Pennsylvania Department of Education
Commonwealth
of Pennsylvania
Department of Education
333 Market Street
Harrisburg, PA 17126-0333
Special Education Report
Wednesday,
October 28, 2009
(Last Approved: Monday, June 23, 2008)
Entity: South Fayette Township SD
Address: 3680 Old Oakdale Rd
Mc Donald, PA 15057-2580
School District Demographics
|
School District |
IU # |
Superintendent |
# of Bldgs |
Total Enrollment |
Total Unduplicated SES Students |
|
South Fayette Township SD |
Allegheny IU 3 |
Dr. Linda Hippert |
3 |
1994 |
181 |
District Special
Education Contact:
|
Name |
Title |
Phone |
Fax |
|
|
Dr. Nanci Sullivan |
Director of Pupil Personnel |
412-221-4542 |
724-693-0110 |
sullivan@southfayette.org |
Special Education Plan Team Members
|
Name |
Affiliation |
Membership Category |
Appointed By |
|
Al Sossi |
South Fayette |
Parent |
Superintendent |
|
Amy Dunn |
South Fayette |
Parent |
Superintendent |
|
Charissa Kinzler |
South Fayette |
Special Education Teacher |
Superintendent |
|
Cheryl Truman |
South Fayette |
Parent |
Superintendent |
|
Deborah Kuntz |
South Fayette |
Special Education Teacher |
Superintendent |
|
Elaine Fox-Schafer |
South Fayette |
Parent |
Superintendent |
|
Gretchen Tucci |
South Fayette |
Administrator |
Superintendent |
|
Jennifer Fuller |
South Fayette |
Parent |
Superintendent |
|
Jennifer Iagnemma |
South Fayette |
Parent |
Superintendent |
|
Julie Terling |
South Fayette |
Parent |
Superintendent |
|
Laurie Gray |
South Fayette |
Administrator |
Superintendent |
|
Marie DeAngelis |
South Fayette |
Regular Education Teacher |
Superintendent |
|
Melissa Parks |
South Fayette |
Parent |
Superintendent |
|
Nanci Sullivan |
South Fayette |
Administrator |
Superintendent |
|
Nick Fratto |
South Fayette |
Parent |
Superintendent |
Program Evaluation (P.L. 105-17, §612(2) and §613(a))
Current Program Strengths and Highlights
The South Fayette School District
has an efficient child find system to locate, identify, and evaluate school-aged
children who are thought-to-be eligible for special education and related
services. The district employs various mechanisms to ensure public
awareness of our child find activities. For example, each year the Annual
Public and Parental Information Notice is included in a local community
magazine that is distributed to every household in the district. In
addition, the Annual Public and Parental Information Notice is available
on the South Fayette School District website under the Pupil Personnel link.
Contact information is included on the website for questions and concerns that
may arise regarding "child find".
The South Fayette School District is committed to setting high standards for
all exceptional students in the school district receiving special education
services. Special education supports and services in the South
Fayette School District include a full continuum of services (approved private
school placement to full inclusion based on each student's individual needs)
and are in compliance with federal and state laws. Additional resources
are utilized outside of the district including the Allegheny Intermediate Unit
#3, local approved private schools, private schools, FamilyLinks, Turtle Creek
D/A, Outreach Teen and Family Services and PaTTAN.
Programs are available in the South Fayette School District for students with
the following disabilities: learning disabled, autism spectrum disorders,
Deafness/Hearing Impaired, serious emotional disturbance, mental retardation,
muliple disabilities, orthopedic impairment, other health impaired, speech and
language impairment, traumatic brain injury, and visual impairment including
blindness, down syndrome and atypical syndromes, etc. Related services
are available to assist a student with a disability that necessitates:
specialized transportation, adaptive physical education, speech and language
support, occupational therapy, physical therapy, orientation and mobility
therapy, social worker services and psychological services. If a student
who has a disability exhibits a pattern of behaviors through functional
behavioral assessments and it is impeding their learning, a positive behavior
intervention plan will be developed for the student through the IEP Team
process. Students with an identifiable disability which limits or
prohibits participation in or access to an aspect of the school program can be
provided with modifications and adaptations through a Chapter 15 504 Service
agreement.
South Fayette School District has 21 paraeducators in grades K-12 to serve as
supports to students who are identified as having a disability in both regular
education and special education settings. All of our paraeducators and
special education teachers are considered "highly qualified". There
has been extensive professional development in the area of special education
services, disabilities, programming, research evidenced-based strategies
and interventions, special education paperwork guidelines, etc. for
special education teachers, paraeducators, speech and language therapist,
guidance counselors, school psychologist and the director of pupil
personnel.
One of the district's high school paraeducators has facilitated a group
for both regular education and special education students called "Circle
of Friends". Circle of Friends is a club that encourages and
fosters friendships and acceptance/understanding between students in the
mainstream and their peers with special needs from the lifeskills
classroom. They meet once or twice a month after school (sometimes more
depending on the activity going on). Some of their activities include
volunteering at the Down Syndrome Buddy Walk in the fall, planning a Mardi Gras
Dance for area students with special needs, and coordinating the SF District
Wide Penny Challenge. At their meetings, they also play board games,
wiffle ball, basketball, have holiday parties and have occasionally gotten
together to see a movie outside of school. Some members also volunteer at
monthly local dances for young people with special needs.
Also, the 21 paraeducators in our district with one paraeducator facilitating
it has created a "County-wide Professional Development Day for
Paraeducators". They now meet annually in October. They
have a theme each year for the day and they have four speakers who present on
topics such as special education law, autism spectrum disorders, etc.
Many of the area districts in Allegheny County send their paraeducators to this
professional development day in our district. Lunch is provided and prizes
awarded. There have been many positive comments made that our
paraeducators take their time to make this day very informational and
beneficial for all paraeducators in the county!
Both the elementary and the middle schools are in the process of discussing and
attending conferences, workshops and in-services on the
"Response-to-Intervention" model. The elementary has changed
their basal reading series to Harcourt Trophies which is considered Tier I of
RtI. The elementary has trained reading specialists from the Reading
Achievement Center/Allegheny Intermediate Unit #3 implemented an intensive
reading program with small groups of six children in a group to focus on
reading for 2.5 hours per day. In these reading groups, the reading
specialists are addressing the five component of reading instruction such as
phonemic awareness, decoding, fluency, vocabulary and comprehension. This
program was designed as the Tier II of the RtI model.
The middle school principal and IST teacher have attended some in-services,
workshops or conferences on RtI at the secondary level. They are
discussing different methodologies related to the tier system of RtI with the
school psychologist and the director of pupil personnel. They have
implemented a pilot for the Tier II component of RtI with their recently hired
reading specialist with a curriculum entitled, "Language!". The
middle school will continue to develop an appropriate RtI framework that will
meet the needs of their students in grades 5-8.
At the elementary school (K-4), a child study team has been established as part
of the pre-referral intervention process. The team consists of
principals, guidance counselor, regular education teachers, reading
specialists, school psychologist when needed and special education staff when
needed. Parents are also part of this process and are contacted and
strongly encouraged to participate in all phases of the child study team
process. The Child Study Team assists teachers and parents with
supporting students who are experiencing academic, behavioral, medical,
emotional and social skills difficulties.
In the middle school, an "Instructional Support Team (IST)" model is
utilized as part of the pre-referral intervention process. The
middle school has an IST teacher who coordinates and oversees the IST
pre-referral process. She coordinates all meetings between parents and
staff and identifies researched evidenced-based strategies that can be
implemented in the regular education classroom setting for students who are
at-risk. She assists the IST Team with developing appropriate academic
goals that the students need to achieve in order to succeed academically in the
regular classroom setting. The IST teacher also monitors the
effectiveness of the instructional strategies that are utilized in the regular
classroom environment. She also works with students on study
skills, organizational skills, preparedness, etc. She will on occasion
provide individual or small group tutoring sessions on focused areas of need.
The South Fayette Student Assistance Team (SAP) is an additional support
used by the district to identify at-risk students. SAP team are currently
in place at the middle and high school levels. SAP is a cooperative
effort with parents in utilizing the support staff, students, and community
through contracted services with FamilyLinks and Turtle Creek. It is a
proactive prevention/intervention program that attempts to provide intervention
before school performance is seriously compromised. The SAP Core Team of
individuals are trained in the SAP Model and focus on screening/intervention
for student who may be experiencing drug and alcohol, depression, and/or family
issues, referrals to appropriate agencies or treatment facilities, aftercare
for those returning from treatment, and crisis intervention as needed.
The district offers the continuum of services to students identified with
emotional needs. For example, all students identified with emotional
disturbance have individual behavior support plans developed and implemented as
part of their IEP. If small group and/or individual academic instruction
is needed, students may receive instruction within a learning support classroom
or core academic subject areas. Special education teachers, regular
education teaching staff, and paraeducators work collaboratively to implement
all components of the IEP including goals/objectives and behavior support
plans. The district has also entered into a consultation agreement with
The Watson Institute so that their clinical experts can provide in-service,
guidance, and technical support to the students, teaching staff,
administrators, and parents regarding the needs of students diagnosed with
autism spectrum disorders. This ensures that all parties responsible for
providing services to the student have the skills necessary to address student
needs in the LRE. In addition, Allegheny Intermediate Unit behavior
specialists are consulted on a regular basis to provide assistance with
difficult or unique emotional/behavioral cases. Lastly, we have AIU
contracted social workers who provide one-on-one counseling and Social Skills
Groups. They also conduct Functional Behavior Assessments and Social
Histories.
