Everett Area SD Special Education Plan ReportDistrict Profile Demographics 427 E SOUTH ST EVERETT, PA 15537 (814)652-9114 Superintendent: Danny Webb Director of Special Education: Jim Hollis Planning Committee Name Role ‘Alison Frederick Middle School Teacher - Regular Education = Special Education Nicole Hillegas Parent : Special Education James Hollis ‘Administrator : Special Education Laura Ilig-Wilt High School Teacher - Special Education : Special Education Christina Ramsey Administrator : Special Education Dante Tambellini Ed Specialist - School Psychologist : Special Education Pam Wilt Community Representative : Special EducationCore Foundations Special Education Special Education Students Total students identified: 249 Identification Method Identify the District's method for identifying students with specific learning disab ‘The Everett Area School District presently utilizes the traditional ability-achievement discrepancy model to determine if a specific learning disability exists. The model is utilized in grades K through 12. The district has implemented the Multi-tierd System of Supports Model in all elementary schools and on a smaller scale at the 8-12 level, Information acquired by MTSS is also utilized by the school psychologist to assist in determining if a specific learning disability may exist. The district's MTSS process includes a high quality standards aligned curriculum, researched based instruction, data driven decision making, universal screenings, tiered interventions and progress monitoring, Enroliment Review the Enrollment Difference Status. If necessary, describe how your district plans to address any significant disproportionalities. The data is publicly available via the PennData website. You can view your most recent report. The link is: http://penndata.hbg.psu.edu/BSEReports At this time we do not feel that we have any significant disproportionalities in enrollment. Non-Resident Students Oversight 1, How does the District meet its obligation under Section 1306 of the Public School Code as the host District at each location? 2. How does the District ensure that students are receiving a free appropriate public education (FAPE) in the least restrictive environment (LRE)? 3. What problems or barriers exist which limit the District's ability to meet its obligations under Section 1306 of the Public School Code?We have no children’s institutions within District boundaries. ‘The district has implemented the following system in order to ensure all students are receiving a free and appropriate public education (FAPE) in the least restrictive environment (LRE): The district works with the host district and Appalachia IU 8 to ensure FAPE. The district fulfills it's financial obligation to the host district/1U 8 for services, The district works with the host district and IU 8 regarding transfer of records and the planning and implementation of the student's educational program, This includes child find and intake, evaluation, placement and delivery of services and programs. Regular contact is maintained with the host district and IU 8 in order to identify student needs and special education services. Presently no problems/concerns or barriers exist that limits the district's ability to meet its Section 1306 obligations. In the event the district would have a potential barrier the district would procedures such as interagency meetings in order to assist in meeting its Section 1306 obligations. Incarcerated Students Oversight Describe the system of oversight the District would implement to ensure that all incarcerated students who may be eligible for special education are located, identified, evaluated and when deemed eligible, are offered a free appropriate public education (FAPE). ‘The Everett Area School District works collaboratively with the Bedford County Prison system and the parole board to provide a quality educational program to eligible students with disabilities. This program operates under the guidance of the Appalachia Intermediate Unit 8, to whom the district contracts for services at the prison. Comprehensive referral and identification procedures have been developed to ensure that all eligible students with disabilities are provided a FAPE. [U8 procedures for ensuring FAPE include meeting with County Prison officials weekly to check inmate rosters for students that potentially qualify for educational services under Brian B. v. Commonwealth of PA. Students are interviewed and asked to participate in the program. The IU contacts the district of residence for records and to coordinate the course of study for students. Based on their screening results, the IU conducts an evaluation, when appropriate, in accordance with Chapter 14 & IDEA requirements and procedures. For identified students, their IEP’s are followed and data are reviewed and collected from the student, teachers, parents, and district representatives to determine appropriate programs/services. Least Restrictive Environment Describe the District procedures, which ensure that, to the maximum extent appropriate, \dren, and that removal from the regular education environment only occurs when education in that setting with supplementary aids and services, cannot be achieved satisfactorily.2. Describe how the District is replicating successful programs, evidence-based models, and other PDE sponsored initiatives to enhance or expand the continuum of supports/services and education placement options available within the District to support students with disabilities access the general education curriculum in the least restrictive environment (LRE). (Provide information describing the manner in which the District utilizes site-based training, consultation and technical assistance opportunities available through PDE/PaTTAN, or other public or private agencies.) 