york city sd - ycs.k12.pa.us · 3. refer to and discuss the spp targets and the district's...

York City SD

Special Education Plan Report

07/01/2018 - 06/30/2021

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District Profile

Demographics

31 N Pershing Avenue York, PA 17401 (717)845-3571 Superintendent: Eric Holmes Director of Special Education: Linda C Brown

Planning Committee Name Role

Lawrence Bopp Administrator : Special Education

Eric Holmes Administrator : Professional Education Special

Education

Brandon Hufnagel Administrator : Special Education

Richard Snodgrass Business Representative : Professional

Education Special Education

Elodia Barajas Community Representative : Professional


Margie Orr Community Representative : Professional


Paul Andriukaitis Ed Specialist - Home and School Visitor : Special

Education

Charlotte Beakler Ed Specialist - Home and School Visitor : Special

Education

Laura Bloss Ed Specialist - Home and School Visitor : Special

Education

Kristen Shillingsford Ed Specialist - Other : Special Education

Eric Schlosser Ed Specialist - School Counselor : Professional


Ann Lehman Elementary School Teacher - Regular Education :

Special Education

Judith Gruver Elementary School Teacher - Special Education :

Special Education

Kimberly Pessognelli High School Teacher - Regular Education :

Professional Education Special Education

Jessica Althoff Instructional Technology Director/Specialist :


Carol Linker Middle School Teacher - Special Education :

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Special Education

Annette Anderson Parent : Professional Education Special

Education

Linda Brown Special Education Director/Specialist :


Deborah Neiman Special Education Director/Specialist :


Cheryl Tacelosky Special Education Director/Specialist :


Deborah Hioutis Student Services Director/Specialist :


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Core Foundations

Special Education

Special Education Students Total students identified: 1334

Identification Method

Identify the District's method for identifying students with specific learning disabilities.

The goal of The School District of the City of York is to provide supports and services for all

students. The district uses the Comprehensive Student Support Team (CSST) as an intervention

process available to all students K-12. This CSST process supports students who are exhibiting

academic and/or behavior difficulties in the regular education classroom. The process utilizes

research-based interventions and includes data analysis to identify barriers to student learning. The

goal is to provide interventions and supports to address the students’ needs. The interventions and

the support process must be implemented over a 30-60 day time period for each student. During

this intervention phase, data regarding the student’s progress toward achievement of the

established academic and /or behavioral goals is collected, analyzed, and monitored by the team to

determine effectiveness. A 30 day review meeting is held to determine if necessary revisions or

adjustments are needed to the student’s action intervention plan. In addition, the district utilizes a

parent survey to gain educational history and background knowledge for students who are not

English dominant. This survey assists the district in gaining insight to prior educational experiences

and events that shape the current student status. The interviews also assist the ELL teacher in

determining appropriate services and interventions.

The School District of the City of York adheres to Chapter 14 regulations and Pennsylvania

State guidelines for identifying students with specific learning disabilities (SLD). If a student is

referred for an educational evaluation, a multidisciplinary evaluation team utilizes the Discrepancy

Model to determine whether a significant difference exists between achievement and intellectual

ability in the following areas: oral expression, listening comprehension, written expression, reading

fluency, basic reading, reading comprehension, mathematic calculation and/or problem solving.

The School District of the City of York has established a partnership with LIU # 12 to develop and

implement a Multi-Tier System of Support (MTSS) for academic and behavior concerns. The goal is

to continue to refine and identify research strategies and interventions at all three levels of the

tiered process in order to support district-wide implementation that meets the needs of all students

who are academically or behaviorally at risk.

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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 Penn Data website. You can view your most recent report. The link is: https://penndata.hbg.psu.edu/PublicReporting/DataataGlance/tabid/2523/Default.aspx

According to the 2016- 2017, PDE Special Education Data Report, ten out of twelve disability sub-

groups, had no significant disproportionalities. In these sub-groups no exceptionality was higher or

lower than ten percent when compared to the state percentage.

Upon review of the Special Education Data Report the disability category of specific learning

disability (SLD) percentage was approximately ten percent higher than the state average; in contrast

the disability category of Other Health Impaired was approximately ten percent lower than the state

average. The district plans to address disproportionality by refining assessment processes to

include multiple measures to determine eligibility, aligning research based interventions to the

academic deficit area and monitoring the implementation of the CSST process with fidelity. The

district will continue to encourage professional development for qualified examiners and IEP teams

in order to improve reliability and validity of the assessment results.

Non-Resident Students Oversight

1. How does the District meet its obligation under Section 1306 of the Public School Code as the host District at each location?

2. How does the District ensure that students are receiving a free appropriate public education (FAPE) in the least restrictive environment (LRE)?

3. What problems or barriers exist which limit the District's ability to meet its obligations under Section 1306 of the Public School Code?

The School District of the City of York currently does not have 1306 facilities such as detention

homes, drug/alcohol treatment centers, homes for orphans or similar types of facilities. In the event

that a facility would locate in the district, the LEA will fully comply with the requirements of IDEA

2004 and PA Chapter 14 to meet its obligations under Section 1306 of the Public School Code as

outlined in the BEC: Educational Programs for Students in Non-Educational Placements 22 Pa. Code

Section 14.102. Any barriers would be addressed through a collaborative effort between the district

and 1306 facilities.

https://penndata.hbg.psu.edu/PublicReporting/DataataGlance/tabid/2523/Default.aspx

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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 School District of the City of York provides oversight for all incarcerated students who are in

need of specially designed instruction. Procedures for ensuring Free Appropriate Public Education

for incarcerated students consist of ongoing monitoring of reporting data generated by Lincoln

Intermediate Unit 12 to the district’s Child Accounting Coordinator (verification of residence). The

Lincoln Intermediate Unit 12 contacts the district to request records and coordinate the course of

study for students. Information is sent to the school administrators, guidance counselors, the

Student Support Office, and the Office of Special Education. As stipulated in Brian B. v.

Commonwealth of PA, information for students that have been identified as receiving services is sent

to the respective facilities within the designated time frame.

The Lincoln Intermediate Unit provides special education services for all incarcerated students who

are eligible for special education services. A student is eligible for a diploma when the high school

principal of the local (home) district determines that the work completed by the student meets the

school district's criteria for graduation.

Least Restrictive Environment

1. Describe the District procedures, which ensure that, to the maximum extent appropriate, children with disabilities, including those in private institutions, are educated with non-disabled 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 which 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 - Educational Environments. Also discuss the number of students placed out of the district and how those placements were determined to assure that LRE requirements are met.

The School District of the City of York is dedicated to ensuring a Free Appropriate Public Education

(FAPE) for all students with disabilities in the Least Restrictive Environment (LRE). Once the

multidisciplinary individual education plan team determines a student eligible for specialized

instruction, the team develops an individualized education plan that is based on the student’s

present level of performance, strengths, and areas of need. After the team establishes the student’s

IEP goals and/or objectives, specially designed instruction/ supplementary aids and services, the

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team then determines how the student’s educational program will be implemented within the least

restrictive environment. The district will continue to provide professional development on Section

II of the IEP - Present Educational and Functional Levels, Section V - Goals and Section VII –

Educational Placement, to make appropriate determination of least restrictive environment. The

teams utilize resources such as the Standards Aligned System (SAS), the Pennsylvania Department of

Education Accommodations Guidelines Manual, and PATTAN publications related to Supplementary

Aids and Services to assist with the IEP decision making process.

The regular education setting is the first LRE consideration with supplementary aids and services for

all students regardless of disability or program needs. The data from the initial or re-evaluation

results, in conjunction with progress monitoring, support IEP teams in the LRE decision making

process. The LEA continues to monitor and attend meetings for students in private institutions to

ensure FAPE and LRE are consistent with the student’s academic and behavior needs.

The LEA offers a continuum of services, itinerant, supplemental and full time, for students receiving

learning support, emotional support, autistic support, deaf/hard of hearing support, life skills

support, speech/language support and multiple disabilities support. These services are provided

within district buildings to include grades K to 12.

The district contracts with the LIU #12 for students with extensive vision or vision/deaf hard of

hearing needs who require assistive technology, orientation & mobility and specialized instruction.

Itinerant level of vision services are provided to eligible students by LIU 12 staff in their

neighborhood schools.

The LEA is part of the PaTTAN Autism Initiative which utilizes Applied Behavior Analysis (ABA)

principles. The classes which follow ABA model are located in a K-8 neighborhood school building.

The district has identified a staff member to serve as an internal coach to support staff, students and

parents participating in the autistic support program. Teachers and building administration receive

feedback from PaTTAN consultants after each on-site review in order to maintain program fidelity

and identify professional development needs. Teachers use the feedback from the PaTTAN

consultants to modify interventions, improve student communications and assess student progress

in identified areas of need. As students transition to the high school, the LEA will continue to

collaborate with PaTTAN to support the initiative at the high school level.

Bearcat Bistro is a student –run café that makes and sells breakfast items to the school community.

Students are responsible for baking, serving, filling orders and running the cash register as part of

the life-skills curriculum. Participation in the daily operations of a business provide students with

the real life experience needed to prepare them for employment upon graduation by teaching them

skills in customer service, taking orders, and time management.

Practical Assessment Exploration System (PAES Lab), a comprehensive work development

curriculum for life skills students, is a work simulated environment within the classroom setting.