Students receiving special education services in Approved Private Schools or
full-time emotional support facilities are reintegrated back to the district to
the extent possible in a manner that meets their individual needs. For
example, a student attending Holy Family Learning Day School may attend South
Fayette High School for 1 or 2 subjects for a period of time in an effort to
ensure a seamless and successful transition back to the lesser restrictive
setting of the public school. IEP team members from both schools
collaborate in order to customize the student's schedule and to ensure necessary
supports are in place. Also, students attending full-time placements may
attend the vocational-technical school as their needs and interest
warrant.
Another strength in the district's special education program is found in our
relationship with the Allegheny Intermediate Unit's related service providers
who provide services to South Fayette School District students. The
district provides through a contract with the AIU, social work services,
assistive technology, speech and language support, vision support, deaf-hearing
support, occupational therapy, and physical therapy to students as indicated
via the IEP. These related service providers are a valuable asset and
support to the students, staff, and administrators in the district.
The district has purchased an alternative curriculum (i.e. Reading Mastery, SRA
Corrective Reading, Connecting Math, Reasoning & Writing and Morophograph
Spelling) for those students who require intense reading, math and writing
instruction. Extensive training with frequent follow-up has been provided
to the special education staff in order to correctly and effectively institute
the program. AYP and APM (annual progress monitoring) data, which is
collected on a regular and individual basis, as well as individual and group
achievement test scores all have shown that the program is significantly
improving our student's reading skills, math and writing skills.
The greatest strength of the South Fayette special education program is the
teaching staff who provide the services and support for our students with
disabilities. District-wide, our special education teaching staff
demonstrates a strong work ethic, professionalism, and commitment to meeting
the needs of students under their care. The teaching staff exhibits a willingness
to learn and incorporate new strategies to meet individual student needs as
well as diligence and responsibility in keeping up with the necessary special
education paperwork/processes. The special education and regular
education teachers work collaboratively to ensure that each student with a
disability needs are met in the least restrictive environment. IEPs are
developed based on present education levels and needs as listed in the
Evaluation Report. The district has a special education program in place
in all buildings in order to address student needs in their neighborhood school
to the maximum extent possible to ensure a least restrictive environment for
all students with special needs. Goals and objectives are developed to
meet the individual needs of students and are aligned with the general
education curriculum and state standards in reading and mathematics in order to
ensure a focus on critical skill development.
Highlights of
Supporting Students with Special Needs:
- Guidance Review by Pennsylvania Pupil Services Association and Creation of a 3 year Action Plan
- Special Education Team Leaders in each Building/Monthly meetings with the Director
- Restructured Social Worker Services/Parent Resource Binder/Social Skills Groups/Individual Counsel
- Reorganization — Duties/Roles/Expectations of Staff.
- Polaris Suite— Special Education Document Software Program
- Adoption
Research evidence-based Alternative Reading and Math Curriculum
(Reading, Math and Writing). (Reading Mastery, Corrective Reading
Connecting Math). - Currently Writing the Special Education Alternative Curriculum in Grades K-12 to align with the PA Eligible Content/Anchors.
- Created an Elective Course Entitled “Career Pathways” for Credit in LS for Grades 11-12.
- Extensive
Staff Development (Autism Spectrum Disorder, Functional Behavioral
Assessments, Writing Measurable Goals and Objectives,
Transition Services, etc.). - Collection of Extended School Year Data 4x per year.
- Purchase of two Evacu-tracs and training for all teachers and principals in the elementary and middle schools to learn to use the Evacu-trac for students with physical disabilities
- PIAT-R Testing — consistency among staff to monitor individual student progress.
- No Due Process Hearings.
- 17 Successful Mediation Hearings (2001-2008)
- Central Location of Special Education Department Students Records.
- Beginning of the Year and End of the Year Checklists for Special Education Teachers
- End of the Year File Checklist for all special education records annually
- Provide Appropriate Placements in LRE.
- Networking with SDs, APS, Private Schools, AIU, Outside Agencies, Related Services.
- Exited 4 students from Special Education over the past 5 years.
- Matched IEP Goals to PA State Eligible Content/Anchors.
- Writing mini-lessons for learning support programs on targeted PA Academic Standards
- Paraeducator Competency Training Program — Initiation on June 2005-June 2008 .
- ParaPro Test for Paraeducators implemented through the AIU NCLB/IDEIA HQ
- Adoption of 7 Board Policies, including new Classroom Visitation Policy.
- Administrative Procedures for BSC and TSS Outside Agencies.
- Annual Data Collection for tracking— Social Worker Services, Family Links, Guidance Counselors, Psychological Services and IST Services.
- Created Pupil Personnel/Special Education Website.
- Guidance Counselor Websites.
- School Nurses Website.
- Created a Parent Resource Binder for Special Education.
- Created a Transition Resources packet for Parents of High Special Education students.
- Groups (i.e. Social Skills, Changing Families, etc.) in the learning support classroom through FamilyLinks and social workers.
- Annual Progress Monitoring in Reading and Writing for all Learning Support Students using Chartdog.
- Annual Pupil Personnel/Special Education Team Building Activity
- Annual Special Education Parent Training/Meeting
- “Why Try Program” for Behavior and Social Skills (Kits to be utilized for guidance counselors, social workers, etc.)
- Speaker on Differentiated Instruction (Coudersport, PA)
- After-School Tutoring Program: REWARDS, Word Building and the Administration of the San Diego Quick Assessment
- Conducted 3 meetings in each building with the entire staff on children and families who are considered “Homeless/Temporarily Displaced-2008.
- Created Brochures to have in all main offices and posted them on the district's website under "pupil services" regarding services available for students and families who are considered “Homeless/Temporarily Displaced-2008.
- Implemented a first grade program entitled, "Rainbow Fish" to learn about tolerance and differences of others
Identifying Students with Learning Disabilities
The district will continue to use a
discrepancy model that examines whether a child exhibits a pattern of strengths
and weaknesses, relative to intellectual ability as defined by a severe
discrepancy between intellectual ability and achievement, or relative to age or
grade. The district is in the process of implementing a regular
education Response-to-Intervention Model (RtI) with a three tier
system at the elementary and middle school levels and the district will
continue to work on all aspects of RtI. Staff and administration have
attended in-services regarding the RtI Model.
The elementary school as part of Tier I of RtI had all of our regular classroom
teachers trained extensively by our reading specialists on research-evidenced
based reading strategies from the Reading Achievement Center. Classroom
teachers are incorporating the following activities/strategies into their daily
instruction: phonemic awareness activities, decoding activities (word building
and syllasearch), vocabulary development of rich vocabulary, fluency
instruction, and comprehension strategies. All of the instruction is
explicit and systematic. Teachers give struggling students individual
attention and increase the amount of instruction in these areas.
Also at the elementary, Tier II of our RTI model is the Kindergarten Express classrooms in kindergarten and the Reading Achievement classrooms in first through fourth grade. These classrooms provide intensive reading instruction for students that are considered below basic or basic. Our reading specialists have received intensive instruction on the reading process and have been trained to provide explicit and systematic instruction. Research-evidence based instruction include phonemic awareness activities, word building, syllasearch, developing vocabulary through Isabel Beck’s model of robust vocabulary instruction, Questioning the Author strategy, Text Talk strategy, chunking text, "What are you thinking?" strategy, scrolling, character mapping, and color coding text.
Kindergarten children are screened using the Early Screening Profile from American Guidance Service during our kindergarten registration. Students identified as lacking readiness skills are placed in the Kindergarten Express classroom for half a day and the regular kindergarten classroom the other half. The Kindergarten Express classroom has fifteen AM students and fifteen PM students. Students receive intensive instruction with a reading specialist and paraeducator. Instruction includes activities focusing on phonemic awareness, letter recognition and sounds, decoding (word building), sight word recognition, reading decodable text, and comprehension.
All first grade through fourth grade students are assessed using the assessments from the Reading Achievement Center at the beginning of each school year. Students are assessed on sight word recognition, decoding pseudo words, fluency, and comprehension. Students scoring below basic are placed in the Reading Achievement classroom at the beginning of the school year. Students scoring basic are either placed in the Reading Achievement classroom or monitored in the regular reading classroom. Placement of these students is determined by the degree of reading deficiency. Basic students not placed in the Reading Achievement classroom are monitored closely with reading strategies implemented in the regular reading classroom. If these students do not progress, they will be placed in the Reading Achievement classroom for intensive reading instruction. Each Reading Achievement classroom contains eighteen students.
The Reading
Achievement classrooms in first grade through fourth grade provide intensive
small group instruction for the entire language arts block. Students
rotate in groups of six among a reading specialist, classroom teacher, and a
paraeducator in first and second grade. Students in third and fourth
grade also rotate in groups of six among a reading specialist and a classroom
teacher. Students are provided intensive instruction in phonemic
awareness, decoding (word building and syllasearch), vocabulary development, fluency,
and comprehension strategies. Students are given numerous opportunities
to apply these reading strategies to reading various types of text.
Materials used in these classrooms were developed by Harcourt Trophies, Reading
Achievement Center, Isabel Beck, Rebecca Hamilton, and our reading
specialists. Students are routinely assessed on decoding, vocabulary,
fluency, and comprehension to monitor their
progress.
At the middle school, the instructional support teacher has made a presentation
with school psychologist on the components of RtI. Tier I is regular
classroom effective instructional strategies/adaptations that are implemented
for students who are considered to be in academic or behavioral need.
Services of the instructional support teacher are used to assist the classroom
teacher to identify at-risk students and appropriate strategies to meet their
needs. The middle school also has made changes by implementing the
"Language!" program that is research-evidence based as Tier II of RtI.
Also, at this level the middle school specialist oversees and implements
the "Language!" program which focuses on decoding skills, fluency and
comprehension. The middle school for 2008-2009 will implement an
additional research-evidence based reading intervention entitled, "Read
Naturally".
