Allentown City SD

Allentown City SD

Special Education Plan Report

07/01/2014 - 06/30/2017

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District Profile

Demographics

31 S Penn Street PO Box 328 Allentown, PA 18105 (484)765-4000 Superintendent: C. Russell Mayo Director of Special Education: Belinda M. Miller

Planning Committee Name Role

Brigid Brady Special Education Facilitator

Matthew Bronson Secondary School Teacher - Special Education

Molly Flood Parent

Richard Joseph Special Education Director/Specialist

Melinda Lucas Elementary School Teacher - Regular Education

Belinda Miller Special Education Director/Specialist

Kerry Murgitroyde Occupational Therapist

Lourdes Sanchez Ed Specialist - School Psychologist

Donna Weeks Parent

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Core Foundations

Special Education

Special Education Students Total students identified: 2607

Identification Method

Identify the District's method for identifying students with specific learning disabilities.

The Allentown School District uses the discrepancy model when identifying students with specific

learning disabilities. When determining whether a student meets the eligibility criteria of a specific

learning disability (SLD), the team must determine if the student does not achieve adequately for the

student’s age or meet State-approved grade-level standards in one or more of the following areas:

oral expression, listening comprehension, written expression, basic reading skill, reading fluency

skills, reading comprehension, math calculation, and math problem solving. Students are provided

with learning experiences and scientifically based instruction appropriate for the student’s age or

State-approved grade level standards and level of English language proficiency.

The team reports on the student’s patterns of strengths and weaknesses in performance,

achievement, or both, relative to the student age, standards and/or intellectual development.

Instructional strategies used and the data collected regarding the student is described. Any relevant

medical findings are described concerning the student. The effects of student’s environment, culture

or economic background are also discussed within the report. Data demonstrating student

performance prior to the referral or as part of the referral process is explained. Qualifications of

personnel, who have delivered the instruction, including the English as a Second Language (ESL)

program, if appropriate, are provided. Data-based documentation of repeated assessments of

achievement at reasonable intervals, reflecting progress during instruction is discussed and

provided to the parent too. Students are observed in the learning environment in which the student

is demonstrating the academic difficulties. Notation regarding the relationship of the student’s

behavior and the academic functioning are noted. Prior to concluding the findings of the team, the

evaluation report includes statements that ferret out how the findings of a specific learning disability

is not primarily a result of visual, hearing, motor disabilities, mental retardation, emotional

disturbance, cultural factors, environmental or economic disadvantage, and/or limited English

proficiency. This comprehensive evaluation report (ER) is presented by the team to the parent with

a determination if the student meets the eligibility requirements as a student with a specific learning

disability.

The District's focus for the upcoming years is to reduce the number of students who are identified as

needing special education services. A consistent process for Child Find will be implemented through

the Child Study Team (CST). In any school, some students will experience learning and/or

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behavioral difficulties. However, not all of these students are disabled and require special education

services. The pre-referral process or CST is intended to accomplish the following:

1. Define the student’s difficulties, document classroom modifications and/or other strategies

attempted to correct the problem(s) and the success of those activities.

2. Identify those students for whom regular education interventions, modifications and/or

other strategies have been unsuccessful. (For these students the learning and/or other behavioral

difficulty persists in spite of the interventions. These students may require special education and

related services).

Professional development will occur for the CST process which will include data collection,

implementation of interventions, and time lines for referral if needed.

Enrollment

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

The District does not have an over/under-enrollment issue for students identified as special

education. The state average of special education enrolled students is 15.1% (Child Count, Dec. 1,

2011). During the same reporting year, the District average is reported as 13.7%. This represents a

decline in the number of special education students from the previous year of 14.8% students

identified a special education.

The enrollment of special education students as compared to the District’s overall race/ethnicity

status closely matches as reported in Dec. 1, 2011 Child Count..

Asian 0.4% special education, 1.5% District total.

Black or African 17.4% special education, 16.9% District total.

Hispanic 63.6% special education, 64.1% District total.

Multiracial 0.9% special education, 0.8% District total.

White 17.5% special education, 16.5% District total.

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)?

http://penndata.hbg.psu.edu/BSEReports

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3. What problems or barriers exist which limit the District's ability to meet its obligations under Section 1306 of the Public School Code?

The Allentown District is the host district for two 1306 institutional facilities, Firely Home for

Chronically Ill Children and Good Shepherd Rehabilitation Facility. In the event that a student needs

to receive special education support in either facility the student is enrolled in the appropriate

facility based on need. The student is registered at his or her neighborhood school within 5 business

days. All relevant documents are reviewed by the student's IEP team and medical team if

necessary. The IEP team determines the appropriate educational program as well as supports and

services needed in the least restrictive environment for the student. There are no major barriers

that prevent the student from enrolling in the Allentown School District. There are occasions in

which obtaining student records may be difficult.

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 Lehigh County Prison (LCP) is located within the Allentown School District's geographic

boundaries, therefore it is the responsibility of this LEA to provide education for all students who

are incarcerated in this facility. The Allentown School District provides special education for

students with IEPs who are incarcerated youth assigned to (LCP). This program includes a full time

special education teacher who is highly qualified and .5 FTE of a secretary that assists in maintaining

records and corresponding with the students' home districts and PDE. Students eligible for special

education services are provided an education program through the age of 21. All required programs

and related services are provided on-site at the Incarcerated Youth Program (IYP). Students'

transcripts are collected from all previous facilities or school districts the students may have

attended and a graduation plan is developed for the students. For students for whom graduation is

appropriate, the Allentown School District offers the home district an opportunity to issue a

diploma. If the home district demonstrates an unwillingness to provide the student with a diploma,

the Allentown School District, with credit verification, will issue a high school diploma to students

who have successfully completed their program.

In the event that a student is identified as or being considered eligible for special education services

all special education procedures and time lines are followed consistent with special education

regulations. If an evaluation (child find) is requested by the parent/guardian or the assigned staff

determine that there is a need for an evaluation, the District’s evaluation team conducts an

evaluation and if eligible for special education services, an IEP is drafted to provide the appropriate

services in the LCP setting.

Least Restrictive Environment

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1. Describe the District procedures, which ensure that, to the maximum extent appropriate, children with disabilities, including those in private institutions, are educated with non-disabled children, 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 Allentown School District provides a full continuum of services for all students with disabilities.

Supplementary aids and services are provided to students in the regular education setting as well as

in the special education setting to enable them to participate in the least restrictive environment

that will meet their individual needs. Numerous classrooms are in place throughout the district

where students are co-taught with a regular education and special education teacher. If

needed children with disabilities, may be supported by a paraprofessional to afford then the

opportunity to be educated with their non-disabled peers. Positive Behavior Support Plans, related

services, communication devices, augmentative and assistive technology are all utilized to support

children in the regular education classrooms.

In the past the Allentown School district participated in the Pennsylvania's "Include Me From the

Start" initiative. The "Include Me from the Start" initiative is designed to promote and expand

inclusive practices for students with significant disabilities. Through collaboration with the ARC of

Pennsylvania (Lehigh County division) and PaTTAN we intend to continue to provide professional

development, and on site support to parents and staff of students in low incidence programs. The

Allentown School District is taking advantage of the Pennsylvania Autism Initiative by including a

teacher at an elementary school in a pilot program. Under the supervision of PaTTAN the program

assists the teacher and support staff in verbal behavior, and applied behavior analysis theory which

increases communication and functional life skills. The teacher of the program will conduct turn

around training to other teachers of Autistic students.

As students transition from elementary to middle school and from middle school to high school the

IEP teams meet to discuss the supports and services necessary for the students to move from more

restrictive to less restrictive settings. As students become upper classmen in high school they have

opportunities to receive vocational training through Lehigh County Technical Institute. It is through

this collaboration that students have the opportunity to be educated with their non disabled peers in

the vocational setting.