3. Refer to and discuss the SPP targets and the district's percentages in the Indicator 5 section - Educational Environments. Also discuss the number of students placed out of the district and how those placements were determined to assure that LRE requirements are met. ‘The Everett Area School District ensures that children with disabilities are educated with non- disabled children through the co-teach model in the general education classroom to the fullest extent possible. Co-teach is utilized in grades K-12 as needed, As a general education initiative we have included an extended learning opportunity which provides for intensive instruction in Reading. For all children K-5, thirty (30) minutes per day, including special needs students, is designated for intensive Reading instruction. ‘When interventions are not deemed successful a multidisciplinary evaluation is initiated and placement is determined. The school district determines student placement by first considering the general education setting with supplementary aides and services. The following data is reviewed: evaluation reports, Everett Area Support Team and /or. MTSS data, medical information, reviews of previous acadetfiic performance data Such as benchmark testing, progress monitoring, local and State Asessments as well as informal assessment data, The student will receive the needed supplementary aides and services in the least restrictive environment,-These aides and services will be determined by the IEP team and implemented within the general education curriculum. Supplementary aides and services may include one or more of the following: modifications /accommodations to curriculum, instruction or assessments, assistive technology, functional behavioral analysis/ positive behavior support plan, school psychological services, learning skills support. Adapted worksheets, adapted tests, pre-teach and tutor services, allowable testing accommodations, additional time to complete assignments, computer assisted instruction, assistive technology when needed, utilization of para-professionals, and school wide positive behavior supports. In the event that a student is not satisfactorily progressing in the regular education environment with the assistance of supplementary aids and services, the IEP team will reconvene and determine if a more restrictive setting is appropriate Ifa student is in need of a full-time placement or an alternative placement, an IEP meeting will be convened to make that decision. The decision will be based upon the fact that existing supports would not meet the student's needs. The school district will maintain regular contact with those students placed in neighboring school district programs to review student progress and to ensure participation with non-exceptional peers. Placements in approved private schools will only occur if student needs cannot be met within any other programs. Data from the December 1, 2015 indicates the following results regarding the educational environments of district students in special education programs: SE Inside Regular Class 80% or more - 70.68%; SE Inside Regular Class less than 40% - 6.02%; SE in Other Settings- Grouping is to small to calculate, Students with disabilities will continue to be encouraged to participate in extracurricular, athleticand vocational programs within the school district with accommodations provided as needed. All of the school district facilities are accessible to disabled students, The district strives to have students participate in least restrictive environment with appropriate supports. The district continues to utilize the MTSS model within grades K through 5. and on a smaller scale 6-12. The district contracts with Bedford County Technical Center's CTE programs in order to provide students vocational skills and training for the workforce. In all programs academic support is provided to students with disabilities in order to be successful in their selected program. Through our transition program we offer job coaching and various job-site placement options. The District is replicating successful programs and evidence-based models through PaTTan trainings, 1U08 trainings, curriculum development/revision cycle, and visitations to exemplary programs in neighboring districts. EASD reviews research based and evidence based models and programs through the curriculum review cycle and site based building meetings. The district provides 6 professional development days during the school year to provide site based training on various topics. Site based training has been provided by Appalachia IU 8, Educational Specialists provided by vendors, local district staff and neighboring district staff, Faculty members have attended relevant conferences and workshops provided by agencies such IU 8, PaTTAN, Higher Education Schools and selected vendors. The district has utilized on site consultation and technical assistance opportunities through agencies such as PDE, PaTTAN, IU 8, Bedford Technical Center and others. All of these training opportunities have assisted the district in providing staff members the toolsnecessary to supportall students but also thosé With disabilities within the general education curriculum. Behavior Support Services Provide a summary of the District policy on behavioral support services including, but not limited to, the school wide positive behavior supports (PBS). Describe training provided to staff in the use of positive behavior supports, de-escalation techniques and responses to behavior that may require immediate intervention. Ifthe district also has School-Based Behavioral Health Services, please discuss it. The Everett Area School District believes in the use of positive behavior support. This policy is designated to enable children with individual educational programs who need a behavior support program, to benefit from their free appropriate education program within the least restrictive environment in accordance with the requirements in Pennsylvania's Chapter 14 Regulations. a behavior support plan shall be developed for eligible students whose actual or anticipated behavior, as determined by the [EP team, is a manifestation of the student's disability and for students who have been identified as seriously and emotionally disturbed. As part of their plan and in accordance with board policy, the district employs techniques to (1) modify the contextual influences of behavior, (2) teach socially appropriate alternative skills, and (3) reduce problem behaviors. Ifa student continues to demonstrate challenging behaviors, the district will pull together the IEP team to determine if any adjustments are necessary to the student's current plan or ifa new Functional Behavioral Assessment is needed to determine if a new positive behavioral support plan needs to bedeveloped in accordance with guidelines developed by PDE. Positive rather than negative measures will be the basis of the behavior program. Manifestation Determinations