At the elementary and middle schools, Tier III as part of the RtI process is
considered special education where Reading Mastery, SRA Corrective Reading,
word building strategy, syllasearch strategy and annual progressing monitoring
for reading fluency (Read Naturally) and writing are implemented. Also,
special education teachers are able to chunk material for understanding,
monitor and adjust the instruction to the individual's instructional levels,
provide frequent repetition of concepts and new information and allows
additional time for the student to process information. The learning
support classrooms also utilized the research-evidence based SRA math program
entitled, "Connecting Math".
At the high school level, the Student Assistance Team (SAP), identifies
students who are at-risk academically or behaviorally and who may be in need of
a multidisciplinary team evaluation. The South Fayette High School has
after school tutoring sessions on Wednesdays with certified teachers to help
support students in any academic area. Also, the guidance department held
a study skills group for 2007-2008 and the social workers also address study
skills in individual sessions with students.
If a student continues to have difficulties academically or behaviorally
despite the child receiving interventions in the regular classroom setting and
through the reading rooms at the elementary or the middle school Tiers I and
II, then the child is referred for to the school psychologist for
a multidisciplinary team evaluation. The parents also have the right
at any time to have child evaluated by the school psychologist. The
district currently uses a pre-referral Child Study Model at the
elementary, at the middle school the district uses Instructional Support
Team (IST), and a SAP model at the secondary level for at-risk
students. The district posts the "Child Find Notice" publicly
on the district's homepage website under the pupil personnel link and it
has contact information for the special education department if parents would
have any concern or questions. Also, the district posts annually the
"Child Find Notice" in a local community magazine that goes to
every taxpayer household in the district.
Enrollment Differences
Not significantly disproportionate.
Ethnicity Enrollment Differences
Not significantly disproportionate.
Exiting Statistics
Graduation rate and dropout rate have been met.
24 P.S., §1306 and §1306.2 Placements
Facilities for Nonresident Students
|
Facility Name |
Provider of Educational Services |
# of Students Receiving Srvcs as of Dec 1 |
|
None |
None |
0 |
Incarcerated Students Oversight
There are currently
no correctional facilities located in the South Fayette School
District. However, the school district stays in close communication
with the local South Fayette Police Department.
Upon notification that a student has been incarcerated, the South Fayette
School District will automatically transmit all pertinent special education
records to the facility where the students are incarcerated in order to
provide a free and appropriate public education (FAPE). Also, pending the
release of a student who has been incarcerated the South Fayette School
District will request records from the the correctional institution in order to
plan and to determine an appropriate educational placement for that student
(FAPE).
If a student is assigned a probation officer, the school district will issue a
release of records that is signed by the guardians of the student giving
the district permission to communicate with the probation officer during the
time period that the student is incarcerated and upon their transition
back to the school environment while the student is on probation.
Facilities for Incarcerated Students
|
Facility Name |
Provider of Educational Services |
# of Students Receiving Srvcs as of Dec 1 |
|
None |
None |
0 |
Least Restrictive Environment 34 CFR §300.551
Ensuring Maximum Integration
Every
student in the South Fayette School District is provided an educational program
that promotes independence and success as a contributing member of society
upon completion of school. In order to achieve this goal, the student is
instructed in a program that has its roots within the general education
curriculum with modifications and accommodations for individual special needs
of that student. The South Fayette School District is in its initial
stages of the implementation of Response-to-Intervention (RtI). At the
elementary level, the district is utilizing as its Tier 1 of RtI in
regular education classrooms by implementing research-evidence based strategies
and using Harcourt Trophies as their basal reading program to support students
who are struggling in the areas of reading and math. The elementary for
Tier II of the RtI Model is also utilizing reading specialists that have been
trained at the Reading Achievement Center through the Allegheny
Intermediate Unit #3. These reading specialists have small group
instruction (6 students per group), intensive (increase of frequency and
duration) instruction, curriculum and strategies that are
research-evidenced based with students who are demonstrating a deficiency in
reading. The district is currently utilizing the universal
screening of the 4Sight Benchmarks 3x per year and at the elementary
level. Students who are receiving small group reading instruction as part
of the RtI Tier II process the district is using screenings and assessments
developed by the Reading Achievement Center (RAC) at the Allegheny Intermediate
Unit #3. These specialists created reading groups of no more
than 6 students per group where they work intensely and frequently with
students on word building strategies, reading fluency, vocabulary, phonemic
awareness and comprehension. Also at the elementary school, after school
tutoring sessions are conducted for students who are at at-risk in mathematic
skill areas.
At the middle school, the instructional support teacher has made a presentation
with the school psychologist on the components of RtI. Tier I is regular
classroom effective instructional strategies/adaptations that are implemented
for students who are considered to be in academic or behavioral need.
Services of the instructional support teacher are used to assist the classroom
teacher to identify at-risk students and appropriate strategies to meet their
needs. The middle school also has made changes by implementing the
"Language!" program that is research-evidence based as Tier II of
RtI. Also, at this level the middle school specialist oversees and
implements the "Language!" program which focuses on decoding skills,
fluency and comprehension. For 2008-2009, the middle school will
implement an additional research-evidence based reading intervention entitled,
"Read Naturally".
At the elementary and middle schools, Tier III as part of the RtI process is
considered special education where Reading Mastery, SRA Corrective Reading,
word building strategy, syllasearch strategy and annual progressing monitoring
for reading fluency (Read Naturally) and writing are implemented. Also,
special education teachers are able to chunk material for understanding, monitor
and adjust the instruction to the individual's instructional levels, provide
frequent repetition of concepts and new information and allows additional time
for the student to process information. The learning support classrooms
also utilized the research-evidence based SRA math program entitled,
"Connecting Math".
At the high school level, the Student Assistance Team (SAP), identifies
students who are at-risk academically or behaviorally and who may be in need of
a multidisciplinary team evaluation. The South Fayette High School has
after school tutoring sessions on Wednesdays with certified teachers to help
support students in any academic area. Also, the guidance department held
a study skills group for 2007-2008 and the social workers also address study
skills in individual sessions with students.
If a student continues to have difficulties academically or behaviorally
despite the child receiving interventions in the regular classroom setting and
through the reading rooms at the elementary or the middle school Tiers I and
II, then the child is referred for to the school psychologist for
a multidisciplinary team evaluation. The parents also have the right
at any time to have child evaluated by the school psychologist. The
district currently uses a pre-referral Child Study Model at the
elementary, at the middle school the district uses Instructional Support
Team (IST), and a SAP model at the secondary level for at-risk
students. The district posts the "Child Find Notice" publicly
on the district's homepage website under the pupil personnel link and it
has contact information for the special education department if parents would
have any concern or questions. Also, the district posts annually the
"Child Find Notice" in a local community magazine entitled,
"South Fayette & Neighbors" which goes to every resident in South
Fayette.
South Fayette School District also utilizes Watson Institute in having an
autism spectrum disorder consultant who comes to the district twice a
month. The consultant observes students in regular education classrooms
settings in grades K-12, writes a report on each observation and makes
recommendations to the teachers, guidance counselors and the Director of Pupil
Personnel. The consultant also provides training to special education
teachers, regular education teachers and paraeducators on the TEACCH method,
making work bins, participant in IEP/BIP meetings, collecting data from
functional behavioral assessments and behavior intervention plans. By
having an ASD consultant, the district is able to support many students
with ASD in the least restrictive setting.
The South Fayette School District is committed to delivering its special
education services for exceptional students in the least restrictive
environment (LRE). The methods for the delivery of the curriculum
from the least restrictive to the most restrictive are listed below.
1. Regular Education
2. Regular education with supplementary aids and
services in the general education classroom
3. Regular education with supplementary aids and
services in the special education classroom
4. Special education is using a research-based evidence
curriculum specially designed for the student with a disability. A
replacement curriculum or
program is provided when the student's disability warrants a functional like
skills curriculum or curricular methods, techniques for strategies
for students with autism.
5. Approved private school or private school with
supplementary aids and services and related services
First, the IEP teams contemplate educational placement in the regular education
classroom not only as it currently exists, but also as it might be modified
through the provision of supplementary aids and services. Next, the IEP
Team would consider a student with a disability who is in need of
specially designed instruction (SDI) in the South Fayette School District is
supported by a Multidisciplinary Team (MDT) and an Individualized Education
Program (IEP) team. All IEP's are reviewed and/or revised at least once a
year. All student programs are reevaluated every three years per state
mandates. Those students with Mental Retardation are reevaluated every
two years.
Other students with disabilities who do not quality for supports and services
through special education may be provided for as a Protected Handicapped
Student under the requirements of Section 504 of the Federal Rehabilitation
Act of 1973 and Chapter 15 of state regulations Title 22. Students
with an identifiable disability which limits or prohibits participation in or
access to an aspect of the school program can be provided with modifications
and adaptations through a Chapter 15 Service Plan. Although students with
disabilities may have limitations; staff, parents, and students strive to ensure
that each student reaches his or her highest potential with the appropriate
interventions and supports in the LRE.
The student's individual needs and abilities determine the type of service,
type of support and the percentage of time outside the general education
classroom. Supplementary aids and services and related
services include, but are not limited to: audiological services,
psychological services, occupational therapy, physical therapy, transportation,
counseling services, school health services, speech and language services,
adaptive physical therapy, orientation and mobility therapy, Behavioral Support
Plans, Paraprofessionals, mental health services, and assistive technology and
devices. All services and placement options are individually determined based
on the students unique abilities and needs.
Placement decisions are not solely based on:
1. The category of disability
2. Significance of the disability
3. Availability of special education and related services
4. Availability of Space
Exceptional students in the South Fayette School District are
provided special education services and opportunities to be instructed or
participate in the general education classroom and curriculum through the
service delivery model of co-teaching as well as inclusion (mainstreaming).