For students whom the Allentown School District are not able to support academically or

behaviorally, an IEP team meeting with the parent occurs. After examining all of the specially

designed instruction and accommodations that are in place in the home school or district program

the team makes the determination for a more restrictive environment. The District facilitators are

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in contact with the out of district providers to determine if there is a plan for transitioning back to

the District. The Allentown School District will conduct quarterly reviews of progress for students

who are placed in CLIU or other out-of-district programs to determine when these students might

successfully re-enter an appropriate District program.

The District participates in State and IU presented training on the topic of inclusionary practices. Co-

teaching models have provided the most effective methods of support for the student with the IEP.

New student information systems have streamlined the communication process between the regular

and special education staff. Special education staff members are contributing members of the team.

Professional development that focuses on co-teaching occurs. This professional development

includes topics such as: differentiated instruction, collaboration, and cooperative learning

strategies. Administrator training has also been offered so supervision of inclusive practices is

uniform across the District through the use of “look-for” documents during administrative walk-

through. Teachers also engage in professional learning communities (PLC) with the topic of co-

teaching practices as the point of discussion.

Inclusive opportunities are available for all students with disabilities. In order to address

the SPP LRE target, IEP teams have been and will continue to be trained in the use of Supplementary

Aids and Services toolkit to determine the Least Restrictive Environment in which the student can

make progress in 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. If the district also has School-Based Behavioral Health Services, please discuss it.

Allentown Schools offer a continuum of behavioral supports for all students within the District.

Several of the district buildings have school-wide positive behavior support strategies in place, with

incentives to reward and promote successful school behaviors. Classroom behavior management

activities reinforce valued behaviors and a positive school culture. A District wide social-emotional

learning curriculum is offered at all levels. Currently, all elementary students in grades K-5

participate in the PATHS curriculum, (Promoting Alternative Thinking Strategies). Twice in a five-

day cycle, students participate in lessons that focus on social skills development and problem

solving. At the Middle Schools, the Second Step curriculum is delivered at least once in a five-day

cycle. Restorative Practices are followed at the High Schools. At all levels, appropriate social skills

are explicitly taught and reinforced on an on-going basis. Allentown School District will continue to

build and reinforce these Tier-I systemic structures in consultation with Pennsylvania Positive

Behavior Support Network.

All Allentown School District school based staff are trained and certified in Crisis Prevention

Intervention (CPI) which focuses on deescalation and passive restraints. If a student has been

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restrained, Allentown School District policy is such that the IEP team needs to report the restraint

within the PDE guidelines and hold an IEP meeting to determine if the restraint needs to be included

in the IEP under specially designed instruction for behavior. Due to constant changes in staff, CPI

training will occur throughout the school year.

Students who struggle in spite of the school and class-wide behavior system are referred to the

Instructional Support Team (elementary level) or Comprehensive Student Assistance Program

(middle school and high school level). The school team, composed of an administrator, parent,

counselor, intervention specialist, behavior specialist, school psychologist, nurse, and teacher,

reviews the student’s record and creates an individualized plan of intervention to address the area

of concern. The plan may include referrals to outside agencies and further evaluation to meet acute

needs that have been discovered through the child study process.

If the Team determines that Tier-II interventions were unsuccessful, they may refer students for a

multi-disciplinary evaluation, with informed parent consent. As part of the evaluation process, the

team will conduct a Functional Behavioral Assessment (FBA) to determine the nature and function

of a student’s behaviors. The FBA process is utilized not only during an initial evaluation for

supports, but is also for previously identified students now experiencing new or changed behavioral

difficulties. The team uses this collected information to create an Individualized Education Plan (IEP)

with positive behavior supports. New IEP goals and specially designed instruction are put in place to

help shape behaviors for classroom success. Supports are typically put in place in the student’s home

school as the district is committed to promoting the least restrictive environment for the delivery of

all supports.

The district offers Itinerant, Supplemental, and Full time Emotional Support programs. On the

Elementary Level, the programs are offered at 4 buildings. All four middle schools and both high

schools offer Emotional Support programs, allowing students to access higher level supports in or

near their neighborhood school. Smaller, highly structured classrooms with lower student to teacher

ratios provide frequent feedback about student behaviors and a more intense focus on building

appropriate interaction and anger management skills.

Six district Special Education Behavioral Specialists are attached to these Emotional Support

programs. They provide proactive assistance with sensory breaks, one to one feedback, functional

behavior assessments, and consultation with the Teachers. During crisis moments, Behavioral

Specialists are also team members trained in verbal de-escalation techniques and crisis response,

including appropriate restraint techniques.

For students experiencing increased behavioral difficulties, including mental health issues, the

district has partnered with CLIU #21 to provide school-based partial medical hospitalization

programs in district buildings. The Student Intensive Treatment and Emotional Support (S.I.T.E.S)

program, funded through medical assistance, adds psychiatric and mental health supports during

school hours for approved students. Attached to three of the district’s Emotional Support classes

(one elementary school classroom, one middle school classroom and one high school classroom), the

students receive weekly monitoring by a psychiatrist, a minimum of one individual therapy session

and three group counseling sessions weekly.

Two district buildings will offer full time emotional support programs for students in grades 6-8 and

9-12 during this cycle. Special Education Behavioral Specialists and therapeutic psychological

counseling will also serve these classroom Teams and students.

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The district has partnered with the CLIU #21 to offer more intensive behavior supports in the form

of center-based programming. Through the IU programs of LLAS (Lehigh Learning and Achievement

School), AC-LAS (Allentown Center-Learning and Achievement School) and CLAS (Carbon Learning

and Achievement School), students in grades 3-12 have the option of a center-based Fulltime

Emotional Support program; these centers offer S.I.T.E.S., the partial hospitalization program, which

is available to students approved for this service.

Intensive Interagency/Ensuring FAPE/Hard to Place Students

1. If the 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 District is able to find placements for individual students who otherwise are difficult to place.

Through a combination of District initiated programs (e.g., low incidence disability programs

and programs operated by CLIU #21), placement of students has been achievable within a timely

fashion. No children are reported to PDE as a Cordero-class member. CLIU #21 facility planning

process has been an effective vehicle for the District to report anticipated needs. CLIU #21 maintains

responsive practices for facility placements when necessary.

Most recently, through the process of Transfer of Entity, the District has successfully recovered,

Hearing Impaired program, Multi-Disabilities Support (MDS) program, and Occupational Therapy

(OT) services from CLIU #21. This process was both a financially strategic opportunity as well as a

best practice option. The reintegration of the services ensures the direct responsibility of District for

our students. Teachers and staff were provided with specialized instruction; such as seizure and

tube feeding protocol, CPR, and first aid training. All programs are located within the District and

taught by District personnel.

The District will continue to monitor services offered by outside agencies as well as the fiscal

soundness of those services. The District plans to work with mental health agencies and the juvenile

justice system to expand programming in our district schools through interagency collaboration.

The District also plans to expand programming for our students who need emotional support and

behavioral services that mirror the CLIU#21's programming (increase behavior specialist support,

intensive counseling, etc).

Strengths and Highlights

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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 District continues to offer exemplary programs and services for students with disabilities.

Ranked as the fourth largest school district in the Commonwealth of Pennsylvania in size, Allentown

maintains a full range of supports, services, and programs for students with disabilities.

OVERVIEW

Special education, structured in a manner that is consistent and compliant with the Federal

Regulations of IDEA and Chapter 14 of PA Code 22, supports approximately 2607 students qualify

for special education services. Special education is delivered with a priority of inclusive practices in

the least restrictive environment for all students. Standards-aligned IEPs are implemented with

fidelity. Special and regular education teachers progress-monitor students’ IEPs and make revisions

to the plan based on the student’s response to the research-based interventions.

