Lancaster SD. Special Education Plan Report 07/01/2014-06/30/2017

Lancaster SD Special Plan Report 07/01/2014-06/30/2017

2 District Profile Demographics 1020 Lehigh Ave Lancaster, PA 17602 (717)291-6121 Superintendent: Pedro Rivera Director of Special : Carole Clancy Planning Committee Name Kelly Beears Rachel Bixler Jacques Blackman Matthew Bramucci Beth Campagna Carole Clancy Ed Gooch Erik Kirchner Stephanie Milazzo John Moslander Justin Reese Lindsey Schmidt Jessica Sherman Robert Slamp Pam Smith Michael Sturla Role Secondary Teacher - Special Teacher - Special Coordinator for Drop Out Prevention Administrator Special Director/Specialist Special Director/Specialist Student Curriculum Director/Specialist Ed Specialist - Psychologist Special Director/Specialist Special Director/Specialist Secondary Teacher - Regular Middle Teacher - Special Student Curriculum Director/Specialist Teacher - Regular Coordinator of Safe s/healthy Students Parent

3 Core Foundations Special Special Students Total students identified: 1987 Identification Method Identify the District's method for identifying students with specific learning disabilities. The District of Lancaster continues to use the discrepancy model to determine SLD, as we proceed with the implementation of the RTII model. Different sites are at different stages in terms of the implementation of RTII, but all have made progress since the last plan. Data gathered via the RTII process (universal screening, progress monitoring, formal and informal formative assessments, etc.) are used in making eligibility decisions, along with information from norm referenced tests of ability and achievement; however, because RTII is not being fully implemented across the district at this time, the discrepancy model is primarily used in making the decision. 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: http://penndata.hbg.psu.edu/bsereports There are not any significant disproportionalities within our enrollment of students with disabilities. 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)?

4 3. What problems or barriers exist limit the District's ability to meet its obligations under Section 1306 of the Public Code? For students living in 1306 facilities within SDoL boundaries, we follow the same processes for our resident districts. Students enroll in our district and we request records from their previous educational institution. We meet as an Individualized Planning team to discuss the curent IEP from the previous school. The team determines the most appropriate services to meet the student's needs, make any necessary revisions to the current IEP, and issue a NOREP to begin services. The majority of the students attend our schools. If the students are in the Youth Intervention Shelter, services are provided in the shelter. If the services required to meet the student's educational needs and they are not a flight risk, we provide transportation from the shelter to our programs. The goal is to educate all students in the least restrictive environment regardless if they are SDoL residents or 1306 students. The SDoL follows the guiding questions for all IEP meetings to ensure the students are educated in the least restrictive environment. Some barriers to meeting the obligations under Section 1306 is the crossing of county boundaries and limited funding. We provide all students that attend our schools the most appropriate education, however, reimbursement for 1306 students are not at 100% and we often are delayed in reimbursement at a detriment to our tax base. A second barrier is the educational guardian. Students often have been through many systems and who has educational rights is not always clear. We, at times, need to communicate via attorney at litem's that are not present at meetings or locate parents that are many counties away. We have seen an increase in the need for appointing educational surrogates. Incarcerated Students Oversight Describe the system of oversight the District would implement to ensure that all incarcerated students who may be eligible for special education are located, identified, evaluated and when deemed eligible, are offered a free appropriate public education (FAPE). The District of Lancaster provides educational services to students at the Lancaster County Prison and Youth Intervention Center. The supervision of the program and staff is a joint responsibility of the Coordinator of Special and the Director of Student s. Prison Procedures The prison teacher receives weekly lists of students that enter the prison. It is her responsibility to survey each student to see if they would like to participate in schooling. The students under the age of 18 are required to attend class. Records are requested from the state for out of district students and from the district for SDoL students. If no records are available, then the district begins the re-evaluation process. If a student is in isolation, the teacher provides services within the cell. The teacher provides instruction in all academic areas. Youth Intervention Procedures

5 When a student enters the Youth Intervention Center, the district requests records from the student's home school immediately. If the school of home residence indicates that the student receives special education services, the district acquires the documentation from the home district. SDoL provides the services to the students. The district has a speech/language pathologist assigned there as well as other related service providers. There are paraeducators to support the classes. In both programs, if a student is suspected of needing special education services and has not been evaluated yet, the same procedures occur within the placement as it does for the school based students. Permission is secured, a multidisciplinary evaluation is completed, and eligibility is determined. s are initiated if students are deemed eligible. A barrier to accessing services is the mobility of the students in the Youth Intervention Center. The average stay is three days. Many times, by the time SDoL has communicated with the home district and have received paperwork, the students have left the center. It is also challenging to provide a variety of services within the confines and jurisdiction of the court placement system. Least Restrictive Environment 1. Describe the District procedures, ensure that, to the maximum extent appropriate, children with disabilities, including those in private institutions, are educated with nondisabled children, and that removal from the regular education environment only occurs when education in that setting with supplementary aids and services, cannot be achieved satisfactorily. 2. Describe how the District is replicating successful programs, evidence-based models, and other PDE sponsored initiatives to enhance or expand the continuum of supports/services and education placement options available within the District to support students with disabilities access the general education curriculum in the least restrictive environment (LRE). (Provide information describing the manner in the District utilizes site-based training, consultation and technical assistance opportunities available through PDE/PaTTAN, or other public or private agencies.) 3. Refer to and discuss the SPP targets and the district's percentages in the Indicator 5 section - al Environments. Also discuss the number of students placed out of the district and how those placements were determined to assure that LRE requirements are met. 1. The District of Lancaster uses the Pennsylvania Department of 's Academic Standards to drive instruction at all levels. Given modifications and specially designed instruction, this focus provides all students with greater access to the general education curriculum. Moreover, it facilitates the inclusion of students within general education as well as a smoother transition for students with disabilities from special education services to the less restrictive environment. The Exceptional Student Specialist(ESS) and the Case Manager work in collaboration to ensure that students with disabilities are provided the same educational opportunities and access that all students without disabilities are provided. Student Coordinators support the efforts of principals and teachers to provide services to students with disabilities within the general education environment. This collaboration results in many students with disabilities being successfully integrated into the general education setting alongside their non-disabled peers. Instruction is designed from the PA Core Standards for replacement classes. This allows the general education teachers and the special education teachers to collaborate and provide educational opportunities

6 that are Core aligned and prepare all students for the Pennsylvania State Standards Aligned Assessment and Keystone Exams. Before a more restrictive environment is considered, the IEP is reviewed to determine if a revision will facilitate improved results. If the revision is insufficient, a reevaluation is completed. The Student Coordinators and Exceptional Student Specialists work with staff during the IEP review and reevaluation to ensure success. SDoL has reduced out of district referrals significantly over the past two years by offering more programs within district. The only referrals to outside of district have been due to students having significant emotional and aggressive needs. These students posed a danger to themselves and others if not receiving intensive social and emotional supports. This decision is made after all other least restrictive options have been considered or attempted without success. 2. Plans to address the identified needs to ensure that students with disabilities are educated with non-disabled peers are described below: Implementation of -Wide Positive Behavior within all school sites throughout the district. Extensive professional development on the topic of inclusive practices and Least Restrictive Environment for students with significant disabilities will continue to be provided for administrators, regular education and special education staff as well as paraeducators throughout the school district. Professional development on classroom management and instructional practices for general education teachers allow implementation of a wide array of practices that minimize loss of instructional time and systemically influences best practices rooted in research on behavioral supports to ensure engaging and meaningful instruction of all students. The district has assumed the programming and service delivery for students within Autistic Classrooms and Multiple Disabilities Classrooms through Transfer Between Entities. autistic support team of experts designed to address the unique needs of students with autism will be established within the district. Student Coordinators and Exceptional Student Specialists will provide consultation to general education and special education staff in regard to Least Restrictive Environment and the use of Supplementary Aids and s (SAS) toolkit. The ESS works closely with classroom teachers to monitor barriers to instruction such as behavior or complex needs. They provide recommendations and consultation, enhancing the opportunity for success. Implementation of the Los Amigos program has provided students with and without disabilities to facilitate involvement in extra-curricular activities. Students in more restrictive placements have greater access to school activities through the support of an age-appropriate peer. Field trips are planned and school outings, such as dances and sport events will be facilitated. This increases the involvement of non-disabled students with those having more significant needs with

