI and recertifications. Interagency Collaboration (11 P.S ) Ensuring FAPE/Hard to Place Students The Parkland School District works very closely with county agencies, the Carbon Lehigh Intermediate Unit, and private providers to collaboratively develop plans for students and their families. If there was a student that we were having difficulty ensuring FAPE, The Parkland School District would contact the Carbon Lehigh Intermediate Unit and any county or private agencies involved with the student.. We would also contact the Lehigh County CASSP coordinator to help facilitate a working relationship between all parties and agencies. The Parkland School District would be a member of the interagency team working on the placement for a child who may be difficult to find an educational placement. A meeting would be scheduled to bring all parties together to discuss the issues. At times, the Parkland School District initiates these meetings or it may be another agency working with the student. The Parkland School District also works regularly with MH/MR, child protective services, juvenile probation and drug and alcohol treatment agencies. IEP teams and SAP coordination assists when students are identified with multiple issues. If a student requires treatment in addition to education, the district attempts to identify programming needs first and then work cooperatively with various providers to look for appropriate funding streams. Parkland s contact with the various agencies has resulted in an increased awareness of the need for staff development opportunities for our professionals. As a result, the district has contacted the agencies to provide training when required to develop additional program capacities. Children and Youth Services for example, will be presenting to the staff on the school s obligation to report incidents of child abuse. They will also discuss how general protective services can be utilized to answer questions regarding the safety and welfare of students. On an individual basis, behavioral health providers are invited to schools to share their expertise with regards to strategies for assisting student who may have behavioral needs. A behavioral specialist may provide additional resources for the schools and families to consider as we program for these challenging youths. Local Continuum of Supports and Services The Parkland School District works with a variety of agencies/service providers to offer the full continuum of services necessary for our students. We work collaboratively with the Carbon Lehigh Intermediate Unit to assist in programming for low incident disabilities. Through the intermediate unit we also provide support for students with disabilities through a work experience setting offering work sites from a competitive employment situation to supported

19 Page 19 of 25 work environment. The Parkland School District also works closely with privet programs such as Community Services Foundations, Educare, Behavioral Health Services as well as several Approved Private Schools. When we need to make a referral to any of these educational settings there are procedure in which we records are shared, parental involvement is assured, and the LEA is included in the programming of the student. The Parkland School District also participates in the Facilities Planning for district included in the Carbon Lehigh Intermediate Unit. This planning committee meets yearly to discuss the special education programs operated by the intermediate unit, the needs of the contributing school districts and the space that may be needed in the future to house programs required throughout the intermediate unit. This established school consortium assist all school districts in providing special education services to low incident disability populations. The Parkland School District has been very fortunate in the recruitment of staff. We have benefited from the numerous colleges and universities in our area to have an abundance of special education candidates. As we have seen in recent years, the requirements for highly qualified teachers have started to show some effects on the numbers of candidates for special education positions. We will continue to actively recruit special education candidates through attending job fairs offered by colleges and expand our area in this activity. We will also continue to strive to create a positive, collaborate environment to retain our current staff members. To assist in staff recruitment and staff retention, we will continue to offer meaningful staff development. Our new teachers have an extensive orientation program at the beginning of each year which then continues throughout the whole school year in small study groups at the building level and/or subject area. Expansion of Continuum of Supports and Services Parkland s contact with the various agencies has resulted in an increased awareness of the need for staff development opportunities for our professionals. As a result, the district has contacted the agencies to provide training when required to develop additional program capacities. Children and Youth Services for example, will be presenting to the staff on the school s obligation to report incidents of child abuse. They will also discuss how general protective services can be utilized to answer questions regarding the safety and welfare of students.on an individual basis, behavioral health providers are invited to schools to share their expertise with regards to strategies for assisting student who may have behavioral needs. A behavioral specialist may provide additional resources for the schools and families to consider as we program for these challenging youths. The Parkland School District has worked with the Carbon Lehigh Intermediate Unit to facilitate classrooms of low incident disabilities through regional classrooms. The school districts within the Carbon Lehigh Intermediate Unit meet on a regular basis to discuss the needs of students with disabilities ensuring the full continuum of supports and services and educational placement options are available to our students. Each district cooperates and takes their 'far share' of supplying classroom space for regional classrooms. The Parkland School District also works very closely with Approved Private Schools and residential facilities. We attend IEP meetings either in person or by phone and keep current with the referral process of these agencies. We have a contact person identified within our district to expedite any communication that needs to happen between outside agencies and the Parkland School District Program Profile ID OPR Location / Building Name Bldg Grade Bldg Type Type of Support Type of Service Low Age High Age Case load Tchr FTE - SD Cetronia Ele (JB) E GE PT LS SD Cetronia Ele (LN) E GE I LS SD Cetronia Ele (CB) E GE I LS SD Fogelsville Ele (NP) E GE I LS