District-operated special education services include: learning, emotional, autistic, life skills, multi-

disabilities, physical, deaf and hard of hearing, vision, and speech/language support services. The

District provides related services in alignment with the student's IEP. The District continues to

contract supports and services from CLIU #21 including: emotional support, behavior health,

physical therapy, orientation and mobility, deaf education, interpreting services, when appropriate.

EMOTIONAL and MENTAL HEALTH SUPPORT (S.I.T.E.S.)

The District partners with CLIU #21’s mental health program, Students Intensive Treatment and

Emotional Support (S.I.T.E.S.), for students who qualify for both emotional support (ES) and mental

health services. The mission of the S.I.T.E.S program is to provide a safe and supportive, therapeutic

environment within an educational setting. The program strives to meet student's individual needs

while maintaining them within the community. This partnership requires the District to cluster

students at one elementary school, one middle school and one high school to work within the scope

of the mental health service requirements. The District also provides facilities for the S.I.T.E.S.

program during the summer months in order to provide services year round to eligible students.

EMOTIONAL SUPPORT

The Allentown School District provides a range of services for students who require Emotional

Support. The Emotional Support program provides additional behavioral support through Special

Education Behavioral Specialists and paraprofessional support. Services range from Itinerant level

of support offered at the home school to supplemental level of support at designated schools or full

time support offered at a district run Alternative Special Education Program (ASEP) or through the

CLIU #21. Programs provided by the CLIU #21 include: Carbon Learning Adjustment School (CLAS),

Lehigh Learning Adjustment School (LLAS), and Allentown Center - Learning Adjustment School

(AC-LAS). At all programs, IEP team reviews each case on an individual basis to determine the LRE

program for that student. Mental health supports are available in most of these programs through

CLIU #21 - SITES mental health services.

TRANSITION

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Students learn about post-secondary school options, such as two-year and four-year colleges and

universities, through an array of transitional activities. High school students are encouraged to

participate in District sponsored trips to the local community colleges and receive guided tours

along with specific discussions from the academic support center and Section 504 advisors. These

tailored visits relieve the apprehension for many of the students and help them realize their post

high school possibilities. The questions the students ask are answered with candor and great

sensitivity. In addition, CLIU #21 sponsors a Transition Academy in which students from Lehigh

Valley high schools attend a full day seminar regarding college. This program is held annually at

Muhlenberg College. Special education students from both Allen and Dieruff High School attend.

High school students with IEPs aligned to the alternate standards are educated with a priority

toward transitional goals. Special education classrooms are zoned by content delivery rather than

discrete programs (e.g., life skills or autistic support). A balanced curriculum, taught with an

emphasis on functional academics, vocational studies, and independent living skills, is the focus of

this curricular area. The District continues to expand and coordinate the transitional program

known as ABLE — Allentown Builds Life Experiences. This program provides experiences for

students through meaningful employment opportunities under the supervision of certified special

education teachers. The ABLE program is the center of work-based learning programs which

includes a progression of in-school, in-district and in-community work-based learning experiences.

Several community partners have allowed their companies to become a classroom for our students.

It is through these partnerships that Allentown School District students have gained tremendous life

experience that is valued by students, staff, parents, and businesses.

Some of the innovative ABLE programs that have been developed include:

DelectABLE Deli - a deli cart learning site that provides students authentic customer service

interactions while applying communication and money transaction skills.

WashABLE - a laundry program managed by students, who maintain the uniforms worn by students

in other ABLE programs.

RecycleABLE - a green environment program in which students collect, sort and recycle paper

products used in the school environment.

GrowABLE - a seasonal program (spring, summer, and fall) in which students plant, maintain and

harvest flowers and vegetables within the school courtyard.

WorkABLE - a District-wide program offered within the school and community. A wide range of job

responsibilities are offered at the multiple-sites in the WorkABLE program. Some of the jobs include:

teacher-aide, cafeteria-aide, custodial-aide, assembly work, clerical work, and stocking shelves.

MailABLE - students learn the skills of sorting, matching, and communication in an authentic mail

service system located within the District.

CopyABLE - a student-based photocopying service is offered at the high school. The students

process teachers' copying requests that includes: copying, shredding, collating, and delivering of

orders.

In order for identified students to have a successful transition to post school life, the ABLE programs

will be expanded to include students in elementary school.

Case managers will complete the Student Transition Support Plan for students beginning in the 8th

grade, and this record will document a student’s transition activities through graduation.

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SMART (Students Moving Ahead and Ready for Transition) and Works for Me Pennsylvania are

websites that provide guidance for Transition activities and many resources to support youth as

they navigate the transition to post-secondary experiences. The District will make a brochure

available to parents of secondary students with contact information for these websites and for

various community agencies that support Transition services in Lehigh County and the city of

Allentown.

PROFESSIONAL DEVELOPMENT

The District provides Crisis Prevention Intervention (CPI) training by District certified trainers.

Some special education facilitators hold an additional certificate for training; CPI for students with

Autism. This training team provides District-based training for special education teacher, para

professionals and building principals. Professional development for special education teachers are

offered in a variety of formats. Special Education Facilitators provide small group

informative discussions with special education teachers on key topics such as confidentiality, least

restrictive environment, functional behavioral assessments, behavior intervention planning,

standards-aligned IEPS, progress monitoring, IEP development, and goal writing. In addition, special

education staff participate in general education training initiatives.

SUPPORT SYSTEMS

Schools are supported by a team that includes two special education administrators: a Director of

Special Education and an Assistant Director of Special Education and Special Education Facilitators

who offer specialized support to their assigned schools. Responsibilities include: supporting the

secondary transition planning, supporting teachers in areas of instruction, and monthly monitoring

of student progress in academic and behavioral goals through a process known as ROLL CALL. They

also assume the responsibility of managing the implementation of chapter 15 service

agreements. Facilitators assume the responsibilities of LEA for assigned schools. Each facilitator

provides a specific area of focused support, including: traumatic brain injury initiatives (BRAIN

STEPS), emotional support programming and planning, low incidence and autism supports and

services, extended school year (ESY), and transition services. This administrative and special

education facilitator team remains current in special education regulations and best practices for

students with disabilities. This team works collaboratively with other departments serving on many

interdisciplinary teams within and outside of the District.

The roles and responsibilities of the facilitators will change from those mentioned above such as

being the LEA in assigned schools to that of being experts and facilitating staff development to

support schools in providing the appropriate programs for students. Each facilitator will be

assigned to one of the following areas: Emotional and Behavioral Support, Autistic Support, Life

Skills/Multiple Disabilities Support and Learning Support (reading and math). Facilitators will be

called upon to guide school teams in decision making around programming and best practices for

students with disabilities. They will also provide guidance around compliance with state and federal

mandates. The facilitators will be responsible for state initiatives, which include Autism, Transition,

Behavior, and Reading. To ensure continued development of knowledge, facilitators will attend a

district special education academy, which focuses on all areas of special education laws and best

practices. As we begin implementation of the CST process, the facilitators will provide guidance and

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support to school teams along with the intervention specialist in the gathering of documentation of

tier ll interventions and reviewing documents in preparation for student evaluations.

The incidence of parent complaints is relatively low. This is due to the interaction of the Special

Education Facilitators. Since the engagement of successful interactions with parents, teachers, and

administrators is the hallmark of the special education department, the facilitators will continue

to address parent concerns.

AUTISM AWARENESS

The Ramos Elementary School Road Racers is a team that includes staff members, students in the

Autistic Support program, and their families. They are active fund raisers for Autism Speaks. Every

other Friday, the students in the autistic support classes practice their social communication skills to

sell pencils, erasers and wristbands to the building students. The community also supports a gift

card/basket raffle. The team participates in the Lehigh Valley “Walk Now for Autism Speaks” event,

held at Dorney Park. The Road Racers can be recognized in matching T-shirts to express team unity.