7 intention in age-appropriate environments and ultimately support their acculturation to life experiences. The district is implementing an adapted Girls on the Run program called Girls on the Run Empowered. This is the first of its kind nationally. The use of morning meetings, tutoring, and extra curricular activities will facilitate the participation of students with significant disabilities with their non-disabled peers. Continue to consult with IU TaC teams for further ideas to include students with significant disabilities in the general education curriculum and setting. Active involvement of parents as members of decision-making teams at the site level will increase through parent trainings and districtwide PTO initiatives. The district is partnering with the Include Me from the Start Program through the Arc of Lancaster County to improve the inclusive practices for our students with more complex needs. The adapted physical education department facilitates student participation in the annual holidayparty for students with and without disabilities. A new intitiative of the SDoL, partnered with Excentia, is our Inclusive Community Project. This initiative includes a student with complex needs who has graduated with his peers and is transitioning into his community with necessary supports. This student is navigating public transportation within his community with the support of a personal care assistant. SDoL has established a personal care station within the community is used daily for his personal needs. We are partnering with Millersville University to establish a second personal care station there. We initiated a Skype program for a second grade student who is too medically fragile to leave the medical facility. We are currently piloting the program. This program entails the student to Skype into a second grade class and read with the other students. This activity supports several of her IEP goals and provides mutual benefit to all. The District has established and maintained unique and inclusive programming that meets the needs of students. This pattern of programming includes assisting a 16 year old student with a traumatic brain injury returning to the regular education setting. This student s support system reportes an increase in skills and quality of life due to this highly inclusive program. Last year, the District of Lancaster has established a Multiple Disabilities Classroom in a Pediatric Facility within the city. In establishing this program, the facility has partnered with various schools and programs in the district to bring students into the facility as peers and volunteers for the students that are receive their education in the facility and are unable to leave due to their medical needs. Students in the Emotional and Life Skills class participated in the IU Bazaar praciticing their math and job ready skills.

8 Life Skills class has/will have community based field trips to Hershey Chocolate World, Bowling, Whitaker Center, Lake Tobias, Central Market, Fire Station, Police Station, Park City Mall, and Farm Show. Our ES class has the opportunity to earn monthly incentives based in the classroom behavior plan. Some of the incentives include trip to Central Market and cooking breakfast as a class The Speech Therapist meets weekly with Lunch Bunch working on social skills for students on the spectrum. This bunch is a group of special and regular education students. These students also go on a bowling trip and have the opportunity to practice their learned social skills. The High Speech Therapist with the job trainer participates in monthly community based experiences to general speech and language skills across all environments. 3. The SPP targets reflect that the district is above the state average for students educated in a more restrictive setting. This is a direct relationship to our literacy initiative providing direct research based reading instruction to all students in need. Due to the schedule, providing two classes of direct instruction in reading and/or math require the students to be educated in the 20-80% range of services. The district examines every opportunity to have students educated with their nondisabled peers, however, is unwilling to compromise the instructional integrity of the programs to ensure best results for our students with the need to improve their reading skills through targeted intensive instruction. We anticipate in time, this trend will shift as students no longer need the services. 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. Summary of District Behavioral Policy The Individualized Program (IEP) of each student who exhibits behaviors interfere with his/her ability to learn or with the learning of others must include provisions for positive behavior support. The purpose of this policy is to establish direction for formulating behavior support plans for eligible students with disabilities. Behavior support programs and techniques used with students with disabilities should be varied and individually designed to promote the development and maintenance of skills that will enable students to receive a free and appropriate public education (FAPE). Positive rather than negative measures shall form the basis of the district s behavior support programs. District personnel shall work collaboratively with parents/guardians and other support personnel to provide appropriate behavioral supports for eligible students with disabilitieswho exhibit behaviors that interfere with the student s

9 ability to learn or the learning of others. Behavior support programs shall include a variety of techniques to develop and maintain skills that will enhance opportunities for learning and self-fulfillment. The methods of intervention chosen for a particular student shall be the least intrusive necessary. Aversive techniques, restraints or discipline procedures shall not be used as a substitute for a positive behavior support plan. For any student with a disability who has a positive behavior support plan, upon notification to a local police department that a student with a disability has committed an infraction listed in section 1303-A(b)(4.1) or (4.2) of the Safe s Act, the district shall act in accordance with its positive behavior support program. For any student with a disability who does not have a positive behavior support plan, upon notification to a local police department that a student with a disability has committed an incident listed in section 1303-A(b)(4.1) or (4.2) of the Safe s Act, the district shall convene the student's IEP team. At this meeting, the IEP team shall consider whether a positive behavior support plan should be developed to address the student's behavior. Behavioral Specialists The SDoL added two behavioral specialist positions following the last plan. One position focuses on providing itinerant autistic support and training to our teachers in the area of autism and the other focuses on providing consultation and support to sites in the area of emotional support. The behavior specialists for the district offer many proactive and responsive supports to the district as a whole, but most specifically to the emotional support and autistic support classes and students in the District of Lancaster. The behavior specialist offer proactive support with preventative strategies, in class assessment and support plans for students in school based emotional support programs, autistic support programs, and general education classes. teachers have reported a visible impact with students with emotional support needs that are included into their classes. Students and Teachers are developing rapport is the building block of success for students with emotional support needs. It boosts staff's perspective of success and ability to service such students and creates an inclusive environment for all students. Trainings have also been provided to the emotional support teachers, school psychologists, ESS s and paraeducators on restorative practices, identifying and meeting the emotional needs of students and Non-violent crisis intervention. There have been building wide trainings to help boost staff morale and improve the overall climate of the building by resolving conflicts and eliminating misunderstandings. Proactively the behavior specialists offer support to students transitioning back to less restrictive education settings by helping them problem solve and prepare for the new challenges that lie ahead of them. Responsively they offer assistance with crisis intervention across the district by educating the staff, assisting with deescalating students, facilitating conversation between individuals and the local police department/crisis intervention workers, supporting families in making difficult decisions about how to best help their children and assisting with the admission process at the local emergency rooms in order to make the process go smoothly and ensure that all pertinent information is communicated clearly and in a timely manner. The behavior specialists have also offered consultations with staff who need to develop the skills to meet the

