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SteelValleySD
SpecialEducationPlanReport
07/01/2020-06/30/2023
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DistrictProfile
Demographics220EOliverRdMunhall,PA15120(412)464-3600Superintendent:EdwardWehrerDirectorofSpecialEducation:DianaL.Borges
PlanningCommitteeName Role
MaryYuhas CommunityRepresentative:ProfessionalEducationSpecialEducation
AlysonFisher EdSpecialist-SchoolCounselor:ProfessionalEducationSpecialEducationSchoolwidePlan
EbonyBowden HighSchoolTeacher-RegularEducation:SpecialEducation
LisaLawson HighSchoolTeacher-SpecialEducation:SpecialEducation
ErinNoblet MiddleSchoolTeacher-SpecialEducation,Parent:ProfessionalEducationSpecialEducation
JoyceKornacki Parent:ProfessionalEducationSpecialEducation
DianaBorges SpecialEducationDirector/Specialist:SpecialEducation
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CoreFoundations
SpecialEducation
SpecialEducationStudentsTotalstudentsidentified:371
IdentificationMethod
IdentifytheDistrict'smethodforidentifyingstudentswithspecificlearningdisabilities.
Inordertoidentifyspecificlearningdisabilities,theDistrictusestheseverediscrepancymodel,assessingwhetherthereisaseverediscrepancybetweenthestudent’sintellectualabilityandachievement.Thestudentdoesnotachieveadequatelyforthestudent’sageordoesnotmeettheState-approvedgradelevelstandardsinoneormoreofthefollowingareaswhenprovidedwithlearningexperiencesandscientificallybasedinstructionappropriateforthestudent’sageorState-approvedgradelevelstandardsandlevelofEnglishlanguageproficiency:oralexpression,listeningcomprehension,writtenexpression,basicreadingskills,readingfluencyskills,readingcomprehension,mathematics,calculationandmathematicsproblemsolving.
Whendeterminingaseverediscrepancybetweenintellectualabilityandachievement,theDistrictdocumentsthefollowingcriteria:
• Thestudentexhibitsapatternofstrengthsandweaknessesinperformance,achievementorbothrelativetoage,standardsorintellectualdevelopment.
• Theinstructionalstrategiesusedandthestudent-centereddatacollected.
• Theeducationallyrelevantmedicalfindings,ifany.
• Theeffectsofthestudent’senvironment,culture,oreconomicbackground.
• Documenteddatademonstratingthatpriortoreferraloraspartofthereferralprocessforaspecificlearningdisability,thestudent’sregulareducationinstructionwasdeliveredbyqualifiedpersonnel,includingtheEnglishasaSecondLanguageprogram,ifappropriate.
• Databaseddocumentationofrepeatedassessmentsofachievementatreasonableintervals, whichwasprovidedtotheparents.
• Anobservationinthestudent’slearningenvironmenttodocumentthestudent’sacademicperformanceandbehaviorintheareasofdifficulty.
• Datatoruleoutthatthefindingsarenottheresultofvisual,hearing,motordisability,intellectualdisability,emotionaldisturbance,culturalfactors,environmentaloreconomicdisadvantageorlimitedEnglishproficiency.
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Enrollment
ReviewtheEnrollmentDifferenceStatus.Ifnecessary,describehowyourdistrictplanstoaddressanysignificantdisproportionalities.ThedataispubliclyavailableviathePennDatawebsite.Youcanviewyourmostrecentreport.
Thelinkis:https://penndata.hbg.psu.edu/PublicReporting/DataataGlance/tabid/2523/Default.aspx
Inreviewingtheenrollmentdifferencesbetweenthestateaverageandourdistrictpercentages,therearefourareasofenrollmentofdisabilitiesthatare+10percentofthestateaverage.Thoseareasareemotionaldisturbance,intellectualdisabilityandspeechandlanguageimpairmentwhichareabovethestateaverageandthedistrictisbelowthestateaverageonotherhealthimpairment.SteelValleyisanurbansuburbanschooldistrictwithahighpercentageoffamilieswithfreeandreducedlunchstatus,lowsocio-economicstatus,andtransienthouseholds.Thereisastrongcorrelationbetweenlanguageandbehavioralcharacteristicsfromlowsocio-economicbackgrounds,whichmaynotprovideadequatelanguagestimulationandstablehomeenvironmentsforstudentswithspeechandlanguageimpairmentsandemotionaldisturbances.Furthermoreforstudentswithemotionaldisturbance,theseverityoftheirprimarydisabilityoftenrequiresmoreservicesofanIEPteamthananyothersupportstaff.Forstudentsofotherhealthimpairment,SteelValleyandourfamilieshavepartneredwithmedicalandmentalhealthsupportsnearthegreaterPittsburghareathatmayaddressthemedicalandbehavioralneedsofstudentswithotherhealthimpairments.Inaddition,somestudentswiththesetypesofdisabilitiesmaybeservicedthrougha504planratherthananIndividualizedEducationPlan.Incaseswhereastudentundertheexceptionalityofotherhealthimpairmenthasbehaviorsthataresignificantenoughtowarrantamorerestrictiveprogram,manyofthoseoutsideplacementsthatwouldmeetthechild'sneeds,requireadiagnosisofemotionaldisturbanceinordertobeabletoservicethestudent.Furthermoreasadistrict,wehavebeenworkingtoaddressthesignificantdisproportionalityintheidentificationofemotionaldisturbance.Wereviewthedatacollectionandreferralprocessforspecialeducation.Wereviewthepre-referralprocess,specificallytheChildStudyprocessandSAPteamreferralsinordertoassurethatappropriateinterventionsandstrategiesforstudentsatriskarebeingdevelopedandimplementedbeforeaspecialeducationreferralismade.Inaddition,theOfficeofPupilServicesreviewstheoutcomedatafromthespecialeducationreferralprocess(includingthepercentageofreferralsperbuilding,percentageofreferralsperteacher(s),percentageofreferralsvs.percentageeligibleaswellasthepercentageofreferralsvs.non-eligiblestudents)todetermineover-representationforpotentialspecialeducationstudents.Thisfacilitatesbuildinglevelorteacherspecifictrainingtounderstandcharacteristicsofstudentswithdisabilitiesandotheratriskpopulations.
Inaddition,thedistricthasincreasedfundingforadditionalmentalhealthsupportsandcontractedservicestoaddresstheincreasingsocialemotionalandmentalhealthneedsofstudentsinboththegeneralandspecialeducationpopulations.
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Non-ResidentStudentsOversight
1. HowdoestheDistrictmeetitsobligationunderSection1306ofthePublicSchoolCodeasthehostDistrictateachlocation?
2. HowdoestheDistrictensurethatstudentsarereceivingafreeappropriatepubliceducation(FAPE)intheleastrestrictiveenvironment(LRE)?
3. WhatproblemsorbarriersexistwhichlimittheDistrict'sabilitytomeetitsobligationsunderSection1306ofthePublicSchoolCode?
1. Under1306ofthePASchoolCode,thehostdistrictisthedistrictwherethestudent’sinstitutionisphysicallylocated.Thehostdistrictisrequiredtoallowanonresidentstudentinachildren’sinstitutiontoattendthepublicschoolsofthehostschooldistrictuntilthestudentreceivesadiplomaorcompletestheschoolterminwhichtheyturn21.Asthehostdistrict,weareresponsibleforprovidingtheeducationalprogramthatstudentneedsandensuringFAPEforeligiblestudentswithIEP’sandserviceagreements.
2. TheDistrictensuresthatthestudentisreceivingFAPEintheLREthesamewaythatitdoesforresidentstudents.Forstudentseligibleforspecialeducationservicesandsection504,thehostdistrictisresponsibleformakingdecisionsregardingthegoals,speciallydesignedinstructionandeducationalplacementforeachstudentthroughtheIEPteamandserviceagreementprocess.ShouldtheDistrictserveastheLEAforthistypeoffacility,wewouldfollowallapplicablelawsandregulationsguidingspecialeducationservicestoensureafree,appropriatepubliceducation.TheSteelValleySchoolDistrictwouldcollaboratewiththeAlleghenyintermediateUnittoensureallincarceratedstudentswhomaybeeligibleforspecialeducationservicesarelocated,identified,evaluatedand,wheneligible,areprovidedafree,appropriatepubliceducation.Childfindinformationwouldbesharedwiththefacilityandfamiliesofthoseincarceratedastohowtoobtainaccesstospecialeducationservices.Appropriateevaluations,reevaluations,IEPdevelopmentandNOREP’swouldbecompleted.Thehomedistrictoftheeligiblestudentwouldbeinvitedtoparticipate.
3. Atthispoint,theDistricthasnotexperiencedanyproblemsorbarriersthatlimitourabilitytomeettheobligationsunderSection1306oftheSchoolCode.
IncarceratedStudentsOversight
DescribethesystemofoversighttheDistrictwouldimplementtoensurethatallincarceratedstudentswhomaybeeligibleforspecialeducationarelocated,identified,evaluatedandwhendeemedeligible,areofferedafreeappropriatepubliceducation(FAPE).
Currently,thedistrictdoesn'thaveanycorrectionalinstitutionslocatedwithintheSteelValley SchoolDistrict.Describedbelowisthesystemofoversight,whichtheDistrictwouldimplementtoensureFAPE:
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ShouldtheDistrictserveastheLEAforthistypeoffacility,wewouldfollowallapplicablelawsandregulationsguidingspecialeducationservicestoensureafree,appropriatepubliceducation.TheSteelValleySchoolDistrictwouldcollaboratewithlocallawenforcementagenciesandtheAlleghenyintermediateUnittoensureallincarceratedstudentswhomaybeeligibleforspecialeducationservicesarelocated,identified,evaluatedand,wheneligible,areprovidedafree,appropriatepubliceducation.Childfindinformationwouldbesharedwiththefacilityandfamiliesofthoseincarceratedastohowtoobtainaccesstospecialeducationservices.Appropriateevaluations,reevaluations,IEPdevelopmentandNOREP’swouldbecompleted.Thehomedistrictoftheeligiblestudentwouldbeinvitedtoparticipate.