Raub Middle School Autistic Support students develop their pre-vocational skills in the GrowABLE

program.

Starting next year, some exciting changes will occur in an elementary autistic support classroom.

Muhlenberg Elementary School will be piloting the Pennsylvania Autism Initiative in a self-contained

classroom of k-1 students with autism. The initiative serves to train and assist autistic support

teachers and support staff in verbal behavior, a highly effective practice that utilizes applied

behavior analysis theory in a manner which increases communication and functional life skills. The

class will undergo a restructuring process under the direct assistance and supervision of PaTTAN,

the state's Department of Special Education. The teacher says, "I'm excited to be in the initiative

because it's a research and data driven approach that will have a great impact on the lives of my

students and their families."

iPad USAGE

Most recently, the Special Education Department made a commitment to the advancement of use of

technology in the classroom and is working toward maximizing the use of iPads in the classroom and

associated apps to improve access, communication and hands-on curriculum for the students. All

special education teachers have been issued the iPad in order to facilitate differentiated instruction

though the use of technology. The initial focus also included small classroom sets for students in the

Autistic Support program. There will be an expansion in the use of iPads for students in

Kindergarten to support reading and social skills development.

ALTERNATE STANDARDS CURRICULUM

In 2011-2012, the District began using a web-based program known as the Unique Curriculum to

support students who are taught through the alternative standards. The teachers and students are

positively responding to the application of the Unique Curriculum. Throughout the school year,

teachers have been trained on the use of the Unique Curriculum. The curriculum will be used in the

coming year during ESY programming for students in the Low Incidence Program.

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OCCUPATIONAL THERAPY

School-Based Occupational Therapy is a related service provided to students determined to need

accommodation/remediation of skills that directly impact their ability to access and participate in

their educational environment. This includes participation within the physical environment (lunch,

recess, hallways, bathroom, etc.) as well as participation within the academic curriculum

(handwriting, specials, etc.). Performance skill areas evaluated by the occupational therapist include

fine motor (strength/coordination), visual motor integration (eye/hand coordination), and sensory

processing. These specific skills are evaluated through standardized and non-standardized

assessments. Skill deficits identified are further evaluated through formal/informal parent and

teacher interviews, environmental observations, and task analysis to determine the functional

impact on the student’s ability to access their educational program.

The IEP/Educational Support teams (including the occupational therapist) determine if the areas of

need can be addressed through supports currently in place for the student, through consultation

with occupational therapist, or through direct intervention with the end goal of ensuring the least

restrictive environment for learning. Interventions may include adaptations to the environment or

tasks/assignments to improve accessibility.

ASD’s staff occupational therapists have overseen the implementation of sensory rooms within a

number of the elementary schools. These rooms are designed for students to calm and organize

themselves in order to promote attention and focus within the classroom. Students have access to

the sensory rooms through teacher guided group lessons or individual sensory breaks as defined in

the IEP. These areas have been especially beneficial to students on the autism spectrum who are

easily over-stimulated by normal classroom noises. The sensory rooms have also met the needs of

many students identified with emotional disturbance. These rooms allow for the student to de-

escalate safely under adult supervision allowing the least amount of disruption to their education as

possible. Students are taught to request breaks in this area as a preventative solution to

unmanageable tantrums or outbursts that would otherwise result in negative

consequences. The District plans to expand the number of schools that have sensory rooms.

The school-based occupational therapist may facilitate training of educational staff on specific

classroom-based interventions to be incorporated into a whole-class activity or student specific

interventions within the classroom setting. Staffing of occupational therapists within the district has

proven to be a cost-effective asset. Staff therapists are accessible to both regular education and

special education staff on a consultative basis within the special education model as well as the pre-

referral process.

15

Assurances

Special Education Assurances The Local Education Agency (District) has verified the following Assurances:

Implementation of 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.

Implementation of 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

District implements mechanisms to disseminate child find information to the public,

organizations, agencies and individuals on at least an annual basis.

Assurances of 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.

Compliance with the PA Department of Education, Bureau of Special Education's report

revision notice process.

Following 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.

Assurance of 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.

24 P.S. §1306 and §1306.2 Facilities

Facility Name Facility Type Services Provided By Student Count

Firely Home for Kids Nonresident Allentown School District 5

Lehigh County Prison Incarcerated Allentown School District 8

Good Shepherd Home Nonresident Allentown School District 1

16

Least Restrictive Environment Facilities

Facility Name Type of Facility Type of Service Number of Students

Placed

Bucks Co. -IU Quakertown SD -Freshman

Neighboring School Districts

Multiple Disabilities - Residential placement outside the District

1

CLIU AC-LAS Special Education Centers

Alternate Education Setting program - Emotional Support

18

CLIU CLAS Special Education Centers


4

CLIU LLAS Special Education Centers


36

CLIU Catasauqua SD HS Neighboring School Districts

MDS 4

CLIU Catasauqua SD MS Neighboring School Districts

MDS 1

Centennial - Lehigh University Approved Private Schools

Emotional Support 4

Children's Home of Reading - Berks Co. IU


Emotional Support - Residential placement outside the District

2

CLIU Northern Lehigh SD HS Neighboring School Districts

MDS 1

CLIU Northern Lehigh SD MS Neighboring School Districts

MDS 1

CLIU Northwestern Lehigh SD Neighboring School Districts

MDS 1

CLIU - Palmerton Enhanced AS

Special Education Centers

Autistic Support - Enhanced Support

12

CLIU - Palmerton ASAP Neighboring School Districts


1

CLIU - Parkland SD HS Neighboring School Districts

Deaf/Hard of Hearing 2

Shawnee Academy Other Residential - Private School - Emotional Support

6

Southwood School- Upper Saint Claire

Other Residential - Private School - Emotional Support

1

CLIU - Whitehall Coplay SD Neighboring School Districts

Life Skills 1

Buxmount CSF - Bethlehem Other Emotional Support 2

Colonial Northampton IU Special Education Centers

Autistic 1

Community Service Neighboring Emotional Support 1

17

Foundation - Pottsgrove SD School Districts

CLIU - East Penn SD Neighboring School Districts

Life Skills 1

CLIU - Northern Lehigh SD - Peters Elem


MDS 3

CLIU - Parkland SD Parkway Manor



Lancaster Lebanon IU 13, Cornwall Lebanon SD Renova Center


MDS 1

Northwestern Academy Shamokin Area SD


ES 1

PA Western School for the Deaf



CLIU Parkland MS Neighboring School Districts


Devereux Approved Private Schools

Emotional Support - residential

1

Special Education Program Profile Program Position #1

Operator: School District

PROGRAM SEGMENTS

Location/Building Grade Building Type

Support Service Type

Age Range

Caseload FTE

Central Elementary An Elementary School Building

A building in which General Education programs are operated

Itinerant Learning Support

8 to 11 25 0.5



Supplemental (Less Than 80% but More Than 20%)