10 needs of some of their students. With replacement instruction, adaptations and accommodations, students with exceptionalities will interact in socially appropriate ways with peers and adults. To facilitate the development of prosocial behavior, a variety of strategies are employed. Wide Positive Behavioral s All sites within the District of Lancaster have begun to implement -wide Positive Behavior (SWPBS) is based on a three-tiered model of prevention and intervention aimed at creating safe and effective schools. Emphasis is placed on teaching and reinforcing important social skills and data-based problem-solving to address existing behavior concerns. Additionally, it is utilized to systematically teach and reinforce positive behaviors to students and provide additional support to those students who may require further instruction in the areas of social, emotional and behavioral development and support based upon their individual performance in school. use the Boys Town Model, Responsive Classroom, or Olweus to support their programs. Campus ARCH Assemblies The High Campus has developed a school wide incentive program where students can receive recognition at a spirit filled assembly by demonstrating the one of the following behaviors: Achievement, Respect, Character, and Habits of Mind. Bullying Prevention The Olweus Program is a comprehensive "evidence-based" approach with a focus on long-term change that creates a safe and positive school climate. The program s goals are to reduce and prevent bullying problems among schoolchildren and to improve peer relations at school. The program has been found to reduce bullying among students, improve the social climate of classrooms, and reduce related antisocial behaviors, such as vandalism and truancy. The Olweus Program is currently being implemented within several sites throughout the District of Lancaster. Based Behavioral Health The district also offers school-based mental health services in each of the schools. A grant through Safe and Healthy s provides funding for contracts with private providers to offer this needed service. Additionally, counselors, psychologists, and three social workers offer support to individuals and small groups of students. Crisis Prevention Training

11 Within the district, four individuals have been trained to provide staff with professional development opportunities in verbal de-escalation strategies through the use of Crisis Prevention Institute (CPI). The trainers have begun training teams within district sites. These trainings will continue throughout the remainder of the current plan. Intensive Interagency/Ensuring FAPE/Hard to Place Students 1. If the LEA is having difficulty ensuring FAPE for an individual student or a particular disability category, describe the procedures and analysis methods used to determine gaps in the continuum of special education supports, services and education placement options available for students with disabilities. 2. Include information detailing successful programs, services, education placements as well as identified gaps in current programs, services, and education placements not available within the LEA. Include an overview of services provided through interagency collaboration within the LEA. 3. Discuss any expansion of the continuum of services planned during the life of this plan. The district had some difficulty providing sufficient emotional support services to meet the educational needs within the district. There is a wide range of possible services; however, due to the number of students and the limited amount of spaces offered by district and IU classes, services were not always offered in a timely matter. In response to this need, the SDOL has created center-based program at the DASH Center, will provide intensive support high school, middle school, and elementary school students. This district- class, located in the community, is designed to serve students with severe behavioral/emotional disorders who have not been successful in regular school settings. The goal of the class is to provide intensified support to students so they may eventually return to their home schools. Having the class within our community tied to the various school programs helped the students feel connected to their school and reach graduation. The SDOL has added a primary emotional support class for the 2013-2014 school year to meet the increasing needs of incoming children. The district is in early discussions regarding the potential of expanding this program to include intensive support for students requiring Autistic as well as a class for students with dual Life Skills and Emotional Needs. The District of Lancaster participates on the County CASSP Committee to help develop county programs to support students with Mental Health needs. This collaboration has allowed SDOL to voice needs and concerns with current community options. The District of Lancaster contracts with New Story Licensed Private to provide intensive behavioral support to students with Autism Spectrum Disorder and Emotional Disturbance. The collaboration between New Story and the SDOL has supported students to show significant behavioral and emotional progress. SDoL has successfully transitioned three students back from New Story that continue to do well in a Least Restrictive Environment and is preparing a transition for a third. Strengths and Highlights

12 Describe the strengths and highlights of your current special education services and programs. Include in this section directions on how the district provides trainings for staff, faculty and parents. Exceptional Student Specialist A position of strength in the District of Lancaster is the Exceptional Student Specialist. These positions were created to provide more intensified special education supports to the buildings directly. Each building has a.5 or a 1.0 Exceptional Student Specialists whose role is to maintain compliance, make educational recommendations, design/provide programming decisions, recommend placement decisions, serve as LEA. These positions have strengthened our ability to provide direct special education expertise to building principals and staff. They are considered to part of building leadership and ensure special education is considered in all decisions. The ESS position builds a bridge between special education and general education facilitating conversations and best practices. They provide curricular supports as well as day to day classroom supports for specially designed instruction and classroom management. teachers report "their leadership has helped with the development of curricular assessments, general education classroom design, and other significant resources that benefit the students with disabilities and the classroom as a whole". Special Social Workers The SDOL has three special education social workers has improved our ability to connect parents to agency supports, provided more consistent communication to our parents, and provides training to our staff. The social worker has also enhanced our ability to provide groups and social skills development to our students, as well as training to our staff. Parent Academy The SDOL provides two sessions of parent academies each year. These academies consist of parent trainings on a variety of topics. Special s is a strand option at the training. We provide training on a variety of topics including Special Overview, Specially Designed Instruction, Interventions, ncy Connections, Parenting Strategies, Specialized Professional Trainings The SDoL offers an array of professional development opportunities to their staff throughout the year. There is 30 minutes of professional development daily per site and 3 hours of professional development monthly on the early release day. This is in addition to the Act 48 days throughout the year. The learning support and emotional support teachers are embedded in the general education trainings so they have a strong foundation of the core initiatives. This common professional development time also allows the general education and special education teachers to collaborate on the PA Core instructional design in the core courses. The other special education staff receive targeted professional development based on their area of expertise. Paraprofessional Training We offer monthly trainings to our paraprofessionals. The topics align with their particular population of service or personal needs. We have offered sign language, math supports, community agency supports, CPI, CPR, Autism training, Multiple Disabilities trainings, and technology trainings. They receive over the

13 20 hours of mandated professional development a year offered by Intermediate Unit 13 staff, district staff, and community agency participation. Conference Style Professional Development The District of Lancaster has developed a conference style professional development for our Act 48 days. There are a variety of offerings that teachers can sign up for to meet their professional needs. This has provided an excellent opportunity for our department to provide sessions related to meeting the needs of students with disabilities. Topics include: Functional Behavioral Assessments, Autism, Writing Positive Behavioral Plans, Inclusion Strategies, Helping students with Grief, Differentiating Instruction, and Transition Planning for Students with Disabilities. These sessions allow us to provide training to general education teachers as well as special education teachers. It has allowed us to provide particular sessions to speech and language therapists as well. The use of the special education staff as presentors at this conference allows general education teachers to gain a better understanding of the legal responsibilities as well as working with students in the least restrictive environment. Special Fellowship For the 2013-2014 school year, the SDOL had the privilege of having one of their coordinators participate the PA Special Leadership Fellowship. This has proven to be an excellent opportunity to bring best practices back to the district. LRE Initiatives The district is partnering with the Include Me From the Start initiative to enhance our inclusive practices specifically in buildings where we have multiple disability support classes. We, however, have seen an increase of inclusion since we acquired the MDS classes through Transfer Between Entities. We have seen more students participating in music programs and extra-curricular activities. We are in the pilot year of a full inclusive community experience where we have a student in his 13th year participating fully in his community with the support of a paraprofessional all day. He is developing his schedule and building community connections through his routines and interactions. Through his needs, a personal care station has been established in the community. Girls on the Run Team with Empowered This is a new initiative of the SDoL and a new initiative for the national Girls on the Run Campaign. We have had many students with disabilities participate in our extra-curricular activities. We have had a few students with complex needs participate in the Girls on the Run program and are working to expand the program. SDoL is partnering with the Girl on the Runs to further develop their ability to have students with disabilities participate effectively. Inclusive Community Project The District has established and maintained unique and inclusive programming that meets the