LeastRestrictiveEnvironment
• DescribetheDistrictprocedures,whichensurethat,tothemaximumextentappropriate,childrenwithdisabilities,includingthoseinprivateinstitutions,areeducatedwithnon-disabledchildren,andthatremovalfromtheregulareducationenvironmentonlyoccurswheneducationinthatsettingwithsupplementaryaidsandservices,cannotbeachievedsatisfactorily.
• DescribehowtheDistrictisreplicatingsuccessfulprograms,evidence-basedmodels,andotherPDEsponsoredinitiativestoenhanceorexpandthecontinuumofsupports/servicesandeducationplacementoptionsavailablewithintheDistricttosupportstudentswithdisabilitiesaccessthegeneraleducationcurriculumintheleastrestrictiveenvironment(LRE).(ProvideinformationdescribingthemannerinwhichtheDistrictutilizessite-basedtraining,consultationandtechnicalassistanceopportunitiesavailablethroughPDE/PaTTAN,orotherpublicorprivateagencies.)
• RefertoanddiscusstheSPPtargetsandthedistrict'spercentagesintheIndicator5section-EducationalEnvironments.AlsodiscussthenumberofstudentsplacedoutofthedistrictandhowthoseplacementsweredeterminedtoassurethatLRErequirementsaremet.
1.TheSteelValleySchoolDistrict,inconsiderationofourstudentpopulationandcommunityresources,hasmadeaconcertedefforttohaveafullrangeofservicesthroughoutthedistrictandonalleducationallevels.TheIEPteamsofallstudentsbeginwiththeconsiderationandreviewofthecurrentregulareducationprogramincludingtheuseofvarioussupplementaryaidsandsupportsforthechildbeforeconsideringamoreintensivelevelofsupportand/orremovingthestudentfromtheregulareducationclassroomtoreceivespecialeducationservices.IndividualizedEducationProgramteamsconsiderwhatsupplementaryaidsandservicesthatwouldbenecessarytosupportthestudentintheregulareducationenvironment.TheSupplementaryAidsandSupportToolkithasbeensharedwithstaff.
SupplementaryAidsandServicesforourstudentswithdisabilitiesinclude:
INSTRUCTIONAL–Developmentanddeliveryofinstructionthataddressesdiverselearningneeds
• AdaptedAssessments-Dependingonthestudentdisability
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• Opportunitiestoutilizesensorydietactivitiesinclasstoincreaseattentionanddecreaseanxiety
• AdaptedLearningCenters-Basedonstudentstrengthareas,classroomlearningcenterswillbeadaptedtomeetstudentneed.
• Breakingtasksdownintomeaningfulsegments
• Directionsrepeated,paraphrasedorreadtothestudent
• Alternatepreferredandnon-preferredactivities
• Breakdownmulti-stepassignmentsintomanageableunitsasnecessarytoencourageworkcompletionandreducefeelingsofbeingoverwhelmed
• Checkliststoassistwithorganization
• ExtendedTime
• Changingmethodofpresentation
• Providingalternatematerials
• Providinginstructiononfunctionalskillsinthecontextofthetypicalroutinesinthegeneralclassroom
• Changingmethodofpresentation
• AssistiveTechnology
• Frequentandimmediatefeedback
• Frequentreviewofmaterialtoaidwithcomprehension
• Providemodifiedcurriculargoals
• Gainattentionpriortogivingdirections
• Givewaittimefororalresponses
• Providealternatewaysforstudentstodemonstratelearning
• Usingreaderservices
• Providingresearch-basedsupplementarymaterials
• Homeworkbooksigned
• Multisensorypresentationofmaterials
• Graphicorganizers
• Providealternatewaysforstudentstodemonstratelearning
• Homeworkbooksigned
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• Useofmanipulatives
• Teachersusesignlanguagewhenaskingquestionsorgivingdirections
• Smallgroupinstruction
• Providinginstructionaladaptationssuchaspre-teachingandrepeatingdirection
• Provideopportunitiestodevelopmovementroutineswhenlearning
• VerbalandNonverbalpromptsandcues
• Shortconcisedirections.
• Reduceormodifywritingassignments
• Reducemultiplechoiceanswersonassessments
• Presentnewmaterialsasawholeconceptratherthantaughtinsequentialorder,especiallywithwritingandmath
PHYSICAL–Adaptationsandmodificationstothephysicalenvironment
• AssistiveTechnologythatisbasedonanATevaluationandIEPteamrecommendation
• Preferentialseating
• Enlargedansweringspaceontests
• Furniturearrangementsintheenvironments
• Notesprovided
• EnvironmentalAidssuchasheating,ventilation,airconditioningandclassroomacoustics
• Useofacalculator
• Adjustmentstosensoryinputsuchaslightandsound
• Adaptiveequipment
• Numberlines
• Pictureschedules
• Schedulebreaksthroughouttheschoolday.
• RiftonChair
• Reducedistractingstimuli
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• Timertoassistwithtransitionsandbathroomroutines
• Paraeducatorsupport
• StructuralAidssuchaswheelchairaccessibility,traysandgrabbars
• Specificseatingarrangements
COLLABORATIVE–Adultsworkingtogethertosupportstudents
• Professionaldevelopmentrelatedtocollaboration
• Instructionalarrangementsthatsupportcollaborationsuchasco-teachingandparaprofessionalsupport
• Coachingandguidedsupportforteammembersintheuseofassistivetechnologyforanindividualstudent
• Scheduledtimeforco-planningandteammeetings
• Consultantwithaspecialistinaparticularareaofspecialeducation.
• Scheduledopportunitiesforparentalcollaboration
• AllschoolpersonnelcollaborateinthedevelopmentanddeliveryofSAS
SOCIAL-BEHAVIORAL–Supportsandservicestoincreaseappropriatebehaviorandreducedisruptiveorinterferingbehavior
• PositiveBehaviorSupportPlan
• Functionalbehavioralassessments-briefandformal
• Socialskillsinstruction
• EdiblereinforcersmaybeprovidedinaPBSP
• Assignedgroupsforassignmentsandprojectsforappropriategroupingofastudentwithadisability
• Counselingservicesandsupports
• Cooperativelearningstrategies
• Forstudentshavingdifficultywithtransition,informstudentofchangeinroutineorschedule
• Psychologicalservices
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• Modificationofrulesandexpectations
• Parentcommunicationlog
• Peersupportssuchasfacilitatingfriendships
• Positivereinforcement
• SuccessCoaches(SocialWork/MentalHealth)
2.Forstudentsneedingmoreacademicsupportinthegeneraleducationprogram,theDistrictcontinuestheiruseoftheBridgesSeriesforEnglishlanguageartsgrades6-12,WilsonReadinghasbeenutilizedaswellasFundationstoassiststrugglingreadersinbothreadingandspelling.WearealsousingtheLanguage!Programforthosestudentsneedingasupplementalprogramforreadingand/orEnglishatthesecondarylevel.Inordertoassiststudentswiththeirreadingandspellingatanearlyage,atthestartofthe2019-2020schoolyear,Language!wasalsoimplementedingrade8.Attheelementarylevel,theWonderWorksinterventionseriesisbeingusedbyregularandspecialeducationteachersaswellassupplementaryseriesincludingFundations,ReadNaturallyandSimpleSolutions.Beginningthisyear,wearepartoftheDyslexiaPilotandallelementaryK-2teacherswillbereceivingtrainingthroughnextschoolyear.
Intheareaofmathematics,GoMathisthetextbookseriesadoptedbythemathdepartment.StudentsinmathlearningsupportclassroomsaretaughtusingtheGoMathinterventionseries,ScholasticMath,SimpleSolutions,andMathExpressions.Furthermore,supplementalmaterialsincludingtheSaxonMathseriesisbeingadaptedinoursecondarylifeskillsclassrooms.Thedistricthasincreasedparaeducatorsupport,especiallyintheelementaryregulareducationsettingtosupportstudentswithandwithoutdisabilities.
Duringthe2014-2015schoolyear,anELAcurriculumalignedtothePACorewasdevelopedandimplementedinallK-12classroomsduringthe2015-2016schoolyear.ThespecialeducationstaffofourdistrictadaptsandmodifiesthiscurriculumandgradelevelstandardstomeettheIEPgoalsandstudentachievementlevelsonadailybasis.FortheLifeSkillsandAutisticsupportsstudents,wehavebeenmeetingwithstafffromtheAIUtoreviewcurriculumandassessmentmaterials.WearepurchasingtheTeachtowncurriculumforourappropriatestudentsK-12.OngoingcurriculumwritinghasbeencompletedbyregularandspecialeducationstaffinthecoresubjectsofMath,SocialStudies,andScience.Additionally,specificteachermaterialswerepurchasedforplanningthroughthedifferentiatedinstructionmodelandon-goingtraininginDIhasbeenimplementedforbothregularandspecialeducationstaff.SteelValleyhascoordinatedprofessionaldevelopmentbyAIUTrainingandConsultingCoordinatorsontherealitiesindistrictLREdataandhowtoutilizetheSAStoolkittoprovideinstructiontothediverselearnersindistrictclassrooms.Allstaff,bothregulareducationandspecialeducation,receivedcontinuedtrainingondifferentiatedinstructionandaligningcurriculumandlessonactivitiestothePACorestandardsinELA,Math,andScience.
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Forscience,allstudentshaveparticipatedinregulareducationscienceclassroomswheretheFOSSsciencekitsareutilizedtoincreaseinquirybasedlearningandthisisespeciallybeneficialforsomestudentswithIEP's.ForthepurposeofprogressmonitoringonstudentIEPgoalsandaRTIapproachindatacollection,SteelValleySchoolDistricthaspurchasedtheAIMSWebprogramtogatherandcommunicatedataandprogresstodistrictfamilies.