The lab assesses a student’s work potential and interest level. Students explore various jobs, using

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real tools, and develop proper work behaviors in 5 areas: Computer Technology, Construction,

Processing/Production, Consumer/Service, and Business/Marketing. It is an individualized

vocational program, which offers multiple levels of complexity based on students’ abilities and

interests.

Office of Vocational Rehabilitation (OVR) is a local agency that supports post graduate options. OVR

counselor provides services at William Penn High School several times a month to help students

with disabilities transition into post-secondary training or competitive integrated employment.

Students are referred by their case manager (teacher) and, if eligible, can receive the following

services and activities:

Students participate in work-based learning experiences, which may include in-school or after

school opportunities in the community. Students will be provided options for work experience that

teach skills needed to obtain competitive integrated employment or transition to post-secondary

training. Depending on skill level, a job coach can be provided to the student to ensure appropriate

work-based skills for a particular job.

Job shadowing provides students with disabilities opportunities to shadow an employee in their

area of interest to obtain an overview of the skills, duties, and knowledge needed to work in that

particular field.

Transition to Adult Programming Services (TAPS) assists students with IEPs through AHEDD, a

private, non-profit organization. Counselors meet with students to discuss their employment goals

and research different careers. Students also search for jobs, complete applications, practice

interview skills through mock interviews and use www.jobgateway.pa.gov. Students meet with

employers to learn what qualities employers look for in their employees. Other opportunities

include job shadowing at multiple local businesses and campus tours at Penn State York, York

Technical Institute, and Thaddeus Stevens School of Technology.

Promoting Academic Success (PAS) enables students with IEP’s to pursue post-secondary education

by taking a class at Harrisburg Area Community College (HACC). This class is a one credit course

paid by OVR which teaches students the skills they will need to transition from high school to post-

secondary education successfully. Students learn about assistive technology, accommodations in

college vs. high school, time management, and self-advocacy needed to be successful in post-

secondary education.

York City School District is an active participant in York County Coordinating Transition Council

which meets on a monthly basis. Transition Council consists of school district transition

coordinators, guidance counselors, and outside agencies. This county wide group plans agency and

post-secondary fairs for students and parents to assist them with accessing resources available for

students after high school, as well as sharing best practices in regards to transition.

Teachers work with audiologists, speech and language pathologists and/or LIU#12 specialists to

meet the needs of the student requiring Assistive Technology (AT). A team meeting is held to

http://www.jobgateway.pa.gov/

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determine need for students annually or when it is determined that a revision in IEP needs to be

made for the student. LIU specialist gathers information using the AT referral. All IEPS are reviewed

annually for each student and a consultation with hearing impaired teacher, speech and language

therapist or other related services specialist are held on a regular basis. If the audiologists’ report

reveals a need for hearing aids, until the hearing aid are obtained, a sound system is placed in the

room for the student. The district has established a meeting with LIU 12, assistive technology

representative, to further investigate options for professional development and resources for staff

and parents regarding AT. For students with significant cognitive delays, the district recognizes the

AT can build the bridge to learning. This partnership with the LIU 12 will strengthen LRE.

Students within the School District of the City of York bring many additional challenges to the

learning environment including social and emotional issues and trauma and/ or trans -generational

trauma. Students in this environment need to gain an understanding of their feelings and how to

self-calm and regulate with appropriate methods. The sensory room is available to all students

within a given building, utilizing the zone of regulation method. The Zones of Regulation (Kuypers,

2011) is a curriculum geared toward helping students gain skills in consciously regulating their

actions which in turn leads to increased control and problem solving abilities. Using a cognitive

behavior approach, the curriculum’s learning activities are designed to help students recognize

when they are in different emotional states called “zones,” where each of the four zones are visually

represented by a different color.

By understanding their “zone”, the adult and student can begin to choose an appropriate method to

help the student regulate and prepare to learn. Each sensory room in the district is unique and

designed with the student population in mind; however, each room has essential elements to

produce a calming effect. Students, along with a supervising adult, can incorporate a variety of

different sensory based activities to be better prepared to learn. The goal is to expand the sensory

rooms to other district buildings.

Additionally, delayed reading skills put a student at risk for poor performance in all academic

subject areas. Bookshare allows a student to maintain pace with their peers while they are

attempting to address their individual needs in reading. Bookshare, a free internet based resource,

provides students with audio versions of text books, novels, and other print material to allow access

to all print based materials with in the educational setting. The district has an account with

Bookshare which can be accessed by all schools and teachers. Continued professional development

will be implemented over the next three years to increase usage of this electronic resource in the

district.

Currently, the district is using Skype with homebound students to allow for social interaction and

exposure to same age peers. It allows the students access to grade level curriculum even though

they are not attending a traditional brick and mortar building. Skype allows the students to be a part

of the school either actively by participating in classroom discussions, or passively by just listening

to instructional content.

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The district recently acquired the Test of Integrated Language and Literacy Skills (TILLS) that is

based on language levels-by-modalities. The purpose of this assessment is to identify language and

literacy disorders, document patterns of relative strengths and weaknesses and track changes in

language and literacy skills over time. The team of certified school psychologists, speech and

language pathologists, and occupational therapists are using this standardized test to help build a

more complete and accurate profile of our student’s language and literacy proficiency. This tool will

continue to help guide educational professionals in tailoring student instruction and intervention

across all grade levels.

The System 44 Model for Blended Learning combines adaptive technology and teacher-led

instruction to help students become proficient readers, writers, speakers, and critical thinkers. As a

stand-alone program, System 44 is designed to be implemented daily as a single class period. Duel

diagnosed students’ (EL and Special Education) needs can be met through this intervention program

to assist with foundational reading skills.

READ 180 helps students meet the rigorous expectations of the new standards and experience

success on the new assessments. READ 180 uses the key instructional shifts to support teachers in

enhancing their understanding of the reading process to accelerate student achievement.

System 44 and Read 180 programs are research based interventions that have tools built into the

curriculum to monitor growth and progress on specifically targeted reading skills. Both programs

have an internally leveled program to differentiate to student needs within the curricula.

The district uses Benchmark Advance as the core ELA program. Within this program an intervention

screener is used to determine foundational skills. The program is intended for students who need

extra support to master grade level standards. It offers re-teaching and additional practice to

reinforce instruction in the core program in the LRE.

The Go Math series is a core math program with an intervention component to provide strategic and

intensive intervention lessons for students with various academic needs. The movement toward

such programs in the district promotes LRE opportunities.

To improve algebra scores for students in the ninth grade academy, the district is utilizing the Math

180 Program to increase overall foundational skills. MATH 180 is a comprehensive system of

curriculum, instruction, assessment, and professional development designed to equip older

struggling students with the knowledge, reasoning, and confidence to thrive in algebra.

One of the components of successful inclusion is the degree to which the student with a disability is

an accepted member of the general education classroom. Classroom teachers work to establish and

maintain a positive and supportive classroom atmosphere using social/emotional curriculum (Zones

of Regulation), reinforcement programs and cooperative learning strategies. Behavioral supports

promote these inclusive practices by bringing those support services to the child versus bringing the

child to the service. The School District of the City of York has partnerships with several mental

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health community providers who deliver and service students within their home school or district

placement. These services are provided in all educational settings throughout the district in a

manner that promotes cultural sensitivity and acceptance of individual needs and differences.

All K-8 buildings in the School District of the City of York are implementing a Vertical Looping

classroom structure designed to provide an environment of team collaboration, grouping flexibility,

enhanced student, teacher and parent relationships and focused instruction that guarantees success

for all students.

The Bearcat Cyber Academy, in partnership with Lincoln Intermediate Unit 12, provides customized

learning options for students in the School District of the City of York to develop individualized

learning paths that are aligned to the PA Common Core. Through the use of rigorous online

instruction and access to district provided opportunities and support at William Penn Senior High

School, the program aims to prepare students for post-secondary goals.

Bearcat Cyber Academy students have different learning paths available to meet their unique

learning needs. This may include traditional cyber learning, cyber learning completed on-site at

William Penn, or a blended schedule that allows students to take classes at William Penn Senior High

School in addition to their online Bearcat Cyber Academy courses.

Students with Individualized Education Plans (IEP) or 504 plans are accommodated within the

courseware as per the IEP or 504 plan. The School District of the City of York ensures that the

Pennsylvania certified teachers of the online content are provided the accommodations and

modifications that are within each student’s IEP. The advisor of the Bearcat Cyber Academy, who is a

Certified Special Education Teacher, monitors the course work, along with each student’s grades.

The advisor is also in constant communication with the providers of the content to make sure that

each student is given the best opportunity to succeed in LRE.

The list below shows the various supplementary aids and services including best practices in the

district. The LEA continues to plan Professional Developments in how these aides and services can

be best utilized in the general education classroom. The use of differentiation of instruction, co-

teaching, and supplementary aids and services were common areas in which schools have indicated

the need for professional development.

Supplementary Aids and Services

Service/Resource

Description

Collaborative Supplementary

Aids and Services

Instruction for students with disabilities is designed by

identifying the potential barriers to learning and curriculum

access. The process is demonstrated through weekly

professional learning communities (sped education teachers

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included), grade level meetings, revised comprehensive student

study teams (CSST), and bi weekly school administration and

special education supervisors meetings. These collaborative

meetings assist in identifying instructional strategies to

eliminate learning and behavior barriers for students.