Students are also provided special education services in small group settings.
All students are are assigned a case manager who monitors the student's
progress and provides support services in all settings.
The Allegheny Intermediate Unit #3 and PaTTAN are two educational agencies
that South Fayette School District utilizes for consulting and
training services. Consultants from both entities provide training in various
topics related to special education; such as: IDEA 2004, Response to
Intervention, writing measurable goals and objectives, progress monitoring,
Functional Behavioral Assessments, Behavior Support Plans, and transition
services. The district also consults with local universities, agencies and
private consultative services for inclusion consultations and training and
paraprofessionals training.
Supplementary Aids and Services
|
Service/Resource |
Description |
|
|
Collaborative: Scheduled Time for
Team Meetings,Instructional accommodation support such as consistent
collaboration between regular classroom teachers and special education
teachers, paraeducator support in the regular classroom setting, progress
notices are from regular education teachers to special education teachers,
provide consultation and support assistive technology, scheduled
opportunities for collaboration with the parents by holding multi-dsicilinary
team meetings, parent evening meetings and pre-referral process (i.e. child
study team, IST and SAP) OT, PT, speech and language, orientation and
mobility training. |
LRE Data Analysis
Personnel Development Activities
Topic: Inclusionary Practices and Strategies for Regular Education: Students with disabilities will be provided supports and services by personnel with the knowledge and skills necessary to meet their needs.
|
Anticipated Training Dates |
Training Partners |
Training Participants and Audience |
Training Format |
Evidence of Results |
|
Spring 2009, 2010, 2011 |
PATTAN Staff, IU Staff, Outside private consulation, podcasts, teleconferences |
Parent, New Staff, Paraprofessional, Instructional Staff, Administrative Staff, Related Service Personnel |
On-site Training with Guided Practice, Workshops with Joint Planning Periods, Conferences, Distance Learning, Special Education Teachers Training Regular Education Teachers |
South Fayette School district's
data for 2005-2006 reflects: |
Topic: Inclusionary Behavioral/Social Practices and Strategies for Regular Education: Students with disabilities will be provided behavioral/social supports and services by personnel with the knowledge and skills necessary to meet their needs.
|
Anticipated Training Dates |
Training Partners |
Training Participants and Audience |
Training Format |
Evidence of Results |
|
Fall 2008, 2010, 2011 |
PATTAN Staff, IU Staff, Consultative agencies/organizations, podcasts and teleconferences |
Parent, New Staff, Paraprofessional, Instructional Staff, Administrative Staff |
On-site Training with Guided Practice, Workshops with Joint Planning Periods, Distance Learning, Special Education Teachers Training Regular Education Teachers |
South Fayette School district's
data for 2005-2006 reflects: |
Least Restrictive Environment - Facilities
|
Facility Name |
Type of Facility |
Type of Service |
# of Students Placed |
|
Pressley-Ridge |
Approved Private Schools |
Facility offers life skills support, emotional support, learning support, autistic support, mental health services, social worker services, psychiatric/psychological consultation, medication management, OT, PT, AT and speech and language services and community-based instruction. |
1 |
|
Children's Institute |
Approved Private Schools |
Facility offers life skills support, autistic support, OT, PT, AT,speech and language, orientation and mobility training, social worker services, sensory support,adaptive physical,education, psychological services and medical/nursing services. |
3 |
|
Wesley-Spectrum Highlands |
Approved Private Schools |
Facility offers learning support, emotional support, autistic support, life skills support, PT, OT, AT, speech and language, psychiatric/psychological services, mental health services, social worker services and community-based services. |
1 |
|
Wesley-Spectrum Academy |
Other |
Facility offers learning and emotional support services, mental health services, counseling services and transition services |
1 |
|
Watson Institute |
Approved Private Schools |
Facility offers life skills and autistic support with OT,PT, AT, speech and language and transition services. |
1 |
|
Holy Family Institute |
Other |
Facility offers full-time emotional support, transition services, counseling services, psychological services and a drug and alcohol services |
3 |
|
Western PA School for the Blind |
Approved Private Schools |
Facility provides blind and visual impairment support, orientation and mobility support, community-based services, counseling services, transition services, horticultural therapy, sensory therapy, music therapy, aquatic therapy, OT, PT, AT, adaptive physical education, speech and language and medical/nursing services |
1 |
|
Keystone Oaks School District |
Neighboring School Districts |
School District provides middle school life skills program, speech and language services, PT, OT, AT, transitional services, psychological services and counseling services. |
2 |
|
The Pathfinder School |
Special Education Centers |
School provides life skills support, autistic support, PT, OT, AT, speech and language, sensory integration therapy, transition services, aquatic therapy, adaptive physical education, behavior specialist consultant |
3 |
Personnel Development for Improved Student Results
Technical Assistance and Training
Personnel Development Activities
Topic: AYP
|
There are currently no trainings entered for this topic. |
Topic: Participation
|
There are currently no trainings entered for this topic. |
Topic: Proficiency
|
There are currently no trainings entered for this topic. |
Personnel Development - PA NCLB Goal #1
Reflections
There are currently no reflections selected for this section.
Base Line Data
Overall the results of our 2007 PSSA
Scores in Grades 3 - 8 are high with 89% of the students scoring proficient in
Reading and 92% of the students scoring proficient in Math. For Writing
in the 5th grade, 82% of the students scored proficient and 97% of the 8th
grade score.
2006-2007 PSSA
Data Results for Reading for Students with IEPs
3rd grade-6.7 Below Basic
13.3 Basic
40.0 Proficient
40.0 Advanced
4th grade-31.3 Below Basic
31.3 Basic
12.5 Proficient
25.0 Advanced
5th grade- 45.0 Below Basic
20.0 Basic
30.0 Proficient
5.0 Advanced
6th grade-40.0 Below Basic
10.0 Basic
20.0 Proficient
30.0 Advanced
8th grade-45.5 Below Basic
18.2 Basic
27.3 Proficient
9.1 Advanced
11th grade-88.2 Below Basic
11.8
Basic
2006-2007 PSSA Data Results for Mathematics for Students with
IEPs
3rd grade-13.3 Below Basic
26.7 Proficient
60.0
Advanced
4th grade-12.5 Below Basic
31.3 Basic
43.3 Proficient
12.5 Advanced
5th grade-60.0 Below Basic
10.0
Basic
5.0 Proficient
35.0
Advanced
6th grade-20.0 Below Basic
10.0 Basic
20.0
Proficient
50.0 Advanced
8th grade-54.5 Below Basic
36.4 Basic
9.1 Advanced
11th grade-82.4 Below Basic
5.9 Basic
11.8 Proficient
Personnel Development Activities
Topic: Reading
|
Anticipated Training Dates |
Training Partners |
Training Participants and Audience |
Training Format |
Evidence of Results |
|
Fall 2009, Fall 2010, Fall 2011 |
PATTAN Staff, IU Staff, Higher Education Staff, Teleconferences, webinars, consultants from outside agencies organizations |
Parent, New Staff, Paraprofessional, Instructional Staff, Administrative Staff, Related Service Personnel |
On-site Training with Guided Practice, Workshops with Joint Planning Periods, Conferences, Distance Learning, District Staff Development, Grade Level Teams, Department Team Meetings, 2-hour Delay Days |
In grades 3, 4, 5, 6 and 8 in
reading for students with IEPs, the district's students will achieve an
increase of 10% from below basic to basic and a 10% increase from basic to
proficient by 2011. |
Topic: Math
|
Anticipated Training Dates |
Training Partners |
Training Participants and Audience |
Training Format |
Evidence of Results |
|
Winter 2009, Winter 2010, Winter 2011 |
PATTAN Staff, IU Staff, Higher Education Staff, Teleconferences, webinars, consultants from outside agencies organizations |
Parent, New Staff, Paraprofessional, Instructional Staff, Administrative Staff, Related Service Personnel |
On-site Training with Guided Practice, Workshops with Joint Planning Periods, Conferences, Distance Learning, District Staff Development, Grade Level Teams, Department Team Meetings, 2-hour Delay Days |
In grades 3, 4, 5 and 6 in
mathematics for students with IEPs, the district's students will achieve an
increase of 10% from below basic to basic and a 10% increase from basic to
proficient by 2011. |
Personnel Development - PA NCLB Goal #3
Reflections
There are currently no reflections selected for this section.
Base Line Data
For the 2006-2007 school year, all
of our regular and special education teachers were qualified and certified in
the areas of assignment. Special education teachers at the secondary
level completed all of the requirements to be deemed highly qualified either
through the Bridge or HOUSE process. Professional staff continues to
increase their knowledge and skills through ACT 48 trainings and in-service
training
All of our special education paraeducators are considered high qualifed by
having a 2 or 4-year degree, scoring in the appropriate test
score range of the Para-Pro assessment for paraeducators from the
Allegheny Intermediate Unit or they have completed the PDE Credential of
Competency for Special Education Paraeducators.
There is ongoing professional staff development for regular education teachers,
special education teachers and paraeducators on confidentiality, positive
behavior support, research-evidence based strategies and programs for reading,
updates on special education changes such as Gaskins and other various mandates
that pertain to special education and the rights of children with
disabilities. We also provide training in individual exceptionalities
such as Autism Spectrum Disorders, ADHD, specific learning disabilities,
anxiety disorders, depression, etc.