Wehaveworkedonflexibleschedulingadjustmentsandstaffingneedstoincreaseourparaeducatorandspecialeducationteachersupportintheregulareducationprogramformoreinclusiveopportunities.Attheelementarybuildings,EnrichmentandIntervention(EI)periodswereimplementedtoincreasestudentachievementinthecoresubjectsofEnglish/LanguageArtsandMathematics.Inthesecondarysetting,allsophomoresarescheduledtotakeanAcademicLiteracycoursethatincludesenrichment,interventionandKeystonePreparationstrategies.Inourhighschoolsetting,doubleperiodsofmathareassignedtofreshman.Inaddition,anewmathcourse,MathConcepts,wasimplementedtoassistallstudentswiththenecessaryskillstonavigateAlgebra1.Thiscourseisalsoco-taughtwithaspecialeducationteacher.OurspecialeducationdepartmenthasalsocreatedseveralResourceperiodsofsupportatboththemiddleandhighschoolforallspecialeducationstudents.ThisResourcetimecanbeusedinavarietyofwayssuchastakingtests,retakingtests,extraacademicsupport,organizationalsupportandasalocationforstudentswithbarrierstolearningincludinganxietyorsocial-emotionaldistress.
TheDirectorofPupilServicesservesasanadministratoronthedistrict'sprofessionaldevelopmentcommitteetoensureprofessionalsandparaeducatorsaretrainedinresearchbased,inclusivepracticesforacademicsandbehavior.ParaeducatortrainingopportunitiescontinueintheareasofAutism,SensoryStrategies,CrisisPreventionIntervention,CPR/FirstAid,andiPADs.OurdistrictsuperintendenthasservedasliaisontotheAIUSpecialEducationLocalTaskForce.Theroleofthetaskforceistocommunicateneedsorproblemsforchildrenwithalldisabilitiesandtheirfamilies.TheSteelValleySchoolDistricthaspartneredwithIncludeMe-AnInitiativeofTheArcofPennsylvaniainrecentpast.Thismissionofthispartnershipwastoprovideon-site,intensivetrainingtoprofessionalsandparaeducatorstoincreasetheircapacitytoeducatestudentswithsignificantdisabilitiesinthegeneraleducationsetting.BothpartnershipsactasadvocatesforourstaffandfamiliestoprovidesupportduringIEPteammeetings.
Startinginthe2015-2016schoolyear,SteelValleySchoolDistricthaslaunchedaone-to-oneiPADinitiativewithApple.UnleashingthenaturalcreativityofSteelValleystudentsandstaffisthegoaloftheiPadproject.Thesedevicesgiveourchildrentheopportunitytoengageinactivelearning,toaccessunlimitedonlineresourcesalldayeveryday,andtoprepareforsuccessinthe21stcentury.Allstudentsandstaffaretrainedindigitalcitizenshipwherestudentsaretaughttoberesponsibleusersoftechnology.SteelValleyisredefiningwhatitmeanstointegratetechnologypurposefullyintothecurriculum.BothourMiddleSchoolandParkElementarySchoolhavebeennamedAppleDistinguishedschools.
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TheDistrictprovidesthesupportservicesneededforeachstudentsuchaslearningsupport,lifeskillssupport,autisticsupportisavailableateachlevelaswellasemotionalsupportservicesforstudentswithsocial-emotionalandbehavioralneedsatbothelementaryandsecondaryschools.Weofferthesupportofspecialeducationteachersandparaeducatorstoassiststudentsintheregulareducationsettingandtoassistinappropriatelyfunctioningwithintheparametersofthepublicschoolsetting.Speechandlanguagesupport,occupationaltherapyandphysicaltherapyandotherrelatedservicesarealsoavailableateachbuildinglevelasneededandanincreaseinpush-inforrelatedservicesisencouraged.
Morespecifically,SteelValleySchoolDistricthasemotionalsupportprogramsattheelementaryandsecondaryschoolsettings.Wehaveanelementaryandmiddleschoolself-containedemotionalsupportclassroomwithaparaeducatorandamentalhealthstaffperson.Wehaveanelementaryautisticandlifeskillssupportprogram,amiddleschoolautisticandlifeskillssupportprogram,andahighschoolautisticandlifeskillssupportprogramthatarebuilttoserviceourstudentsinacademicandbehavioralsupports,transitionservices,aswellascommunitybasedinstructiontoincreaseindependentlivingskills.Althoughwehave,inthepast,utilizedcross-districtplacementsforthosestudentsneedinganelementarylifeskillssupport,wehavefoundthatbyincreasingthesupportswithinourlearningsupportprogramsattheelementaryleveltoaddressstudentswithanintellectualdisabilityandthoseinneedofamoreintensivelearningsupportprogram,wehavebeenabletomeetstudentneedwithinthestudent’shomebuildingorwithinthedistrictandtoprovidethiseducationintheleastrestrictiveenvironment.
ThebuildinglevelESAP,SAPandchildstudyteam,specificinterventionsandavailablesupplementaryaidsandservicesareutilizedpriortoreferralforspecialeducationservices.Thedistricthascontinuallyaddedsupplementaryaidsandservices,suchasremedialservices,computerbasedinterventionprograms,aconsultantbehaviorspecialist,anAutismandIntellectualDisabilityconsultantfromDTWatson,onsitebehaviorcoachesfortheelementaryemotionalsupportprogram,parentliaison,socialworkandpsychologicalservicesaswellasutilizinglocalmentalhealthagenciestoenablestudentstoremainwithinthedistrictsetting.MonYough,Inc.providesanon-sitementalhealththerapistforoutpatientservicesatallbuildinglevels.TheDistricthastwoacademiccoachesthathelpsupportteacherswithsupport,techniquesandstrategiesandinterventionsforallstaff.Thisschoolyear,SteelValleySchoolDistricthasalreadytrainedanadministratorand3moreteachersinSAPwithplansforupto4additionalteachersthisspring.
TheDistricthasbeenmovingtoamoreformalchildstudyteamprocessbasedontheRtII(ResponsetoInstructionandIntervention)ModelasnotedintheIDEIA2004,inordertoutilizeresearch-basedinterventionstomeetstudentneedpriortoevaluatingforspecialeducationservices.Thisprovidesneededinterventionstostudentswithoutthelegalobligationtohaveanidentifieddisabilitypriortoofferingsupportsandinterventions.Attheelementarybuildings,EnrichmentandIntervention(EI)periodswereimplementedtoincreasestudentachievementinthecoresubjectsofEnglish/LanguageArtsandMathematics.Inthesecondarysettings,academicliteracyperiodsincludeenrichment,intervention,andbuildcharactereducationskills.Alsoinconsiderationisafull-timealternativeeducationprogramhousedwithinthedistricttoaddressbothregularandspecialeducationstudents.
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Studentsaretheneducatedinamorerestrictiveenvironmentonafull-timebasisoutsideofthedistrictwhenithasbeendeterminedthateducationwithinthedistrictevenwithsupplementaryaidsandservices,cannotbeachievedsatisfactorily.
ThroughthePDEBureauofSpecialEducation,SchoolBasedBehavioralHealth(SBBH)grants,beginningwiththe2006-2007schoolyear,theDistricthasbeenabletoincreasethepreventionandinterventionsupportservicesforstudentswiththepurchaseofanumberofresearch-basedcurriculaforeachbuilding.WeusePATHS-PromotingAlternativeThinkingStrategies,OlweusBullyingPrevention,SecondStepandMovingOninourelementaryschools.Preventionpromotesskillbuildinginchildrentoproblemsolveandself-regulatewhicharenecessarycomponentstostopbullyingandpreventadditionalbullyingincidentsfromoccurring.ThePATHSprogram,alongwithBullyingPreventionandMovingOn,workonnotonlypreventionbutprovideslearningopportunitiestoteachparentsaboutbuildingpositivepartnershipswithteachersandadministrators.WeworkedforseveralyearstotrainourstafftoimplementtheseprogramswithintheDistricttoenhancesustainability.Inprovidingthistypeofmentalandbehavioralhealthsupporttostudents,alongwiththeimplementationofschool-widePBIS,wehaveseenareductioninageneraldecreaseinoverallofficereferrals.However,thisstillvariesfromyeartoyear.
RegardingPBIS,BarrettElementarySchoolisintheirtwelvethyearofimplementationandParkElementaryisintheirfourthyearoftheSchoolWidePositiveBehaviorInterventionsandSupportmodel(SWPBIS)toimproveoverallschoolwidebehavior,reduceofficereferrals,andtoincreaseoverallpositivebehaviorandachievement.Atthesecondarylevel,SteelValleyMiddleSchoolisintheirsixthyearofschoolwidepositivebehaviorsupportandtheHighSchoolalthoughstartedatTier3withRENEWseveralyearsago,butwasneverfullyintegratedafterthattime.Thisyear,thehighschoolisworkingtosolidifyaCoreTeamforTier1inordertobeginimplementation.Ourgoalwithinthenextfewyears,istodeclareSteelValleySchoolDistrictadistrict-widePBISdistrict.
Inourcontinuedeffortstoprovidespecialeducationservicesintheleastrestrictiveenvironment,theDistrictlooksatdataregardingtestscores,progressonIEPgoalsandobjectivesandLREstatisticsinthedistrict,inordertomakedecisionsonservicedeliverymodelsforstudentswithIEP's.Wehaveaddedsomeco-teachingandinclusiveopportunitiesforstudentsaswellasworkingtoincreasestaffknowledgeandsupportforregularandspecialeducationstaff.Specialeducationteachersworktogetheryearlytodevelopschedulesandstudentgroupsinordertoincreaseinclusionforstudentsasappropriate.AlsotheincreaseinbehavioralhealthservicesassiststheDistrictinprovidingsupportsforstudentsneedingintensiveemotionalsupportservicesinanefforttoprovidetheireducationintheleastrestrictiveenvironment.Thedistrictisreviewingthepossibilityofaddingahighschoolemotionalsupportprogramwithaparaeducatorandmentalhealthservicestomaintaincontinuityforemotionalsupportservicesacrossthedistrict.3.ForSPPtargets1and2intheareasofgraduationanddropoutrates,SteelValleymetgraduationmeasuresdistrictwideandwithinthesubgroupofstudentswithIEPs.Forindicator3A:Participationand
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PerformanceinStatewideAssessments,99%ofeligibleSteelValleystudentswereassessedinbothReading/LiteratureandMathematics.