Computer Technology

The district utilizes technology to access programs such as

Google and Speak to Write program. The district purchased

headphones with microphones for students to use with various

computer based programs. Bookshare and System 44 / Read

180 support students with their reading and writing skills.

Extra-Curricular Activities

All students, including students with disabilities and diverse

needs, have the opportunity to participate in extra-curricular

activities and, if needed, are provided accommodations and

modifications.

Instructional Supplementary

Aids and Services (SaS)

Instructional SaS category represents the development and

delivery of instruction in ways that address diverse learning

needs and provide alternate ways for students to engage in and

demonstrate learning, and meaningfully participate in the

general education curriculum.

Instructional examples include but are not limited to the

following; using special paper or writing tools, color-coding

mathematical symbols, highlighting reading materials and

directions, providing graphic organizers and note-taking tools

and allowing students to respond in different modes, or

multiple means of expression, as it is referred to in UDL

(Universal Design for Learning).

Physical Supplementary Aids

and Services

Examples of SaS include adaptations and modifications to the

educational environment such as wheelchair-accessible table,

slant boards, and FM Systems in classrooms. Other physical

adaptations include: Adjustments to sensory input, non-glare,

supplementary light source, adaptive equipment, like

keyboards, structural aids, such as: seat wedge or cushions,

page, book stands, switch mounts, computer monitor clips, non-

slip mats, alternative joystick or track pad, keyboard stickers,

post it flags, color coding dots, and highlighters.

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Social-Behavioral

Supplementary Aids and

Services

To increase appropriate behaviors and reduce disruptive,

interfering behaviors for students, strategies and services such

as peer mediation, Youth Court, social work services, school-

wide Positive Behavior Interventions and Supports (PBIS),

character education classroom (PRIDE) are provided to

students.

Each school is committed to educating all children, as reflected in the District’s Recovery Plan,

District’s Mission and Core Beliefs. The Core beliefs include that ALL students can learn, effective

leaders build effective teams, trust and respect are the foundations for success, teaching matters,

teachers matter, everyone – students, teachers, families, administrators and staff - is responsible for

students’ success.

The Special Education Data Report Card, the percentage of students receiving services in the regular

education classroom for 80% or more of the time is 52% compared to the state percentage of 62%.

Based on data from December 1, 2016, this is a ten percent decrease of the number of students in

itinerant setting for the LEA.

The percentage of students receiving services in the regular education classroom less than 40% of

the time is 27% compared to 9% at the state level.

Percentage of students in special education receiving services in other settings is 5% for both the

district and the state.

According to the Special Education Data Report Card, the district recognizes the need for more

inclusive practices and professional development. Through PaTTAN, York City School District is

participating in an Inclusive Grant. Using the Optimizing Inclusive Practices Framework, the Goode

K-8 school has been chosen to participate in this grant opportunity. Listed below on the chart is a

breakdown of the percentage of students with IEPS by LRE and disabilities.

The three highest disabilities in restrictive settings (Full Time) are intellectual disability, emotional

disturbance and autism according to Sapphire data base.

At Goode K-8 building, overall the percentage of students with disabilities receiving services in full

time LRE is 35%. When comparing the overall district, state and SPP target provided by the 2016-

2017 Special Education Data Report Card, the current LRE percentage at Goode K -8 is significantly

higher. Percentages for the district are 27%, and the state is 9.5%.

The students in special education that are being serviced in out of district placement match the state

percentage. In determining a student’s placement, several considerations are discussed including

SaS and intervention. Multiple IEP teaming meetings are held prior to placing students in other

settings.

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Behavior Support Services

1. Provide a summary of the District policy on behavioral support services including, but not limited to, the school wide positive behavior supports (PBS).

2. Describe training provided to staff in the use of positive behavior supports, de-escalation techniques and responses to behavior that may require immediate intervention.

3. If the district also has School-Based Behavioral Health Services, please discuss it.

A behavior support plan is developed for students whose behavior impedes the students learning or

the learning of others. In the behavior support plan, positive techniques must be used to improve

the student’s opportunity for learning and achievement of academic standards. Behavior support

plans are based on a functional assessment of behavior and include a variety of research-based

techniques. Data is collected on which research based strategies would be effective for each

student. A Functional Behavior Assessment (FBA) is conducted where the data is analyzed along

with parent and teacher observation and input. This is completed prior to the development and

implementation of a Positive Behavior Support Plan (PBSP) to hypothesize the function of the

student’s behaviors.

Live School has been adopted by the district and professional development for staff conducted for

the implementation of Live School in an effort to collect more accurate data on the effectiveness of

PBIS across the district. This also aides in monitoring behavior patterns and provides behavior data

which will result in data driven decisions to address Tier 1 behavior needs and appropriate strategy

implementation districtwide.

The LEA provides training to staff on research-based practice, using the Nonviolent Crisis

Intervention model developed by the Crisis Prevention Institute (CPI). The philosophy of the

program focuses on crisis prevention and the creation of restraint-free environments through a

commitment to Care, Welfare, Safety and Security. All physical interventions and supports are used

as a last resort when the student is in danger of hurting him/herself or others.

The Office of Special Education maintains and reports data on restraints using the Initial Report of

Restraint form developed by the School District of the City of York. This form includes student

demographics, restraint details, antecedent, behavior of concern, de-escalation strategy, relevant

IEP information and child accounting report of incident / injury. This information is submitted

electronically to the Pennsylvania Department of Education (PDE) and the Bureau of Special

Education (BSE) using the Restraint Information System Collection (RISC) website. The parent is

given notice of the restraint within 24 hours and provided the option to participate in the meeting

about the restraint, to be held within 10 days of the incident. If the parent chooses to waive his/her

option to participate in the team meeting, the district will still conduct the meeting and make

recommendations regarding interventions as appropriate.

The following are programs the district has implemented to reinforce the district policy on

behavioral supports.

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1. PBIS is a program that the district is using as a Tier 1 support system. This program works to

improve school climate and student behaviors. Each building has a PBIS team that establishes

events and activities for students to reinforce a positive learning environment and better facilitate

learning. Through an analysis of students’ office referrals, daily observations and student team

meetings, each building examines disruptive behaviors and creates specific interventions that are

implemented, monitored and adjusted to change negative student behavior. The PRIDE matrix and

curriculum supports a consistent climate for learning that promotes student academics, and

behavioral/social resiliency. Professional development and analysis of data will continue in all

buildings while collaborating with LIU 12, Supporting Positive Environments for Children (SPEC)

and other interagency supports.

2. Peer Mediation Program is a Tier 1 intervention that provides an opportunity for students to

assist other students with conflict resolution. The program develops outcomes with a “win/win”

philosophy for both parties. It engages the disputants to discuss the issue and come to a mutual

resolution. The discussion is structured in a script format for the peer mediators to assist in guiding

the process to address the point of view, feelings and brainstorming of solutions for the two parties.

All K-8 buildings have received Professional Development for students and staff to have functioning

programs in the buildings. The program continues to be utilized and monitored in all K-8 buildings.

3. The District is implementing the Multi-Tiered System of Supports (MTSS) through Comprehensive

Student Support Team (CSST). This system ensures students who are academically and behaviorally

at risk are identified early and are supported by a process that provides interventions based upon

student needs and includes procedures that monitor effectiveness. The CSST process increases

communication among school team members, provides for collaboration with parents, and creates

individualized goals and interventions for students to increase their ability to be successful in the

learning environment.

4. The district participates in the PaTTAN Autism Initiative in K-8 programming for students with

Autism. The methodology focuses on ABC analysis (Antecedent, Behavior, Consequences) and takes

into account classroom environment. There is a comprehensive data system which drives

instruction to modify behavior. The district will move toward expanding the program to meet the

needs of students at the secondary level.

5. School-based behavioral health services are provided in all buildings. These services include the

following:

A. School Counselors (8): These individuals support and maintain the Chapter 339 Guidance

Plan by addressing the academic, personal/social and career needs of our students. They provide

guidance curriculum, individual planning, responsive services and system support to our students,

staff, parents, and community. School Counselors coordinate 504 plans and SAP teams and support

the CSST process, peer mediation, transition services and leadership programming.

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B. Licensed School Social Workers (12): These individuals provide a myriad of services,

including supportive counseling, social skills training, case management, crisis management,

referrals for additional services, community involvement, family engagement, and home visits.

School Social Workers support families, teachers and other school staff in supporting the overall goal

of increasing academic success of all students.

C. Behavior Specialists (9): Behavior Specialists are contracted staff through the York County

Library System. They provide behavioral interventions and supports, including behavior plans, for

students who struggle with behavior difficulties during the school day. Behavior Specialists engage

teachers, other school staff, parents, and students to improve behavior and academic success. They

also facilitate student support groups as appropriate.

D. The district has contracted with LIU#12 for psychological services, including psycho-

educational evaluations, crisis assessments, and teacher consultation. Each building is assigned a

school psychologist.

E. Communities In Schools: Site coordinators work inside the school to provide integrated

student supports. They work with school leadership and staff to connect students and families with

community resources that help to address both academic and nonacademic needs.

