Pennsylvania Department of Education

Transcription

1 Pennsylvania Department of Education COMMONWEALTH OF PENNSYLVANIA DEPARTMENT OF EDUCATION 333 MARKET STREET HARRISBURG, PA Special Education Report Monday, June 02, 2008 Entity: SD Address: 631 E Rd, PA Phone: Contact Name:

2 School District Demographics School IU # Superintendent # of District Bldgs Peters Intermediate Township SD Unit 1 Dr. Timm Mackley Total Enrollment Total Unduplicated SES Students District Special Education Contact: Name Title Phone Fax Elizabeth Somerville Director of Special Education somervillee@ptsd.org Special Education Plan Team Members Name Affiliation Membership Category Appointed By Anthony Merante PTMS Administrator Zetty Cindy Golembiewnski PTSD Board Member Zetty Diane Ritter PTSD Board Member Zetty Elizabeth Somerville PTSD Administrator Zetty Kelly Gustafson Bower Hill Administrator Zetty Lyn Logelin PTSD Administrator Logelin Mary Hamrick Pleasant Valley Administrator Zetty Nina Zetty PTSD Administrator Mackley Robert Freado Administrator Zetty Thomas Hajzus PTHS Administrator Zetty Program Evaluation (P.L , 612(2) and 613(a)) Current Program Strengths and Highlights The School Board Directors and Administration are committed to providing quality education for all students who reside in the School District. The Guidance Dept.'s Path Program and the Abilities Awareness Program which is incorporated into the curriculum for all students starting at the elementary level. Community-Based Instruction is implemented at the high school for students with disabilities. Inclusion and co-teaching programs implemented in all building levels K-12. IST and Classroom Support programs implemented in all elementary and middle school level. Character Education Programs within the district with community involvement. Four of the five buildings have won national awards for their commitment to Character Education. Student assistance programs implemented K-12. Staff/ Student ratio at all building levels. Trained paraprofessionals at all building levels. Identifying Students with Learning Disabilities

3 Enrollment Differences Ethnicity Enrollment Differences Exiting Statistics 24 P.S., 1306 and Placements Facilities for Nonresident Students Facility Provider of Educational Name Services N/A N/A 0 # of Students Receiving Srvcs as of Dec 1 Incarcerated Students Oversight The guidance counselors within the school district are notified when a student is placed or incarcerated by the court system. The counselors/intervention Specialist will notify the principal/ special education director immediately. The Student Assistance Team will then meet to discuss and review records on that particular student to make recommendations for evaluation. The Special Education Director will also participate in the meeting. If it is decided that the student needs an evaluation, the district will follow the procedures to complete the evaluation process according to Ch. 14. The Special Education Director will oversee the whole process to ensure that if eligible, special education services are provided for that student. Facilities for Incarcerated Students Facility Provider of Educational Name Services none N/A 0 Least Restrictive Environment 34 CFR # of Students Receiving Srvcs as of Dec 1 Ensuring Maximum Integration School District offers a full continuum of services for students who are identified as students with disabilities and those who are thought to be. The Instructional Support Team (IST) process for grades Kindergarten through sixth grade provides a means for addressing students in need of assistance and assessment upon referral. The Student Assistance Team (SAP) process addresses students in need for grades 7th-12th grade. In addition, at each grade level teachers and/or counselors review the students' records as part of a district wide screening, including recent achievement tests reports and disciplinary files each year for needed interventions. Classroom Support teachers are also designated to support students K-8th grades to provide direct and supportive instruction for remediation and tutorial purposes in the basic education curriculum within the regular education classrooms. Supplementary Aids and Services Service Comment LRE Data Analysis Least Restrictive Environment - Facilities

4 Facility Name Type of Facility Type of Service Bethel Park School Borland Manor School Pathfinder School Watson Institute Children's Institute Western Pa. School for the Deaf Pressley Ridge School for the Deaf Katherine Dean Tillotson PLEA Wesley Highland Spectrum Neighboring School Districts Neighboring School Districts Special Education Centers Other Autistic Support Classroom Autistic Support Classroom Life Skills Classroom 2 Multiple Disabilities Support Life Skills Support 3 Hearing Support 2 Hearing Support 1 Learning Support 4 Emotional Support/ Autistic Support Emotional Support 1 Wesley Spectrum Academy Other Emotional Support 4 Bradley Center Other Emotional Support 1 Holy Family Institute Other Emotional Support 2 Chartiers Houston Junior/Senior High School Neighboring School Districts Life Skills Support 1 Personnel Development for Improved Student Results Technical Assistance and Personnel Development Activities: AYP # of Students Placed Anticipated Dates Partners Participants and Audience Format Evidence of Results Proficiency Anticipated Dates Partners Participants and Audience Format Evidence of Results