DistrictoverallresultsinEnglishLanguageArtsforbothregularandspecialeducationstudentsareasfollows:
• 11.64%ofdistrictstudentsscoredAdvancedonthePSSA(grades3-8)andKeystoneExams(grade11)
• 39.40%ofdistrictstudentsscoredProficientonthePSSA(grades3-8)andKeystoneExams(grade11)
• 37.46%ofdistrictstudentsscoredBasiconthePSSA(grades3-8)andKeystoneExams(grade11)
• 11.49%ofdistrictstudentsscoredBelowBasiconthePSSA(grades3-8)andKeystoneExams(grade11)
OverallresultsforstudentswithIEPsinEnglishLanguageArtsareasfollows:
• 11.11%ofdistrictspecialeducationstudentsscoredAdvancedonthePSSA(grades3-8)andKeystoneExams(grade11)
• 16.11%ofdistrictspecialeducationstudentsscoredProficientonthePSSA(grades3-8)andKeystoneExams(grade11)
• 45.56%ofdistrictspecialeducationstudentsscoredBasiconthePSSA(grades3-8)andKeystoneExams(grade11)
• 27.22%ofdistrictspecialeducationstudentsscoredBelowBasiconthePSSA(grades3-8)andKeystoneExams(grade11)
DistrictoverallresultsinMathematics/Algebra1forbothregularandspecialeducationstudentsareasfollows:
• 11.14%ofdistrictstudentsscoredAdvancedonthePSSA(grades3-8)andKeystoneExams(grade11)
• 22.44%ofdistrictstudentsscoredProficientonthePSSA(grades3-8)andKeystoneExams(grade11)
• 28.53%ofdistrictstudentsscoredBasiconthePSSA(grades3-8)andKeystoneExams(grade11)
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• 37.89%ofdistrictstudentsscoredBelowBasiconthePSSA(grades3-8)andKeystoneExams(grade11)
OverallresultsforstudentswithIEPsinMathematics/Algebra1areasfollows:
• 6.11%ofdistrictspecialeducationstudentsscoredAdvancedonthePSSA(grades3-8)andKeystoneExams(grade11)
• 13.89%ofdistrictspecialeducationstudentsscoredProficientonthePSSA(grades3-8)andKeystoneExams(grade11)
• 23.33%ofdistrictspecialeducationstudentsscoredBasiconthePSSA(grades3-8)andKeystoneExams(grade11)
• 56.67%ofdistrictspecialeducationstudentsscoredBelowBasiconthePSSA(grades3-8)andKeystoneExams(grade11)
ForIndicator4A(DiscrepancyinSuspensionandExpulsionRates)and4B(DiscrepancyinSuspensionandExpulsionRatesbyRace/Ethnicity),PDEisnotdisplayingthesedataontheSpecialEducationDataReporttoguardagainstimproperstatisticalcomparisonsduetosmallgroupsizesandtoprotecttheconfidentialityofthosestudentswithdisabilitieswhocomprisethiscategory.LeastrestrictiveeducationalenvironmentsmeasuredunderIndicator5werenotmetinanycategoryforspecialeducation(insidetheregularclass80%ormoreoftheday,lessthan40%oftheday,orothersettings).
Effortshavebeenmadetoincreaseinclusiveopportunitiesforstudentsandtoprovidethesupplementaryaidsandsupportsneededintheregulareducationenvironmentforsuccessfulinclusionofstudents’withdisabilitiesintheleastrestrictiveenvironment.On-goingtrainingfordistrictpersonnelincludingdifferentiatedinstruction,co-teaching,collaboration,universaldesignforlearning,responsetoinstructionandinterventionaswellastrainingonvariouspositivebehaviorinterventionsandsupportsareofferedinordertoassistteachersinmeetingtheneedsofallstudentandeducatingthemasmuchasiffeasiblewiththeirnon-disabledpeers.Districtwidedisabilityawarenesscampaignsandactivitieshaverecentlyincreasedinalldistrictschools.
ForIndicator8,SteelValleySchoolDistrictwasnotsurveyedinschoolfacilitatedparentinvolvement.Inrecentyears,wehaveworkedtoincreaseparentinvolvement.Tothatend,wehaveincreasedparenttrainingopportunitieswithtopicsincluding:Inclusiveservices,UnderstandingAutism,NavigatingtheSpecialEducationProcess,PositiveBehaviorInterventionsandSupports,understandingmentalhealthneeds,SpecialEducationandTransitionPlans,andMedicalAssistance/SSI/LocalResources.WealsoofferFAFSAnightstoassistparentsincompletingfinancialaidapplications.Additionally,SteelValleyisprovidedaliaisonfromtheOfficeofVocationalRehabilitation(OVR)andison-siteweekly.SheattendsIEPmeetings,meetswithstudentsandtheirfamiliesindividuallytocoordinatepre-employmenttransitionservices.Theseserviceswouldincludejobshadowing,paidworkexperience,groupand
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individualcounselingtoexplorejobexplorationorpostsecondaryeducationprograms,notlimitedtoa4yearcollegeoravocationaltrainingprogram.
SteelValleySchoolDistrictmetbothtargetsforIndicators9and10fordisproportionaterepresentationbyrace/ethnicityanddisabilitycategory.ForIndicator11theDistrictwasnotmonitoredontheabilitytomeettimelinessforinitialevaluations.ForbothIndicator13and14,thedistrictwasnotmonitoredbutweareparticipatinginIndicator13trainingintheareaofpost-secondarytransitiongoalsandservicesandwehavealsobeenincreasingprofessionaldevelopmentforpost-schooloutcomes.
Currently,thedistricthas25studentsbeingeducatedinplacementsoutsidethedistrict.Overthelastseveralyears,thedistricthasprovidedtrainingforboththeregulareducationandspecialeducationstaffandaddedadditionalsupportsinordertoeducatestudentswithmoreinvolvedneeds.ProfessionaldevelopmentsessionshavebeenledbyconsultantsfromDTWatson,IncludeMeandtheAIUTACconsultantsintheareaofAutism,transitionservices,positivebehavioralsupport,instructionalpractices,andinwritingcompliantIEP's.Furthermore,bothregularandspecialeducationclassroomshaveincreasedtheiruseofsensoryintegrationandvisualcalmingstrategiesforidentifiedstudentsandthemiddleschoolisintheprocessofcreatingasensoryroomforsecondarystudentstouse.TheseimprovedpracticeshasassistedtheSteelValleySchoolDistrictinmaintainingandinbringingstudentsbackfromplacementsoutsidethedistrictwithbehavioralandcognitiveneedsandeducatethemintheirneighborhoodschools.TheIEPteamforeachofthesestudentsreviewsthecontinuumofspecialeducationsupportstodeterminewhatlevelofsupportthestudentneedsandwherethoseneedscanappropriatelybemetinordertoassurethestudentiseducatedintheleastrestrictiveenvironment.SteelValleySchoolDistrictaddedaprimaryspecialeducationclassforstudentsneedingsupportinlifeskillsandautism.Atboththeelementaryandsecondarylevel,wehavefull-timeemotionalsupportprogramswithparaeducatorandmentalhealthsupportintheclassroom.Whenrequestsforconsiderationofmorerestrictivesettingaremade,theIEPteammeetstoreviewPBSPandconsideringfurtherFBApracticestoevaluateneedandtheadditionalofanyadditionalsupports.
BehaviorSupportServices
• ProvideasummaryoftheDistrictpolicyonbehavioralsupportservicesincluding,butnotlimitedto,theschoolwidepositivebehaviorsupports(PBS).
• Describetrainingprovidedtostaffintheuseofpositivebehaviorsupports,de-escalationtechniquesandresponsestobehaviorthatmayrequireimmediateintervention.
• IfthedistrictalsohasSchool-BasedBehavioralHealthServices,pleasediscussit.
TheDistrictpolicyonbehavioralsupportservicespromotespositivebehaviorstrategies,interventionsandsupportsemployedforallstudentswhohavebehaviorissuesthatinterferewiththeirabilitytolearnorthelearningofothers.ThepolicyisdesignedtoenableallstudentswhoareinneedofbehaviorinterventiontobenefitfromaFreeAppropriatePublicEducationwithintheLeastRestrictiveEnvironmentinaccordancewiththerequirementsinPennsylvania’sregulationsandtheIndividualswithDisabilitiesEducationImprovementActanditsregulations.
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Asdefinedin22PACodeSection14.133,positivemeasuresmustformthebasisofbehaviorsupportprogramstoensurethatallstudentsshallbefreefromdemeaningtreatment,theuseofaversivetechniquesandtheunreasonableuseofrestraints.Behaviorsupportprogramsshallincluderesearchbasedpracticesandtechniquestodevelopandmaintainskillsthatwillenhanceanindividualstudent’soreligibleyoungchild’sopportunityforlearningandself-fulfillment.Positivebehaviorsupportprogramsandplansshallbebasedonafunctionalassessmentofbehavior.
Thedistrict’sPositiveBehaviorSupportPolicyrepresentsatieredmodelbasedonbestpractice.Thethreetiersofinterventionare:Tierl-effectiveclassroommanagementstrategiesforallstudentsTierll-specificinterventionsdesignedfortheindividualstudentandTierlll-veryrestrictiveinterventionswhichcanonlybeconsideredafterTierllinterventionsaredeterminedineffective.
EmergencyproceduresthatpresentaclearandpresentdangerwillbedelineatedontheIEP.Restraintstocontrolacuteorepisodicaggressiveorself-injuriousbehaviormaybeusedonlywhenthestudentisactinginamannerastobeaclearandpresentdangertohimselforothersandonlywhenlessrestrictivemeasuresandtechniqueshaveprovedtobeorarelesseffective.Administrationandstaffarerequiredtofollowallstepsofrestraintprotocolincludingcompletingtherestraintreport,parentnotificationandinvitationtotherestraintIEPmeeting.Alsowewouldreviewand/orrevisethefunctionalbehaviorassessmentandpositivebehaviorsupportplananddocumenteachrestraintintheRISCsystem.