F. Pennsylvania Counseling Services, Inc. (PCS): This agency provides school-based

outpatient counseling in every building. The therapists refer students to outpatient

individual/family counseling, medication management and behavioral health rehabilitation services

(BHRS) as appropriate. These services are delivered in school through Medical Assistance or out of

school through commercial insurance.

G. Community and School-Based Behavioral Health (CSBBH): Pressley Ridge provides

voluntary mental health services for students who have severe emotional and/or behavioral

concerns that interfere with their learning and/or functioning in school, home, or community. The

CSBBH team is physically housed in Davis, McKinley and Hannah Penn. They provide clinical

support to students during the school day and are available to students and their families after

school hours, on weekends, at home and during the summer.

H. Check and Connect Mentors: A service contracted through Pennsylvania Counseling

Services, Inc. and funded by the York County Office of Children, Youth and Families that provides

truancy interventions and goal setting.

I. Student Assistance Programs (SAP)/SPARK is supported by True North Wellness Services

to help identify at-risk students and screen for mental health and drug/alcohol problems.

J. True North Wellness Services provides a mobile crisis unit for on-site crisis management.

This service is available for all students in the K-8 buildings and the high school. The mobile crisis

unit will assess mental health issues such as suicide, homicide, and out of control behaviors.

K. Support for Students Exposed to Trauma (SSET) is a group based intervention for all

students who have experienced traumatic events. The group maximum size is ten students and the

17

behavior specialists in conjunction with district social workers co-facilitate the groups on a ten week

basis.

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 School District of the City of York is dedicated to ensuring a Free, Appropriate Public Education

(FAPE) for all students with disabilities in the least restrictive environment. Within the School

District of the City of York, we have faced challenges in educating students who are dually diagnosed

with mental health and an eligible disability under Chapter 14. School teams consisting of an

administrator, teachers (regular education and special education), outside agency support,

parent(s), and/or related service providers meet to discuss the services of any student whose needs

are not being met in a comprehensive school. If a more restrictive placement is deemed necessary,

central office special education staff collaborates with the building team to ensure FAPE.

The district recognizes the crucial role in identifying which students require intensive interagency

coordination, since these are for students whose services cannot be provided in the public

educational setting. Special education supervisors and social workers act as the district’s liaisons

with outside agencies such as Bridges, Meadows, Hoffman Homes, Philhaven, Devereux, Abraxas,

Pennsylvania Counseling, Soaring Heights and New Story.

Our successful programs, services, interventions are based on interagency collaboration within the

LEA.

Therapeutic emotional support services are provided within the school district. Two classrooms

have been identified to service students with severe emotional needs. The intermediate classroom,

Gemstones, services students from grades 4-8. The other classroom focuses on grades K-3 (Miners).

The goal of the program is to offer academic structure in a safe and therapeutic environment where

students receive medical, mental health and therapeutic interventions. Small class environments

enhances the identification and remediation of learning problems before the student falls

significantly behind academically and falls to make adequate yearly progress. Many have

18

experiences gaps in their learning due to mental health and behavioral issues. Gemstone and

Gemstone Minors provide intensive remediation in order to return the student to the home school

equipped with proper tools. Gemstones staffing includes a certified special education teacher,

behavior analyst who is certified in applied behavior analysis, and para educators.

Other services that are available include Pennsylvania Counseling, which is a school-based

outpatient therapy, and referrals to other services/agencies for students and their families in all

district buildings. Pressley Ridge provides behavioral health services to students and their families.

Three schools currently have the school based community health program called Community and

School Based Behavioral Health (CSBBH). School Resource Officers and Juvenile Probation Officers

provide a variety of services to support students and their families within the district. The School

District of the City of York cooperates with local Courts, Mental Health /Intellectual Disabled Case

Management Services, and other mental health service providers in the area.

Strengths and Highlights

Describe the strengths and highlights of current your special education services and programs. Include in this section directions on how the district provides trainings for staff, faculty and parents.

The Mission of the School District of the City of York is as stated: “As a professional learning

community, we educate the whole child by providing an engaging and challenging learning

environment to ensure each student receives a premier education.” The district is committed to

providing a free, appropriate public education for all students with disabilities in the least restrictive

environment. The school board, administrators, teachers, parents and support staff work

collaboratively to provide the most appropriate educational programs for students with disabilities

and diverse learning needs.

In support of the district’s mission, the vision of the Office of Special Education is threefold. The first

priority begins with accelerating the academic achievement of every student, in partnership with the

community. Secondly, all students are provided specially designed instruction within the least

restrictive environment. Lastly, the focus is to ensure that students have the attitudes and skills to

succeed in post-secondary opportunities and the global workforce. The goal of the special

education department is to support efforts and initiatives in order to build the capacity of all staff

who serves students receiving special education services.

The School District of the City of York offers a wide range of services to support this vision. These

services include social work, transportation, speech and language, occupational therapy, physical

therapy, transitional support, hearing/audiology, vision, psychological/psychiatric,

behavioral/mental health, and supplementary aids and services.

19

The Office of Special Education works collaboratively with administrators and teachers within each

building to ensure that students are provided with a variety of instructional and behavioral supports

prior to the initial referrals for special education services. Comprehensive Student Support Teams

(CSST) identify and coordinate the implementation of interventions for all students needing

academic and behavioral support. In addition, professional learning communities, grade level team

meetings and student support rounds are held at each of the buildings. These teams include special

education teachers, building administrators, outside agencies and other related service personnel.

Discussion centers on behavior and academic issues for each student. Currently, the district is

implementing the components of the MTSS model. Over the next three years, central administration

and school based teams will continue to identify academic and behavior interventions at each of the

three tiers. This proactive approach should significantly reduce the referrals for special education

and lower the number of disciplinary removals.

The School District of the City of York endeavors to work collaboratively with agencies to improve

the quality of services for students in our programs. To support students and their families, the

following agencies have representatives in the district: Wellspan, Pennsylvania Counseling Services

(Pa Counseling) and CSBBH, School Resource Office (SRO), and Juvenile Probation Office (JPO).

Members of the Special Education office attend frequent meetings with many local agencies such as

Children, Youth and Family Services (CYF), York/Adams Mental Health Case Management Services

(MH/IDD), and CASSP. In conjunction with the York County Department of Human Services, the

district meets with agency or county representatives to clarify available services. Local judges have

established a working relationship with the district in order to address student attendance through

a Student Attendance Improvement Plan (SAIP).

The Office of Special Education will reestablish a partnership with the Office of Special Programs,

Office of English Language Learners, Pre-School, and the Office of Parent Liaison (SEPPS) to further

develop strategies to increase parental involvement. The goal of this team is to collaborate in order

to meet the diverse academic, language, and social needs of all students by empowering parents and

community partners with essential skills to support our children. In addition, the Office of Special

Education attends monthly Parent Liaison meetings and LIU 12 monthly meetings held for advisory

members. The goal of these groups is to strengthen family/school networking.

The school district has hired social workers and behavior specialists for each building to support all

students. The school social workers provide additional IEP supports. Their primary function is

to intervene with students across the four quadrants of the Recovery Plan. The plan has five

priorities in four phases which include support for instruction, communication, talent, resource

alignment and performance management.

The district’s social workers help students resolve personal, emotional and social problems that

interfere with their adjustment to school and their capacity to obtain maximum benefit from their

educational program. The social workers assist within the K-8 buildings, high school building, and

within the immediate community serving as a liaison between student’s families and the district.

20

Home visits are frequently done to assist with the process and delivery of educational services and

the exchange of information with parents. Social workers consult with parents in order to connect

them with mental health providers to support the child.

Some programs and interventions that have been implemented are Pennsylvania Check and Connect

in partnership with Pennsylvania Counseling, mini-truancy task forces operating from within each

building, truancy intervention sessions occurring monthly with parents and judges, participation in

the county Truancy Intervention Initiative and its planning meetings, and the incorporation of a

truancy protocol co-developed with York County Children, Youth and Family Services (CYF) into

district attendance policy.

Another highlight that the district has implemented is the relocation of the autistic support

classrooms to one building and assigning a person to fulfill the role of internal coach. In

collaboration with PATTAN, the school district will continue to increase parent involvement in areas

of professional development, identification of community resources and connection with agencies

such as Autism York. The York City staff will receive continual monitoring and feedback annually by

PaTTAN consultants.

To increase student achievement for students with IEPs, the district has acquired System 44/Read

180 Reading. A special education teacher from each K-8 school and high school received

professional development. Seven out of eight K-8 building received materials. The reading

program addresses the areas of phonics, sequencing and strategies to improve student achievement

in reading fluency, written and oral retelling, and comprehension.

The district offered extensive ongoing training for all paraprofessional during the school year.

Workshops included Cardiopulmonary Resuscitation (CPR), First Aid, Crisis Intervention Training,

Life Skills Management Training, Positive Behavior Support Training, Reading and Mathematics

Strategies, and meeting the needs of Complex Students. In addition the Office of Special Education

utilized the LIU 12 on-line professional development for all paraprofessionals to meet the

requirements for "Highly-Qualified Paraprofessionals." Another resource for on-line professional

development will be through PATTAN.

Supporting inclusive education has been a major initiative across the elementary and secondary

level. Central office staff has viewed and completed 20 hours of the Optimizing Inclusive Practices

Modules. York City was one of five LEAs to be awarded a two year grant. The focus school for this

grant will be Goode K-8.