are completed prior to changing a child’s placement due to behavioral concerns. The District has implemented the Owleus Bullying Prevention program at the elementary and middle school levels, EASD has received for a grant and is implementing a Peer Mediation program at grades 6-12. EASD conducts screening through the Student Assistance Program and the Everett ‘Area Support Team. ‘The district provides training regarding the development of behavior improvement plans to relevant teachers and staff, District personnel will be trained in the use, procedures and techniques regarding. deescalation. Intensive Interagency/Ensuring FAPE/Hard to Place Students 1. Ifthe LEA is having difficulty ensuring FAPE for an individual student or a particular disability category, describe the procedures and analysis methods used to determine gaps in the continuum of special education supports, services and education placement options available for students with disabilities, 2. Include information detailing successful programs, services, education placements as well as identified gaps in current programs, services, and education placements not available within the LEA, Include an overview of services provided through interagency collaboration within the LEA. 3. Discuss any expansion of the continuum of services planned during the life of this plan. ‘The Everett Area School District is committed to providing a Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE). Once a student has been determined eligible for and in need of specially designed instruction, the IEP team works collaboratively to develop a comprehensive plan based on the child's unique present educational levels, strengths, and needs. ‘The IEP team follows a progression of activities during the IEP development. The discussion of ‘educational placement occurs only after the determination of present educational levels, strengths, needs, specially designed instruction, related services, and participation in the general education program are addressed. ‘The District has a continuum of services and works collaboratively with Behavioral Health Resource Services. Services provided through interagency collaboration include, CASSP meetings, utilization of wrap around services within the school setting (Behavior Support Consultant and Therapeutic Support Staff) family based student meetings, collaboration with MH/ID, contracting of services through the IU08 such as vision, hearing, speech, mobility, and MDS. ‘The district has in place a full continuum of services in place, either on site or contracted, include Learning Support, Emotional Support, Life Skills Support, Autistic Support, Hearing Support, Vision Support, Speech and Language Support, and Multiple Disability Support. EASD provides related services of Occupational Therapy and Physical Therapy, and Psychological Counseling. The district will be opening a supplemental Autistic Support classroom, in collaboration with 1U-08, for the 2016/2017 school year. This will be reviewed on a regular basis and expanded or enhanced when necessary, based upon student need.The district wil continue to work with neighboring districts and IU08 in order to implement appropriate programs and services for low incidence populations. During the life of this plan the district will continue to consider the expansion of its continuum of services as determined by student need. If the district is unable to meet the student's needs either through internal programs, or with the assistance of the local intermediate unit, the district will utilize community agencies for support and assistance. Those agencies include Extended Family Academy, Nulton Diagnostics, MH/ID, Children and Youth, ACRP, FBR, CBH, Blair Family Soultions, YAP, Laurel Springs, and Manito, Inc. Also, EASD works with the other county schools to find appropriate placements for students. Strengths and Highlights Describe the strengths and highlights of your current special education services and programs. Include in this section directions on how the district provides trainings for staff, faculty and parents. ‘The Everett Area School District is committed to providing a Free, Appropriate Public Education (FAPE) for all students with disabilities in the least restrictive environment. The district offers a wide variety of supports and programs to meet the diverse needs of all students. To this end, the district provides a full continuum/of services for students with disabilities, Ultimately, the goalof the district is to educate students with disabilities to the maximum extent appropriate, while providing an educational benefit, with non-disabled peers in the regular education environment. In the early 2016, the Everett Area School District reconvened a 28 memibér committee consisting of regular education teachers, special education teachers, school administrators, board members, the school psychologist, parents, students, school staff, and community stakeholders to investigate special education in the school district using Appreciative Inquiry. The team’s first task was to explore the strengths of the Everett Area School District's special education program. interviews amongst the team members and community stakeholders provided considerable information about the strengths and highlights of the district's special education program. Some of which include: - District uses a team approach to meet students’ individual needs. = Communication is important and collaboration is valued across the district. ~ We foster student success through a passionate, integrative approach in order to narrow achievement gaps. ~ Use research-based instruction, - Dedicated staff that advocates for equal opportunities. - Empowers students through self-advocacy to ensure successful life transitions through the development of academic life, and work/leisure skills aligned to the common core standards. ‘The Everett Area School District believes its strengths include the Co-teach model that is implemented at all grade levels. We are most proud of our secondary Co-teach model. Another strength is the Transition Services, having students placed in work experiences throughout the community, Students within the Life Skills Support program manage and operate all facets of a coffee cart at the middle/high school level. Community Based Instruction is prominent at the high school level as well.