SchoolWidePositiveBehaviorInterventionsandSupportwasfirstintroducedtoBarrettElementaryovertwelveyearsagoandtheBarrettstaffhasreceivedseveralacknowledgementsandbannersforthehonorofimplementingSWPBISforTier1,Tier2andTier3forfidelityofimplementation.ParkElementaryandSVMiddleSchoolbeganimplementationofSWPBISsixyearsago,andthehighschoolareworkingonaCoreTeamforTier1PBISforimplementationwithapartnershipwithRenew.On-goingtraininginPBISisprovidedinanefforttoincreaseinterventionsandpositivebehaviorsupportsinallbuildings.OlweusisutilizedinbothelementarybuildingsandoneoftheelementarycounselorshasbeencertifiedinthepastasanOlweustrainer.WecurrentlyhavetwostaffmembersthatarecertifiedtrainersinCrisisPreventionIntervention(CPI)andtrainingisprovidedtospecialeducationstaffandparaprofessionalsinordertoteachde-escalationandsafephysicalrestrainttraining.TheDistricthasanumberofpreventionprogramsthatareimplementedthroughthegradelevels.SAPisimplementedinallbuildingsandwehaveschoolbasedoutpatientservicesavailablethroughMonYoughinbothelementaryandinbothofthesecondarybuildings.Inaddition,wecontractwithseverallicensedprofessionalcounselors(LPCs)toprovidegroupandindividualcounselingtostudentsinneed.
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IntensiveInteragency/EnsuringFAPE/HardtoPlaceStudents
• IftheLEAishavingdifficultyensuringFAPEforanindividualstudentoraparticulardisabilitycategory,describetheproceduresandanalysismethodsusedtodeterminegapsinthecontinuumofspecialeducationsupports,servicesandeducationplacementoptionsavailableforstudentswithdisabilities.
• Includeinformationdetailingsuccessfulprograms,services,educationplacementsaswellasidentifiedgapsincurrentprograms,services,andeducationplacementsnotavailablewithintheLEA.IncludeanoverviewofservicesprovidedthroughinteragencycollaborationwithintheLEA.
• Discussanyexpansionofthecontinuumofservicesplannedduringthelifeofthisplan.
1.TheSteelValleySchoolDistrictisnotcurrentlyhavinganydifficultyensuringFAPEforanindividualstudentoraparticularstudentdisabilitycategory.Asrequired,theDistrictprovidesafree,appropriatepubliceducationtospecialeducationstudentsatnocosttoparents,regardlessofwheretheIEPisimplemented.Shouldanyissuearise,collaborationwithoutsideagencies,otherdistrictliaisonsandtheAIUinteragencycoordinatorwillbegininordertoresolveanyunexpectedissues.2.TheDistrictworkswithmanylocalandstateagenciesinordertoimproveprogramcapacity.Wecontinuallylookforwaystoofferafullcontinuumofservicestoaddressthevariouslevelsofstudentneedandtomaintainstudentswithintheleastrestrictiveenvironment.Academically,weofferafullrangeofprogramoptionsincludingcomputer-basedprograms,supplementalcurricula,remedialinterventionandsupportbothwithinboththeregulareducationandspecialeducationclassrooms.TheDistricthassecondaryacademiccoachesforbothliteracyandmathandtheyworktosupporttheteacherswithvariouscurricularoptionsandsuggestedprofessionaldevelopment.Thedistrict’sfocusisonliteracyandreadingachievement,differentiatedinstructionandresponsetoinstructionandinterventionsupports,aswellasimplementationofschoolwidepositivebehaviorsupports.Professionaldevelopmentactivitieswillfocusontheseareastomeetstudentneedinbothregulareducationandspecialeducationprograms.
Wehaveanelementaryandamiddleschoolemotionalsupportprogramconsistingofaspecialeducationteacher,aparaeducatorandabehavioralhealthstaffpersonwithintheprogramthatservestoprovidefulltimesupportinthepublicsettingforstudentswithbehavioralneedsthatcannotbeeducatedwithinatheregulareducationenvironment.TheDistrictprovidesacontinuumofsocial-emotionalandbehavioralsupportstoallstudentsofSteelValley.MonYoughoffersoutpatientservicestostudentson-siteineveryschoolbuilding.Schoolcounselorsandseveralcontractedlicensedprofessionalcounselorsprovidesupportintheformofcounselinggroups,themegroups,individualcounselingandassistingthedistrictinrunningourpreventionprogramswithinthebuildings.Historically,throughvariousgrantsanddistrictfunds,schoolpreventionserviceswehaveincreased:1)ClassroomPresentations,2)SpecialtyGroups,3)Teacherin-service,4)ParentEducation,5)ParticipationinSAPandChildStudy5)IndividualCurriculumBasedLessonsand6)ParticipationintheSpecialEducationProcess.
InSteelValley,weconstantlyreviewourprogramoptionstoincreaseourabilitytomaintainspecial
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educationstudentswithseriousbehavioralandemotionalneedswithinourdistricteducationalprograms.Inestablishingafoundationofevidencedbasedpreventionprogramstosupportthis,wehavethefollowingpreventionprogramswithinthedistrict:PATHS-PromotingAlternativeThinkingStrategies,BullyingPrevention,LifeSkills,MovingOn,Girl’sCircleandBoy’sCouncilandSecondStep.WealsohavesupportfromaformerPittsburghSteeler,Mr.WesLyons,whomeetswithourmaleyouthasamentortodeveloppositivesocialinteractionsandinterpersonalskills.OurhighschoolcounseloroffersthePartner-Upprogramwhichassistsstudentsindevelopingresumes,interviewingskillsandprovidesanopportunitytointerviewandworkinthoseagencieswhopartnerwiththedistrict.RecentadditionstofamilyandstudentsupportsareourSuccessCoaches(SCs).TheseSC’sarecontractedsocialworkormentalhealthprovidersthatworkwithstudentsandfamiliestoprovideresources,supportsorwhatevercommunityconnectionsareneededtohelpthemthroughanybarriersthatpreventthemfrombeingsuccessfulatschool.Theyworktoassistwithattendance,behavior,homeenvironmentissuesorhelpingthemaccessbehavioralormentalhealthservicesthatmaybeneeded.
Regardingtransition,oneofourhighschoolspecialeducationteacherswhoisalsothespecialeducationdepartmentchairandthetransitioncoordinatorhavetakenstudentstotourvo-techschoolsandcollegesthatsupportstudentswithdisabilities.WeareinvolvedintheDisabilityAwarenessDay,JobFairssuchasCollegeBound,LaunchandCareerBound,UniversityforaDay,PromotingAcademicSuccessatCCACcampusesandtheMyWorkInitiativethroughOVR.3.Inordertoinitiateand/orexpandthecontinuumofsupportsandservicesandeducationalplacementoptionsavailablewithintheschooldistricttostudentswithdisabilities,theDistrictreviewsthespecialeducationdataprovidedbyPDEinregardstoLRE,PSSA,Officereferrals,BIP's,disabilitycategoriesandotherdatatoanalyzeandmakerecommendationsbasedonthespecificdistrictinformationreviewedandwheretheneedsareevident.Discussionsareheldwithadministration,staffandparentsinanefforttocollectmoreinformationtoassistusinmakinginformeddecisions.TheOfficeofPupilServicesworkscollaborativelywithmanyoutsideentitiestoplananddevelopinterventions,programsandservicestoincreaseourlevelofsupportandtoaddtothecontinuumofsupportsweprovidetoourstudents'withdisabilities.WehaveappliedandinrecentpastreceivedseveralgrantstohelpusincreasesupportsandservicessuchasthePDEBureauofSpecialEducationPerformanceGrants,HighmarkHealthyHigh5grants,KtOgrantandtheSafeandDrugFreeSchoolsgrant.Also,weworkyearlywithourcounselors,internschoolcounselors,schoolpsychologyinterns,licensedprofessionalcounselorsandwithMonYough,Inc.toprovideprevention,interventionandtreatmentservicestoourstudents.
TheSteelValleySchoolDistrictcontinuallyworkswithvariousagenciestohelpusinourquesttoassistat-riskyouthreachtheirhighestpotentialsforcontinuedgrowth,development,andlearning.TheDistricthasestablishedaprocesstoidentifystudentsengagedinvariousat-riskbehaviorsandengagethemintosmallgroupdiscussionsutilizingevidencedbasedcurriculainvolvingschoolpersonnelaspartofthedailyschoolroutine(e.g.schoolbasedpreventionservicesandsupports).InadditionMonYoughisabletoco-locatecomponentsofitscommunitybasedbehavioralhealthtreatmentcontinuumforthosestudents/familiesthatneedimmediatebehavioralhealthresponses.Wefoundaneedtodevelopandprovidebothcurriculumbasedpreventionservicesaswellasconnectdisadvantaged
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children/adolescentsandtheirfamiliestofamilyfriendlybehavioralhealthorientatedtreatmentandinterventionservicesandsupportsasearlyaspossible.Itisthiseffortthatproducedatruecollaborationtoprovideafullcontinuumofbehavioralhealthservicesfrompreventionandeducation,servicesforatriskstudentstointensiveinterventions.Weareproudofourcommunityendeavorstoinvolvethecommunityatlarge.