Data dialogues are the district's means to collect information, analyze students' needs, differentiate

instruction and focus on the standards of PA Core Curriculum. The entire district engages in data

dialogues bi-weekly during early-dismissal days. MAP assessments are given three times

throughout the school year. In addition to MAPS, other examples of data include CBA and Dibels. All

teachers have access to a variety of data sites (e-metric, Pennsylvania Valued-Added Assessment

21

System, MAPs, etc.) to review data and make informed instructional decisions. PATTAN and

Sapphire consultants are currently working on inputting all measures of students’ academic

assessment information into the district’s informational data system. This information serves as a

basis for student instruction and is incorporated into the present levels of performance within the

IEPs. Teachers develop Student Academic Prescription Plans (SAPPS) that target specific areas of

needs per standard that are used in both general and special education environments.

The district implements Positive Behavior Interventions and Support (PBIS) at all building

levels. All schools follow the same matrix for P.R.I.D.E. The common themes are Prepared, Respect,

Integrity, Determination, and Engaged. Utilizing PBIS, administrators and teachers collect and

analyze students' behavioral data in order to develop positive reinforcements within the building.

Each school within the district has created a PBIS team. Pride Rooms for character education have

been created for self-reflection on behaviors of concern.

Beginning in 2016-2017, the district partnered with the state of Pennsylvania, to implement

Supporting Positive Environments for Children (SPEC) in grades Pre-K-2. SPEC is a positive

behavior support framework for schools who want to provide an environment that fosters young

learners socially and emotionally. SPEC was developed in response to the increased disciplinary

removal rate for children in early grades.

Our school guidance plan under Chapter 339, has established career activities and experiences

associated with the Pennsylvania Career Education and Work Standards. Lessons start as early as

Kindergarten. Work samples and artifacts are collected from third to eleventh grade. Upon

graduation students will have a comprehensive career portfolio that can be referenced and utilized

to help them make the best post-secondary decisions in terms of needed education, credentialing,

and work experiences needed to enter the world of work as a productive and fulfilled citizen.

Transition planning is strength for the district. All special education staff and administrators have

been provided professional development in Effective Components of Secondary Transitions

requirements. This state mandated review includes pre and post audit for transitional IEP writing,

professional development provided by IU 12 advisor and six PATTAN modules on transitional

process.

Our Transition Program has connected with various post-secondary agencies to support our

students who are of transitional age. Students are exposed to work based experiences such as

Bearcat Bistro. The Bistro is a student run café that makes and sells breakfast items to the school

community. Students are responsible for baking, serving, filling orders and running the cash register

as part of the life-skills curriculum. Participation in the daily operations of a business provide

students with the real life experience needed to prepare them for employment upon graduation by

teaching them skills in customer service, taking orders, and time management.

Students participate in work-based learning experiences, which may include in-school or after

school opportunities in the community. Students will be provided options for work experience that

22

teach skills needed to obtain competitive integrated employment or transition to post-secondary

training. Depending on skill level, a job coach can be provided to the student to ensure appropriate

work-based skills for a particular job.

Job shadowing provides students with disabilities opportunities to shadow an employee in their

area of interest to obtain an overview of the skills, duties, and knowledge needed to work in that

particular field.

At the high school level, students with disabilities are involved in dual enrollment classes, during

which time they attend college classes for credits that count both at the high and collegiate levels.

Schools currently cooperating in this initiative are Penn State York Campus, York College and

Harrisburg Area Community College (HAAC).

The district opened a Steam Academy where all students including special education students can

optimize their learning potential through project based hands on learning.

The ultimate goal for the students enrolled in the School District of the City of York is to provide

high-quality teaching and learning environments that empower all learners to become responsible,

productive citizens.

23

Assurances

Special Education Assurances The Local Education Agency (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 Education Program.

Compliance with the PA Department of Education, Bureau of Special Education'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 There are no facilities.

Least Restrictive Environment Facilities

Facility Name Type of Facility Type of Service Number of Students Placed

24

East York Elementary Neighboring School Districts

Blind/Visually Impaired Elementary

1

Dover Intermediate School

Neighboring School Districts

NI 1

York County School of Technology

Other Deaf/and Hard of Hearing Secondary

3

Paradise School Other Emotional Support / Life Skills Support

4


Other Emotional Support Secondary

4


Other Life Skills Support Secondary

6

Yorkshire Academy at York Learning Center

Special Education Centers

MDS Support Elementary

1

Yorkshire at York Learning Center


MDS - Secondary 1

TES York Learning Center


TES York County High School

2

York Learning Center Special Education Centers

Duel Diagnosis Classroom

1

The School District of the City of York

Instruction in the Home

Interim educational opportunity based on expulsion from the district - time frame (45 days)

5

Kids Peace Other Childwell Fare or Court Adjudicated Placement

2

Lion's Pride Academy - LIU#12

Other Emotional Support Services Elementary

2

Red Lion Sr. High School


Vision/ Blind and Deaf Hard of Hearing Secondary

2

Hoffman Homes LIU # 12

Other Childware Fare and Court Adjudicated placements

2

New Story Approved Private Schools

Emotional Support / Autistic Support

4

River Rock (Spring Grove)


Court Adjudicated Placement

6

River Rock (Red Lion) Approved Private Schools

Emotional Support 2

Lincoln Edge Special Education Centers

Emotional Support 1


Other Learning Support 56

Bridges PHP Other Mental Health Services / Emotional Support / Learning Support

10

Philhaven PHP Other Emotional Support 8

25

Dover Elementary Neighboring School Districts

Visually Impaired/ Including Blindness

3

Soaring Heights Approved Private Schools

Autism/Emotional Support

1

Northeastern School District


Autistic Support 1

Special Education Program Profile Program Position #47

Operator: School District

PROGRAM DETAILS

Type: Class

Implementation Date: August 20, 2017

Reason for the proposed change: New school year

PROGRAM SEGMENTS

Type of Support

Level of Support Age Range Caseload FTE

Itinerant Learning Support 6 to 10 6 0.12

Justification: Students on case load exceed age range but do not get serviced within the same time period throughout the day.

Locations:

Davis K - 8 / BM

An Elementary School Building

A building in which General Education programs are operated

Type of Support Level of Support Age Range Caseload FTE

Supplemental (Less Than 80% but More Than 20%)

Learning Support 6 to 11 17 0.85


Locations:

Davis K-8 An Elementary School Building


Program Position #43

Operator: School District PROGRAM DETAILS

Type: Class Implementation Date: August 22, 2017 Reason for the proposed change: New School Year

PROGRAM SEGMENTS


Full-Time Special Education Class

Life Skills Support 12 to 12 2 0.13

Locations:

Davis K -8 / Teacher - CA



26




Locations:

Davis K -8 An Elementary School Building





Justification: Parent permission was obtained at annual IEP meeting for age range exclusion to state mandate.

Locations:






Locations:






PROGRAM SEGMENTS



Locations:

Davis K - 8 - Teacher AH






Locations:






27

PROGRAM SEGMENTS



Emotional Support 8 to 10 6 0.3

Locations:

Davis K-8 / Teacher CB An Elementary School Building





Locations:






PROGRAM SEGMENTS


Itinerant Speech and Language Support

4 to 13 40 0.62

Justification: Students on roster have therapy at different times with age appropriate peer

Locations:

Davis K - 8 B Kambic






PROGRAM SEGMENTS

Type of Support



5 to 11 42 0.65

Justification: Students on roster has therapy at different times with age appropriate peers S Hajdinka

Locations:

Devers K - 8 An Elementary School Building




28


PROGRAM SEGMENTS



Justification: Students on roster have services at different times with age appropriate peers

Locations:

Devers K - 8 / Teacher MM






Locations:

Devers K-8 An Elementary School Building





PROGRAM SEGMENTS



Justification: Students are in various grades therefore age range will not be affected

Locations:

Devers K - 8 / Teacher JU






Justification: Students are in various grades therefore age range will not be affected

Locations:





Type: ClassandPosition Implementation Date: August 22, 2017 Reason for the proposed change: New building Present Class Location: H Penn K-8 Proposed Class Location: 227 H Penn K-8 Length of time class has been in present location: August 20, 2014

29

PROGRAM SEGMENTS




Locations:

Hannah Penn K - 8 / Teacher LH






Locations:

Hannah Penn K-8 An Elementary School Building




Type: ClassandPosition Implementation Date: August 22, 2017 Reason for the proposed change: Re assigned school building Present Class Location: H Penn K-8 Proposed Class Location: 120 Hannah Penn K-8 Length of time class has been in present location: August 20, 2014

PROGRAM SEGMENTS



Autistic Support 11 to 13 8 1

Locations:

Hannah Penn K - 8 / teacher MG





Type: ClassandPosition Implementation Date: August 22, 2017 Reason for the proposed change: Re assigned school building Present Class Location: H Penn K-8 Proposed Class Location: 212 Hannah Penn K-8 Length of time class has been in present location: August 20, 2014

PROGRAM SEGMENTS




Locations:

Hannah Penn K - 8 / Teacher JC



30



Type: ClassandPosition Implementation Date: August 22, 2017 Reason for the proposed change: District determined all AS classes would be better maintained in same building. Therefore, a program from another building was moved to accommodate this change. Present Class Location: Rm # 120 Proposed Class Location: Hannah Penn K-8 Length of time class has been in present location: 8/22/2017

