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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


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


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





LearningSupport 5to8 12 0.65

Locations: ParkElementary AnElementary


TypeofSupport


Itinerant AutisticSupport 5to8 2 0.25Locations: ParkElementary



Program Position #4


Type: Position Implementation Date: May 1, 2020 Reason for the proposed change: Removed LSS and Physical Support segments.

PROGRAM SEGMENTS TypeofSupport


Itinerant LearningSupport 8to11 3 0.2Locations: ParkElementary






Locations: ParkElementary AnElementary


Program Position #5


Type: Class Implementation Date: May 1, 2020 Reason for the proposed change: Removed AS segment

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Locations: BarrettElementary AnElementary








Itinerant LearningSupport 5to8 1 0.1Locations: BarrettElementary



Program Position #6


Type: ClassandPosition Implementation Date: August 24, 2018 Reason for the proposed change: Change in caseloads



AutisticSupport 5to9 7 0.9

Justification:Studentsmaybeeducatedinaspecialeducationprogramwithacaseloadthatexceedsthemaximumagerange.However,theIEPteam,includingtheparent,agreedthattheIEPcanbeimplementedappropriately.Locations: ParkElementary AnElementary




LifeSkillsSupport 5to9 1 0.1

Justification:Studentsmaybeeducatedinaspecialeducationprogramwithacaseloadthatexceedsthemaximumagerange.However,theIEPteam,includingtheparent,agreedthattheIEPcanbeimplementedappropriately.Locations: ParkElementary AnElementarySchool


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










TypeofSupport


Itinerant EmotionalSupport 8to11 1 0.15Locations: Barrett AnElementarySchool





Locations: Barrett AnElementary


Program Position #8


Type: Class Implementation Date: April 30, 2019 Reason for the proposed change: Addition of emotional support and life skills support








Locations:

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BarrettElementary AnElementarySchoolBuilding








Itinerant EmotionalSupport 8to11 1 0.05Locations: BarrettElementary



Program Position #9


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


LifeSkillsSupport

10to14 7 0.4

Locations: MiddleSchool AMiddleSchool










Locations: SteelValleyMiddleSchool

AMiddleSchoolBuilding


TypeofSupport Levelof




Locations:

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MiddleSchool AMiddleSchoolBuilding




MultipleDisabilitiesSupport

10to14 1 0.15



Program Position #10


Type: Class Implementation Date: April 30, 2019 Reason for the proposed change: Change in type and level of supports



Itinerant LearningSupport 12to15 3 0.05Locations: MiddleSchool AMiddleSchool





LearningSupport

12to15 14 0.95





Type: Class Implementation Date: May 1, 2018 Reason for the proposed change: Added Itinerant AS and removed Itinerant ES segments



Itinerant AutisticSupport 12to15 1 0.15Locations: MiddleSchool AMiddleSchool


TypeofSupport


Itinerant LearningSupport 12to15 1 0.05Locations:

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Type: Class Implementation Date: May 1, 2020 Reason for the proposed change: Removed Supplemental LS segment




Locations: HighSchool ASeniorHighSchool





Justification:Studentsmaybeeducatedinaspecialeducationprogramwithacaseloadthatexceedsthemaximumagerange.However,theIEPteam,includingtheparent,agreedthattheIEPcanbeimplementedappropriately.Locations: HighSchool ASeniorHigh





Locations: HighSchool ASeniorHigh




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

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SupportItinerant LearningSupport 15to18 10 0.2Locations: HighSchool ASeniorHighSchool







TypeofSupport


Itinerant EmotionalSupport 15to19 5 0.15Locations: HighSchool ASeniorHighSchool









Type: Class Implementation Date: April 30, 2019 Reason for the proposed change: Change in caseload and level of support for emotional