Personnel Development Activities
Topic: AUTISM: Students with disabilities will be provided services by an adequate supply of personnel with the knowledge and skills necessary to meet their needs
|
Anticipated Training Dates |
Training Partners |
Training Participants and Audience |
Training Format |
Evidence of Results |
|
Spring 2009, Spring 2010, Spring 2011 |
PATTAN Staff, IU Staff, Higher Education Staff, Teleconferences, webinars, consultants from outside agencies organizations |
Parent, New Staff, Paraprofessional, Instructional Staff, Administrative Staff, Related Service Personnel |
On-site Training with Guided Practice, Workshops with Joint Planning Periods, Conferences, Distance Learning, District Staff Development, Grade Level Teams, Department Team Meetings, 2-hour Delay Days |
During 2 hour-delay days over a 3 month period, an autism consultant will present to small groups of teachers (30% of the entire staff in each building) on the characteristics of autism spectrum disorders, classroom strategies to implement and social skills development with students with ASD in the school setting. |
Topic: ROLE OF PARAEDUCATOR/HIGHLY QUALIFIED TEACHER: Students with disabilities will be provided services by an adequate supply of personnel with the knowledge and skills necessary to meet their needs
|
Anticipated Training Dates |
Training Partners |
Training Participants and Audience |
Training Format |
Evidence of Results |
|
Spring 2009., Spring 2010, Spring 2011 |
PATTAN Staff, IU Staff, Higher Education Staff, Teleconferences, webinars, consultants from outside agencies organizations |
Parent, New Staff, Paraprofessional, Instructional Staff, Administrative Staff, Related Service Personnel |
On-site Training with Guided Practice, Workshops with Joint Planning Periods, Conferences, Distance Learning, District Staff Development, Grade Level Teams, Department Team Meetings, 2-hour Delay Days |
Currently, all of the South Fayette teachers and paraeducators are considered highly qualified. However,in the future due to growth in the district or extenuating circumstances students in the district will be educated by 98% of high qualified teachers and paraprofessionals according to NCLB and the Pennsylvania State Standards. The 2% that would be considered not high qualifed would be situations in the future where they are pursuing high qualified status through the Praxis tests to fulfill the requirements of a position. |
Personnel Development - PA NCLB Goal #5
Reflections
There are currently no reflections selected for this section.
Base Line Data
South Fayette School District from PDE's Special Education Data Report for the 2005-2006 indicate that our district had at that time 0% Dropout Rate with a 100% Graduation Rate compared to the state's Dropout Rate which was 7.4% and the state's Graduation Rate was 91.8%. Therefore, South Fayette has met the state's performance plan indicator for students graduating high school. We do not currently have our 2006-2007 or our 2007-2008 data to reflect if there is currently a discrepancy that exists between South Fayette School District and the overall state's percentages for dropout and graduation rates.
Personnel Development Activities
Topic: TRANSITION: Students with disabilities will demonstrate increased ability to successfully make the transitions to school age programs, to work, to post-secondary education and/or adult
|
Anticipated Training Dates |
Training Partners |
Training Participants and Audience |
Training Format |
Evidence of Results |
|
Spring 2009, Spring 2010, Spring 2011 |
PATTAN Staff, IU Staff, Teleconferences, webinars, consultants from outside agencies organizations |
Parent, New Staff, Paraprofessional, Instructional Staff, Administrative Staff, Related Service Personnel |
On-site Training with Guided Practice, Conferences, Distance Learning, District Staff Development, Grade Level Teams, Department Team Meetings, 2-hour Delay Days |
The South Fayette School District in an attempt to remain proactive in having our special education students graduate from high school with a 0%-7.4% dropout rate and a 100%-91.8% graduation rate will continue to provide professional development to all staff and administration regarding transitions services for students with special needs. For 2005-2006, the district had a 0% dropout rate and the state's dropout rate was 7.4% and South Fayette's graduation rate was 100% compared to the state's graduation rate of 91.8%. The district ensures through the IEP Teams at the secondary level that our students secure employment or some form of post-secondary education beyond graduation. The guidance counselors, transition coordinator, school psychologist and the director of pupil personnel will continue to be updated on Transition Indicators 13 and 14. |
Behavior Support Services
Reflections
There are currently no reflections selected for this section.
Summarized School District Policy
Positive Behavior Support is mandated by
14.133 of IDEA '97 and IDEIA 2006 regulations. The Pennsylvania
Department of Education refers to this requirements as "Positive Behavior
Support". At the beginning of every school year, the director of
pupil personnel reviews with the entire staff of South Fayette School District
"Confidentiality and Positive Behavior Support" such as Functional
Behavior Assessments, Positive Behavior Intervention Plans and utilizing
research-based effective classroom management strategies.
The district has 5 guidance counselors, 1 school psychologist, 2 AIU contracted
social workers for 3 days per week, 2 days a week of a FamilyLinks Coordinator
who does individual counseling, Turtle Creek D/A Representative 1x a
week, middle and high schools have SAP Teams and the elementary school
has a Chhild Study Team to support students with academic, social, emotional
and behavioral issues as well as D/A.
The following is a summation of disciplinary incidents of our special education
students from the 2007-2008 school year thus far as of April 30, 2008 that
have ocurred to date in the South Fayette School District:
Elementary:
0 Discipline Incidences for Students with Special Needs
0 Suspensions of Students with Special Needs
Middle School:
21 Discipline Incidents for Students with Special Needs
3 Suspensions of Students with Special Needs
High School:
19 Discipline Incidences for Students with Special Needs
15 Suspensions of Students with Special Needs
We currently have 10 Positive Behavior Intervention Plans for students with
IEPs at the South Fayette School District with special needs in grades K-12.
Please find below the South Fayette School District's Board Policy on
"Behavior Management for Exceptional Children". However, the
following is our summation of our "Psychological Counseling Intervention
Levels" that provides a comprehensive continum of supports to meet the
needs of all students, from requiring minimal intervetions through those with
highly intensive and complex behavior support requirements:
South Fayette School District
Consideration of IEP Team for Providing
Psychological Counseling Intervention
LEVEL 1 INTERVENTION
-School-wide Behavior Support — designed to serve all students and parents involving school wide prevention, early intervention, and intensive services to students with significant emotional and/or behavioral needs. Students follow the Code of Conduct listed in the school handbook and discipline is handled through the deans.
LEVEL 2 INTERVENTION
-Classroom Positive Behavior Management System — involves the establishment of a set of rules, rewards, and consequences within the classroom. These procedures can be implemented daily by a teacher, personal care assistant, or educational assistant. Rules should be clear and consequences should be consistent. Teacher must have established positive behavior supports for the student.
LEVEL 3 INTERVENTION
-Individual Behavior Support Plan — includes a variety of techniques to develop and maintain skills that will enhance an individual students’ or young child’s opportunity for learning and self-fulfillment. The types of intervention chosen for a particular student or young child shall be the least intrusive necessary. These procedures can be implemented daily by all personnel involved with the student. The following should be considered prior to developing an Individual Behavior Support Plan:
Does the student need to learn and/or use new behaviors, skills, and/or strategies?
Does the student demonstrate behaviors that are unsafe and/or that significantly interfere with the learning environment?
Is the student routinely removed from the general education classroom because of inappropriate behavior?
Is the student’s behavior related to, or a manifestation of, a disability?
A functional behavior assessment should be conducted by the school counselor and/or school social worker. Using this data, the SPECIAL EDUCATION TEACHER needs to develop a behavioral support plan. An IEP meeting should be convened and the support plan should be added to the IEP. Counseling support by the guidance counselors should continue through this process. Dr. Sullivan may request more intensive counseling services through the district’s social worker. A parent must sign permission for the social worker to counsel their child individually. Mrs. Tucci should be contacted to become involved in the process to begin gathering data for a reevaluation.
LEVEL 4 INTERVENTION
-Individual Counseling Support from Guidance Counselor - The IEP team should be convened to discuss the child’s progress and, if necessary regular school-based counseling support services should be added to the related services section of the IEP. This should be discussed with Dr. Sullivan prior to convening the IEP meeting. The team may also wish to provide parents a list of outside agencies that can provide in home support and in school support (wrap-around) at this point.
LEVEL 5 INTERVENTION
-Reconvene IEP to Consider Alternative Placement — Data compiled by the team NEEDS to indicate that none of the level 1 through 4 interventions are working and that the child is in need of a more supportive placement.
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South Fayette Township
School District |
POLICY NO. 113-A
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|
GUIDE |
|
REFERENCE |
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I. Purpose Title 22 Sec. 14.133
2. Authority
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BEHAVIOR MANAGEMENT FOR EXCEPTIONAL CHILDREN A behavior management plan, in the context of the Individuals with Disabilities Education Act (IDEA), is a special education service for eligible students whose behavior problem(s) interfere with learning. The regulations and standards indicate that positive approaches/interventions that are less intrusive than regular disciplinary options/procedures should be attempted in order to maintain and support the dignity of the individual.
Any eligible special education student who exhibits behavior problems which interfere with the student’s ability to learn must have a program of behavior management. The behavior management plan will be included in the IEP and shall: A. Focus on positive rather than negative measures. B. Use interventions that are the least intrusive necessary. C. Not substitute aversive techniques, restraints or discipline for the systematic application of behavior change techniques. D. Only use techniques for which the staff has been adequately trained. SECTION A — INTERVENTION LEVELSThe South Fayette Township School District’s Behavior Management Plan for exceptional students consists of four levels, based upon best practices and current professional research. The four levels of intervention are:Level I: Discipline PolicyThe District has a board approved Student Rights and Responsibilities Policy. This policy should be reviewed whenever interventions are considered. (Note: Special Education Standards and Regulations must be considered along with the current case law.)