14 unique needs of students. This pattern of programming includes assisting a 16 year old with a traumatic brain injury in returning to the regular education setting. This student s support system has reported that this student s skills and quality of life increased dramatically due to his time in this highly inclusive program. The District also created a community based program for a student with a multiple disabilities in this student spends his entire school day exploring the resources that exist for him in his community. In addition to these programs, the district routinely creates individually designed programs for students that are having trouble integrating back into school. We have started a Skype program for a second grade student that is too medically fragile to leave a medical facility. We are piloting the program now. In this program the student Skypes into a second grade class and reads with the other students. This activity supports several of her IEP goals and both she and the other second grade students have benefited. In the course of the last year, the District of Lancaster has established a Multiple Disabilities Classroom in a Pediatric Facility within the city. In establishing this program, the facility has partnered with various schools and programs in the district to bring students into the facility as peers and volunteers for the students that are receive their education in the facility and are unable to leave due to their medical needs. The implementation of a service learning component to the summer program preparing students for the transition to high school during the summer prior to their 9th grade year provided an opportunity for both students with and without disabilities to work at Pediatric Specialty Care for a service learning project. Students were provided opportunities to interact with same age peers with and without disabilities while engaging in meaningful, purposeful, and age-appropriate activities with students in a more restrictive placement. PRICEless buddies is a program This new program was developed to help students with autism develop age appropriate peer interactions skills. This program is starting with our Autistic classes being paired up with intermediate level class. These classes will plan activities to do as a whole group, as well as have particular students from the intermediate class come to the special education classes to participate in activities with the students. These buddies may attend snack time, adapted physical education classes, specials classes, lunch, recess, and/or read to students. These interactions lead to a culture of acceptance and understanding in our school community, leading all students to be valued for their strengths. The Price Primary support class is planning community based instruction activities that involve community service. The goal of these projects is to allow our students with disabilities to be empowered to help others- instead of always being helped. Activities may include going to a nursing home to play games or make crafts with residents, participating in a clothing drive or food drive and delivering collected items to agencies in need, and beautification projects. Emotional Program Enhancements DASH (Developing Affective Student Health) has been in operation since January of 2008. Dash is a district- program based in the community to serve students with significant behavioral/emotional disorders. Currently, Dash is operating a high school class, two middle school classrooms, and two elementary classroom. The purpose of the DASH program is to provide intensified support to students, with the goal for them to return to their home school and become productive and positive members of their community. Counseling services are available through an outside agency. The goal is to provide additional agency support offered by Lancaster County Mental Health/ Mental Retardation (MH/MR) offices and funded by Community Based Health Network or Pennsylvania, Inc (CBHNP).

The middle and high school classrooms have access to job training services. Currently, the middle school program is working with the job trainer in a bike refurbishing workshop. Students are refurbishing a bike they will keep when they are finished. This has been a very positive program for the students; they have learned the value of hard work coupled with taking pride in their work. With the assistance of the job trainer the middle school students have also participated in the IU13 holiday and craft bazaars. The high school class has participated in work crews and interview workshops. Currently, there are two high school students who have secured employment with the assistance of the job trainer. All DASH students participate in morning group meetings, Enchanted Wood Working, and Wellness Works ( Kinder Associates). All DASH employees are CPI trained. Kinder Associates is a Mindful program that is used in all of our emotional support classes, autistic support classes, and some learning support classes. They teach self-regulation behaviors through relaxation and education of mind functions. Students participate in weekly mindful sessions to learn breathing techniques and alternatives to acting in anger. This provides life long strategies to self-regulate behaviors. teachers can apply the same principles of this training into their clases to support student learning styles through their lesson planning. It becomes a resource or strategy within their tool box to use when necessary and appropriate. Enchanted Woodworking is a new program that supports our emotional support classes. Students learn how to take the most primitive pieces of wood and create kitchen tools and furniture. Through this program students have learned to apply their academic skills as well as enhance their ability to problem solve, develop coping skills, and persist with difficult tasks. Research is indicating that developing those skills are more critical indicators of future success than pure academic abilities. -Based Mental Health s The District of Lancaster offers Based Behavioral Health s across the district through partnerships with five local mental health providers and the County Mental Health/Mental Retardation Office. s are available, on-site at school for any student, in the form of individual, group, and family therapy sessions throughout the school year and summer. The district leverages funds with mental health partners to offset the cost of services for students who are under or non-insured, to ensure that all students can receive services if necessary. Autism Initiatives The District of Lancaster has been partnered with PaTTan in the Verbal Behavior Project. PaTTan has been instrumental in supplying high level of support to our classes and we have experienced high levels of success for our students. We have provided training to our staff and buildings. We use our teachers to provide training to our general education teachers builds capacity from within. RTII The district is developing it's RTII model. SDoL operates with the three tier process academic and behavior for all elementary schools and middle schools. It is in the early phases of development at the high school for academic and behavior.

16 Evidenced-based Practices Evidenced-based programs in the areas of literacy and mathematics have been incorporated within all District of Lancaster elementary and middle schools. Special teachers and teachers have been trained in not only how to analyze multiple sources of data related to literacy such as DIBELS, PVAAS, and 4 Sight data, but have also received training in how to use programming such as Early Reading Intervention, Corrective Reading, Harcourt Journeys Core and Intervention, Language for, Making Connections Reading Comprehension Program, Read 180, System 44, Wilson, and Read Naturally to support student access to SDoL curriculum and grade level standards. In addition to literacy, the district has made a commitment to provide special education teachers and general education teachers with the resources and guidance needed to analyze data as related to mathematics such as math 4Sight scores, PSSA results, Study Island results, Everyday Math and Math Expressions assessment components, Think Through Math, and Connected Mathematics programming. Flexible scheduling, based on students' needs, at both the elementary and middle school levels provides support for general and special education students in order to reduce the number of referrals to special education, as well as utilize support staff in promoting academic success based on targeted need utilizing evidence-based interventions. Intense instruction in individual areas of student weakness provides opportunities for individual student growth in the areas of math and reading. Transition Initiatives Within the Transition to Work program, the district operates its own to Work (STW) program. Students in the program receive intensified instruction related to the world of work. The to Work program connects instruction to the students transition path of work after high school through instructional tools including (but not limited to) Life-Centered Career Curriculum (LCCE), the Practical Assessment Exploration System (PAES), Functional Academics (with a focus on reading in the community and workplace and money management), Daily Living Skills, and intensive job training services. LCCE provides instruction in areas to enhance independent living, personal-social skills and occupational guidance and preparation. PAES is a comprehensive, hands-on work development curriculum that focuses on Training, Assessment, Exploration, and Work Behavior Development--skills needed for successful transition to adult life. The most notable aspect of this program is that it enhances the District's efforts to engage students in meaningful instruction to prepare them for their transition goal of work after high school as well as a means for maintaining enrollment in school and achieving graduation. Having well-defined transition plans is a key for all students with disabilities. The to Work Program is a small, personalized program for students needing this service as determined by the individualized education planning process. In addition to the aforementioned curriculums, students also receive pre-employment preparation, mock interview experiences, transportation and pedestrian training. Job training services are provided to the middle school students that are in need of it through the IEP process. These services provide students with early work exposure and experiences in order to improve their preparedness for the transition services they will receive when they reach the high school.