20 Page 20 of 25 - SD Fogelsville Ele (RM) E GE I LS C SD Fogelsville Ele (MC) E GE I LS C SD Fogelsville Ele (DK) E GE I LS SD Ironton Ele (ES) E GE I LS SD Ironton Ele (EB) E GE I LS SD Kernsville Ele(CS) E GE I LS SD Kernsville Ele(BH) E GE I LS SD Kernsville Ele(DC) E GE I LS SD Kratzer Ele (CC) E GE I LS SD Kratzer Ele (JS) E GE I LS N SD Kratzer Ele (SJ) E GE I LS SD Kratzer Ele (SD) E GE I LS IU Kratzer Ele (TM) E GE FT MDS C SD Parkway Manor (JK) E GE I LS SD Parkway Manor (WS) E GE I LS C SD Parkway Manor (AL) E GE I LS SD Parkway Manor (CS) E GE I LS IU Parkway Manor (JH) E GE PT DHIS IU Parkway Manor E GE PT DHIS SD Schnecksville Ele (LD) E GE I LS SD Schnecksville Ele (MT) E GE I LS SD Sringhouse MS (RM) M GE PT LS SD Springhouse MS (EF) M GE I LS SD Springhouse MS (KP) M GE I LS SD Springhouse MS (SO) M GE I LS SD Springhouse MS (PP) M GE I LS SD Springhouse MS (RR) M GE I LS N SD Orefield MS (CK) M GE PT ES SD Orefield MS (KM) M GE PT LS SD Orefield MS (JM) M GE I LS SD Orefield MS (SS) M GE I LS SD Orefield MS (JS) M GE I LS SD Orefield MS (LB) M GE I LS

21 Page 21 of 25 - SD Orefield MS (JM) M GE I LS SD Orefield MS (BF) M GE I LS N SD Orefield MS (DY) M GE I LS IU Springhouse MS M GE FT MDS IU Springhouse MS M GE PT DHIS SD Parkland HS (JI) S GE I LS SD Parkland HS (AA) S GE I LS SD Parkland HS (AH) S GE I LS SD Parkland HS (LK) S GE I LS SD Parkland HS (CR) S GE I LS SD Parkland HS (AN) S GE I LS SD Parkland HS (LL) S GE I LS SD Parkland HS (MC) S GE I LS SD Parkland HS (CK) S GE PT LS SD Parkland HS (CW) S GE PT LS SD Parkland HS (DY) S GE I LS SD Parkland HS (MM) S GE I LS SD Parkland HS (TY) S GE I LS SD Parkland HS (DL) S GE PT ES IU Parkland HS S GE FT LSS IU Parkland HS S GE FT MDS IU Parkland HS S GE PT DHIS N SD Cetronia ELe (AL) E GE I LS SD Cetronia Ele (KK) E GE I SLS SD Fogelsville Ele(JH) E GE I SLS SD Ironton Ele (RH) E GE I SLS SD Kernsville Ele (LJB) E GE I SLS SD Kratzer Ele (LB) E GE I SLS SD Parklway Manor E GE I SLS SD Schneckville Ele E GE I SLS SD SMS OMS M GE I SLS SD Parkland HS S GE I SLS N SD Fogelsville Ele E GE I LS

22 Page 22 of 25 N SD Springhouse Middle School M GE I LS N SD Parkland High School S GE I LS Justification: Kratzer MDS Classr: Because of the low incident rate of this particular classroom, the age range has been exceeded. Letters have been sent to all parents of children in this program. These letters are attached to the child's IEP as well as being noted in the SDI section of the IEP. Parkland HS MDS and Lifeskills classes: Both of these classes have students that are returning to their school program until age 21. The students that are in transition from are involved in non traditional work experience that has them included in their community for most of their day. The IEP's of all the students in both of these classes have the age variance reflected in the SDI section of their IEPs and letters have also been sent to their parents indicating the age range. Speech and Language Therapists have a wide age range on their caseload but therapy is given to students within the age range exception range. Support Staff (District) School District: Parkland SD ID OPR Title Location FTE - SD Director of Student Services District-wide SD Supervisor Special Education District-wide SD Coordinator of Special Education Elementary SD Coordinator of Special Education Secondary 1.00 N SD Coordinator of Special Education Secondary SD School Psychologists District wide SD Autistic Support Consultant District wide 1.00 N SD Behavior Specialist District wide SD Guidance Counselors District wide SD Paraprofessionals District wide SD Teaching Assistants District wide SD Reading Specialists Elementary Buildings 9.00 Contracted Support Services ID IU / Agency Title / Service Amount of Time per Week - Carbon Lehigh Intermediate Unit Itinerant Hearing Support 80 Minutes - Carbon Lehigh Intermediate Unit Interpreter 90 Hours - Carbon Lehigh Intermediate Unit Occupational Therapy 71 Hours - Carbon Lehigh Intermediate Unit Orientation & Mobility 57 Minutes - Carbon Lehigh Intermediate Unit Physical Therapy 388 Minutes