Learning Support

8 to 11 10 0.5

Program Position #2

Operator: School District PROGRAM SEGMENTS



Age Range

Caseload FTE


A building in which General Education programs are


8 to 11 25 0.5

18

operated




Learning Support

8 to 11 10 0.5

Program Position #3




Age Range

Caseload FTE

Central An Elementary School Building



Learning Support

5 to 8 10 0.5




5 to 8 25 0.5

Program Position #4


Location/Building Grade Building Type Support Service Type

Age Range

Caseload FTE



Full-Time Special Education Class

Autistic Support

5 to 8 8 1

Program Position #5




Age Range

Caseload FTE

Cleveland Elementary

An Elementary School Building



5 to 8 25 0.5





Learning Support

5 to 8 10 0.5

Program Position #6

19




Age Range

Caseload FTE





Learning Support

8 to 11 10 0.5

Jefferson Elementary




8 to 11 25 0.5

Program Position #7



Age Range

Caseload FTE

Dodd Elementary An Elementary School Building



Autistic Support

8 to 11 8 1

Program Position #8



Age Range

Caseload FTE

Dodd Elementary School




Autistic Support

8 to 11 8 1

Program Position #9



Age Range

Caseload FTE




8 to 11 25 0.5

Roosevelt Elementary




8 to 11 25 0.5

20

Program Position #10




Age Range

Caseload FTE




5 to 8 25 0.5




Learning Support

5 to 8 10 0.5





Age Range

Caseload FTE




8 to 11 25 0.5




Learning Support

8 to 11 10 0.5




Age Range

Caseload FTE




Life Skills Support

5 to 8 12 1




Age Range

Caseload FTE

Dodd Elementary An Elementary School

A building in which General Education

Full-Time Special Education

Life Skills Support

8 to 11 12 1

21

Building programs are operated

Class




Age Range

Caseload FTE





Autistic Support

5 to 8 8 1




Age Range

Caseload FTE

Jeffersion Elementary




Autistic Support

8 to 11 8 1




Age Range

Caseload FTE





Emotional Support

8 to 11 12 1





Age Range

Caseload FTE





5 to 8 25 0.5





Learning Support

5 to 8 10 0.5

22





Age Range

Caseload FTE





8 to 11 25 0.5





Learning Support

8 to 11 10 0.5





Age Range

Caseload FTE

Lehigh Parkway Elementary




5 to 8 25 0.5





Learning Support

6 to 9 10 0.5





Age Range

Caseload FTE

Lehigh Parkway An Elementary School Building



8 to 11 12 0.25





Learning Support

8 to 11 5 0.25

Sheridan Elementary




Learning Support

8 to 11 5 0.25

23

programs are operated

Sheridan Elementary




8 to 11 12 0.25




Age Range

Caseload FTE

Lincoln Early Childhood Center




Autistic Support

5 to 6 8 1





Age Range

Caseload FTE





5 to 6 25 0.5





Learning Support

5 to 6 10 0.5





Age Range

Caseload FTE

McKinley Elementary




6 to 9 12 0.25

McKinley Elementary




8 to 11 12 0.25

McKinley An A building in Supplemental Learning 6 to 9 5 0.25

24

Elementary Elementary School Building

which General Education programs are operated

(Less Than 80% but More Than 20%)

Support

McKinley Elementary




Learning Support

8 to 11 5 0.25




Age Range

Caseload FTE

Newcomer Academy/Midway Manor

A Junior/Senior High School Building



12 to 15

25 0.5

Newcomer Academy/Midway Manor

A Junior/Senior High School Building



16 to 19

25 0.5




Age Range

Caseload FTE

Mosser Elementary An Elementary School Building



5 to 8 25 0.5





Age Range

Caseload FTE




5 to 8 25 0.5




Learning Support

5 to 8 10 0.5

25





Age Range

Caseload FTE




8 to 11 25 0.5




Learning Support

8 to 11 10 0.5




Age Range

Caseload FTE




Life Skills Support

5 to 8 12 1




Age Range

Caseload FTE




Life Skills Support

8 to 11 12 1





Age Range

Caseload FTE




Multiple Disabilities Support

5 to 8 8 1



26

PROGRAM SEGMENTS



Age Range

Caseload FTE





8 to 11 8 1




Age Range

Caseload FTE

Muhlenberg Elementary




Autistic Support

5 to 8 8 1




Age Range

Caseload FTE





Autistic Support

8 to 11 8 1




Age Range

Caseload FTE





Autistic Support

6 to 9 8 1




Age Range

Caseload FTE

Union Terrace Elementary




8 to 11 25 0.5

27





Age Range

Caseload FTE





5 to 8 25 0.5





Learning Support

5 to 8 10 0.5





Age Range

Caseload FTE





8 to 11 25 0.5





Learning Support

8 to 11 10 0.5




Age Range

Caseload FTE

Ramos Elementary An Elementary School Building



Autistic Support

5 to 8 8 1




Age Range

Caseload FTE

Ramos Elementary An Elementary School


Full-Time Special Education

Autistic Support

8 to 11 8 1

28

Building programs are operated

Class





Age Range

Caseload FTE




5 to 8 25 0.5




Learning Support

5 to 8 10 0.5





Age Range

Caseload FTE




8 to 11 25 0.5




Learning Support

8 to 11 10 0.5





Age Range

Caseload FTE




8 to 11 25 0.5




Learning Support

8 to 11 10 0.5

29





Age Range

Caseload FTE





8 to 11 8 1





Age Range

Caseload FTE

Ritter Elementary An Elementary School Building



5 to 8 25 0.5




Learning Support

8 to 11 10 0.5





Age Range

Caseload FTE




8 to 11 25 0.5




Learning Support

5 to 8 10 0.5




Age Range

Caseload FTE

Roosevelt An A building in Full-Time Autistic 5 to 8 8 1

30

Elementary Elementary School Building


Special Education Class

Support




Age Range

Caseload FTE





Autistic Support

8 to 11 8 1




Age Range

Caseload FTE





Emotional Support

5 to 8 12 1




Age Range

Caseload FTE





Emotional Support

8 to 11 12 1





Age Range

Caseload FTE





5 to 8 25 0.5





Learning Support

5 to 8 10 0.5

31

operated





Age Range

Caseload FTE





Learning Support

8 to 11 10 0.5





8 to 11 25 0.5





Age Range

Caseload FTE

Sheridan Elementary




5 to 8 25 0.5

Sheridan Elementary




Learning Support

5 to 8 10 0.5





Age Range

Caseload FTE

Sheridan Elementary




8 to 11 25 0.5

Sheridan Elementary




Learning Support

8 to 11 10 0.5

32




Age Range

Caseload FTE





Autistic Support

5 to 8 8 1




Age Range

Caseload FTE





Autistic Support

8 to 11 8 1





Age Range

Caseload FTE





Emotional Support

5 to 8 12 1





Age Range

Caseload FTE





Emotional Support

8 to 11 12 1





Age Range

Caseload FTE





5 to 8 25 0.5

33






Learning Support

5 to 8 10 0.5





Age Range

Caseload FTE





8 to 11 25 0.5





Learning Support

8 to 11 10 0.5





Age Range

Caseload FTE

Washington Elementary




5 to 8 25 0.5





Learning Support

5 to 8 10 0.5





Age Range

Caseload FTE





8 to 11 25 0.5

34





Learning Support

8 to 11 10 0.5




Age Range

Caseload FTE

Alternative Special Education Program at IBEAM

A Senior High School Building



Emotional Support

16 to 20

12 1




Age Range

Caseload FTE

Incarcarated Youth Program




Learning Support

16 to 20

12 1




Age Range

Caseload FTE





Emotional Support

16 to 20

12 1




Age Range

Caseload FTE

VISTA A Junior/Senior High School Building


Itinerant Emotional Support

14 to 18

25 0.5

GAIN Program A Junior/Senior High School Building



17 to 21

25 0.5

35

operated




Age Range

Caseload FTE





Emotional Support

15 to 19

12 1




Age Range

Caseload FTE

Alternative Learning Center

A Middle School Building



Emotional Support

11 to 14

12 1





Age Range

Caseload FTE

Harrison Morton Middle School




Emotional Support

11 to 14

6 0.5




Itinerant Emotional Support

11 to 14

10 0.5





Age Range

Caseload FTE





11 to 14

25 0.5


A Middle School

A building in which General

Supplemental (Less Than 80%

Learning Support

11 to 14

10 0.5

36

Building Education programs are operated

but More Than 20%)