17 Additional services that are provided to enhance the program include: social work services, community based instruction, guest speakers, and community agency partner support, work simulation, simulated work with evaluations daily, domestic skill instruction and service learning. Job training services are provided to the middle school students that are in need of it through the IEP process. These services provide students with early work exposure and experiences has improved their preparedness for the transition services they receive when they are promoted to high school. Activities have included making and selling crafts at a Bizarre, work site tours, guest speakers, transportation/pedestrian training, and other community based activities. This program is also enhanced by having services from Kinder associates, social work services, community based instruction, guest speakers and community partner support, work simulation, simulated work evaluation daily, domestic skill instruction and service learning. Life Skills Enhancements The SDoL recently implemented a new Life Skills Program designed for students in need of additional community based instruction to provide for their transition from high school. The Lancaster Living Apartment Program began during the 2010-2011 school year. Students attend school during the typical school hours at an apartment embedded in the community. The goal of the program is to support the students' abilities to generalize previously taught daily living skills and functional academics from the classroom to the natural environment. Students learn to access their community with support. This is a partnership between the school district and Lancaster County Behavior Health and Developmental s. During their time in the apartment program, students participate in activities to develop or improve domestic maintenance skills (including cooking, cleaning and laundry), increase their skills of community awareness, access the community through walking and public transportation, seek employment, and secure natural supports from the community. In addition, we have partnerships with two other local agencies to provide students with instruction in nutrition, sign language and driver's education. We are very proud of this initiative and the drastic increase in student skills due to the relevance of the instruction Extra-curricular Participation We continue to maintain our effort to support and encourage students with disabilities to participate in extra-curricular activities. We have had deaf students participate in basketball with the support of a full time interpreter; We have had a student with intellectual disabilities participate in the school play; We have purchased strollers to support our students with physical disabilities to run in the Girls on the Run race and club; We have established an active Los Amigos Club pairs students with disabilities and without in extra-curricular activities such as the homecoming game and field trips after school hours. Our special education teachers, speech therapists, and job trainers are coaches or supports for extra-curricular activies also helps support students with disabilities involvement. Assistive Technology We continue to expand/develop our assistive technology library. We currently supply all speech therapists and low incidence teachers with Ipads to support their instruction and therapy. We have an array of

software designed to enhance the students ability to access text and develop their writing. We have Solo 6 suite, Dragon Naturally Speaking, and Co-Writer. We are members of the Bookshare organization. 18

19 Assurances Special Assurances The Local ncy (District) has verified the following Assurances: Implementation of 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. 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 programs and extracurricular and non-academic programs 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 programs provided to students with disabilities in this local education agency. 24 P.S. 1306 and 1306.2 Facilities Facility Name Facility s Provided By Student Count Lancaster County Prison Incarcerated District of 1 Lancaster Lancaster County Youth Intervention Incarcerated District of 10 Center-Detention Lancaster Milagros House Nonresident District of 0

20 Lancaster Lancaster YWCA Shelter Nonresident District of 0 Lancaster Water Street Rescue Mission Nonresident District of 6 Lancaster Glass House Nonresident District of 0 Lancaster Vantage House Nonresident District of 0 Lancaster TLC Transitional Living Nonresident District of 3 Lancaster Domestic Violence Center Nonresident District of 0 Lancaster Clare House Nonresident District of 1 Lancaster Pediatric Speciality Hospital Nonresident District of 22 Lancaster Prescott House Incarcerated Prescott House 0 Jubilee House Nonresident District of 0 Lancaster Bridging House Nonresident District of Lancaser 0 Lancaster County Youth Intervention Center-Shelter Nonresident District of Lancaster 10 Least Restrictive Environment Facilities Facility Name of Facility of Number of Students Placed New Story Special Autistic 6 Centers Community South Special Emotional 14 East Centers DASH Program Special Emotional 30 Centers Manheim Center Special Emotional 4 Centers /Autistic Fairland al Special Emotional 11 Center Centers Western Pennsylvania Approved Private Deaf and Hard of Hearing 1 for the Deaf s Pediatric Speciality Hospital Other Multiple Disabilities 4 John Beck Neighboring Districts Deaf and Hard of Hearing 2

21 Manheim Central Middle Mulberry Street Akron Warwick High Deveroux Facility Neighboring Districts Special Centers Neighboring Districts Neighboring Districts Approved Private s Deaf and Hard of Hearing 4 Emotional 4 Deaf and Hard of Hearing 2 Deaf and Hard of Hearing 1 Emotional 1 Special Program Profile Program Position #1 Operator: District Location/ Grade Carter MacRae Full-Time Special Class Autistic 5 to 8 8 1 Program Position #2 Operator: District Location/ Grade Carter MacRae Carter MacRae 5 to 8 6 0.5 8 to 11 6 0.5 Program Position #3 Operator: District Location/ Grade Carter MacRae Full-Time Special Autistic 9 to 12 8 1

22 Class Program Position #4 Operator: District Location/ Grade Carter MacRae Full-Time Special Class Autistic 5 to 8 8 1 Program Position #5 Operator: District Location/ Grade Carter MacRae Carter MacRae Full-Time Special Class Full-Time Special Class Multiple Disabilities Multiple Disabilities 5 to 8 4 0.5 9 to 12 4 0.5 Program Position #6 Operator: District Location/ Grade Carter MacRae Autistic 8 to 11 4 1 Program Position #7 Operator: District Location/ Grade Carter MacRae programs 5 to 8 10 0.5

23 Carter MacRae are programs are 9 to 12 10 0.5 Program Position #8 Operator: District Location/ Grade Price Full-Time Special Class Autistic Program Position #9 Operator: District Location/ Grade Price Full-Time Special Class Autistic 5 to 8 8 1 9 to 12 7 1 Program Position #10 Operator: District Location/ Grade Price 5 to 8 12 1 Program Position #11 Operator: District Location/ Grade Price Price 5 to 8 10 0.5 9 to 12 10 0.5

24 Program Position #12 Operator: District Location/ Grade Price Price 5 to 8 10 0.5 9 to 12 10 0.5 Program Position #13 Operator: District Location/ Grade Buchanan Buchanan 5 to 8 7 0.5 9 to 12 8 0.5 Program Position #14 Operator: District Location/ Grade Buchanan Buchanan programs are programs are 5 to 8 6 0.5 9 to 12 9 0.5

25 Program Position # Operator: District Location/ Grade Burrowes Full-Time Special Class Emotional 9 to 12 12 1 Program Position #16 Operator: District Location/ Grade Burrowes Burrowes 5 to 8 10 0.5 9 to 12 10 0.5 Program Position #17 Operator: District Location/ Grade Burrowes Burrowes programs are programs are 5 to 8 6 0.5 9 to 12 9 0.5 Program Position #18 Operator: District Location/ Grade Hand Middle Emotional 12 to 12 1

26 Program Position #19 Operator: District Location/ Grade Hand Middle 12 to 12 1 Program Position #20 Operator: District Location/ Grade Hand Middle Full-Time Special Class Multiple Disabilities 12 to 16 8 1 Program Position #21 Operator: District Location/ Grade Hand Middle 12 to 12 1 Program Position #22 Operator: District Location/ Grade Hand Middle 12 to 13 1 Program Position #23 Operator: District Location/ Grade Hand Middle 12 to 13 1