BoththeHomesteadandWestHomesteadboroughswithintheSteelValleycommunityhaveasignificantpopulationwithinthepovertyrangeandtheschooldistricthasalargepercentofitspopulationinthepovertyrange.Inaddition,theDistricthasa40to50percentmobilityratewithfamiliesintransitionfromonecommunitytoanother.AnoutcomeofidentifiedneedsforfamiliesofyoungchildrenwasthedevelopmentofParentandChildInteractionTherapy(PCIT)clinicsiteswithinformalbehavioralhealthvenuesandwithinthecommunitysuchaslocaldaycarecentersandWomen’sCenter&ShelterofGreaterPittsburgh.PCIT,anevidencedbasedtherapeutictreatmentwouldenablefamiliestoacquireskillstoimproveparent-childrelationshipsdecreasingchildbehaviorproblems.Severalyearsago,theDistrictdevelopedaPCITroominBarrettelementaryandbecamethefirstdistrictinAlleghenyCountytoofferPCITintheirdistrict.Familiesmayaccessthistherapyprovidedon-siteinthedistrictthroughasitelicensethatWesleySpectrumhaswiththedistrict.PCITisapreventativeprogramtopotentialbehavioralproblemslaterthatmaycausedifficultiesintheschoolsetting.TheDistrictdetectstheneedforandsupportsdevelopmentofavarietyofindividualizedmentalhealthservices,includingteacherconsultations,curriculum-basedclassroompreventionandinterventionpresentations,andexpandingourworkwithparentsandindigenouscommunitygroupsinordertobringtheadultsoftheschooldistrictandstudentstoacommonunderstandingthatallstudentshavethepotentialforsuccess.Finally,wehaveworkedwiththeAIU,PaTTAN,mentalhealthagenciesalongwithourcontractedschoolpsychologiststoprovidetrainingonbehaviormanagement,conductingFBA'sandwritingbehaviorsupportplans,studentbehaviorsupportandtoassistintheimplementationofschoolwidepositivebehaviorinterventionsandsupports.
Assurances
SpecialEducationAssurancesTheLocalEducationAgency(District)hasverifiedthefollowingAssurances:
• Implementationofafullrangeofservices,programsandalternativeplacementsavailabletotheschooldistrictforplacementandimplementationofthespecialeducationprogramsintheschooldistrict.
• Implementationofachildfindsystemtolocate,identifyandevaluateyoungchildrenandchildrenwhoarethoughttobeachildwithadisabilityeligibleforspecialeducationresidingwithintheschooldistrict'sjurisdiction.Childfinddataiscollected,maintainedandusedindecision-making.Childfindprocessandproceduresareevaluatedforitseffectiveness.TheDistrictimplementsmechanismstodisseminatechildfindinformationtothepublic,organizations,agenciesandindividualsonatleastanannualbasis.
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• Assurancesofstudentswithdisabilitiesareincludedingeneraleducationprogramsandextracurricularandnon-academicprogramsandactivitiestothemaximumextentappropriateinaccordancewithanIndividualizedEducationProgram.
• CompliancewiththePADepartmentofEducation,BureauofSpecialEducation'sreportrevisionnoticeprocess.
• Followingthestateandfederalguidelinesforparticipationofstudentswithdisabilitiesinstateanddistrict-wideassessmentsincludingthedeterminationofparticipation,theneedforaccommodations,andthemethodsofassessingstudentsforwhomregularassessmentisnotappropriate.
• Assuranceoffundsreceivedthroughparticipationinthemedicalassistancereimbursementprogram,ACCESS,willbeusedtoenhanceorexpandthecurrentlevelofservicesandprogramsprovidedtostudentswithdisabilitiesinthislocaleducationagency.
24P.S.§1306and§1306.2FacilitiesFacilityName FacilityType ServicesProvidedBy StudentCount
NextStep-GroupHome Nonresident SteelValleySchoolDistrict 0
LeastRestrictiveEnvironmentFacilitiesFacilityName TypeofFacility TypeofService
MonValleySchool SpecialEducationCenters
AutisticSupport,EmotionalSupport
Children'sInstitute ApprovedPrivateSchools
AutisticSupport
FriendshipAcademy ApprovedPrivateSchools
EmotionalSupport
PACE ApprovedPrivateSchools
AutisticSupport
PressleyRidge ApprovedPrivateSchools
EmotionalSupport,AutisticSupport
WesleySpectrum ApprovedPrivateSchools
EmotionalSupport
WesternPennsylvaniaSchoolforBlindChildren
ApprovedPrivateSchools
BlindandVisuallyImpairedSupport
HolyFamilyLearning Other EmotionalSupportPLEA ApprovedPrivate
SchoolsAutisticSupport
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SpecialEducationProgramProfileProgramPosition#1
Operator:SchoolDistrictPROGRAMDETAILS
Type:ClassImplementationDate:May1,2020Reasonfortheproposedchange:RemovesegmentandupdatecaseloadandFTE.
PROGRAMSEGMENTSTypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
EmotionalSupport 7to11 3 0.3
Justification:Studentsmayeeducatedinaspecialeducationprogramwithacaseloadthatexceedsthemaximumagerange.However,theIEPteamincludingtheparentagreedthattheIEPcanbeimplementedappropriately.Locations: Barrett AnElementary
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Full-TimeSpecialEducationClass
EmotionalSupport 8to11 7 0.7
Locations: Barrett AnElementarySchool
BuildingAbuildinginwhichGeneralEducationprogramsareoperated
Program Position #2
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: April 30, 2019 Reason for the proposed change: Change in caseload
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant SpeechandLanguageSupport
5to10 54 1
Justification:SpeechandLanguagesupportservicesvariousagelevelsbutallspeechandlanguagegroupsfollowtheelementary3yearagespanrequirement.Locations: ParkElementary
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Program Position #3
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: April 30, 2019 Reason for the proposed change: Change in caseload
PROGRAM SEGMENTS
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TypeofSupport
LevelofSupport AgeRange Caseload FTE
Itinerant LearningSupport 5to8 3 0.1Locations: ParkElementary
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 5to8 12 0.65
Locations: ParkElementary AnElementary
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport
LevelofSupport AgeRange Caseload FTE
Itinerant AutisticSupport 5to8 2 0.25Locations: ParkElementary
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Program Position #4
Operator: School District PROGRAM DETAILS
Type: Position Implementation Date: May 1, 2020 Reason for the proposed change: Removed LSS and Physical Support segments.
PROGRAM SEGMENTS TypeofSupport
LevelofSupport AgeRange Caseload FTE
Itinerant LearningSupport 8to11 3 0.2Locations: ParkElementary
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 8to11 11 0.8
Locations: ParkElementary AnElementary
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
Program Position #5
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: May 1, 2020 Reason for the proposed change: Removed AS segment
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PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 5to8 11 0.6
Locations: BarrettElementary AnElementary
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
EmotionalSupport 5to8 2 0.2
Locations: BarrettElementary AnElementary
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant LearningSupport 5to8 1 0.1Locations: BarrettElementary
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Program Position #6
Operator: School District PROGRAM DETAILS
Type: ClassandPosition Implementation Date: August 24, 2018 Reason for the proposed change: Change in caseloads
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
AutisticSupport 5to9 7 0.9
Justification:Studentsmaybeeducatedinaspecialeducationprogramwithacaseloadthatexceedsthemaximumagerange.However,theIEPteam,includingtheparent,agreedthattheIEPcanbeimplementedappropriately.Locations: ParkElementary AnElementary
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Full-TimeSpecialEducationClass
LifeSkillsSupport 5to9 1 0.1
Justification:Studentsmaybeeducatedinaspecialeducationprogramwithacaseloadthatexceedsthemaximumagerange.However,theIEPteam,includingtheparent,agreedthattheIEPcanbeimplementedappropriately.Locations: ParkElementary AnElementarySchool
BuildingAbuildinginwhichGeneralEducationprogramsareoperated
Program Position #7
Operator: School District
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PROGRAM DETAILS Type: Class Implementation Date: September 3, 2018 Reason for the proposed change: Added Itinerant ES and Supplemental ES segments
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant LearningSupport 8to11 3 0.2Locations: BarrettElementary
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 8to11 8 0.5
Locations: BarrettElementary AnElementary
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport
LevelofSupport AgeRange Caseload FTE
Itinerant EmotionalSupport 8to11 1 0.15Locations: Barrett AnElementarySchool
BuildingAbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
EmotionalSupport 8to11 1 0.15
Locations: Barrett AnElementary
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
Program Position #8
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: April 30, 2019 Reason for the proposed change: Addition of emotional support and life skills support
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant LearningSupport 8to11 4 0.15Locations: BarrettElementary
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 8to11 11 0.75
Locations:
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BarrettElementary AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LifeSkillsSupport 8to11 1 0.05
Locations: BarrettElementary AnElementary
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant EmotionalSupport 8to11 1 0.05Locations: BarrettElementary
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Program Position #9
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: May 1, 2019 Reason for the proposed change: Added Full Time MD and Supplemental AS segments
PROGRAM SEGMENTS TypeofSupport Levelof
SupportAgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LifeSkillsSupport
10to14 7 0.4
Locations: MiddleSchool AMiddleSchool
BuildingAbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Full-TimeSpecialEducationClass
LifeSkillsSupport 10to14 1 0.1
Locations: MiddleSchool AMiddleSchool
BuildingAbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Full-TimeSpecialEducationClass
AutisticSupport 10to14 1 0.2
Locations: SteelValleyMiddleSchool
AMiddleSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport Levelof
SupportAgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
AutisticSupport 10to14 1 0.15
Locations:
27
MiddleSchool AMiddleSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Full-TimeSpecialEducationClass
MultipleDisabilitiesSupport
10to14 1 0.15
Locations: MiddleSchool AMiddleSchool
BuildingAbuildinginwhichGeneralEducationprogramsareoperated
Program Position #10
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: April 30, 2019 Reason for the proposed change: Change in type and level of supports
PROGRAM SEGMENTS TypeofSupport
LevelofSupport AgeRange Caseload FTE
Itinerant LearningSupport 12to15 3 0.05Locations: MiddleSchool AMiddleSchool
BuildingAbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport Levelof
SupportAgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport
12to15 14 0.95
Locations: MiddleSchool AMiddleSchool
BuildingAbuildinginwhichGeneralEducationprogramsareoperated
Program Position #11
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: May 1, 2018 Reason for the proposed change: Added Itinerant AS and removed Itinerant ES segments
PROGRAM SEGMENTS TypeofSupport
LevelofSupport AgeRange Caseload FTE
Itinerant AutisticSupport 12to15 1 0.15Locations: MiddleSchool AMiddleSchool
BuildingAbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport
LevelofSupport AgeRange Caseload FTE
Itinerant LearningSupport 12to15 1 0.05Locations:
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MiddleSchool AMiddleSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport Levelof
SupportAgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 12to15 16 0.8
Locations: MiddleSchool AMiddleSchool
BuildingAbuildinginwhichGeneralEducationprogramsareoperated
Program Position #12
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: May 1, 2020 Reason for the proposed change: Removed Supplemental LS segment
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Full-TimeSpecialEducationClass
AutisticSupport 15to19 2 0.25
Locations: HighSchool ASeniorHighSchool
BuildingAbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LifeSkillsSupport 14to19 10 0.5
Justification:Studentsmaybeeducatedinaspecialeducationprogramwithacaseloadthatexceedsthemaximumagerange.However,theIEPteam,includingtheparent,agreedthattheIEPcanbeimplementedappropriately.Locations: HighSchool ASeniorHigh
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
AutisticSupport 15to19 2 0.25
Locations: HighSchool ASeniorHigh
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
Program Position #13
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: May 1, 2020 Reason for the proposed change: Added a segment for Supplemental ES
PROGRAM SEGMENTS Typeof LevelofSupport AgeRange Caseload FTE
29
SupportItinerant LearningSupport 15to18 10 0.2Locations: HighSchool ASeniorHighSchool
BuildingAbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 15to18 7 0.5
Locations: HighSchool ASeniorHigh
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport
LevelofSupport AgeRange Caseload FTE
Itinerant EmotionalSupport 15to19 5 0.15Locations: HighSchool ASeniorHighSchool
BuildingAbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
EmotionalSupport 15to18 1 0.15
Locations: HighSchool ASeniorHigh
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
Program Position #14
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: April 30, 2019 Reason for the proposed change: Change in caseload and level of support for emotional
PROGRAM SEGMENTS TypeofSupport
LevelofSupport AgeRange Caseload FTE
Itinerant LearningSupport 15to18 13 0.3Locations: HighSchool ASeniorHighSchool
BuildingAbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 15to19 8 0.45
Locations: HighSchool ASeniorHigh
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
30
Supplemental(LessThan80%butMoreThan20%)
EmotionalSupport 15to19 3 0.2
Locations: HighSchool ASeniorHigh
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport
LevelofSupport AgeRange Caseload FTE
Itinerant EmotionalSupport 15to18 2 0.05Locations: HighSchool ASeniorHighSchool
BuildingAbuildinginwhichGeneralEducationprogramsareoperated
Program Position #15
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: May 1, 2020 Reason for the proposed change: Removed Supplemental LS segment
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant EmotionalSupport 11to15 2 0.2Locations: Middle/HighSchool
AMiddleSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
EmotionalSupport
10to15 6 0.3
Justification:Studentsmaybeeducatedinaspecialeducationprogramwithacaseloadthatexceedsthemaximumagerange.However,theIEPteam,includingtheparent,agreedthattheIEPcanbeimplementedappropriately.Locations: Middle/HighSchool AMiddleSchool
BuildingAbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport
LevelofSupport AgeRange Caseload FTE
Itinerant LearningSupport 11to14 8 0.2Locations: MiddleSchool AMiddleSchool
BuildingAbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport Levelof
SupportAgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 11to15 1 0.1
Locations: MiddleSchool AMiddleSchool
BuildingAbuildinginwhichGeneralEducationprogramsareoperated
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TypeofSupport LevelofSupport AgeRange Caseload FTE
Full-TimeSpecialEducationClass
EmotionalSupport 11to14 2 0.2
Locations: MiddleSchool AMiddleSchool
BuildingAbuildinginwhichGeneralEducationprogramsareoperated
Program Position #16
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 24, 2018 Reason for the proposed change: Update caseloads
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant SpeechandLanguageSupport
5to10 45 1
Justification:SpeechandLanguagesupportservicesvariousagelevelsbutallspeechandlanguagegroupsfollowtheelementary3yearagespanrequirement.Locations: BarrettElementary
AnElementarySchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Program Position #17
Operator: Intermediate Unit PROGRAM DETAILS
Type: Class Implementation Date: September 1, 2015 Reason for the proposed change: Decrease in the number of students needing deaf and hard of hearing support.
PROGRAM SEGMENTS TypeofSupport
LevelofSupport AgeRange Caseload FTE
Itinerant DeafandHearingImpairedSupport
15to18 1 0.1
Locations: HighSchool ASeniorHighSchool
BuildingAbuildinginwhichGeneralEducationprogramsareoperated
Program Position #18
Operator: Intermediate Unit PROGRAM DETAILS
Type: Class Implementation Date: September 1, 2018 Reason for the proposed change: Change in caseload
PROGRAM SEGMENTS TypeofSupport
LevelofSupport AgeRange Caseload FTE
Itinerant BlindorVisuallyImpairedSupport
7to10 1 0.1
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Justification:Locations: ParkSchool AnElementarySchool
BuildingAbuildinginwhichGeneralEducationprogramsareoperated
Program Position #19
Operator: School District PROGRAM DETAILS
Type: Position Implementation Date: August 30, 2016 Reason for the proposed change: Realignment of speech and language services
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant SpeechandLanguageSupport
12to18 27 0.5
Justification:SpeechandLanguagesupportservicesvariousagelevelsbutallspeechandlanguagegroupsfollowthemaximumagerangeasrequired.Locations: Middle/HighSchool
AJunior/SeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
Program Position #20
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: May 1, 2020 Reason for the proposed change: Removed Supplemental LS segment
PROGRAM SEGMENTS TypeofSupport Levelof
SupportAgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LifeSkillsSupport
10to13 2 0.15
Locations: MiddleSchool AMiddleSchool
BuildingAbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Full-TimeSpecialEducationClass
LifeSkillsSupport 10to13 4 0.4
Locations: MiddleSchool AMiddleSchool
BuildingAbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport Levelof
SupportAgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
AutisticSupport
10to13 2 0.3
Locations:
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MiddleSchool AMiddleSchoolBuilding
AspecialeducationCenterinwhichnogeneraleducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Full-TimeSpecialEducationClass
AutisticSupport 10to13 1 0.15
Locations: MiddleSchool AMiddleSchool
BuildingAbuildinginwhichGeneralEducationprogramsareoperated
Program Position #21
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: April 30, 2019 Reason for the proposed change: Change in caseloads
PROGRAM SEGMENTS TypeofSupport
LevelofSupport AgeRange Caseload FTE
Itinerant LearningSupport 10to14 8 0.25Locations: MiddleSchool AMiddleSchool
BuildingAbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport Levelof
SupportAgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport
10to14 11 0.75
Locations: MiddleSchool AMiddleSchool
BuildingAbuildinginwhichGeneralEducationprogramsareoperated
Program Position #22
Operator: School District PROGRAM DETAILS
Type: ClassandPosition Implementation Date: May 1, 2020 Reason for the proposed change: Removed a supplemental ES segment and added an itinerant AS segment
PROGRAM SEGMENTS TypeofSupport
LevelofSupport AgeRange Caseload FTE
Itinerant AutisticSupport 15to16 1 0.15Locations: MiddleSchool AJunior/SeniorHighSchool
BuildingAbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport
LevelofSupport AgeRange Caseload FTE
Itinerant LearningSupport 15to18 9 0.2
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Locations: HighSchool AJunior/SeniorHighSchool
BuildingAbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 15to18 2 0.15
Locations: HighSchool AJunior/SeniorHigh
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
Program Position #24
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: May 1, 2020 Reason for the proposed change: Updated I and S LS segments for Case Manager for IEP's and as a resource for student's electing cyber services.
PROGRAM SEGMENTS TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant EmotionalSupport 14to17 6 0.2Locations: SteelValleyMiddle/HighCaseManager
AJunior/SeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport
LevelofSupport AgeRange Caseload FTE
Itinerant LearningSupport 14to17 4 0.15Justification:Thesearestudentsforwhichthisteacherisacasemanagerorresourceforstudentsreceivingcyberservices.Locations: Franklin AJunior/SeniorHighSchool
BuildingAbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
EmotionalSupport 11to18 5 0.3
Justification:Thisisabuildingwiththedistrict'scyberprogramandtheFranklinTransitionalprogramwithbotharegulareducationteacherandaspecialeducationteacher.StudentsmaybeinaroomwithacaseloadthatexceedsthemaximumagerangebuttheIEPteam,includingtheparent,agreethattheIEPcanbeimplementedappropriately.Locations: Franklin AJunior/SeniorHigh
SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Itinerant LearningSupport 13to18 1 0.1Justification:Thisisabuildingwiththedistrict'scyberprogramandtheFranklinTransitionalprogramwithbotharegulareducationteacherandaspecialeducationteacher.StudentsmaybeinaroomwithacaseloadthatexceedsthemaximumagerangebuttheIEPteam,includingtheparent,agreethattheIEPcan
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beimplementedappropriately.Locations: Franklin AJunior/SeniorHighSchool
BuildingAbuildinginwhichGeneralEducationprogramsareoperated
TypeofSupport LevelofSupport AgeRange Caseload FTE
Supplemental(LessThan80%butMoreThan20%)
LearningSupport 14to18 2 0.1
Locations: SteelValleyMiddle/HighSchoolCasemanager
AJunior/SeniorHighSchoolBuilding
AbuildinginwhichGeneralEducationprogramsareoperated
SpecialEducationSupportServicesSupportService Location TeacherFTE
DirectorofPupilPersonnelandSpecialServices District-Wide 1Paraeducators District-Wide 20
SpecialEducationContractedServicesSpecialEducationContractedServices Operator AmtofTimeperWeek
PhysicalTherapy OutsideContractor 10HoursOccupationalTherapy OutsideContractor 15HoursPsychologicalServices OutsideContractor 3DaysAudiologicalServices IntermediateUnit 15MinutesEducationalConsultant/DTWatson OutsideContractor 3HoursEmotionalSupportBSC OutsideContractor 5DaysBehaviorCoachforMiddleSchoolES OutsideContractor 5DaysSuccessCoach(MentalHealth/SocialWorker) OutsideContractor 15HoursSuccessCoach(MentalHealth/SocialWork) OutsideContractor 10Hours
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DistrictLevelPlan
SpecialEducationPersonnelDevelopment
AutismDescription Professional Development on educating students' with autism to include
behavioral and learning strategies to support more inclusive opportunities for students on the spectrum. Continued training on understanding autism, strategies in working with students and techniques best utilized to enhance learning. This PD is for the special education staff including paraeducators.