Level II: Classroom Behavior Management Strategies Traditional classroom management has been associated with “discipline”, “control”, or other terms that connote reducing or eliminating student behavior problem(s). In this view, classroom management has been narrowly defined as something that needs to happen before teachers can teach their students effectively or something that needs to happen when students are disruptive so that teachers may continue teaching their students. Effective classroom management is a rather complicated matter which is impacted by a variety of different things, including student, teacher, and environmental factors. Classroom behavior management and instruction are interwoven processes. Effective instructional practices are likely to decrease student disruptions and impact positive behavioral responses, while effective behavior management strategies are likely to positively impact instructional outcomes. Successful classroom management involves preventing problems from occurring by creating environments that encourage learning and appropriate behavior, as well as, responding effectively when behavior problem(s) do occur. Additionally, the long range goal of classroom behavior management should be for all students to learn to manage their own behaviors. Effective classroom management must involve proactive classroom strategies, behavioral interventions to be used when problems arise, and continued emphasis on student learning to manage their own behaviors. Without proactive classroom management methods, as well as an emphasis on student self-management, behavior change interventions will have limited long term effectiveness. Strategies emphasized may include Pro-active Classroom ManagementEffective Teaching PracticesFrequent Monitoring/Feedback Clear Rules and Procedures Effective Classroom Schedules Use of Appropriate Activities/Materials Social Praise Environmental Cues Curriculum Adaptations Direct Instruction Naturalistic Teaching Strategies Task Analysis Instruction in Self-Monitoring Pro-social BehaviorSystematic Reinforcement Modeling Pro-social Behavior Verbal Instruction Role Playing Cueing Social Problem Solving Discussions of Real Life Dilemmas Role Playing Student Participation in Decision-making Activities Alternative Thinking Social Skills Instructions Affective Strategies and CommunicationActive Listening Communication Skills Training Use of Assistive Devices Allow Students to express themselves through augmentative devices Functional Communication Training Level III: Moderately Intrusive Behavior ManagementThe primary goal of effective behavior management or behavior support is to produce long lasting behavior change by teaching alternative skills and building supportive environments. Some student(s) whose behavior interfere(s) with learning may respond well to typical classroom behavior management strategies. However, other students may require more intensive behavior management or behavior support. The Pennsylvania Department of Education’s Guidelines for Effective Behavior Support (1995) provides a framework for designing and implementing effective behavior support for students whose behavior interferes with learning and who do not respond satisfactorily to typical behavior management strategies outlined in Level II. Effective behavior support is based upon four main assumptions: 1) Challenging behaviors serve as a function for the students 2) Challenging behaviors are context related 3) Effective interventions are based on a thorough understanding of the problem behavior 4) Behavior support plans should be guided by two values: all students with disabilities should be treated with the same dignity and respect as their peers without disabilities and all students with disabilities have the right to be included in integrated activities. This behavior management policy will not attempt to list the individual procedures that may be appropriate for specific problems. Given the diverse characteristics of students and of the learning environment, the same behavior intervention may be effective for one student and not the other student that exhibits the same behavioral difficulty. Additionally, the goal of effective behavior support is not to develop a listing of behavioral techniques which should be uniformly applied to all students, but rather to develop a comprehensive set of interventions that meets the unique needs of specific individuals and results in long lasting behavioral change. The following guidelines should be followed when creating and implementing behavioral supports: Step 1: Conduct a Functional Assessment of the BehaviorDuring the functional assessment, the team should strive to understand the student and the nature of the student’s problem behavior(s) in relation to the student’s environment. Three outcomes should be accomplished: (1) predict the times and circumstances under which the behavior is likely to occur, (2) identify the purpose of the behavior, and (3) identify the student variables and lifestyle factors that may influence the behavior(s). During the functional assessment, teams should gather broad, then specific information about the student, behavior(s), and environment. Initially, the behavior must be operationally defined and the social significance for changing the behavior should be specified. The team should use interviews, rating scales, team discussions, and review student records to gather broad information. Specific information should be gathered through the ABC Scatterplot or the Functional Analysis Scale. The information gathering process should lead to the identification of the events surrounding the behavior’s occurrence. Step 2: Develop Hypothesis StatementsAfter the functional assessment is completed, the team should summarize and synthesize all of the information in order to develop hypothesis statements about the problem behavior(s). Specific and global hypothesis statement should be generated. A specific hypothesis statement should describe antecedent or setting events, identify the problem behavior(s) and describe the behavior(s) function(s). A global hypothesis statement should identify student variable and lifestyle variables that may contribute to the problem behavior(s). Global hypotheses lead to modifications that could be made for long term prevention while specific hypotheses lead to antecedent/setting events that could be modified and alternative skills that could be taught. Step 3: Design an Effective Behavioral Support PlanBehavior support plans contain (a) description or the problem behavior(s) and why they are important to change, (b) hypotheses regarding the problem behavior(s), (c) intervention strategies, (d) supports for team members, and (e) evaluation procedures. Intervention strategies are directly linked to the hypotheses and fall into four main areas: antecedent/setting event strategies, alternative skills training, consequence strategies, and long-term prevention. When designating and implementing behavioral support plans, teams should remember that each plan is highly individualized and may vary over time. Not every child will require the same number and intensity of interventions across the four categories. Likewise, as the child develops more skills, he/she may not require interventions in one or more of the four categories. Step 4: Evaluate EffectivenessWhen evaluating the effectiveness of the support plan, teams should answer three key questions: (a) Was there a reduction in the problem behavior(s)? (b) Was there an increase in alternative skills? (c) Did meaningful outcomes result for the student? Effectiveness of the support plan should be documented in a number of ways, including recording and graphing frequency of the problem behavior(s) and/or alternative skills, recording the students’ activities, using progress notes, noting changes in grades, and summarizing behavioral and/or academic reports. Step 5: Modify the Support Plan as NeededAfter evaluating the support plan’s effectiveness, teams should identify whether further assessment is needed, whether they should modify specific components, or whether or not the plan should address new goals. The behavior support plan is meant to be an “evolving” or “on-going” document. As part of the IEP, the behavior support plan should be reviewed at least annually or more often depending upon the student’s needs. Strategies emphasized may include: Prompting/CueingRedirection Time-out within the classroom Behavior Contracting Scheduled/Unscheduled Reinforcement Use of logical consequences Environmental Restructuring Manipulation or Antecedents and Consequences Self-monitoring Emphasis on Generalization and Maintenance of Skills Classroom Meetings Social Problem-Solving Behavior Contracting Time-out Modeling and Rehearsal Coaching Self-Instruction Level IV: Significantly Intrusive Behavior Management Techniques These
interventions are formal behavior programs which are restrictive in nature
and may modify the student’s rights during implementation. They
specifically focus on restraining strategies and are considered more
intrusive to personal freedom than any Level I, II, or III
interventions. 1. Physical Restraint: Physical containment of a student by direct contact for the purpose of restricting and inappropriate behavior. The behavior must be one that presents a danger to self or others. The student must remain calm for a specified time in order to be released from the restraint. 2. Mechanical Restraint: Used to control involuntary movement or lack of muscular control of students when due to organic causes or conditions, may be employed only when specified by an IEP and as determined by a medical professional qualified to make the determination and as agreed to by the student’s parents. Mechanical restraints shall only be used to prevent a student from injuring himself or others or shall promote normative body positioning and physical functioning. 3. Exclusionary Time-Out: Used to extinguish external stimuli so that student may regain emotional composure. Procedures for Developing and Implementing Level IV Interventions 1.These interventions must be specifically based on a Multidisciplinary Team’s recommendation to the IEP Team. The MDT must offer a compelling argument that presents (a) less restrictive measures were unsuccessful, (b) behavior is dangerous or self, other students and/or employees, (c) alternative placement has been ruled out, and (d) the program is therapeutically justified. 2.The IEP Team must be convened to specifically discuss a Level 4 intervention as recommended by the MDT. The IEP Team should ascertain the use of restraints and conclude that they are NOT: a. Employed as punishment b. For the convenience of staff c. A substitute for an educational program 3. All Level IV interventions must be agreed to by the student’s parents/legal guardians. In addition, the LEA will assure that staff is trained in the use of these specific procedures, methods, and techniques. SECTION B — OTHER CONSIDERATIONsA. Prohibitive Adverse Techniques (Forbidden By State Regulations and Standards) The following adverse techniques of handling behavior are considered inappropriate and MAY NOT be used by agencies in education programs:1. Corporal punishment 2. Punishment for a manifestation of a student’s disability 3. Locked rooms, locked boxes, or other locked structures or spaces from which the students cannot readily exit 4. Noxious substances 5. Deprivation of basic human rights, such as withholding meals, water or fresh air 6. Suspensions constituting a pattern under 22 Pa. Code 14.143(a) 7. Treatment of a demeaning nature 8. Electric shock 9. Methods implemented by untrained personnel 10. Methods which have not been outlined in the agency’s plan B. Emergency Procedures Emergency procedures for behavior that presents a clear and present danger to the student or others may be delineated on the IEP. These emergency procedures may include such activities as: 1. Parent contact to immediately remove the student from school. 2. Notifying the police. 3. Notifying mental health. 4. Calling emergency services and ambulance. 5. Nonviolent therapeutic physical crisis intervention by trained staff which may include Level IV techniques. If a student’s behavior is considered to be life threatening in nature, the classroom teacher will immediately take appropriate action to protect all individuals involved, followed by documentation after the incident. The parent will be notified of the incident as soon as possible by the school personnel. A meeting must be convened with parent, representatives of the education agency and other appropriate agencies prior to the student returning to the classroom.