27 Program Position #24 Operator: District Location/ Grade Hand Middle Program Position #25 Operator: District Location/ Grade Hand Middle 12 to 12 to 12 1 12 1 Program Position #26 Operator: District Location/ Grade Fulton Fulton 5 to 8 6 0.5 9 to 12 9 0.5 Program Position #27 Operator: District Location/ Grade Fulton Fulton programs are programs 5 to 8 6 0.5 9 to 12 9 0.5

28 are Program Position #28 Operator: District Location/ Grade Hamilton programs are (Less Than 80% but More Than Emotional 5 to 8 12 1 Program Position #29 Operator: District Location/ Grade Hamilton Hamilton programs are programs are 5 to 8 10 0.5 9 to 12 10 0.5 Program Position #30 Operator: District Location/ Grade Hamilton Hamilton 5 to 8 10 0.5 9 to 12 10 0.5 Program Position #31 Operator: District Location/ Grade Hamilton Full-Time 5 to 8 12 1

29 Special Class Program Position #32 Operator: District Location/ Grade King programs are (Less Than 80% but More Than Emotional 9 to 12 12 1 Program Position #33 Operator: District Location/ Grade King King 5 to 8 10 0.5 9 to 12 10 0.5 Program Position #34 Operator: District Location/ Grade King King 5 to 8 8 0.5 9 to 12 10 0.5 Program Position #35 Operator: District

30 Location/ Grade Lafayette Life Skills 5 to 8 12 1 Program Position #36 Operator: District Location/ Grade Lafayette Life Skills 7 to 10 12 1 Program Position #37 Operator: District Location/ Grade Lafayette Life Skills 10 to 13 1 Program Position #38 Operator: District Location/ Grade Lafayette Lafayette 5 to 8 6 0.5 9 to 12 10 0.5 Program Position #39 Operator: District Location/ Grade

31 Lafayette Lafayette programs are programs are 5 to 8 5 0.5 9 to 11 10 0.5 Program Position #40 Operator: District Location/ Grade Ross Full-Time Special Class Multiple Disabilities 5 to 8 8 1 Program Position #41 Operator: District Location/ Grade Ross Ross 5 to 8 6 0.5 9 to 12 9 0.5 Program Position #42 Operator: District Location/ Grade Ross Ross 5 to 8 6 0.5 9 to 12 9 0.5

32 Program Position #43 Operator: District Location/ Grade Washington Program Position #44 Operator: District Location/ Grade Washington 5 to 8 1 9 to 12 20 1 Program Position #45 Operator: District Location/ Grade Washington Washington programs are programs are 5 to 8 6 0.5 9 to 12 9 0.5 Program Position #46 Operator: District Location/ Grade Washington programs are (Less Than 80% but More Than Emotional 5 to 8 12 1

33 Program Position #47 Operator: District Location/ Grade Wickersham Wickersham 5 to 8 6 0.5 9 to 11 9 0.5 Program Position #48 Operator: District Location/ Grade Wickersham Wickersham programs are programs are 5 to 8 6 0.5 9 to 11 9 0.5 Program Position #49 Operator: District Location/ Grade Wharton Wharton 5 to 8 4 0.5 9 to 11 9 0.5 Program Position #50 Operator: District

34 Location/ Grade Wharton Wharton programs are programs are 5 to 8 6 0.5 9 to 11 9 0.5 Program Position #51 Operator: District Location/ Grade Martin Martin 5 to 8 10 0.5 9 to 12 10 0.5 Program Position #52 Operator: District Location/ Grade Martin Martin 11 to 11 to 10 0.5 10 0.5 Program Position #53 Operator: District Location/ Grade Martin 5 to 8 10 0.5

35 Martin 9 to 12 10 0.5 Program Position #54 Operator: District Location/ Grade DASH Program A special education Center in no general education Full-Time Special Class Emotional Program Position #55 Operator: District Location/ Grade DASH Program A special education Center in no general education Full-Time Special Class Emotional 5 to 8 6 1 9 to 12 6 1 Program Position #56 Operator: District Location/ Grade Dash Program A special education Center in no general education Full-Time Special Class Emotional Program Position #57 Operator: District Location/ Grade DASH Program A special education Center Full-Time Special Emotional 11 to 14 12 to 7 1 7 1

36 in no general education Class Program Position #58 Operator: District Location/ Grade DASH Program DASH Program High High A special education Center in no general education A special education Center in no general education Full-Time Special Class Full-Time Special Class Emotional Emotional 14 to 18 17 to 21 6 0.5 6 0.5 Program Position #59 Operator: District Location/ Grade Pediatric Speciality Hospital A Junior/Senior High A special education Center in no general education Full-Time Special Class Multiple Disabilities 5 to 21 6 0.5 Justification: This is a hospital. Students are too medically fragile to attend school. We have a teacher that provides homebound individually to each student daily. The age range varies greatly based on who is a resident at the hospital at the time. Program Position #60 Operator: District Location/ Grade Wheatland Middle Program Position #61 Operator: District 11 to 10 1

37 Location/ Grade Wheatland Middle 11 to 13 1 Program Position #62 Operator: District Location/ Grade Wheatland Middle 11 to 13 1 Program Position #63 Operator: District Location/ Grade Wheatland Middle 11 to 12 1 Program Position #64 Operator: District Location/ Grade Wheatland Middle 11 to 12 1 Program Position #65 Operator: District Location/ Grade Wheatland Middle 11 to 13 1 Program Position #66 Operator: District

38 Location/ Grade Wheatland Middle Emotional 11 to 12 1 Program Position #67 Operator: District Location/ Grade Reynolds Middle 11 to 12 1 Program Position #68 Operator: District Location/ Grade Reynolds Middle 11 to 13 1 Program Position #69 Operator: District Location/ Grade Reynolds Middle 11 to 13 1 Program Position #70 Operator: District Location/ Grade Reynolds Middle 11 to 13 1 Program Position #71 Operator: District

39 Location/ Grade Reynolds Middle 11 to 14 1 Program Position #72 Operator: District Location/ Grade Reynolds Middle 11 to 13 1 Program Position #73 Operator: District Location/ Grade Reynolds Middle Emotional 11 to 12 1 Program Position #74 Operator: District Location/ Grade Reynolds Middle Autistic 12 to 16 1 1 Program Position #75 Operator: District Location/ Grade Reynolds Middle Life Skills 12 to 16 1 Program Position #76

40 Operator: District Location/ Grade Lincoln Middle 11 to 25 1 Program Position #77 Operator: District Location/ Grade Lincoln Middle 11 to 10 1 Program Position #78 Operator: District Location/ Grade Lincoln Middle 11 to 10 1 Program Position #79 Operator: District Location/ Grade Lincoln Middle 11 to 12 1 Program Position #80 Operator: District Location/ Grade Lincoln Middle 11 to 13 1

41 Program Position #81 Operator: District Location/ Grade Lincoln Middle Life Skills 11 to 1 Program Position #82 Operator: District Location/ Grade Lincoln Middle Emotional 11 to 13 1 Program Position #83 Operator: District Location/ Grade High Life Skills 14 to 18 1 Program Position #84 Operator: District Location/ Grade High Life Skills 17 to 21 1 Program Position #85 Operator: District Location/ Grade High Emotional 14 to 18 14 1