PersonResponsible Diana Borges StartDate 7/1/2020 EndDate 6/30/2023 ProgramArea(s) Special Education
ProfessionalDevelopmentDetailsHours Per Session 2.5 # of Sessions 4 # of Participants Per Session 40 Provider AIU3 or PaTTAN staff Provider Type Individual PDE Approved Yes Knowledge Gain This is an optional narrative for Special Education.
Research & Best Practices Base
This is an optional narrative for Special Education.
For classroom teachers, school counselors and education specialists
Enhances the educator’s content knowledge in the area of the educator’s certification or assignment. Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students. Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision-making. Empowers educators to work effectively with parents and community partners.
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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. Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.
Training Format Department Focused Presentation
Participant Roles • Classroom teachers • Principals / Asst. Principals • Paraprofessional • New Staff • Other educational specialists • Related Service Personnel
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 Lesson modeling with mentoring
Evaluation Methods Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism. Review of written reports summarizing instructional activity
BehaviorSupportDescription To maintain on-going CPI certification for all special education paraeducators.
Crisis Prevention Intervention training will strengthen their skills and provide
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strategies for safely defusing hostile or violent student behavior. Training will also be provided to special education staff on Functional Behavior Assessments (FBA), behavior support plans and crisis plans. Steel Valley's policy on school-wide positive behavioral supports will continue to be enforced and adhered to by all district administrators, teachers, paraprofessionals, and students. In addition, staff and parents will be refreshed on Positive Behavior Interventions and Supports as they are provided in each district building. All staff will have required training on mandated reporting and awareness and understand of trauma and trauma care.
PersonResponsible Diana Borges StartDate 7/1/2020 EndDate 6/30/2023 ProgramArea(s) Professional Education, Special Education, Student Services
ProfessionalDevelopmentDetailsHours Per Session 3.0 # of Sessions 5 # of Participants Per Session 40 Provider District CPI Trainers, AIU and Pattan staff Provider Type School Entity PDE Approved Yes Knowledge Gain This is an optional narrative for Special Education.
Research & Best Practices Base
The training is provided by a CPI Certified Trainers within the district and
For classroom teachers, school counselors and education specialists
Enhances the educator’s content knowledge in the area of the educator’s certification or assignment. Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students. 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. Empowers leaders to create a culture of teaching and learning, with an
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emphasis on learning.
Training Format Series of Workshops Department Focused Presentation
Participant Roles • Classroom teachers • Principals / Asst. Principals • School counselors • Paraprofessional • Classified Personnel • New Staff • Other educational specialists • Related Service Personnel • Parents
Grade Levels Elementary - Primary (K - 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 Creating lessons to meet varied student learning styles Peer-to-peer lesson discussion Utilization of CPI techniques and observations
Evaluation Methods Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism. Participant survey Review of restraint reports and observations
ParaprofessionalDescription In an effort to provide on-going professional development to our
paraeducators in order to enhance their knowledge and skill level in working with students' with special needs, training will be provided to all district
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paraeducators on the following topics: crisis prevention intervention, positive behavior supports, supporting special education students in the regular education program, supporting students with physical disabilities, reading strategies, building math skills, ACCESS billing, CPR/First Aid and disability-specific related topics.
PersonResponsible Diana Borges StartDate 7/1/2020 EndDate 6/30/2023 ProgramArea(s) Special Education
ProfessionalDevelopmentDetailsHours Per Session 3.0 # of Sessions 6 # of Participants Per Session 19 Provider District Staff or PaTTAN website Provider Type School Entity PDE Approved Yes Knowledge Gain This is an optional narrative for Special Education.
Research & Best Practices Base
This is an optional narrative for Special Education.
For classroom teachers, school counselors and education specialists
Enhances the educator’s content knowledge in the area of the educator’s certification or assignment. Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students.
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. Instructs the leader in managing resources for effective results.
Training Format Series of Workshops School Whole Group Presentation Online-Synchronous
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Participant Roles Paraprofessional
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
Evaluation Methods Participant survey Administration, teacher supervisor observation
ReadingDescription In addressing the teaching of content areas, including ELA and reading, and in
order to increase student achievement while providing teachers the tools they need to remove the barriers to learning for all students, the district will provide professional development on the teaching of reading and literacy. These trainings will include adolescent literacy training and text dependent analysis.
Special education teachers of life skills and autistic support students K-12 will be trained on the new curriculum, Teach Town, for not only reading but all core subjects and social skills.
In addition, the elementary buildings are involved in the PDE Dyslexia pilot and specific training will be provided to staff involved in the pilot.
PersonResponsible Diana Borges or Building Principals StartDate 7/1/2020 EndDate 6/30/2023 ProgramArea(s) Professional Education, Special Education, Student Services
ProfessionalDevelopmentDetailsHours Per Session 3.0 # of Sessions 3 # of Participants Per Session 85
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Provider AIU3 or Private Provider Provider Type PaTTAN PDE Approved Yes Knowledge Gain This is an optional narrative for Special Education.
Research & Best Practices Base
This is an optional narrative for Special Education.
For classroom teachers, school counselors and education specialists
Enhances the educator’s content knowledge in the area of the educator’s certification or assignment. Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students. Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision-making.
For school or LEA administrators, and other educators seeking leadership roles
Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards. Provides leaders with the ability to access and use appropriate data to inform decision-making. Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.
Training Format Series of Workshops School -Whole Group Presentation Department Focused Presentation
Participant Roles Classroom teachers Principals / Asst. Principals Paraprofessional Classified Personnel New Staff Other educational specialists Related Service Personnel Parents
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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 Creating lessons to meet varied student learning styles Peer-to-peer lesson discussion Joint planning period activities
Evaluation Methods Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism. Classroom student assessment data Review of participant lesson plans
TransitionDescription Indicator 13 Training - Transition services for students with disabilities as well
as transition for all students moving through academic and developmental levels help to support students through life stages. The District will provide training for the transition coordinator and special education staff educating students who have Transition services in their IEP's. Training will address the areas in the transition grid within the IEP and look at appropriate assessments for each area.
PersonResponsible Diana Borges StartDate 7/1/2020 EndDate 6/30/2023 ProgramArea(s) Special Education
ProfessionalDevelopmentDetailsHours Per Session 2.0 # of Sessions 2 # of Participants Per Session 16 Provider AIU3 Provider Type IU
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PDE Approved No Knowledge Gain This is an optional narrative for Special Education.
Research & Best Practices Base This is an optional narrative for Special Education.
For classroom teachers, school counselors and education specialists
Enhances the educator’s content knowledge in the area of the educator’s certification or assignment.
For school or LEA administrators, and other educators seeking leadership roles
Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.
Training Format Series of Workshops Professional Learning Communities
Participant Roles Classroom teachers
Grade Levels High (grades 9-12)
Follow-up Activities Analysis of student transition plans designed to address goals
Evaluation Methods Review of student Transition plans in IEP's
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SpecialEducationAffirmationsWealsoaffirmourunderstandingthatanyrequestsforanydeviationsfromtheChapter14regulations,standards,policies,andproceduresmustbemadeinwritingtothePennsylvaniaDepartmentofEducation.TheschooldistrictunderstandsthattheSpecialEducationComponentoftheDistrictLevelPlanwillbeapprovedbyPDEinaccordancewiththefollowingcriteriaassetforthin22Pa.SchoolCode§14.104andaspartoftheDistrictLevelPlan:
• Thereareafullrangeofservices,programsandalternativeplacementsavailabletotheschooldistrictforplacementandimplementationofthespecialeducationprogramsintheschooldistrict.
• Theschooldistricthasadoptedachildfindsystemtolocate,identifyandevaluateyoungchildrenandchildrenwhoarethoughttobeachildwithadisabilityeligibleforspecialeducationresidingwithintheschooldistrict'sjurisdiction.Childfinddataiscollected,maintained,andusedindecision-making.Childfindprocessandproceduresareevaluatedforitseffectiveness.Theschooldistrictimplementsmechanismstodisseminatechildfindinformationtothepublic,organizations,agencies,andindividualsonatleastanannualbasis.
• Theschooldistricthasadoptedpoliciesandproceduresthatassurethatstudentswithdisabilitiesareincludedingeneraleducationprogramsandextracurricularandnon-academicprogramsandactivitiestothemaximumextentappropriateinaccordancewithanIndividualizedEducationProgram.
• TheschooldistrictwillcomplywiththePADepartmentofEducation,BureauofSpecialEducation'srevisionnoticeprocess.
• Theschooldistrictfollowsthestateandfederalguidelinesforparticipationofstudentswithdisabilitiesinstateanddistrict-wideassessmentsincludingthedeterminationofparticipation,theneedforaccommodations,andthemethodsofassessingstudentsforwhomregularassessmentisnotappropriate.
• TheschooldistrictaffirmsthePennsylvaniaDepartmentofEducationthatfundsreceivedthroughparticipationinthemedicalassistancereimbursementprogram,ACCESS,willbeusedtoenhanceorexpandthecurrentlevelofservicesandprogramsprovidedtostudentswithdisabilitiesinthislocaleducationagency.
Weaffirmthattheschooldistricthascompleteda28daypublicinspectionandcommentperiodasrequiredunder22PACode§4.13(d)priortotheschoolentity'sgoverningboardapprovalandsubmissiontotheDepartmentofEducation(BureauofSpecialEducation).
Nosignaturehasbeenprovided
BoardPresident
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Nosignaturehasbeenprovided
Superintendent/ChiefExecutiveOfficer
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