PROGRAM SEGMENTS




Locations:

Hannah Penn K-8 / NM An Elementary School Building


Devers K - 8 / Teacher DL





Type: Class Implementation Date: August 22, 2017 Reason for the proposed change: New school year

PROGRAM SEGMENTS




Locations:

Ferguson K-8 / MM An Elementary School Building




Type: ClassandPosition Implementation Date: August 22, 2017 Reason for the proposed change: District determined all AS classes would be better maintained in same building. Therefore, a program from another building was moved to accommodate this change. Present Class Location: Rm # 122 Proposed Class Location: Hannah Penn K-8 Length of time class has been in present location: 8/22/2017

PROGRAM SEGMENTS


Full-Time Special Autistic Support 10 to 12 8 1

31

Education Class

Locations:

Hannah Penn K-8 /teacher LL



Devers K - 8 / Teacher LL





Type: Class Implementation Date: September 20, 2017 Reason for the proposed change: Expanding enrollment Present Class Location: Room # 10 Proposed Class Location: Room # 103 Length of time class has been in present location: 9/20/2017

PROGRAM SEGMENTS




Locations:

Devers K - 8 / Teacher BE An Elementary School Building





Locations:






PROGRAM SEGMENTS



4 to 13 60 0.92

Justification: Students on roster have therapy at different times with age appropriate peer

Locations:

Ferguson K - 8 / Teacher RM





Type: Class

32

Implementation Date: August 22, 2017 Reason for the proposed change: New School Year

PROGRAM SEGMENTS



Locations:

Ferguson K - 8 / Teacher CI






Locations:

Ferguson K-8 An Elementary School Building





PROGRAM SEGMENTS



Multiple Disabilities Support

5 to 13 8 1

Justification: Student age range documented at IEP meeting with parents

Locations:

Ferguson K - 8 / Teacher BJ





Type: ClassandPosition Implementation Date: August 22, 2017 Reason for the proposed change: Increased number of students for Speech & Language Service at McKinley K-8.

PROGRAM SEGMENTS



5 to 8 16 0.25

Locations:

McKinley K-8 / Teacher MS





33

Type: Class Implementation Date: August 22, 2017 Reason for the proposed change: Re assigned school building Present Class Location: H Penn K-8 Proposed Class Location: Hannah Penn -225 Length of time class has been in present location: August 20, 2014

PROGRAM SEGMENTS




Justification: Parent permission was obtained at annual IEP meeting for age range exclusion to state mandate

Locations:

H Penn K - 8 / Teacher BL






Locations:






Locations:

Hannah K-8 An Elementary School Building





Locations:






PROGRAM SEGMENTS



Justification: Students on roster are taught at different times with age appropriate peers.

Locations:

Ferguson K - 8 / Teacher CB



34





Locations:






PROGRAM SEGMENTS




Justification: Parent approved the difference in age range on IEP

Locations:

Ferguson K - 8 / Teacher JT An Elementary School Building





Locations:






Locations:

Ferguson K - 8 An Elementary School Building





PROGRAM SEGMENTS




Justification: Age range explanation is placed and discussed with parent at IEP meeting

35

Locations:

Ferguson K-8 (TBD) An Elementary School Building





Justification: Age range explanation is placed and discussed with parent at IEP meeting

Locations:






Locations:






Locations:






PROGRAM SEGMENTS




Locations:

Goode K - 8 / Teacher CM






Locations:

Goode K-8 An Elementary School Building




36


PROGRAM SEGMENTS



Justification: Students are in multiple grades - not serviced together

Locations:

Goode K - 8 / Teacher KE






Locations:






PROGRAM SEGMENTS




Locations:

Goode K - 8 / Teacher SD






Locations:

Goode K - 8 An Elementary School Building





PROGRAM SEGMENTS




37

Locations:

Goode K - 8 / Teacher RG






Locations:



Type of Support


Itinerant Emotional Support 11 to 11 1 0.02

Locations:





Type: ClassandPosition Implementation Date: August 22, 2017 Reason for the proposed change: District determined all AS classes would be better maintained in same building. Therefore, a program from another building was moved to accommodate this change. Present Class Location: Rm # 7 Proposed Class Location: Devers K-8 Length of time class has been in present location: Start of 2017-2018

PROGRAM SEGMENTS




Locations:

Devers K-8 EW An Elementary School Building





Locations:






38

PROGRAM SEGMENTS




Locations:

Goode K - 8 / Teacher AW






Locations:



Program Position #1



PROGRAM SEGMENTS


Itinerant Deaf and Hearing Impaired Support

12 to 12 1 0.02

Justification: Parent approved the difference in age range on IEP.

Locations:

Goode K - 8 / Teacher MS





Deaf and Hearing Impaired Support

10 to 12 4 0.27

Justification: Age range documented at IEP meeting with parent

Locations:



Program Position #2



PROGRAM SEGMENTS



4 to 13 34 0.52


39

Locations:

Goode K - 8 / Teacher JH



Program Position #3



PROGRAM SEGMENTS



7 to 12 21 0.32

Justification: Students receive services with age appropriate peers

Locations:

Goode K - 8 / Teacher Stockton



Program Position #4



PROGRAM SEGMENTS




Locations:

Goode K - 8 / Teacher AG






Locations:



Program Position #5



PROGRAM SEGMENTS


40



Locations:

Goode K - 8 / Teacher WS



Program Position #6


Type: Position Implementation Date: August 22, 2017 Reason for the proposed change: Increased Enrollment

PROGRAM SEGMENTS




Locations:

Ferguson K - 8 / Teacher E Marcello






Locations:



Program Position #7



PROGRAM SEGMENTS



Deaf and Hearing Impaired Support

6 to 10 7 0.47


Locations:

Goode K-8 - LG An Elementary School Building


Program Position #8


Type: Class Implementation Date: August 22, 2017

41

Reason for the proposed change: New School Year PROGRAM SEGMENTS




Locations:

Goode K - 8 / Teacher MT An Elementary School Building





Locations:



Program Position #9



PROGRAM SEGMENTS




Locations:

Goode K - 8 / Teacher JRR






Locations:

Goode K -8 An Elementary School Building





PROGRAM SEGMENTS



5 to 13 30 0.46

Justification: Students on roster have therapy at different times with age appropriate peers.

Locations:

42

Jackson K - 8 / teacher GL






PROGRAM SEGMENTS



Locations:

Jackson K - 8 / Teacher ML






Locations:

Jackson K-8 An Elementary School Building





PROGRAM SEGMENTS




Justification: Students are not serviced as a group

Locations:

Jackson K - 8 / Teacher FL An Elementary School Building


Type of Support



Justification: Students are serviced with age appropriate peers

Locations:





43


PROGRAM SEGMENTS




Locations:

Jackson K - 8 / Teacher KS An Elementary School Building





Locations:






Locations:





Type: ClassandPosition Implementation Date: August 22, 2017 Reason for the proposed change: Program moved to another school Present Class Location: Jackson K-8 Proposed Class Location: Ferguson K -8 Length of time class has been in present location: August 20, 2016

PROGRAM SEGMENTS



Locations:

Ferguson K-8 - Teacher VS






Locations:

Ferguson k - 8 An Elementary School Building



44



Locations:






PROGRAM SEGMENTS




Locations:

McKinley K-8 / Teacher RL






Locations:

McKinley K-8 An Elementary School Building





PROGRAM SEGMENTS



Locations:

McKinley K - 8 / Teacher AG






Locations:

McKinley K - 8 An Elementary School Building




45

Type: Class Implementation Date: August 22, 2017 Reason for the proposed change: District determined all AS classes would be better maintained in same building. Therefore, a program from another building was moved to accommodate this change. Present Class Location: Rm # 107 Proposed Class Location: Devers K-8 Length of time class has been in present location: 8/22/2017

PROGRAM SEGMENTS




Locations:

McKinley K-8 / Teacher SM








Locations:



Devers K-8 / SM An Elementary School Building





Justification: Student age ranged documented at IEP meeting with parents

Locations:






Locations:





Type: ClassandPosition Implementation Date: November 15, 2017 Reason for the proposed change: Increase in student enrollment Present Class Location: McKinley k - 8 Proposed Class Location: Goode K - 8

46

Length of time class has been in present location: August 20,2014 PROGRAM SEGMENTS




Locations:

Goode K-8 / Teacher DD






Locations:

Goode K -8 An Elementary School Building




Type: ClassandPosition Implementation Date: August 22, 2017 Reason for the proposed change: Program moved to another school Present Class Location: H Penn K-8 Proposed Class Location: Hannah Penn K-8 224 Length of time class has been in present location: August 20, 2014

PROGRAM SEGMENTS




Justification: Parent permission is obtained at annual IEP meeting for age range exclusion to state mandate.