42 Program Position #86 Operator: District Location/ Grade High Emotional 14 to 18 13 1 Program Position #87 Operator: District Location/ Grade High Emotional 17 to 21 13 1 Program Position #88 Operator: District Location/ Grade High Emotional 17 to 21 14 1 Program Position #89 Operator: District Location/ Grade High High Full-Time Special Class Full-Time Special Class Multiple Disabilities Multiple Disabilities to 19 17 to 21 4 0.5 4 0.5

43 Program Position #90 Operator: District Location/ Grade Lancaster Living Program High A special education Center in no general education Life Skills 17 to 21 14 1 Program Position #91 Operator: District Location/ Grade - STW High 14 to 18 1 Program Position #92 Operator: District Location/ Grade - STW High 17 to 21 1 Program Position #93 Operator: District Location/ Grade - STW High 16 to 20 1 Program Position #94 Operator: District Location/ Grade High 14 to 18 20 1

44 Program Position #95 Operator: District Location/ Grade McCaksey Campus High 17 to 21 19 1 Program Position #96 Operator: District Location/ Grade High 14 to 18 17 1 Program Position #97 Operator: District Location/ Grade High 14 to 18 16 1 Program Position #98 Operator: District Location/ Grade High 14 to 18 16 1 Program Position #99 Operator: District Location/ Grade High 17 to 21 19 1

45 Program Position #100 Operator: District Location/ Grade High 14 to 18 17 1 Program Position #101 Operator: District Location/ Grade High 17 to 21 17 1 Program Position #102 Operator: District Location/ Grade High 17 to 21 17 1 Program Position #103 Operator: District Location/ Grade High 14 to 18 17 1 Program Position #104 Operator: District Location/ Grade High 14 to 18 17 1

46 Program Position #105 Operator: District Location/ Grade High 14 to 18 19 1 Program Position #106 Operator: District Location/ Grade High 14 to 18 20 1 Program Position #107 Operator: District Location/ Grade High 17 to 21 23 1 Program Position #108 Operator: District Location/ Grade High 17 to 21 20 1 Program Position #109 Operator: District Location/ Grade High 14 to 18 20 1

47 Program Position #110 Operator: District Location/ Grade High 17 to 21 19 1 Program Position #111 Operator: District Location/ Grade High 14 to 18 27 1 Program Position #112 Operator: District Location/ Grade High 14 to 18 21 1 Program Position #113 Operator: District Location/ Grade High 14 to 18 21 1 Program Position #114 Operator: District Location/ Grade High 17 to 21 22 1

48 Program Position #1 Operator: District Location/ Grade High 14 to 18 20 1 Program Position #116 - Proposed Program Operator: District PROPOSED PROGRAM INFORMATION : Class Implementation Date: August 25, 2014 Average square feet in regular classrooms: 400 sq. ft. Square footage of this classroom: 660 sq. ft. (22 feet long x 30 feet wide) Location/ Grade High High Full-Time Special Class Full-Time Special Class Autistic Autistic 14 to 18 17 to 21 4 0.5 4 0.5 Program Position #117 Operator: District Location/ Grade Lancaster County Youth Intervention Center-Detention A Junior/Senior High A building in programs are (Less Than 80% but More Than Emotional 13 to 17 5 1 Program Position #118 Operator: District Location/ Grade Lancaster County Youth Intervention A Junior/Senior A building in (Less Than Emotional 10 to 13 5 1

49 Center-Detention High programs are 80% but More Than Program Position #119 Operator: District Location/ Grade Lancaster County Youth Intervention Center-Shelter A Junior/Senior High A building in programs are (Less Than 80% but More Than Emotional 10 to 13 5 1 Program Position #120 Operator: District Location/ Grade Lancaster County Youth Intervention Center-Shelter A Junior/Senior High A building in programs are (Less Than 80% but More Than Emotional 14 to 17 5 1 Program Position #121 Operator: District Location/ Grade Cyber Cyber A Junior/Senior High A Junior/Senior High 14 to 18 18 to 21 10 0.5 10 0.5 Program Position #122 Operator: District Location/ Grade Lancaster County Full-Time Emotional 18 to 2 1

50 Prison High Special Class 21 Special s Location Teacher Personal Care Assistants All s 37 Speech and Language Pathology All s 18 Supervising Coordinator of Special District 1 Coordinator of Student s District 3 Special Social Workers Each Level 3 Psychologists All s 7 Paraprofessionals All s 38 Adapted Physical Teachers Each Level 3 Exceptional Student Specialists All s 21 Behavioral Specialist District 2 Special Project Specialist District 1 Special Nurse District 1 Assistant DASH Program 1 Personal Care Paraprofessionals All s with Low Incidence 39 Students Special Secretary District 5 Special Contracted s Special Contracted s Operator Amt of Time per Week Austill's Rehabilitation s Outside Contractor 5 Days Community South East Intermediate Unit 5 Days Fairland al Center Intermediate Unit 5 Days Manheim Center Intermediate Unit 5 Days New Story Outside Contractor 5 Days

51 District Level Plan Special Personnel Development Autism Description The District of Lancaster has been a member of the Pattan Verbal Behavior Project for the past 2 years. SDOL sends all AS teachers and para professional staff members to the Verbal Behavior Boot Camp. The classes receive ongoing consultation, training, and support from the Verbal Behavior Project throughout the school year. The teachers and social workers who support the AS classes receive Crisis Intervention Prevention: ASD training. In addition, the teachers also receive Recreational Activities and Leisure Programming for students with Low Incidence/Severe Disabilities training. All school psychologists received ADOS training prior to the start of the 2013-14 school year. Paraeducators that work with students on the spectrum will participate in monthly trainings from Intermediate Unit 13 to learn strategies to address the needs of the students. The SDOL will also provide professional development to sites on how to work with students on the Autism Spectrum through the AS Behavioral Specialist. Sites will receive the professional development based on the population/needs of the site. For all trainings, there will be sign ins available for review. Paraprofessional hours are documented on the My Plan. Person Responsible Carole Clancy Start Date 7/1/2014 End Date 6/30/2017 Program Area(s) Professional, Special, Student s Professional Development Details Hours Per Session 2.0 # of Sessions 12 # of Participants Per Session 20

52 Provider Provider PDE Approved Knowledge Gain Pattan PaTTAN, IU Yes Strategies to use when working with students on the Autistic Spectrum. Research & Best Practices Base Verbal Behavior Instructional Techniques For classroom teachers, school counselors and education specialists Enhances the educator s content knowledge in the area of the educator s certification or assignment. Increases the educator s teaching skills based on research on effective practice, with attention given to interventions for struggling students. Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision-making. Empowers educators to work effectively with parents and community partners. For school or LEA administrators, and other educators seeking leadership roles Provides 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. Training Format Series of Workshops Participant Roles Classroom teachers Paraprofessional Related Personnel Grade Levels - Primary (prek - grade 1) - Intermediate (grades 2-5) Middle (grades 6-8)