‘The district has improved its child find activities by improving its Everett Area Support Team and child find processes, utilizing school wide assessments with the incorporation of AIMS Web, Reading Mastery and Study Island assessments, CDT test, leveled literacy interventions K-5, Developmental Reading Assessments, extended learning opportunity K-S and Title 1 services from grades K through 3. The district utilizes a Multi-tiered System of Supports approach in both of its elementary. buildings and within the Middle school Everett Area School District provides ongoing professional development in areas of curriculum, instruction, assessment, etc. Recent topics have included: transition services, progress monitoring and Multi-tiered System of Supports, differentiated instruction, PA Core standards, classroom diagnostic training, assessment anchors and open ended questions, confidentiality, functional behavioral intervention plans, the utilization of such tools as Study Island, AIMS Web, Breakthrough to Literacy, Leveled Literacy Intervention and Standards Aligned Systems as well as various professional development activities related to the use of technology in the classroom. ‘The district's special education population has met or exceeded the state performance plan targets in: - Graduation rate - Participation in state testing - Disproportionality by race/ethnicity and disability category ~ Post secondary transition goals and services10 Assurances Special Education Assurances No policies or procedures have been identified. 24 P.S, §1306 and §1306.2 Facilities There are no facilities. Least Restrictive Environment Fa Facility Name ‘Type of Facilit Type of Service ‘Number of a " a Students Placed Bedford Area School Neighboring School | Life Skills Support /__| 7 District ricts MDS Chestnut Ridge School Neighboring School | Life Skills Support | 3 District Districts Nulton Diagnostic and Other Emotional Support| 1 Partial Program Service Home Instruction inthe | MDS 1 Home NHS Autistic and Other ‘Autistic and emotional | 2 Emotional Support support Southern Fulton School | Neighboring School | Life Skills Support| 1 District Districts Special Education Program Profile Program Position #1 Operator: School District, PROGRAM DETAILS ‘Type: Position Implementation Date: July 1, 2016 Reason for the proposed change: Updating Special Ed. plan PROGRAM SEGMENTS Location/Building | Grade | Building Type | Support | Service | Age | Caseload | FTE Type | Range Everett Elementry | An ‘Abuilding in ‘Speech and Elementary | which General Language School Education Support Building programs arecrn ‘operated Justification: Children are only seen within a 3 year age variance or individually. Caseload is within state guidelines. Breezewood An ing Tinerant | Speech and | Sto 12 |7 O15 Elementary Elementary | which General Language School Education Support Building programs are operated Justification: Children are seen individually, Program Position #2 Operator: School District PROGRAM DETAILS Type: Position Implementation Date: July 1, 2016 Reason for the proposed change: Updating Special Education Plan PROGRAM SEGMENTS Location/Building | Grade | Building Support ‘Age | Caseload | FTE Type Type | Range | Highschool —|-ASenior[Abuildingin [Supplemental [motional [12 [3] 0# | High ‘which. (Less Than 80% | Support | 18 School | General jut More Than, Building | Education | 20%) programs are ‘operated Justification: Students are seen within the age range variants of 3 years High School-TP | ASenior | Abuildingin | Itinerant Learning [12t | 21 06 High ‘which Support | 18 School | General Building | Education programs are operated Justification: Students are seen within the age range variance of 3 years. Operator: School District PROGRAM DETAILS Type: Position Implementation Date: July 1, 2016 Reason for the proposed change: Update Special Education Plan PROGRAM SEGMENTS Location/Building | Grade | Building Support | Service | Age | Caseload | FTE ‘Type ‘Type | Range | High Schoot-L1 | ASenior | Abulldingin | Ninerant | Learning | 15t0 [21 | 08 | High which General Support | 18 Schoo! | Education ullding | programs are operated High School-L1 | ASenior | Abuildingin | Supplemental | Learning | 15t0 [3 oF High which General | (Less Than 80% | Support | 18 School | Education | but More'Than Building | programs are | 20%) ‘operatedProgram Position #4 Operator: School Dis PROGRAM DETAILS Type: Position ict Implementation Date: July 1, 2016 Reason for the proposed change: Update Special Education Plan 12 PROGRAM SEGMENTS Location/Building | Grade | Building Support| Service | Age | Caseload | FTE ‘Type Type | Range High School TB | ASenlor Ttinerant Teaming [Ist | 21 06 4 Support | 18 School Education Building | programs are bperated High School- 18 | ASenior | A buildingin | Supplemental | Learning | 13t0 | 3 oa High | which General | (Less Than 80% | Support’ | 18 School | Education | but More Than Building | programs are | 20%) operated Program Position #5 Operator: School District PROGRAM DETAILS Type: Position: Implementation Date: July 1, 2016 Reason for the proposed change: High School - MP Other .50 Gifted, PROGRAM SEGMENTS. Location/Building Grade Building ‘Support Service Age | Caseload | FTE ‘Type | Range High School-MP | ASenior High | Abuilding | Itinerant Other 50Gifted, | School in which Support | 18 Building General Education programs are operated High School- MP [ A building | Supplemental | Emotional | 15to | 1 02 Other. 