Locations:

H Penn K-8 / Teacher JJ An Elementary School Building





PROGRAM SEGMENTS




Locations:

McKinley K-8 / Teacher CL




47



Locations:






PROGRAM SEGMENTS




Justification: Student age range has been documented and discussed with parent at IEP meeting

Locations:

McKinley K-8 / Teacher JH






Locations:






PROGRAM SEGMENTS




Justification: Parent permission was obtained at annual IEP meeting for age range exclusion to state mandate

Locations:

McKiley K-8 / Teacher MD






Locations:



48




PROGRAM SEGMENTS




Locations:

McKinley K-8 / Teacher MS







Locations:






PROGRAM SEGMENTS




Locations:

McKinley K-8 - CW An Elementary School Building





Locations:



Type of Support



Locations:



49




PROGRAM SEGMENTS



5 to 13 50 0.77

Justification: Students have therapy in age appropriate groupings

Locations:

McKinley K - 8 / Teacher AW






PROGRAM SEGMENTS





Locations:

William Penn / Teacher JK A Senior High School Building




Locations:

William Penn Sr High

A Senior High School Building





PROGRAM SEGMENTS




Locations:

William Penn / A Senior High School A building in which General Education

50

teacher BF Building programs are operated




Locations:

William Penn A Senior High School Building





PROGRAM SEGMENTS





Locations:

William Penn / teacher KL A Senior High School Building


Type of Support



Locations:

William Penn HS






PROGRAM SEGMENTS



Autistic Support 16 to 17 5 0.63

Justification: Parental permission is obtained to exempt state mandated age range

Locations:

William Penn / teacher RM





Multiple Disabilities Support

16 to 16 2 0.25

51

Locations:

William Penn HS A Senior High School Building





PROGRAM SEGMENTS




Locations:

William Penn SHS / CG A Senior High School Building





PROGRAM SEGMENTS



Locations:

William Penn / teacher GC






Locations:



Type of Support



Locations:

William Penn HS






Locations:

52






PROGRAM SEGMENTS




Locations:

William Penn / teacher LH A Senior High School Building





Locations:






PROGRAM SEGMENTS



Locations:

William Penn / teacher BW






Locations:






Locations:

William Penn Sr High A Senior High School Building


53




PROGRAM SEGMENTS




Locations:

William Penn / teacher MM A Senior High School Building





Locations:

William Penn K-8 A Senior High School Building





PROGRAM SEGMENTS



Locations:

William Penn / Teacher SQ






Locations:






PROGRAM SEGMENTS

54



Locations:

William Penn / teacher ES






PROGRAM SEGMENTS



15 to 16 4 0.08

Locations:

William Penn Sr High/ teacher CM






PROGRAM SEGMENTS



14 to 18 15 0.23

Locations:

William Penn Sr High / Teacher GL





Type: Class Implementation Date: August 22, 2017 Reason for the proposed change: Program moved to another school Present Class Location: H Penn K-8 23 Proposed Class Location: Hannah Penn K-8 118 Length of time class has been in present location: August 20, 2014

PROGRAM SEGMENTS



Autistic Support 8 to 11 5 0.63

Locations:

Hannah Penn K-8 / AG An Elementary School A building in which General Education

55

Building programs are operated




PROGRAM SEGMENTS



11 to 12 2 0.04

Locations:

Davis K-8 / Teacher CM






PROGRAM SEGMENTS




Locations:

Devers K-8 SO An Elementary School Building





PROGRAM SEGMENTS

Type of Support



6 to 13 60 0.92


Locations:

Ferguson K-8 RM





56


PROGRAM SEGMENTS



8 to 11 2 0.04

Locations:

Ferguson K-8 - Teacher CM






PROGRAM SEGMENTS



10 to 11 2 0.04


Locations:

McKinley K-8 - Teacher CM





Type: Class Implementation Date: August 22, 2017

PROGRAM SEGMENTS



Locations:

Hannah Penn K-8 / EP






Justification: Students on case load exceed age range but do not get serviced within the same time period throughout the day

Locations:




Operator: School District

57

PROGRAM DETAILS Type: Class Implementation Date: August 22, 2017

PROGRAM SEGMENTS



Locations:

Hannah Penn K-8 KJG






Justification: Students on case load exceed age range but do not get serviced within the same time period throughout the day

Locations:





Type: ClassandPosition Implementation Date: August 22, 2017

PROGRAM SEGMENTS




Locations:

Hannah Penn K - 8 / Teacher B Amend






Locations:






PROGRAM SEGMENTS



Locations:

William Penn Sr A Senior High School A building in which General Education

58

High ML Building programs are operated




PROGRAM SEGMENTS



Locations:

William Penn Sr High R Buck






PROGRAM SEGMENTS



Locations:

William Penn Sr High AL (Bearcat Cyber)






PROGRAM SEGMENTS

Type of Support



10 to 12 10 0.15

Locations:

Ferguson K-8 / SH






PROGRAM SEGMENTS


Itinerant Speech and Language 4 to 14 60 0.92

59

Support


Locations:

Hannah Penn K-8 / AC






PROGRAM SEGMENTS



5 to 12 19 0.29


Locations:

Hannah Penn K - 8 / Teacher BK






PROGRAM SEGMENTS




Locations:

Hannah Penn K-8 / TM An Elementary School Building





PROGRAM SEGMENTS




Locations:

William Penn HS / SAA



60




Locations:






PROGRAM SEGMENTS

Type of Support




Locations:

E F Smith / FR An Elementary School Building





Locations:

E F Smith / FR An Elementary School Building





PROGRAM SEGMENTS

Type of Support



4 to 13 16 0.25


Locations:

E F Smith / MS An Elementary School Building





61

PROGRAM SEGMENTS

Type of Support



10 to 14 3 0.06


Locations:

EF Smith / CM An Elementary School Building




Type: ClassandPosition Implementation Date: February 20, 2018

PROGRAM SEGMENTS

Type of Support



Locations:

Davis K-8 / FR An Elementary School Building


Special Education Support Services

Support Service Location Teacher FTE

Assistant Superintendent of Special Education

School District - Administration Building

1

Licenced Social Worker K-8 Buildings 1

Licenced Social Worker K-8 Buildings 1

Executive Assistant to Special Education

Administration Building 1

Bi-Lingual Secretary - Transportation

Adminstration Building 1

ACCESS Funds Secretary Administration Building 1

Supervisor of Special Education K-8 Buildings / Administration Builidng

1

Supervisor of Special Education K-8 Buildings / High School / Administration Building

1

Licenced Social Worker High School / Alternative School

1

Teacher on Special Assignment Adminstration Building / District

1

Speech and Language Therapist Davis K-8 1

Speech and Language Therapist Ferguson K-8 1

62

Speech and Language Therapist Goode K-8 1

Teacher Assistant William Penn Senior High 1




Personal Care Assistant Wm Penn Sr High 1




Personal Care Assistant Goode K-8 1


Teacher Assistant Davis K-8 1

Teacher Assistant Davis K-8 1

Teacher Assistant Devers K-8 1


Teacher Assistant Hannah Penn K-8 1






Personal Care Assistant Devers K-8 1

Personal Care Assistant Hannah Penn K-8 1
















Personal Care Assistant Ferguson K-8 1

Personal Care Assistant Ferguson K-8 1

Teacher Assistant Ferguson K-8 1



63


Teacher Assistant Goode K-8 1








Personal Care Assistant Jackson K-8 1

Teacher Assistant Jackson K-8 1


Teacher Assistant McKinley K-8 1




Personal Care Assistant McKinley K-8 1






Speech & Language Patholigist Goode K-8 / EF Smith / McKinley K-8

1

Teacher Aide Hannah Penn K-8 1







Speech & Language Pathologist Jackson K-8 / WPHS 1

Speech & Language Pathologist McKinley K-8 1

Records Clerk administration building 1

Teacher on Special Assignment administration building 1

Occupational Therapist All District Buildings 1

IEP Coach Hannah Penn K-8 1

Special Education Contracted Services

Special Education Contracted Operator Amt of Time per Week

64

Services

Bi-lingual Psychologist Intermediate Unit 2 Days

Psychologist Intermediate Unit 5 Days







Occupational Therapist Intermediate Unit 4 Days

Physical Therapist Intermediate Unit 7 Hours

Vision Services Intermediate Unit 5 Hours

Interpreting Services Intermediate Unit 5 Days

Interpreting Services Intermediate Unit 5 Days

Speech and Language Therapist Outside Contractor 5 Days

Speech and Language Therapist Outside Contractor 5 Days

Intervener Intermediate Unit 5 Days


Behavior Analyst Outside Contractor 5 Days

Behavior Analyst Outside Contractor 5 Days

65

District Level Plan

Special Education Personnel Development

Autism Description Educating students with autism is often an intense process in order to meet

their individual needs. This process involves a team of educational

professionals, parents, and community representatives to address a student’s

behavioral, developmental, social and/or academic needs.

Over the course of the next three years, the school district will focus on

effective strategies for learning, behavioral supports, disability awareness,

collaboration / communication with parents for students identified with

autism in any educational setting .

On going professional development by PaTTAN Autism Initiative will be

provided through-out the course of the special education plan to ensure the

Verbal Behavior model is implemented with fidelity.

Person Responsible Special Education Supervisor

Start Date 8/25/2018

End Date 6/30/2021

Program Area(s) Professional Education, Teacher Induction, Special Education, Student Services,

Educational Technology

Professional Development Details

Hours Per Session 2.0

# of Sessions 21

# of Participants Per

Session

30

Provider LEA

Provider Type PaTTAN

PDE Approved Yes

Knowledge Gain After professional development, staff will be provided with research based

instructional strategies to educate students with autism in least restricitve

environment. Professional deveopment topics will include disability

awareness, academic / behavior strategies and communication tools. The

LEA will collaborate with parents and agencies to further support the home,

community and school connection.