Age Range

Caseload FTE





12 to 15

25 0.5





Learning Support

12 to 15

10 0.5





Age Range

Caseload FTE





12 to 16

10 0.5





Learning Support

12 to 15

10 0.5





Age Range

Caseload FTE





12 to 15

25 0.5





Learning Support

12 to 16

10 0.5



37



Age Range

Caseload FTE





12 to 15

25 0.5





Learning Support

12 to 15

10 0.5





Age Range

Caseload FTE





12 to 15

25 0.5





Learning Support

12 to 15

10 0.5




Age Range

Caseload FTE

Raub Middle School




Autistic Support

12 to 15

8 1





Age Range

Caseload FTE

Raub Middle School




Emotional Support

11 to 14

10 0.5

Raub Middle School




Emotional Support

12 to 16

10 0.5

38




Age Range

Caseload FTE

Raub Middle School




11 to 14

25 0.5

Raub Middle School




Learning Support

11 to 14

10 0.5




Age Range

Caseload FTE

Raub Middle School




12 to 16

25 0.5

Raub Middle School




Learning Support

12 to 16

10 0.5




Age Range

Caseload FTE

Raub Middle School




12 to 16

25 0.5

Raub Middle School




Learning Support

12 to 15

10 0.5




Age Range

Caseload FTE

39

Raub Middle School




12 to 16

25 0.5

Raub Middle School




Learning Support

12 to 16

10 0.5




Age Range

Caseload FTE

Raub Middle School




12 to 16

25 0.5

Raub Middle School




Learning Support

12 to 16

10 0.5




Age Range

Caseload FTE

Raub Middle School




12 to 16

25 0.5

Raub Middle School




Learning Support

12 to 16

10 0.5




Age Range

Caseload FTE

South Mountain Middle School




Autistic Support

11 to 14

8 1


40



Age Range

Caseload FTE





Autistic Support

12 to 16

8 1




Age Range

Caseload FTE





Emotional Support

11 to 14

12 1




Age Range

Caseload FTE





Emotional Support

12 to 16

12 1





Age Range

Caseload FTE





11 to 14

25 0.5

South Mountain Middle




Learning Support

12 to 16

10 0.5





Age Range

Caseload FTE

41





11 to 15

25 0.5





Learning Support

11 to 14

10 0.5





Age Range

Caseload FTE





12 to 16

25 0.5





Learning Support

12 to 16

10 0.5





Age Range

Caseload FTE





12 to 16

25 0.5





Learning Support

12 to 16

10 0.5





Age Range

Caseload FTE





12 to 16

25 0.5




Supplemental (Less Than 80% but More Than

Learning Support

12 to 16

10 0.5

42


20%)