50Gifted, | Junior/Senior | inwhich” | (Less Than | Support | 18 High School | General} 80% but More Building Education | Than 20%) programs are operated High School- MP_—[ A ‘Abuilding | Supplemental | Autistic | Ito | 7 02 Other.50Gifted, | Junior/Senior | inwhich” | (LessThan | Support | 18 High School | General} 80% but More Building Education | Than 20%) programs are operated Program Position #6 Operator: School District PROGRAM DETAILS Type: Position13 Implementation Date: July 1, 2016 Reason for the proposed change: Update Special Education Plan PROGRAM SEGMENTS Location/Building | Grade | Building Support Service | Age | Caseload | FTE Type Type _| Range Middle Schoo ‘AMiddle | Abuildingin | Ttinerant Tearing | 2t0 | 16 035 School | which General Support’ | 15 Building | Education programs are operated Widdle School AB AMiddle | A building in | Supplemental | Emotional | 12t0 | 1 ‘or School | which General | (Less Than 80% | Support | 15 Building | Education | but More Than programs are | 20%) operated Middle School- AB | AMiddle | A building in | Ttinerant Emotional | 12t0 | 1 or School | which General Support | 15 Building | Education programs are operated Middle School-AB | AMiddle | Abuildingin “| Supplemental | Learning | 12t0 [9 045 School | which General | (Less Than 80% | Support’ | 15 Building | Education | butMore Than programs are | 20%) operated Program Position #7 Operator: School District PROGRAM DETAILS Type: Position Implementation Date: July 1, 2016 Reason for the proposed change: Update Special Education Plan PROGRAM SEGMENTS Location/Building | Grade | BuildingType | Support Service | Age | Caseload | FTE ‘Type | Range Middle School-DP | AMiddle | Abuildingin | Itinerant Learning | 12to | 12 O7 School | which General Support’ | 15 Building | Education programs are operated Middle School-DP | AMiddle [Abuildingin | Supplemental | Learning | 12w | 4 os School | which General | (Less Than 80% | Support’ | 15 Building | Education but More Than programs are | 20%) operated Program Position #8 Operator: School District PROGRAM DETAILS Type: Position Implementation Date: July 1, 2016 Reason for the proposed change: Update Special Education Plan PROGRAM SEGMENTS Location/Building | Grade | BuildingType | Support Service | Age | Caseload | FTE4 Type _| Range Middle School-PI_| AMiddle | Abullding in | Kinerant ‘earning School | which General Support Building | Education programs are operated Middle School -PI_ | AMiddle | Abuildingin | Supplemental | Learning | 12to | 12 06 Sch Which General | (Less Than 80% | Support | 15 Building | Education | but More Than programs are | 20%) operated Program Position #9 Operator: Schoo! District PROGRAM DETAILS Type: Position Implementation Date: July 1, 2016 Reason for the proposed change: Update Special Education Plan PROGRAM SEGMENTS Location/Building | Grade | Building | Support | Service | Age | Caseload | FTE Type ‘Type _| Range Everett Elementary | An ‘Abuilding in | Ttinerant Tearning | 9t0 | 6 075 MR Elementary | which Support. | 11 School General Building | Education programs are operated Everett Elementary | An ‘Abuilding in | Supplemental | Eniotional Sto | 1 025 =MR Elementary") which (Less Than | Support| 12 School General —_| BO% but More Building | Education | Than 2096) programs are operated Justification: Age groups are taught at different times PROGRAI Program Position #10 Operator: School District (M DETAILS Type: Position Implementation Date: July 1, 2016 Reason for the proposed change: Update Special Education Plan PROGRAM SEGMENTS Location/Building | Grade | Building Support | Service | Age | Caseload | FTE Type ‘Type _| Range Everett Elementary | An buildingin | Rinerant Tearning | 9t011 | 15 os “1G Elementary | which ‘Support School General Building | Education programs are operated Everett Elementary | An’ ‘Abuilding in’ | Supplemental ‘Learning | 9to11/3 0.25 “IG Elementary | which (Less Than 80% | Support ‘School General but More Than Building Education 20%) programs15 I [ate operated | i i [ Cy Program Position #12 Operator: School District PROGRAM DETAILS Type: Position Implementation Date: July 1, 2016 Reason for the proposed change: Update Special Education Plan PROGRAM SEGMENTS Tocation/Bullding | Grade | Building Support | Service | Age | Caseload | FTE Type ‘Type | Range Everett Elementary | An ‘Supplemental Learning | 5to8 | 10 0.75 aM Elementary (Less Than 80% | Support School General, ‘but More Than B Education | 2096) programs Bre operated Everett Elementary | An ‘Abuilding in] Teinerant Teaming | St08 [9 025 aM Elementary | which Support School General Building | Education programs are operated Program Position #12 Operator: Multiple Districts PROGRAM DETAILS Type: Position Implementation Date: July 1, 2016 Reason for the proposed change: Update Special Education Plan PROGRAM SEGMENTS Location/Building | Grade | Building Type | Support | Service | Age | Caseload | FTE ‘Type _| Range High School-BW | ASenior | Abuildingin | Supplemental | Life isto | is T Hi ‘which General | (Less Than 80% | Skills | 21 School | Education| butMore'Than | Support Building | programs are | 20%) operated Program Position #13, Operator: Multiple Districts PROGRAM DETAILS Type: Position Implementation Date: July 1, 2016 Reason for the proposed change: Update Special Education Plan PROGRAM SEGMENTS Tocation/Building | Grade | Building Type | Support | Service | Age | Caseload | FTE ere eee High School-KK | ASenior | Abulldingin | Supplemental sw fis 7 High | which Generat | (Lessthan 80% | Sits | 18 School | Education. | bueMoreThan | Suppore Building | programs are | 20%) operated16 Program Position #14 Operator: Multiple Districts PROGRAM DETAILS Type: Position Implementation Date: July 1, 2016 Reason for the proposed change: Update Special Education Plan PROGRAM SEGMENTS Location/Building Building Type Caseload | FTE ‘Support Middle School-LG | AMiddie | Abuildingin | Supplemental School | which General | (Less Than 80% | Skills | 15 Building | Education butMore Than | Support programs are | 20%) operated Program Position #35 Operator: Intermediate Unit PROGRAM DETAILS Type: Position Implementation Date: July 1, 2016 Reason for the proposed change: Update Special Education Plan PROGRAM SEGMENTS: Location/Building | Grade | BuildingType | Support| Service | Age | Caseload | FTE ‘Type _| Range High School ‘Senior | Abuilding in Ttinerant | Blind or Tet |i oz High which General Visually, 16 School Education Impaired Building | programs are Support operated Program Position #16 Operator: Intermediate Unit PROGRAM DETAILS Type: Position Implementation Date: July 1, 2016 Reason for the proposed change: Update Special Education Plan PROGRAM SEGMENTS Location/Building| Grade | Building Type | Support | Service | Age | Caseload | FTE Type _| Range Middie/figh ‘Ajunior/Senior | Abulldingin | Rinerant | Deafand | 120 | 4 025 ‘School High School | which General Hearing | 16 Building Education Impaired programs are Support operated Blementary ‘AnElementary | Abuildingin | Itinerant | Deafand | Sto11 | 3 O24 School Building | which General Hearing Education Impaired programs are Support operated Justification; Students are seen at different times by age range7 Program Position #17 Operator: Intermediate Unit PROGRAM DETAILS Type: Position Implementation Date: July 1, 2016 Reason for the proposed