66

Research & Best Practices

Base

The professional development provided is based on Pattan autism initiative

The plan includes parent and community engagement to ensure transitional

success.

For classroom teachers,

school counselors and

education specialists

Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students.

Empowers educators to work effectively with parents and community partners.

For school or LEA administrators, and other educators seeking leadership roles

Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards.

Provides leaders with the ability to access and use appropriate data to inform decision-making.

Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.

Instructs the leader in managing resources for effective results.

Training Format LEA Whole Group Presentation

Series of Workshops

School Whole Group Presentation

Live Webinar

Department Focused Presentation

Professional Learning Communities

Offsite Conferences

Participant Roles Classroom teachers

Principals / Asst. Principals

Supt / Ast Supts / CEO / Ex Dir

School counselors

Paraprofessional New Staff

Other educational specialists

Related Service Personnel

Parents

67

Grade Levels Elementary - Primary (preK - grade 1)

Elementary - Intermediate (grades 2-5)

Middle (grades 6-8)

High (grades 9-12)

Follow-up Activities Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers

Analysis of student work, with administrator and/or peers

Creating lessons to meet varied student learning styles Lesson modeling with mentoring

Joint planning period activities

Evaluation Methods Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.

Standardized student assessment data other than the PSSA

Classroom student assessment data

Participant survey

Review of participant lesson plans

Review of written reports summarizing instructional activity

Individual Student Verbal Behavior Milestones Assessment and Placement Program

Behavior Support Description Partner with LIU #12 to become an implementation site for School Wide

Positive Behavior Support (SWPBS) framework K-12. Develop a three tier

process to provide student intervention for at risk students K-12. The district

provides staff the opportunity to participate in training such as: Crisis

Prevention Institute (CPI), conducting Functional Behavior Assessments

(FBA) and developing Positive Positive Behavior Support Plan (PBSP) for

students needing intense behavior support. The district has certified CPI

trainers that conduct professional development for staff. This intervention

program adheres to the state and federal mandates for physical restraint

emphasizing the use of verbal interventions prior to non-violent physical

intervention. Parents are also included in workshops or cafes to meet their

children's individual behavior needs.

Evidence for these implementation steps are professional development

for staff on implementing SWPBS and the MTSS Model. In addition Central

68

Administration, collects individual schools monthly reports that articulate

student office referral, attendance, suspensions, and parent contacts rates.

Additional evidence includes strategies for intervention, progress monitoring

and action plans for individual students. CPI evidence will be a certification

after a pre and post assessment, attendance sheets, and agenda for

participants.

Person Responsible Special Education Supervisor


End Date 6/26/2021


Gifted Education



# of Sessions 30

# of Participants Per Session 25

Provider LIU #12, School District


PDE Approved Yes

Knowledge Gain This is an optional narrative for Special Education.


Base

This is an optional narrative for Special Education.




Enhances the educator’s content knowledge in the area of the educator’s certification or assignment.


Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision-making.





Empowers leaders to create a culture of teaching and learning,

69

with an emphasis on learning.



Series of Workshops


Live Webinar


Offsite Conferences



Supt / Ast Supts / CEO / Ex Dir School counselors

Paraprofessional

New Staff



Parents



Middle (grades 6-8)

High (grades 9-12)


Creating lessons to meet varied student learning styles Peer-to-peer lesson discussion

Lesson modeling with mentoring



Student PSSA data



Participant survey


70


Progress monitoring and individual student behavior plans

Paraprofessional Description The district provides monthly opportunities for paraeducators to utilize online

courses offered by PaTTAN and LIU 12. Topics range from reviewing

disabilities, instructional techniques for behavior, collaboration with classroom

teacher, ACCESS and legal issues. Other trainings provided by district staff

are:CPI, First Aide, functional curriculum skills, communication and meeting

mental health needs of students. Paraeducators also working in the ABA/VB

classrooms have the opportunity to attend trainings through PaTTAN

Autism Initiative. These topics were selected based on a needs assessment

completed by paraeducators. As required by the state all paraeducators must

meet the certified mandates by the passing the CAPE test and adhere to the

requirements of 20 professional development hours each year.

The evidence for this implementation step would be classroom monitoring,

attendance sheets, agenda, pre and post online course assessments.

Person Responsible Supervisor Special Education and Building Administration


End Date 8/28/2021

Program Area(s) Professional Education, Special Education



# of Sessions 20


Provider PaTTAN, LIU #12, district staff

Provider Type School Entity

PDE Approved Yes



Base






Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling

71

students.









Series of Workshops School Whole Group Presentation

Online-Asynchronous


Offsite Conferences

Participant Roles Paraprofessional

New Staff



Middle (grades 6-8)

High (grades 9-12)

Follow-up Activities Analysis of student work, with administrator and/or peers

Peer-to-peer lesson discussion


Journaling and reflecting


72

Participant survey


Portfolio

Reading NCLB #1 Description The district has established a systemic process to ensure students at risk,

including students with disabilities, are identified early and are supported by

an individual learning plan that provides interventions and supports.

Professional Learning Communities, compelling conversations and learning

walks are mechanism that ensure fidelity of effective practices based upon

student needs. Academic data is reviewed monthly via the district Student

Information System (Sapphire). Bi-weekly data dialogue meetings are held

with adminstration at the building levels,

Each student K-8 / secondary is assessed three times per school year to

determine growth toward grade level reading proficiency standards. The MAP

assessment results are analyzed to determine needs and areas of growth. In

addition to this assessment teachers use curriculum based measures, running

records, observation to inform instruction. Strengthening core instruction and

differentiating instruction by providing accommodations and modifications will

increase the opportunity for all students to demonstrate academic growth.

Person Responsible Assistant Superintendents for General and Special Education


End Date 8/28/2021


Gifted Education, Educational Technology



# of Sessions 30


Provider district administrators, reading coaches, teachers, Pattan


PDE Approved Yes


73


Base














Training Format LEA Whole Group Presentation Series of Workshops


Live Webinar



Offsite Conferences



Supt / Ast Supts / CEO / Ex Dir School counselors

Paraprofessional

New Staff



Parents

74



Middle (grades 6-8)

High (grades 9-12)


Analysis of student work, with administrator and/or peers Creating lessons to meet varied student learning styles


Lesson modeling with mentoring



Student PSSA data



Participant survey Review of participant lesson plans


Portfolio

Transition Description The school district is implementing effective transitional practices.

Comprehensive transitional plans that reflect the students' interests and goals

are developed for students approaching the age of fourteen years and older.

The district has a designated transitional coordinator that provides on-going

training and support to special and general education teachers throughout the

school year. The district also partners with LIU #12 to provide trainings.

Training areas include: Youth Participation and Engagement,

Family/Educational Partnerships,Career Education Curriculum, Independent,

Employment, and Occupational Skills. Parents are given the opportunity to

participate in trainings on transitional services, employment opportunities, and

knowledge of rights and responsibilities under various disablility-related

legisation. Six modules on the PATTAN website are required for teachers

during the Effective Components of Secondary Transition / Indicator 13

75

monitoring.

Evidence will be students successfully graduating and transitioning to work or

post secondary education as evidenced by Co-hort 3 Exit Surveys. Attendance

Sheets, handouts, and agendas will also be reviewed. Pennsylvania State

Department Indicator 13 IEP Review Checklist will be used to monitor IEP

transition goals.

Person Responsible Assistant Superintendent of Special Programs, Transition Coordinator,

Supervisor, Principals


End Date 8/25/2021

Program Area(s) Professional Education, Teacher Induction, Special Education, Student Services



# of Sessions 30


Provider School District, LIU #12, PaTTAN

Provider Type School Entity

PDE Approved Yes



Base












76




Series of Workshops



Online-Asynchronous Professional Learning Communities

Offsite Conferences

Participant Roles Classroom teachers Principals / Asst. Principals

Supt / Ast Supts / CEO / Ex Dir

School counselors

Paraprofessional

New Staff

Other educational specialists Related Service Personnel

Parents

Grade Levels Elementary - Primary (preK - grade 1) Elementary - Intermediate (grades 2-5)

Middle (grades 6-8)

High (grades 9-12)


Creating lessons to meet varied student learning styles




Participant survey


Pennsylvania Sate Department Indicator 13 IEP review checklist

78

Special Education 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 Education. The school district understands that the Special Education Component of

the District Level Plan will be approved by PDE in accordance with the following criteria as set forth

in 22 Pa. School 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 non-

academic programs and activities to the maximum extent appropriate in accordance with an

Individualized Education Program.

4. The school district will comply with the PA Department of Education, Bureau of Special

Education's 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 Education that funds received

through participation in the medical assistance reimbursement program, ACCESS, will be

used to enhance or expand the current level of services and programs provided to students

with disabilities in this local education agency.

We affirm that the school district has completed a 28 day public inspection and comment period as

required under 22 PA Code § 4.13 (d) prior to the school entity's governing board approval and

submission to the Department of Education (Bureau of Special Education).

No signature has been provided

Board President

79

No signature has been provided

Superintendent/Chief Executive Officer

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