5 Participation Anticipated Dates Partners Participants and Audience Format Evidence of Results Personnel Development - PA NCLB Goal #1 Personnel Development - PA NCLB Goal #3 Personnel Development Activities: 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 Dates At least annually or as needed Partners PATTAN Staff, IU Staff, Higher Education Staff, Educational Consultant from the Watson Institute Participants and Audience Parent, New Staff, Paraprofessional, Instructional Staff, Administrative Staff, Related Service Personnel Format Evidence of Results On-site with Guided Practice, Workshops with Joint Planning Periods, Conferences, Study Groups Data collection will be collected in the regular education environment academically and behaviorally on the students who are presently enrolled within the school district. Staff within the new Autistic Support classroom will work collaboratively with the regular education teachers so that the students with Autism will be successfully included in the regular ed. classroom. 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 Dates Four times a Year Partners PATTAN Staff, IU Staff, Higher Education Staff, Participants and Audience Paraprofessional, Instructional Staff, Administrative Staff, Format On-site with Guided Practice, Evidence of Results All paraprofessional staff trained annually in these areas. Data

6 Special Education Supervisor, Special Education Teacher, and Educational Consultant Related Service Personnel Workshops with Joint Planning Periods, Conferences, Study Groups collection through progress monitoring and behavior programs. Personnel Development - PA NCLB Goal #5 Personnel Development Activities: 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 Dates August 2007/ January 2008 and August 2008/January 2009 Partners PATTAN Staff, IU Staff, Higher Education Staff Participants and Audience Parent, New Staff, Paraprofessional, Instructional Staff, Administrative Staff, Related Service Personnel Format On-site with Guided Practice, Workshops with Joint Planning Periods, Conferences Evidence of Results Drop out rate of students with disabilities will decrease each year by 2%. Behavior Support Services Interagency Collaboration (11 P.S ) Ensuring FAPE/Hard to Place Students Local Continuum of Supports and Services Expansion of Continuum of Supports and Services Program Profile ID OPR Location / Building Name School Bldg Grade Bldg Type Type of Support Type of Service Low Age High Age Case load E GE I LS E GE I LS E GE I LS E GE I LS E GE I LS Tchr FTE

7 - IU C SD C SD N MD N SD - IU - IU N SD - C - C - C Bower Hill Bower Hill Pleasant Valley Pleasant Valley Middle School Middle School Middle School High School High School High School High School All Buildings- E,M,S All Buildings- E,M,S Bower Hill Pleasant Valley Peters Twp. Middle and High School E GE R LS E GE R LS E GE I LS E GE I LS E GE R LS M GE I LS M GE I LS M GE I LS S GE I LS S GE I LS S GE R LS S GE I LS J GE I DHIS E GE I BVIS E GE I SLS E GE I SLS E GE I SLS S GE I SLS Justification: The speech therapists have a caseload that may range more than the three year span but their students are not in a classroom or receiving services at the same time. Support Staff (District) School District: SD ID OPR Title Location FTE Supervisor of Special Education All buildings 1.00 Paraprofessionals All buildings IST Teacher Bower Hill 1.00

8 IST Teacher Pleasant Valley 0.50 IST Teacher 0.50 Contracted Support Services ID IU / Agency Title / Service Amount of Time per Week - Intermediate Unit One psychologist 5 Days - Independent agency psychologist 2 Days N Intermediate Unit One social worker 5 Days - intermediate Unit One Occupational Therapist 5 Days - Intermediate Unit One Physical Therapist 3 Days

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10 ASSURANCE FOR THE OPERATION OF SPECIAL EDUCATION SERVICES AND PROGRAMS School Years: The SD within Intermediate Unit 1 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  : 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 nonacademic programs and activities to the maximum extent appropriate in accordance with an Individualized Education Program. 4. The school district will comply with the PA Department of Education, Bureau of Special Education's report revision notice process. 5. The school district follows the state and federal guidelines for participation of students with disabilities in state and district-wide assessments including the determination of participation, the need for accommodations, and the methods of assessing students for whom regular assessment is not appropriate. 6. The school district 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