change: Update Special Education Plan PROGRAM SEGMENTS Location/Building Grade Building Type | Support | Service | Age | Caseload | FTE ‘Type | Range Middle/iigh ‘Ajunior/Senior | Abuildingin | Itinerant | Autistic | 12 to 036 School High School | which General Support | 16 Building Education programs are operated Elementary ‘AnElementary | Abuildingin | Itinerant | Autistic | 7to12 | 4 036 School Building | which General Support Education programs are operated Justification: Students are seen within the age range variance of 3 years. Program Position #18 Operator: intermediate Unit PROGRAM DETAILS: Type: Position Implementation Date: July 1, 2016 Reason for the proposed change: Update Special Education Plan PROGRAM SEGMENTS Location/Building | Grade Bullding ype | Support |” Service 1e Caseload | FTE Middle/High ‘junior/Senior | Abullding in — | Itinerant Schoo! High School | which General Language Building, Education Support programs are operated Justification: Students are seen individually. Program Position #19 Operator: Schoo! District PROGRAM DETAILS Type: Position Implementation Date: August 25, 2014 Average square feet in regular classrooms: 800 sq. ft Square footage of this classroom: 221 sq. ft. (17 feet long x 13 feet wide) PROGRAM SEGMENTS Location/Building | Grade | Building Type | Support | Service | Age Caseload | FTE Breezewood ‘An ‘Abuildingin | itinerant | Emotional Elementary ALB | Elementary | which General Support School Education Building programs are operated18 Program Position #20 Operator: Intermediate Unit PROGRAM DETAILS Type: Position Implementation Date: July 1, 2016 Average square feet in regular classrooms: 700 sq. ft. ‘Square footage of this classroom: 420 sq. ft. (30 feet long x 14 feet wide) PROGRAM SEGMENTS Location/Building | Grade | Building | Support | Service | Age | Caseload | FTE Type Type_| Range An Abuildingin | Supplemental ‘Autistic Elementary | which (Less Than 80% | Support School General | but More Than Building | Education | 20%), programs are Sperated Special Education Support Services Support Service Location ‘Teacher FTE Special Education Director District 1 School Psychologist. District 1 Paraprofessional Middle School/High School 65 Personal Care Aide District 3 Paraprofessional Elementary 2 Transition Coordinator High School 05 Special Education Contracted Services Special Education Contracted Services Operator Amt of Time per Week oT Outside Contractor | 3 Days Pr Outside Contractor | 1 Days Interpreter Intermediate Unit | 5 DaysDistrict Le 19 vel Plan Special Education Personnel Development Autism Description Topic: Educating Autistic Students in the Least Restrictive Environment Special education teachers, regular education teachers, and parents of austistic students will participate in professional development focusing on supporting the instructional and emotional needs of autistic students. Person Responsible James Hollis. Start Date 7/1/2016 End Date 6/30/2019 Program Area(s) Professional Education, Special Education, Student Services Professional Development Details Hours Per Session 40 W of Sessions 1 # of Participants Per 20 Session. Provider To be determined when scheduled Provider Type Provider will be determined closer to the time of the training, PDE Approved Yes Knowledge Gain ‘Special Education teachers and regular education teachers will earn about the characteristics of autism. Additionally, staff will learn about approp’ specially design instruction, modifications, and accommodations that allow students with autism to function in the least restrictive environment, Moreover, staff will learn about the emotional needs of autistic students and techniques for meeting those needs in the regular education environment, Research & Best Practices Base Professional development will offer special and regular education teachers20 knowledge of appropriate instructional practices necessary for students to function in the least restrictive environment. Additionally, professional development will allow teachers to discuss new approaches and reflect on current approaches. For classroom teachers, school counselors and education specialists Enhances the educator's content knowledge in the area of the educator's certification or assignment. Increases the educator's teaching skills based on research on effective practice, with attention given to interventions for struggling students, Empowers educators to work effectively with parents and community partners. For school or LEA administrators, and other educators seeking leadership roles Empowers leaders to create a culture of teaching and learning, with an emphasis on learning, Training Format Department Focused Presentation Participant Roles, Classroom teachers Principals / Asst. Principals Supt / Ast Supts / CEO / Ex Dir Schoo! counselors Other educational specialists Parents Grade Levels Elementary - Primary (preK - grade 1) Elementary - Intermediate (grades 2-5) Middle (grades 6-8) High (grades 9-12) Creating lessons to meet varied student learning styles Peer-to-peer lesson discussion Evaluation Methods Participant survey The Everett Area Schoo! District will strive to increase the percentage of students with autism placed in regular education by 2% annually.21 Behavior Support Description Topic: Deescalation Training / Positive Behavior Support Special education teachers, general ecuation teachers and parents will participate in professional development in deescalation. Additionally, special education teachers will receive training in developing Functiional Behavioral Assessments and Positive Behavior Support Plans. Person Responsible Mr. James Hollis Start Date 9/2/2013 End Date 6/30/2019 Program Area(s) Professional Education, Special Education, Student Services Professional Development Details Hours Per Session 40 Wof Sessions 3 W of Participants Per 20, Session Provider To be determined when scheduled Z Provider Type w PDE Approved Yes Knowledge Gala Professional development will offer special and regular education teachers knoweldge of approriate techniques and programs to support postive student behavior. Research & Best Practices | Professional development will offer special and regular education teachers Base knowledge of appropriate techniques and programs to support positive student behavior. Professional development will also allow building staff to reflect on their current behavior support programs