Page 7 of 7
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Personnel Development Activities
Topic: Positive Behavioral Supports
|
Anticipated Training Dates |
Training Partners |
Training Participants and Audience |
Training Format |
Evidence of Results |
|
April 21, 2008 and Fall 2009 and Fall 2010 |
PATTAN Staff, IU Staff, District Administration or Staff, Private Consultation Agencies, Podcasts and teleconferences |
Parent, New Staff, Paraprofessional, Instructional Staff, Administrative Staff, Related Service Personnel |
On-site Training with Guided Practice, Workshops with Joint Planning Periods, Conferences, Study Groups, Distance Learning, District Staff Development, Grade Level Teams, Department Team Meetings, 2-hour Delay Days |
The elementary school needs to
maintain current statistics of 0 discipline referrals and 0 suspensions for
students with special needs. |
Topic: School-based Behavioral Health
|
Anticipated Training Dates |
Training Partners |
Training Participants and Audience |
Training Format |
Evidence of Results |
|
Winter 2009, Winter 2010 and Winter 2011 |
PATTAN Staff, IU Staff, Higher Education Staff, Teleconferences, webinars, consultants from outside agencies organizations |
On-site Training with Guided Practice, Workshops with Joint Planning Periods, Conferences, Distance Learning, District Staff Development, Grade Level Teams, Department Team Meetings, 2-hour Delay Days |
Currently, in the spring of 2008
South Fayette School District has a total student population of 2,192
students and the number of students in approved private and private
placements outside of the school distirct due to behavioral and emotional
issues is 8 students. |
Topic: De-escalation Techniques
|
Anticipated Training Dates |
Training Partners |
Training Participants and Audience |
Training Format |
Evidence of Results |
|
Fall 2009, Fall 2010, and Fall 2011 |
PATTAN Staff, IU Staff, Higher Education Staff, Teleconferences, webinars, consultants from outside agencies and organizations |
Parent, New Staff, Paraprofessional, Instructional Staff, Administrative Staff, Related Service Personnel |
On-site Training with Guided Practice, Workshops with Joint Planning Periods, Conferences, Distance Learning, District Staff Development, Grade Level Teams, Department Team Meetings, 2-hour Delay Days |
The South Fayette School District
will provide district wide training to selected staff and administration
based on needs of individual students on how to de-escalate students with
serious emotional disturbance in an effort to maintain these students with
this type of disablity in the regular school setting or special education setting.
|
Interagency Collaboration (11 P.S. §875.304)
Ensuring FAPE/Hard to Place Students
When the South Fayette School
District suspects may be at risk of not having his/her IEP implemented, the
school district will contact the local intermediate unit interagency
coordinator. This individual will assist the district with arranging
interagency meeting through the local CASSP office which will include all of
the agencies that provide support to the student. The IEP team members
will meet to review the IEP to determine the students needs are being met and
to make any necessary changes. In the event that the placement cannot be
secured and the IEP cannot be implemented, the district will report the
required information using the appropriate form to the PA Department of
Education. The school district will update information monthly as
needed. Additionally the district will report to the PA Department of
Education all students with disabilities who are on homebound instruction or
instruction conducted in the home on the appropriate form.
The South Fayette School District utilizes a team approach in order to
determine an appropriate educational placement (for the hard to place) students
with disabilities. District IEP teams collaborate with the local
community mental health base service units such as the Chartiers MH/MR,
FamilyLinks, Staunton Clinic, Turtle Creek, Inter-care Behavioral Health,
Southwood Psychiatric Hospital, Western Psychiatric Institute and Clinic,
Gateway Drug and Alcohol Treatment Center and Mercy Behavioral.
If a student is involved with MH/MR system, the South Fayette School District
initiates contact after the parental consent has been secured to communicate
with the respective behavioral health agency. At that point, the
MH/MR support coordinator meets with the student's team of teachers to
discuss what services are needed.
Local Continuum of Supports and Services
(A) Our district recently has
developed administrative procedures and forms to process any outside agencies
(wraparound supports/TSS/BSC/MT) who provide support of our students in the
public school setting who has special needs. This is to ensure that they
share information with the district, follow district policies and procedures,
understand confidentiality in the public school setting and have
the appropriate clearances/credentials to be present and support students
in various classroom settings. The district works collaboratively with
outside mental health agencies to provide consistency and continuity in
educational programming. We have Office of Vocational Rehabilitation,
Chartiers MH/MR, Staunton Clinc, FamilyLinks, Family Behavioral Resources,
Wesley Spectrum Services, Southwood Psychiatric Hospital, Western Psychiatric
Institute and Clinc and Turtle Creek. If necessary, the district
will coordinate an interagency team meeting through the Allegheny Intermediate
Unit#3 to ensure FAPE is provided to the students.
The district also provides when necessary an alternative educational program
for students who need a highly structured learning environment with a
therapeutic environment. South Fayette School District utilizes the
following alternative education placements for students who are in need of a
program with an intense therapeutic component which include the
following: Pressley-Ridge Schools, Wesley-Spectrum Highlands, Wesley
Spectrum Academy, Holy Family Learning Institute, Watson Institute, Children's
Institute, Pathfinder School, Western Pennsylvania School for the Blind,
Western Pennsylvania for the Deaf and Hard of Hearing and Easter Seals
Programs. We also have minimal students placed in cross-district
placements in neighboring school districts to deliver FAPE in order to address
various disabilities.
The district utilizes the Allegheny Intermediate Unit #3 for many related
services in supporting our students such as the following: occupational
therapy, physical therapy, speech and language services, assistive technology,
social worker services, psychological services, orientation and mobility,
vision support, hearing support and early intervention/transition to
school-aged programs. We are also part of the Allegheny County
Intermediate Consortium which provides extended school year, social worker
services, occupational therapy, physical therapy and psychological services.
The Watson Institute provides school and community-based programs to our
students with moderate to severe disabilities. They provide on the job
training, shadowing experiences, training to complete job applications, provide
job coaches on the job sites and representatives serve as liaisons between
Watson Institute, South Fayette School District and local businesses.
South Fayette School District also contracts and works with Inter-Care for all
psychiatric evaluations for students. Dr. Stephen Lee is the district's
contracted psychiatist from Inter-Care who diagnoses DSM-IV disorders for
students who are found to be under the exceptionality of serious emotional
disturbance. He meets with students and parents as well as confers with
the school district when evaluating students. He also has been on
conference call when required by the district to communicate with parents
during an MDT meeting.
(B) The South Fayette School District has an intensive and comprehensive staff
interview process to recruit new staff or to replace staff if necessary.
The school district also has a comprehensive 5-day New Teacher Induction
Program for all new staff at the beginning of each school year. The South
Fayette School District offers employees a competitive salary with benefits
that supports the district in recruiting and retaining quality
staff. The school also provides 3-days of staff development for
both new and veteran staff on targeted topical areas that impact student
performance, special education law and regulations, research-evidence based
strategies, review and discussion of PSSA data results, grade level team
meetings or department team meetings, pre-referral screening processes,
understanding various disabilities and mental health diagnoses, trainings on
related services that are available to students in the regular classroom
settings and paraeducator training based on specific needs of
students. All of the district's paraeducators and special education
teachers are highly qualified under NCLB. Our paraeducators are also
required to complete the PDE "Credential of Competency of Special
Education for Paraeducators". The district also provides
support for our new teachers through our mentor teacher program where a veteran
teacher is assigned to a new teacher for one year. They attend
meetings throughout the year on various topics with their mentors and new
teachers with the assistant superintendent. This ensures our new
staff receives ongoing support throughout their first year of
teaching.
Expansion of Continuum of Supports and Services
Our district recently has developed administrative procedures and forms to
process any outside agencies (wraparound supports/TSS/BSC/MT) who provide
support of our students in the public school setting who has special
needs. This is to ensure that they share information with the district,
follow district policies and procedures, understand confidentiality in the
public school setting and have the appropriate clearences/credentials to
be present and support students in various classroom settings. The district
works collaboratively with outside mental health agencies to provide
consistency and continuity in educational programming. We have Office of
Vocational Rehabilitation, Chartiers MH/MR, Staunton Clinc, FamilyLinks, Family
Behavioral Resources, Wesley Spectrum Services, Southwood Psychiatric Hospital,
Western Psychiatric Institute and Clinc and Turtle Creek. If
necessary, the district will coordinate an interagency team meeting through the
Allegheny Intermediate Unit#3 to ensure FAPE is provided to the students.
The district also provides when necessary an alternative educational program
for students who need a highly structured learning environment with a
therapeutic environment. South Fayette School District utilizes the
following alternative education placements for students who are in need of a
program with an intense therapeutic component which include the
following: Pressley-Ridge Schools, Wesley-Spectrum Highlands, Wesley
Spectrum Academy, Holy Family Learning Institute, Watson Institute, Children's
Institute, Pathfinder School, Western Pennsylvania School for the Blind,
Western Pennsylvania for the Deaf and Hard of Hearing and Easter Seals
Programs. We also have minimal students placed in cross-district
placements in neighboring school districts to deliver FAPE in order to address
various disabilities.
The district utilizes the Allegheny Intermediate Unit #3 for many related
services in supporting our students such as the following: occupational
therapy, physical therapy, speech and language services, assistive technology,
social worker services, psychological services, orientation and mobility,
vision support, hearing support and early intervention/transition to
school-aged programs.
The Watson Institute provides school and community-based programs to our
students with moderate to severe disabilities. They provide on the job
training, shadowing experiences, training to complete job applications, provide
job coaches on the job sites and representatives serve as liaisons between
Watson Institute, South Fayette School District and local businesses.
South Fayette School District also utilizes Watson Institute in having an
autism spectrum disorder consultant who comes to the district twice a
month. The consultant observes students in regular education classrooms
settings in grades K-12, writes a report on each observation and makes
recommendations to the teachers, guidance counselors and the Director of Pupil
Personnel. The consultant also provides training to special education
teachers, regular education teachers and paraeducators on the TEACCH method,
making work bins, participant in IEP/BIP meetings, collecting data from
functional behavioral assessments and behavior intervention plans. By
having an ASD consultant, the district is able to support many students
with ASD in the least restrictive setting.