Age Range

Caseload FTE





12 to 16

25 0.5





Learning Support

12 to 16

10 0.5





Age Range

Caseload FTE





12 to 16

25 0.5





Learning Support

12 to 16

10 0.5





Age Range

Caseload FTE





12 to 16

25 0.5





Learning Support

12 to 16

10 0.5



43



Age Range

Caseload FTE





Life Skills Support

11 to 15

5 0.25





Life Skills Support

11 to 15

9 0.75





Age Range

Caseload FTE





Life Skills Support

12 to 16

5 0.25





Life Skills Support

12 to 16

9 0.75





Age Range

Caseload FTE





Life Skills Support

12 to 16

5 0.25





Life Skills Support

12 to 16

9 0.75




Age Range

Caseload FTE






11 to 15

4 0.5

44






12 to 16

4 0.5





Age Range

Caseload FTE

Trexler Middle School




Emotional Support

11 to 14

10 0.5

Trexler Middle Scholl




Emotional Support

11 to 14

6 0.5





Age Range

Caseload FTE





Emotional Support

12 to 16

10 0.5





Emotional Support

12 to 16

6 0.5





Age Range

Caseload FTE





11 to 14

25 0.5





Learning Support

11 to 14

10 0.5


45




Age Range

Caseload FTE





11 to 14

25 0.5





Learning Support

11 to 14

10 0.5





Age Range

Caseload FTE





12 to 16

25 0.5





Learning Support

12 to 16

10 0.5





Age Range

Caseload FTE





12 to 16

25 0.5





Learning Support

12 to 16

10 0.5





Age Range

Caseload FTE





12 to 16

25 0.5

46






Learning Support

12 to 16

10 0.5





Age Range

Caseload FTE





12 to 16

25 0.5





Learning Support

12 to 16

10 0.5





Age Range

Caseload FTE





12 to 16

25 0.5





Learning Support

12 to 16

10 0.5




Age Range

Caseload FTE

William Allen High School




Autistic Support

15 to 19

4 0.5





Autistic Support

17 to 21

4 0.5

47





Age Range

Caseload FTE





Emotional Support

15 to 19

20 1





Age Range

Caseload FTE





Emotional Support

16 to 20

20 1





Age Range

Caseload FTE





Emotional Support

17 to 21

20 1





Age Range

Caseload FTE





Learning Support

16 to 20

20 1





Age Range

Caseload FTE

William Allen High A Senior A building in Supplemental Learning 17 to 20 1

48

School High School Building



Support 21





Age Range

Caseload FTE





Learning Support

17 to 21

20 1





Age Range

Caseload FTE





Learning Support

17 to 21

20 1





Age Range

Caseload FTE





Learning Support

16 to 20

20 1





Age Range

Caseload FTE





15 to 19

20 0.5





Learning Support

15 to 19

10 0.5

49





Age Range

Caseload FTE





Learning Support

17 to 21

20 1




Age Range

Caseload FTE





16 to 20

50 1




Age Range

Caseload FTE





16 to 20

50 1




Age Range

Caseload FTE





16 to 20

50 1





Age Range

Caseload FTE





Learning Support

15 to 19

20 1

50




Age Range

Caseload FTE





15 to 19

50 1




Age Range

Caseload FTE





15 to 19

50 1




Age Range

Caseload FTE





15 to 19

50 1





Age Range

Caseload FTE





Learning Support

16 to 20

20 1




Age Range

Caseload FTE





16 to 20

50 1


51



Age Range

Caseload FTE





Life Skills Support

15 to 19

15 1




Age Range

Caseload FTE





Life Skills Support

15 to 19

15 1




Age Range

Caseload FTE





Life Skills Support

16 to 20

15 1




Age Range

Caseload FTE





Life Skills Support

17 to 21

15 1




Age Range

Caseload FTE






15 to 19

8 1

52




Age Range

Caseload FTE






17 to 21

8 1




Age Range

Caseload FTE

Dieruff High School A Senior High School Building



Autistic Support

15 to 19

4 0.5




Autistic Support

17 to 21

4 0.5





Age Range

Caseload FTE




Emotional Support

15 to 19

20 1





Age Range

Caseload FTE




Emotional Support

17 to 21

20 1



53

PROGRAM SEGMENTS


Age Range

Caseload FTE




15 to 19

50 1




Age Range

Caseload FTE




15 to 19

50 1




Age Range

Caseload FTE




17 to 21

50 1




Age Range

Caseload FTE




17 to 21

50 1




Age Range

Caseload FTE




15 to 19

50 1



54


Age Range

Caseload FTE




17 to 21

50 1





Age Range

Caseload FTE




Learning Support

15 to 19

20 1





Age Range

Caseload FTE




Learning Support

15 to 19

20 1





Age Range

Caseload FTE




Learning Support

15 to 19

20 1





Age Range

Caseload FTE




Learning Support

16 to 20

20 1



55

PROGRAM SEGMENTS



Age Range

Caseload FTE




Learning Support

16 to 20

20 1





Age Range

Caseload FTE




Learning Support

17 to 21

20 1





Age Range

Caseload FTE




Learning Support

17 to 21

20 1





Age Range

Caseload FTE




Learning Support

16 to 20

10 0.5




16 to 20

15 0.5





Age Range

Caseload FTE

Dieruff High School A Senior A building in Supplemental Learning 17 to 20 1

56

High School Building



Support 21




Age Range

Caseload FTE




Life Skills Support

16 to 20

20 1




Age Range

Caseload FTE




Life Skills Support

17 to 21

20 1




Age Range

Caseload FTE




15 to 19

50 1

Special Education Support Services

Support Service Location Teacher FTE

Assistant Director of Special Education District Level 1

Behavior Specialists Various Schools: Elementary, Middle, High Schools

5

Director of Special Education District Level 1

Full-Time Paraeducators Various Schools: Elementary, Middle, High Schools

185

School Guidance Elementary Schools 14

School Guidance Middle Schools 10

57

School Guidance High Schools 18

School Psychologists District-wide 16

Special Education Facilitators District-wide 5

Certified Occupational Therapist R/L Facilitator

District-wide 1

Certified Occupational Therapy Assistants

District-wide 4

Speech and Language Therapist District-wide 14

Deaf and Hard of Hearing Support Teacher

District-wide 1

Teacher of the Blind and Visually Impaired

District-wide 1

Certified Occupational Therapist R/L District-wide 1

Physical Support Teacher District-wide 1

Vision Support Clerical/Aide District-wide 1

Special Education Contracted Services

Special Education Contracted Services Operator Amt of Time per Week

Transition Services Intermediate Unit 80.4 Hours

Educational Audiologist Intermediate Unit 40 Hours

Emotional Support Intermediate Unit 59 Hours

Interpreter Intermediate Unit 232.45 Hours

Occupational Therapy Intermediate Unit 3.18 Hours

Physical Therapy Intermediate Unit 21.2 Hours

Vision Orientation Mobility Intermediate Unit 13.35 Hours

Work Based Learning Intermediate Unit 272.65 Hours

Speech and Language Pathology Intermediate Unit 68.7 Hours

Learning Support Intermediate Unit 58.4 Hours

58

District Level Plan

Special Education Personnel Development

Autism Description Professional Development Session- introduction to Applied Behavioral

Analysis (ABA). By analyzing the relationship between the antecedent (what

happened before the behavior occurred), the behavior (what behavior actually

occurred), and the consequence (what happened after the behavior occurred),

educators or educational teams (teachers, principals, counselors, therapists)

can begin to develop a comprehensive plan for changing behavior.

Professional Development Session - Using Applied Behavior Analysis to

Educate Students with Autism in Inclusive Environments- Applied Behavior

Analysis (ABA) provides an evidence-based framework for addressing the

needs of students with autism within inclusive educational settings. This

session provides an overview of autism, inclusive practices, and ABA and

explains the link between them.

Professional Development Session - Using the Principles of ABA - Participants

will be able to describe different Educational Approaches Using the Principles

of ABA.

Professional Development Session- Supporting students with Autism

Spectrum Disorders: Participants will review The Autism Spectrum Disorders

and the Diagnostic characteristics of the disorder. We will also talk about the

learning styles of these students and some strategies to use in the classroom

Professional Development Session -What Are Social Stories- Participants will

be able to create social stories that give perspective, and common responses in

a specifically defined style and format. The goal of a social story is to share

accurate social information in a patient and reassuring manner that is easily

understood by the student. Half of all Social Stories developed should affirm

something that an individual does well.

Person Responsible Belinda M. Miller, Director of Special Education

59

Start Date 9/1/2014

End Date 6/30/2017

Program Area(s) Professional Education, Special Education

Professional Development Details

Hours Per Session 1.0

# of Sessions 6

# of Participants Per Session 25

Provider Special Education Facilitators, CLIU staff

Provider Type School Entity

PDE Approved No

Knowledge Gain Applied Behavior Analysis strategies

Disability and behavior awareness

Research & Best Practices

Base

ABA is a scientific approach to behavior. Its principles are used to change

and improve behaviors. The effectiveness of these principles has been

confirmed by many experimental studies and can be applied in a variety

of ways with different types of people from infants to adults.

For classroom teachers,

school counselors and

education specialists

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

Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students.

Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision-making.

For school or LEA administrators, and other educators seeking leadership roles

Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards.

Training Format Series of Workshops

Online-Asynchronous

Professional Learning Communities

60

Participant Roles Classroom teachers

Principals / Asst. Principals

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 9-12)

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

Creating lessons to meet varied student learning styles

Evaluation Methods Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.

Review of participant lesson plans

Portfolio

Students PASA data

Behavior Support Description The Allentown School District will offer a series of professional development

opportunities during scheduled professional development days and in

targeted staff meetings and coaching sessions and asynchronous activities.

The participants will produce artifacts such as assessment data, measurable

annual goals, and learning logs.

Professional Development Series: This series will focus on the analysis of

student behavior and provision of supports to maintain positive behaviors in

the classroom and in the school setting.

Conducting Functional Behavioral Assessments

61

Creating Positive Behavior Support Plans

Positive Behavior Support Strategies/Interventions

Progress Monitoring of Behavior Goals

Professional Development Session

Nonviolent Crisis Intervention (CPI)

This professional development session will provide information on Nonviolent

Crisis Intervention. The focus will be on early intervention and nonphysical

methods for preventing or managing disruptive behavior. Training will involve

participants demonstrating skills related to identifying behaviors that could

lead to a crisis, demonstrating how to most effectively respond to each

behavior to prevent the situation from escalating, demonstrating how to use

verbal and nonverbal techniques to defuse hostile behavior and resolve a crisis

before it becomes violent, demonstrating how to cope with own your own fear

and anxiety and how to use CPI to avoid injury of all members involved if

behavior becomes physical.


Self Assessment of Adult behavior- Participants will learn strategies to assess

their behavior in the context of their classrooms and school-wide interactions

with students in order to build better relationships with students in supporting

a positive school climate.


Interagency Collaboration to Support Student Success- This professional

development session will introduce school staff on how to work with our

community agency partners (behavior and mental health) in the school setting

and beyond.


Student Discipline and IDEA Eligible Students-This professional Development

session will improve participants understanding of the Manifestation

Determination process and the relationship between the child's disability and

behavior.

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Parent meetings/training-

Interagency Collaboration for students and families- Participants will

understand the role of community partners in assessments, and

behavior planning

Understanding the Discipline Process for eligible students-Participants

will understand the Manifestation Determination process and the

relationship between the child's disability and behavior.


Start Date 9/1/2014

End Date 6/30/2017

Program Area(s) Professional Education, Teacher Induction, Special Education, Student Services,

Educational Technology



# of Sessions 10

# of Participants Per

Session

250

Provider Special Education Facilitators, Special Education Administrators


PDE Approved No

Knowledge Gain Teachers and staff will demonstrate proficiency in how to:

analyze behaviors (FBA)

design effective positive behavior support plans (PBSPs) that

change student behaviors

monitor students' responsiveness to behavioral goals though on-

going monitoring

interact/meet with outside agencies for students with

mental/behavioral health services


Base

Functional Behavior Analysis - Applied Behavioral Analysis

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CPI is a research based training program from Crisis Prevention Institute

and Nonviolent Crisis Intervention.







Empowers educators to work effectively with parents and community partners.



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 Series of Workshops

School Whole Group Presentation

Participant Roles Classroom teachers Principals / Asst. Principals

School counselors

Paraprofessional

Classified Personnel

New Staff



Parents

Grade Levels Elementary - Primary (preK - grade 1) Elementary - Intermediate (grades 2-5)

Middle (grades 6-8)

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High (grades 9-12)



Lesson modeling with mentoring


Participant survey

Paraprofessional Description Paraprofessionals work with students in multiple capacities.