and generate new ideas based on current best practices in an effort to improve student behavior. For classroom teachers, Enhances the educator's content knowledge in the area of the school counselors and —_| educator's certification or assignment. education specialists Increases the educator's teaching skills based on research on effective practice, with attention given to interventions for struggling students. Empowers educators to work effe ‘community partners. ly with parents and22 For school or LEA Empowers leaders to create a culture of teaching and learning, with administrators, and other | an emphasis on learning. educators seeking leadership roles Training Format Department Focused Presentation Participant Roles Classroom teachers \cipals / Asst. Principals Supt / Ast Supts / CEO / Ex Dir School counselors Paraprofessional Other educational specialists Related Service Personnel Parents Grade Levels Elementary - Primary (prek - grade 1) Elementary - Intermediate (grades 2-5) Middle (grades 6-8) High (grades 9-42) Building principals and staff will reflect on student behavior and brainstorm ideas for improving student behavior. Evaluation Methods Participant survey The Everett Area School District will decrease the number of ‘suspensions of students with disabilities by 2% annually. Paraprofessional Description Topic: Inclusive Education: Supporting Students with Disabilities in the Least Restrictive Environment All paraprofessionals will complete 20 hours of professional development annually over the life ofthis plan. Professional development will include non- violent crisis intervention, first aid and CPR as well as professional23 development provided by the IU, In house instruction and PaTTAN. Additionally, the district will periodically identify specific areas in which paraprofessionals require training. Those areas include trainings in disabilities harassment, reading interventions, and legal updates. Person Responsible James Hollis, Start Date 9/2/2013 End Date 7/1/2016 Program Area(s) Professional Education, Special Education, Student Services, Educational Technology _Professional Development Details Hours Per Session 4 # of Sessions i # of Participants Per Session 20 Provider Various Provider Type PaTTAN, 1U08, and PDNow PDE Approved Yes Knowledge Gain Paraprofessionals are assigned courses from a variety of professional development opportunities, based on their current assignment, Provided by PAttan, and in house instruction. Research & Best Practices Base Professional development will allow paraprofessionals to gain important knowledge and skills necessary for serving the district's students, For classroom teachers, school counselors and education specialists Enhances the educator's content knowledge in the area of the educator's certification or assignment. Empowers educators to work effectively with parents and community partners. For school or LEA administrators, and other educators seeking leadership roles Empowers leaders to create a culture of teaching and learning, with an emphasis on learning. Training Format LEA Whole Group Presentation School Whole Group Presentation24 Department Focused Presentation Online-Asynchronous Offsite Conferences Participant Roles Paraprofessional Parents Grade Levels Elementary - Primary (preK - grade 1) Elementary - Intermediate (grades 2-5) Middle (grades 6-8) High (grades 9-12) Follow-up Activities ‘Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers Peer-to-peer lesson discussion Evaluation Methods Paraprofessionals receive certificates from professional development providers. Reading NCLB #1 Description Person Responsible Start Date Topic: Suy ipporting Struggling Readers Special Education teacher will participate professional development as part of the continued district initiatives. ~ Curriculum alignment in, Language Arts, to the Common Core. - Leveled Literacy interventions ~ LETRS Training = Secor James Hol 7/1/2016 nary MTSS llsEnd Date Program Area(s) 25 6/30/2019 Professional Education, Special Education, Student Services, Gifted Education Professional Development Details Hours Per Session 4 # of Sessions 3 # of Participants Per 90 Session Provider Multiple Provider Type Various including 1U08, PaTTAN, District Personnel, and for profit companies. PDE Approved Yes Knowledge Gain The special education teachers will gain knowledge in the following areas: (a) making data-driven decisions in literacy, (b) the literacy continuum, (c) supporting learners with special needs in literacy, (d) delivering content to ELL students and (e) engaging families. Research & Best Practices Base Professional develop will offer special education teachers knowledge of new and advanced techniques to supporting students in literacy. ‘Additionally, the training will allow special education teachers to reflect on current practices and develop new skills as needed. Staff will continue training on early and continued interventions with struggling readers. Additionally, special education teachers will have opportunities to discuss lesson plans and new techniques with peers and administrators. Teachers ion system will be observed and evaluated through our new teacher evalu: ‘as well as regular administrator walk-throughs. For classroom teachers, school counselors and education specialists Enhances the educator's content knowledge in the area of the educator's certification or assignment. Increases the educator's teaching skills based on research on effective practice, with attention given to interventions for struggling students. Provides educators with a variety of classroom-based assessment26 skills and the skills needed to analyze and use data in instructional decision- making, Empowers educators to work effectively with parents and community partners. For school or LEA administrators, and other educators seeking leadership roles Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania's academic standards. Provides leaders with the ability to access and use appropriate data to inform decision-making. Empowers leaders to create a culture of teaching and learning, with an emphasis on learning, Training Format LEA Whole Group Presentation School Whole Group Presentation Department Focused Presentation Participant Roles ‘Classroom teachers Principals / Asst. Principals Supt / Ast Supts / CEO / Ex Dir School counselors Parents Grade Levels Elementary - Primary (preK - grade 