53 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 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 Behavior Description Person Responsible All staff receive training on effective behavior support with the goal of changing behavior through positive techniques and reinforcement. nually, there are mandatory large group trainings, as well as elective group training sessions, designed to expand such knowledge. The training sessions focus upon de-escalation techniques are provided to staff including paraeducators, general and special education teachers, administrators, and parents. Additionally, a separate policy (#113.1) addresses the procedures for referrals to law enforcement and reporting requirements. John Moslander Start Date 7/1/2014 End Date 6/30/2017 Program Area(s) Professional, Special, Student s Professional Development Details Hours Per Session 6.0 # of Sessions 3 # of Participants Per Session 120 Provider SDOL Provider Entity PDE Approved No Knowledge Gain De-escalation, passive restraint procedures Research & Best Practices Base Nonviolent Physical Crisis Interrvention training For classroom teachers, school counselors and education specialists Increases the educator s teaching skills based on research on effective practice, with attention given to

54 interventions for struggling students. For school or LEA administrators, and other educators seeking leadership roles Training Format Empowers leaders to create a culture of teaching and learning, with an emphasis on learning. Series of Workshops Participant Roles Classroom teachers Principals / Asst. Principals counselors Paraprofessional Other educational specialists Grade Levels - Primary (prek - grade 1) - Intermediate (grades 2-5) Middle (grades 6-8) High (grades 9-12) Follow-up Activities Review of restaint data for the district Evaluation Methods Participant survey Paraprofessional Description All paraeducators will receive 20 hours of professional development during the 2013-2014 school year. The paraprofessionals will receive training based on the job in they perform. There are four strands of training: Behavioral, Instructional s, Autism s, and Life Skill s. Professional Development Sessions include but are not limited to: Progress Monitoring, Working with Students with Attentional Challenges, Low Tech Assistive Technology, Fostering Student Independence, Reading, Writing and Math Instruction specific to district programming, Effective Communication Skills, Community Based Instruction and Family Collaboration. This level of professional development is offered annually and the topics within the training strands are aligned with current best practices, the current student population within the District of Lancaster Special

55 Programming and the paraprofessionals and personal care assistants supporting these programs. Person Responsible Carole Clancy Start Date 7/1/2014 End Date 6/30/2017 Program Area(s) Professional, Special, Student s Professional Development Details Hours Per Session 3.0 # of Sessions # of Participants Per 120 Session Provider Intermediate Unit 13 Provider PDE Approved Knowledge Gain IU No Specific strategies to work with students with unique needs. Behavioral intervention and instructional intervention strategies. Autism Verbal Behavior for those paraprofessionals and personal care assistants working within the Autism Programs. CPI and CPR, Research & Best Practices Base PDE requires twenty hours of professional development for all paraprofessionals to be determined highly qualified. The selection of professional development provided is determined based on current best practices noticed at the federal, state and local level. The delivery of these professional development sessions are provided by state and local providers. 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 Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional

56 educators seeking leadership roles 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 Department Focused Presentation Offsite Conferences Participant Roles Paraprofessional Grade Levels - Primary (prek - grade 1) - Intermediate (grades 2-5) Middle (grades 6-8) High (grades 9-12) Follow-up Activities alysis of student work, with administrator and/or peers Lesson modeling with mentoring 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 Reading NCLB #1 Description Person Responsible The LEA has implemented an and Secondary Literacy Initiative will include prescriptive research based reading instruction. Students that receive special education services will have access to the prescriptive reseach based instruction based on identified needs through the Individualized Planning process. Teachers who will be delivering the instruction will receive training to implement the programs with integrity. Carole Clancy

57 Start Date 7/1/2014 End Date 6/30/2017 Program Area(s) Professional, Special, Student s Professional Development Details Hours Per Session 4.0 # of Sessions 6 # of Participants Per Session 10 Provider Provider PDE Approved Knowledge Gain Office of Teaching and ; Scholastic For Profit Company No Effective strategies to provide reading instruction to students reading below grade level. Research & Best Practices Base Direct Explicit Instruction driven by on going data collection. For classroom teachers, school counselors and education specialists Enhances the educator s content knowledge in the area of the educator s certification or assignment. Increases the educator s teaching skills based on research on effective practice, with attention given to interventions for struggling students. Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision-making. For school or LEA administrators, and other educators seeking leadership roles Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania s academic standards. Training Format Series of Workshops Participant Roles Classroom teachers Grade Levels - Intermediate (grades 2-5) Middle (grades 6-8) High (grades 9-12)

58 Follow-up Activities alysis of student work, with administrator and/or peers Lesson modeling with mentoring 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 Transition Description Person Responsible Start Date 7/1/2014 End Date 6/30/2017 Program Area(s) Professional Teachers will continue to receive professional development and training on appropriate transition services for students with disabilities including how to access the services, and how to evaluate effectiveness. Teachers will be trained on how to develop an appropriate transition plan through the Individualized Planning. Teachers will receive updates through department trainings on appropriate agency connections for students and how to access them. Teachers will receive training on evaluating students for the need for job training services and what procedures to complete in order to provide this services for their students. Teachers will be trained on utilizing the district Transition Consultant in the transition planning process for students. There will be sign ins and reflections from the training. Carole Clancy Professional Development Details Hours Per Session 1.5 # of Sessions 3 # of Participants Per 20 Session Provider Kelly Beears Provider Entity PDE Approved No Knowledge Gain Teachers will further hone their skills to develop effective and appropriate transition plans for their students through the IEP process. They will become more familiar with appropriate agencies to include in the transition

59 process for their students. They will develop an understanding of when to utilize the services of the district transition consultant in transition planning. Research & Best Practices Base Indicator 13 training from Pattan has served as the foundation for developing the SDOL transition program. Indicator 13 training was provided the 2011-2012 SY and is replicated in these trainings to our staff in a train the trainer model. The district transition consultant will engange in the yearly training series webinars provided by PaTTAN in order to keep current with transition planning best practices. Information will be shared and disseminated to teachers to use in transition planning through the IEP with their students. For classroom teachers, school counselors and education specialists For school or LEA administrators, and other educators seeking leadership roles Training Format Enhances the educator s content knowledge in the area of the educator s certification or assignment. Empowers leaders to create a culture of teaching and learning, with an emphasis on learning. Series of Workshops Live Webinar Department Focused Presentation Participant Roles Classroom teachers Grade Levels Middle (grades 6-8) High (grades 9-12) Follow-up Activities Review of PODS survey Evaluation Methods Participant survey

60 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 14.104 and as part of the District Level Plan: 1. There are a full range of services, programs and alternative placements available to the school district for placement and implementation of the special education programs in the school district. 2. The school district has adopted a child find system to locate, identify and evaluate young children and children who are thought to be a child with a disability eligible for special education residing within the school district's jurisdiction. Child find data is collected, maintained, and used in decision-making. Child find process and procedures are evaluated for its effectiveness. The school district implements mechanisms to disseminate child find information to the public, organizations, agencies, and individuals on at least an annual basis. 3. The school district has adopted policies and procedures that assure that students with disabilities are included in general education programs and extracurricular and nonacademic programs and activities to the maximum extent appropriate in accordance with an Individualized Program. 4. The school district will comply with the PA Department of, Bureau of Special 's revision notice process. 5. The school district follows the state and federal guidelines for participation of students with disabilities in state and district-wide assessments including the determination of participation, the need for accommodations, and the methods of assessing students for whom regular assessment is not appropriate. 6. The school district affirms the Pennsylvania Department of that funds received through participation in the medical assistance reimbursement program, ACCESS, will be used to enhance or expand the current level of services and programs provided to students with disabilities in this local education agency. No signature has been provided Board President No signature has been provided Chief Administrator