FamilyLinks
provides the South Fayette School District and its students the following
services:
Promoting Alternative Thinking Strategies- PATHS is
a comprehensive program for promoting emotional and social competencies and
reducing aggression and behavior problems in elementary school-aged children
while simultaneously enhancing the educational process. PATHS designed
an innovative curriculum to be used by both educators and counselors. This
curriculum incorporates life skills training by teaching students to build
emotional literacy, self control, social skills, positive peer relationships
and interpersonal problem solving skills. It has improved self control,
understanding and recognition of emotions, increased ability to tolerate
frustration and use of more effect conflict-resolution. This is utilized
as early intervention for the 30 full day kindergartners. FamilyLinks
provides 120 hours to the district in this area.
For the thirty-nine (39) middle school students, a total of 60 hours, programming focuses on: 1) Moving On: This topic covers a variety of areas to assist students in preparing for the transition from middle school to high school to the transition from elementary school to middle school. Emphasis is placed on peer pressure, coping skills, ATOD prevention, time management. 2) Team Building: The purpose of this curriculum is to teach students the values that support being part of a team. These values emphasize effective communication, listening for a purpose, differentiation between competition and cooperation, decision making and inclusion/exclusion. And 3) Social Skills: Modified from the PATHS curriculum, this curriculum incorporates life skills training by teaching students to build emotional literacy, self control, social skills, positive peer relationships and interpersonal problem solving skills.
Program Profile
|
ID |
OPR |
Location / Building Name |
Bldg Grade |
Bldg Type |
Type of Support |
Type of Service |
Low Age |
High Age |
Case load |
Tchr FTE |
|
- |
SD |
South Fayette Elementary |
E |
GE |
S |
LS |
6 |
10 |
10 |
1.0 |
|
- |
SD |
South Fayette Elementary |
E |
GE |
S |
LSS |
5 |
10 |
7 |
1.0 |
|
- |
SD |
South Fayette Middle |
M |
GE |
S |
LS |
12 |
15 |
12 |
1.0 |
|
- |
SD |
South Fayette Middle |
M |
GE |
S |
LS |
10 |
13 |
11 |
1.0 |
|
- |
SD |
South Fayette Middle |
M |
GE |
S |
LS |
11 |
13 |
13 |
1.0 |
|
- |
SD |
South Fayette Middle |
M |
GE |
I |
LS |
10 |
14 |
12 |
1.0 |
|
- |
SD |
South Fayette High |
S |
GE |
S |
LS |
15 |
20 |
11 |
1.0 |
|
- |
SD |
South Fayette High |
S |
GE |
S |
LS |
14 |
17 |
19 |
1.0 |
|
- |
SD |
South Fayette High |
S |
GE |
S |
LS |
16 |
19 |
18 |
1.0 |
|
- |
SD |
South Fayette High |
S |
GE |
S |
LS |
15 |
18 |
17 |
1.0 |
|
- |
SD |
South Fayette Elementary |
E |
GE |
I |
SLS |
5 |
10 |
36 |
1.0 |
|
- |
IU |
South Fayette Elementary |
E |
GE |
I |
DHIS |
5 |
10 |
2 |
.04 |
|
- |
IU |
South Fayette Middle Schools |
M |
GE |
I |
BVIS |
10 |
13 |
1 |
.12 |
Justification: Resource Learning Support classroom at the Elementary: The
reason there is a 4 yr. age span from 6-10 years old instead of a 3 yr. age
span is because this Learning Support classroom goes from K-4. The classroom is
K-4 since we have minimual students for this classroom due to inclusion within
the 3 yr. age span. In order to keep the classroom, the district determined
that we would need to make the classroom K-4 so that the classroom could be
maintained at the Elementary School. All of the students' IEPs document this
age difference for the parents and the NOREP outlines this age difference as
well. Often times the older students are not in this classroom at the same time
as the very young students. The district was very careful when scheduling
students into the Learning Support classroom.
Part-time Life Skills classroom at the Elementary: The reason there is a 5 yr.
age span from 5-10 years old instead of a 3 yr. age span is because this Life
Skills classroom goes from K-4. The classroom is K-4 since we have minimual
students for this classroom due to inclusion within the 3 yr. age span. In
order to keep the classroom, the district determined that we would need to make
the classroom K-4 so that the classroom could be maintained at the Elementary
School. All of the students' IEPs document this age difference for the parents
and the NOREP outlines this age difference as well. Often times the older
students are not in this classroom at the same time as the very young students.
The district was very careful when scheduling students into the Life Skills
classroom.
Part-time Learning Support High School: The reason there is a 5 yr. age span
from 15-20 years old instead of a 4 yr. age span is because this Learning
Support classroom goes from grades 9-12. The classroom is Grades 9-12 since we
have minimual students for this classroom due to inclusion within the 4 yr. age
span. In order to keep the classroom, the district determined that we would
need to make the classroom grades 9-12 so that the classroom could be
maintained at the High School. All of the students' IEPs document this age
difference for the parents and the NOREP outlines this age difference as well.
There are Life Skills students being supported in this Learning Support
classroom and that is why you are seeing age differences that are possible from
ages 14-21. The district attempts to be very careful when scheduling students
into this Learning Support classroom.
Support Staff (District)
School District: South Fayette Township SD
|
ID |
OPR |
Title |
Location |
FTE |
|
- |
SD |
Paraprofessional |
South Fayette Elementary School |
1.00 |
|
- |
SD |
Paraprofessional |
South Fayette Elementary School |
1.00 |
|
- |
SD |
Paraprofessional |
South Fayette Elementary School |
1.00 |
|
- |
SD |
Paraprofessional |
South Fayette Elementary School |
1.00 |
|
- |
SD |
Paraprofessional |
South Fayette Elementary School |
1.00 |
|
- |
SD |
Paraprofessional |
South Fayette Middle School |
1.00 |
|
- |
SD |
Paraprofessional |
South Fayette Middle School |
1.00 |
|
- |
SD |
Paraprofessional |
South Fayette Middle School |
1.00 |
|
- |
SD |
Paraprofessional |
South Fayette Middle School |
1.00 |
|
- |
SD |
Paraprofessional |
South Fayette Middle School |
1.00 |
|
- |
C |
Paraprofessional |
South Fayette Middle School |
1.00 |
|
- |
C |
Paraprofessional |
South Fayette Middle School |
1.00 |
|
- |
C |
Paraprofessional |
South Fayette High School |
1.00 |
|
- |
C |
Paraprofessional |
South Fayette High School |
1.00 |
|
- |
C |
Paraprofessional |
South Fayette High School |
1.00 |
|
- |
C |
Paraprofessional |
South Fayette High School |
1.00 |
|
- |
C |
Paraprofessional |
South Fayette High School |
1.00 |
|
- |
C |
Paraprofessional |
South Fayette High School |
1.00 |
|
- |
C |
Paraprofessional |
South Fayette High School |
1.00 |
|
- |
C |
Paraprofessional |
South Fayette High School |
1.00 |
|
- |
C |
Paraprofessional |
South Fayette High School |
1.00 |
Contracted Support Services
|
ID |
IU / Agency |
Title / Service |
Amount of Time per Week |
|
- |
IU |
School Psychologist |
7 Hours |
|
- |
IU |
Social Worker |
12 Hours |
|
- |
IU |
Educator Interpreter |
38 Hours |
|
- |
IU |
Hearing Support Teacher |
1 Hours |
|
- |
IU |
Occupational Therapy |
26 Hours |
|
- |
IU |
Physical Therapy |
3 Hours |
|
- |
IU |
Speech & Language Clinician |
21 Hours |
|
- |
Watson Institute |
Autism Consultant |
4 Hours |
|
- |
Watson Institute |
Community Based Consultant |
8 Hours |
|
- |
Watson Institute |
Community Based Specialist |
12 Hours |
|
- |
Family Links |
School & Community Based Prevention Coordinator |
12 Hours |
|
- |
IU |
Vision Support Teacher |
3 Hours |
Assurance for the Operation of Special Education Services and Programs
School Years: 2008 - 2011
The South Fayette Township SD within Allegheny IU 3 assures that the school district will comply with the requirements of 22 Pa. Code Chapter 14 and with the policies and procedures of PDE. PDE will specify, in writing, policies and procedures to be followed. Requests for any deviations from these regulations, standards, policies, and procedures must be made in writing to PDE. The school district understands that special education reports will be approved by PDE in accordance with the following criteria as set forth in 22 Pa. School Code § 14.104:
- There are a full range of services, programs and alternative placements available to the school district for placement and implementation of the special education programs in the school district.
- The school district has adopted a child find system to locate, identify and evaluate young children and children who are thought to be a child with a disability eligible for special education residing within the school district"s jurisdiction. Child find data is collected, maintained, and used in decision-making. Child find process and procedures are evaluated for its effectiveness. The school district implements mechanisms to disseminate child find information to the public, organizations, agencies, and individuals on at least an annual basis.
- The school district has adopted policies and procedures that assure that students with disabilities are included in general education programs and extracurricular and non-academic programs and activities to the maximum extent appropriate in accordance with an Individualized Education Program.
- The school district will comply with the PA Department of Education, Bureau of Special Education"s report revision notice process.
- The school district follows the state and federal guidelines for participation of students with disabilities in state and district-wide assessments including the determination of participation, the need for accommodations, and the methods of assessing students for whom regular assessment is not appropriate.
- The school district assures the Pennsylvania Department of Education that funds received through participation in the medical assistance reimbursement program, ACCESS, will be used to enhance or expand the current level of services and programs provided to students with disabilities in this local education agency.
This assurance must be signed by the School Board President and the Superintendent for the school district to operate services and programs.
_________________________ __________
_________________________ __________
Board
President Date Superintendent Date