1) Elementary - Intermediate (grades 2-5) Middle (grades 6-8) High (grades 9-12) ‘Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers Analysis of student work, with administrator and/or peers Creating lessons to meet varied student learning styles Peer-to-peer lesson discussion Evaluation Methods Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism. Student PSSA data Standardized student assessment data other than the PSSA27 Classroom student assessment data Participant survey Review of participant lesson plans ‘The Everett Area School District will strive to increase the percentage of students with disabilities scoring proficient and/or advanced by 2% annually. Transition Description Person Responsible start Date End Date Program Area(s) Topic: Indicator 13 All special education teachers who work collaboratively with IEP tears to develop transition as part of section Ill of IEPs will take part in Effective Practices for Secondary Transition professional development. As part of this training, staff will learn about developing collaboration between the parents, school, and community agencies. Additionally, the district will support "stepping forward” events where various communities agencies assist and ‘educate the school and parents about various programs for students with disabilities during and following the completion of their individualized education plan. Mr. James Hollis 7/1/2016 6/30/2019 Professional Education, Special Education, Student Services Professional Development Details Hours Per Session 30 # of Sessions 3 # of Participants Per 10 Session Provider ‘Appalachia Intermediate unit #08 Provider Type 1 PDE Approved Yes _ Knowledge Gain Teachers will gain knowledge on using assessments and progress monitoring, implementing effective practices for transitions, and important insights into working collaboratively with students, families, and agencies. Additionally, teachers will learn about writing present levels of achievement and functional performance, and developing measurable28 ‘annual goals. Research & Best Practices Base Professional develop allows teachers the opportunity to gain important knowledge necessary for serving the district's students. Additionally, the teachers will participate in self-reflection, which is a vital component for adult learning. For classroom teachers, school counselors and education specialists Enhances the educator's content knowledge in the area of the educator's certification or assignment. Increases the educator's teaching skills based on research on effective practice, with attention given to interventions for struggling students Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision- making. Empowers educators to work effectively community partners. parents and For school or LEA administrators, and other educators seeking leadership roles Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania's academic standards. Provides leaders with the ability to access and use appropriate data to inform decision-mal Empowers leaders to create a culture of teaching and learning, with an emphasis on learning. Instructs the leader in managing resources for effective results. Training Format LEA Whole Group Presentation Participant Roles Classroom teachers Principals / Asst. Principals School counselors Other educational specialists Parents Grade Levels Middle (grades 6-8) High (grades 9-12)29 Follow-up Activities "Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers Analysis of student work, with administrator and/or peers Journaling and reflecting Evaluation Methods The Everett Area School District will strive to increase the percentage of students with disabilities who meet and/or working on completing their post secondary goals by 2% annually.30 Special Education Affirmations We also affirm our understanding that any requests for any deviations from the Chapter 14 regulations, standards, policies, and procedures must be made in writing to the Pennsylvania Department of Education. The school district understands that the Special Education Component of the District Level Plan will be approved by PDE in accordance with the following criteria as set forth in 22 Pa, School Code § 14.104 and as part of the District Level Plan: 1. There are a full range of services, programs and alternative placements available to the school district for placement and implementation of the special education programs in the school district. 2, ‘The school district has adopted a child find system to locate, identify and evaluate young children and children who are thought to be a child with a disability eligible for special education residing within the school district's jurisdiction. Child find data is collected, maintained, and used in decision-making. Child find process and procedures are evaluated for its effectiveness. The school district implements mechanisms to disseminate child find information to the public, organizations, agencies, and individuals on at least an annual basis. 3, The school district has adopted policies and procedures that assure that students with disabilities are included in general education programs and extracurricular and non- academic programs and activities to the maximum extent appropriate in accordance with an Individualized Education Program. 4, ‘Theschool district will comply with the PA Department of Education, Bureau of Special Education's revision notice process. 5. The school district follows the state and federal guidelines for participation of students with ities in state and district-wide assessments including the determination of pation, the need for accommodations, and the methods of assessing students for whom regular assessment is not appropriate. 6. The school district affirms the Pennsylvania Department of Education that funds received through participation in the medical assistance reimbursement program, ACCESS, will be used to enhance or expand the current level of services and programs provided to students with disabilities in this local education agency. We affirm that the school district has completed a 28 day public inspection and comment period as required under 22 PA Code § 4.13 (d) prior to the school entity's governing board approval and submission to the Department of Education (Bureau of Special Education) No signature has been provided Board President31 No signature has been provided Superintendent/Chief Executive Officer DRAFT