Itinerant LearningSupport 15to18 13 0.3Locations: HighSchool ASeniorHighSchool








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TypeofSupport


Itinerant EmotionalSupport 15to18 2 0.05Locations: HighSchool ASeniorHighSchool






Itinerant EmotionalSupport 11to15 2 0.2Locations: Middle/HighSchool

AMiddleSchoolBuilding




EmotionalSupport

10to15 6 0.3

Justification:Studentsmaybeeducatedinaspecialeducationprogramwithacaseloadthatexceedsthemaximumagerange.However,theIEPteam,includingtheparent,agreedthattheIEPcanbeimplementedappropriately.Locations: Middle/HighSchool AMiddleSchool


TypeofSupport










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Type: Class Implementation Date: August 24, 2018 Reason for the proposed change: Update caseloads



5to10 45 1

Justification:SpeechandLanguagesupportservicesvariousagelevelsbutallspeechandlanguagegroupsfollowtheelementary3yearagespanrequirement.Locations: BarrettElementary




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.



Itinerant DeafandHearingImpairedSupport

15to18 1 0.1

Locations: HighSchool ASeniorHighSchool



Operator: Intermediate Unit PROGRAM DETAILS

Type: Class Implementation Date: September 1, 2018 Reason for the proposed change: Change in caseload



Itinerant BlindorVisuallyImpairedSupport

7to10 1 0.1

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Justification:Locations: ParkSchool AnElementarySchool




Type: Position Implementation Date: August 30, 2016 Reason for the proposed change: Realignment of speech and language services



12to18 27 0.5

Justification:SpeechandLanguagesupportservicesvariousagelevelsbutallspeechandlanguagegroupsfollowthemaximumagerangeasrequired.Locations: Middle/HighSchool

AJunior/SeniorHighSchoolBuilding





PROGRAM SEGMENTS TypeofSupport Levelof



LifeSkillsSupport

10to13 2 0.15











AutisticSupport

10to13 2 0.3

Locations:

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AspecialeducationCenterinwhichnogeneraleducationprogramsareoperated








Type: Class Implementation Date: April 30, 2019 Reason for the proposed change: Change in caseloads








LearningSupport

10to14 11 0.75





Type: ClassandPosition Implementation Date: May 1, 2020 Reason for the proposed change: Removed a supplemental ES segment and added an itinerant AS segment



Itinerant AutisticSupport 15to16 1 0.15Locations: MiddleSchool AJunior/SeniorHighSchool


TypeofSupport


Itinerant LearningSupport 15to18 9 0.2

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Locations: HighSchool AJunior/SeniorHighSchool





Locations: HighSchool AJunior/SeniorHigh




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.


Itinerant EmotionalSupport 14to17 6 0.2Locations: SteelValleyMiddle/HighCaseManager



TypeofSupport


Itinerant LearningSupport 14to17 4 0.15Justification:Thesearestudentsforwhichthisteacherisacasemanagerorresourceforstudentsreceivingcyberservices.Locations: Franklin AJunior/SeniorHighSchool





Justification:Thisisabuildingwiththedistrict'scyberprogramandtheFranklinTransitionalprogramwithbotharegulareducationteacherandaspecialeducationteacher.StudentsmaybeinaroomwithacaseloadthatexceedsthemaximumagerangebuttheIEPteam,includingtheparent,agreethattheIEPcanbeimplementedappropriately.Locations: Franklin AJunior/SeniorHigh



Itinerant LearningSupport 13to18 1 0.1Justification:Thisisabuildingwiththedistrict'scyberprogramandtheFranklinTransitionalprogramwithbotharegulareducationteacherandaspecialeducationteacher.StudentsmaybeinaroomwithacaseloadthatexceedsthemaximumagerangebuttheIEPteam,includingtheparent,agreethattheIEPcan

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beimplementedappropriately.Locations: Franklin AJunior/SeniorHighSchool





Locations: SteelValleyMiddle/HighSchoolCasemanager



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.


The training is provided by a CPI Certified Trainers within the district and


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.


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.


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.




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 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.




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.


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.


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.


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


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

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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