Professional Development Session- What Paraprofessionals Need to Know

about Reading- This session will discuss what research has determined to be

the essential components of reading instruction. Participants will participate in

administering and scoring oral reading fluency measures and review activities

that support learning in each of the components of reading.

Professional Development Session- Self-Determination & Self-Advocacy-To

provide educators with the 5 steps to self-determination and help educators

distinguish between self-determination and self- advocacy skills for students

with disabilities.

Professional Development Session- BrainSteps-In service training will define

brain injuries and demonstrate strategies that can benefit students with head

injuries including concussions, accidents and medical

Professional Development Session-CPI-The Nonviolent Crisis Intervention

Training Program provides for the Care, Welfare, Safety, and Security of all

involved in crisis situations. Part 1 is an introduction to crisis prevention that

emphasizes early intervention and nonphysical methods for preventing or

managing disruptive behaviors. CPI's Personal Safety Techniques are included.

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Part 2 of this training focuses on child and team physical restraints.

Professional Development Session- Supporting students with Autism

Spectrum Disorders: The role of the Paraeducator-The incidence of Autism is

greatly increasing, therefore many Paraeducators are needed to support the

unique needs of these students in their educational settings. It is important to

understand the complexities of the disorder. In this training, we will review

The Autism Spectrum Disorders and the Diagnostic characteristics of the

disorder. We will also talk about the learning styles of these students and

some strategies to use in the classroom

Professional Development Session-CRP/First Aid training- When someone's

blood flow or breathing stops, seconds count. Permanent brain damage or

death can happen quickly. As the people who work with students on an

individual basis, it is important that the paraprofessional be equipped to

provide support until necessary help arrives. First aid is the provision of initial

care for an illness or injury. It is usually performed by non-experts (or

sometimes by an expert in case of an emergency

Professional Development Session- Lifting and Positioning (MDS classes)-

Many of the MDS students require paraprofessional assistance for lifting,

moving and handling (transferring from a seat to a wheelchair or from a

wheelchair to a toilet, being pushed in a wheelchair and so on). This

Professional Development session will address lifting and positioning

techniques to ensure a safe environment for students and staff.

Professional Development Session- Special Education 101/Confidentiality-

Special Education is a world full of acronyms, disabilities and laws. This

professional development session will address what the paraprofessional and

parents need to know about IDEA, FERPA and what special education means.


Start Date 9/2/2014

End Date 6/30/2017




# of Sessions 20


Provider Special Education Facilitators, Special Education Administrators

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PDE Approved No

Knowledge Gain De-escalation techniques

Understanding disabilities

Legal concerns and confidentiality

Instructional strategies and progress monitoring

Technology in the classroom

Role of the paraprofessional

Basic CPR and First Aid response to individuals in crisis


Base

Direct instruction

Classroom management

Progress monitoring

Data analysis

De-escalation techniques







For school or LEA administrators, and other

Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional

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educators seeking leadership roles

education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards.


Training Format LEA Whole Group Presentation

Series of Workshops

Online-Asynchronous

Participant Roles Paraprofessional

Grade Levels Elementary - Primary (preK - grade 1)

Elementary - Intermediate (grades 2-5)

Middle (grades 6-8)

High (grades 9-12)

Follow-up Activities Creating lessons to meet varied student learning styles Observations

Evaluation Methods Participant survey

Paraprofessional observation tool

Reading NCLB #1 Description Professional Development Sessions -Core Components Necessary for a

Comprehensive Reading Program- Staff will be able to identify and address

the following components for Reading Instruction.

The components include: Phonemic Awareness, Phonics, Fluency, Vocabulary,

Comprehension, Oral language, and Written language:

Professional Development Sessions- Implementing Research Based Reading

Interventions

Research-based interventions are strategies, teaching methodologies and

supports that have been shown through one or more valid research studies to

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help a student improve academic, behavioral/emotional or functional skills.

Professional Development Sessions- Implementation of core reading program

The Journeys Reading Program will be implement in the 2014- 2015 school

year. June professional development includes training for all classroom

teachers K – 5, special education teachers, ESOL teachers, facilitators and

building administrators. Teachers will be organized in grade level teams to

gain training on grade specific program components, interventions and

assessments.

Professional Development Sessions- Progress Monitoring for Reading

Progress Monitoring is the ongoing process of collecting and analyzing data to

determine student progress toward attainment of educational goals.


Start Date 9/1/2014

End Date 6/30/2017




# of Sessions 20


Provider special education facilitators, special education administrators, Academic

Team


PDE Approved No

Knowledge Gain Teachers will demonstrate the ability to:

identify specific Reading deficits through the use of a variety of

assessments

provide direct instruction in the areas of Reading deficit

analyze data for the purpose of instruction design/redesign


Base

Theory of Direct Instruction

Data analysis and decision-making pedagogy

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Principals / Asst. Principals Paraprofessional

Parents


Middle (grades 6-8)

High (grades 9-12)


Analysis of student work, with administrator and/or peers


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Student PSSA data

Standardized student assessment data other than the PSSA

Classroom student assessment data Review of written reports summarizing instructional activity

Walk-through data, and direct observation of students and teacher

Transition Description Professional Development Series- It's All About Transition- Secondary

transition is the process of preparing students for life after they leave high

school, including participation in post-secondary education or training,

employment, and community living. These three areas are often referred to as

“post-secondary outcomes” and are the driving force behind Individualized

Education Programs (IEPs) written for students in high school. Topics include:

Inclusive Practices for Students Ages 14 to 21: Considerations and

Concepts

The Least Restrictive Environment: What IDEA Says About LRE

Secondary Transition: What Educators Need to Know

Secondary Transition: What Families Need to Know

Summary of Academic Achievement and Functional Performance

Supplementary Aids and Services

Professional Development Session- Using the Transition Binder K-12

As we prepare our students for post secondary life, the focus for teachers will

shift from transition planning at age 14 to transition planning throughout the

student's school career. Teachers will be professionally developed to use the

Allentown School District's transition data binder to record and analyze

students' programming from kindergarten through graduation.

Professional Development Session- Using the Transition Support Plan to

facilitate Post secondary planning Case managers will complete the Student

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Transition Support Plan for students beginning in the 8th grade, and this record

will document a student’s transition activities through graduation.

Parent training-SMART (Students Moving Ahead and Ready for Transition) and

Works for Me Pennsylvania are websites that provide guidance for Transition

activities and many resources to support youth as they navigate the transition

to post-secondary experiences. The District will make a brochure available and

facilitate training sessions to parents of secondary students with contact

information for these websites and for various community agencies that

support Transition services in Lehigh County and the city of Allentown.


Start Date 9/1/2014

End Date 6/30/2017




# of Sessions 20


Provider Special Education Facilitators, Special Education Administrators,

CLIU consultants as needed


PDE Approved No

Knowledge Gain Participants will gain knowledge in transitional activities that lead to

improved outcomes for students with disabilities in the areas of

independent living, employment and post secondary education.

Research & Best Practices Base IDEA

PA Chapter 14

Information provided by CLIU and PDE

For classroom teachers, school

counselors and education

specialists



Provides educators with a variety of classroom-based

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assessment skills and the skills needed to analyze and use data in instructional decision-making.





Instructs the leader in managing resources for effective results.


Department Focused Presentation

Professional Learning Communities


Principals / Asst. Principals

School counselors

Classified Personnel



Parents


Middle (grades 6-8)

High (grades 9-12)



Joint planning period activities


Participant survey

Review of written reports summarizing instructional activity

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Portfolio

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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. The school 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

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 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.

Affirmed by Robert Smith on 9/16/2013

Board President

Affirmed by C Russell Mayo on 9/13/2013

Chief School Administrator

Allentown City SD

Documents

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