Special Education Plan Report - HTSD

HamptonTownshipSD

SpecialEducationPlanReport

07/01/2018‐06/30/2021

2

DistrictProfile

Demographics

4591SchoolDrAllisonPark,PA15101(412)492‐6302Superintendent:MichaelLougheadDirectorofSpecialEducation:Dr.MoniqueMawhinney

PlanningCommitteeName Role

MargueriteImbarlina Administrator:ProfessionalEducationSpecialEducation

DevonByrne HighSchoolTeacher‐RegularEducation:ProfessionalEducationSpecialEducation

AmyFaith HighSchoolTeacher‐SpecialEducation:ProfessionalEducationSpecialEducation

DoriOrtman Parent:SpecialEducationMoniqueMawhinney StudentServicesDirector/Specialist:

ProfessionalEducationSpecialEducation

3

CoreFoundations

SpecialEducation

SpecialEducationStudentsTotalstudentsidentified:206

IdentificationMethod

IdentifytheDistrict'smethodforidentifyingstudentswithspecificlearningdisabilities.

TheHamptonSchoolDistrictutilizestheDiscrepancyModel,oraprocessthatexamineswhetherachildexhibitsapatternofstrengthsandweaknessesrelativetointellectualabilityasdefinedbyaseverediscrepancybetweenabilityandachievement,orrelativetoageorgrade.Alinearregressionapproach,examiningthestandarderrorofestimates,isutilizedtodetermineifastatisticallysignificantdifferenceexistsbetweenthemeasuredcognitiveabilityandperformanceonnorm‐referencedassessmentsofacademicachievement.Additionally,theinclusionaryandexclusionarycriteriasetforthbytheDepartmentofEducationareexaminedinthedeterminationoftheexistenceofaspecificlearningdisability.

Enrollment

ReviewtheEnrollmentDifferenceStatus.Ifnecessary,describehowyourdistrictplanstoaddressanysignificantdisproportionalities.

ThedataispubliclyavailableviathePennDatawebsite.Youcanviewyourmostrecentreport.Thelinkis:https://penndata.hbg.psu.edu/PublicReporting/DataataGlance/tabid/2523/Default.aspx

ThemostrecentdataavailablefromthePennDatawebsiteisfromthe2012‐2013schoolyear.Sincethattime,manyoftheLEApercentageshavedecreasedorincreasedinordertobetteralignwiththestate'spercentages.AccordingtoPennDatadata,thedistrictisabovethestateaverageintheareasofAutism(13%vs.8.6%)andSpeechandLanguageImpairment27.5%vs.16%).MoreandmorechildrenarebeingidentifiedbyoutsideprofessionalsasachildwithAutism.ThisincreaseisnotuniquetoHamptonTownshipSchoolDistrict,butmoreofanissuewherestudentsarebeingoverdiagnosedwiththedisability.Regardlessoftheirdiagnosis,theIEPteamsworkdiligentlytodesignIEPsandprogramsthatwillmeetthechild'sneedsandpromotesuccessforthemintheLRE.Thedistricthasconsistentlybeenabovethestate'saverageinspeechandlanguage.However,themostcurrentdatafromHamptonTownshipSchoolDistrict'sSpecialEducationdepartment(2014‐

4

2015)showsasignificantdecreaseinthenumberofstudentsdiagnosedwithaspeechandlanguageimpairmentwhorequirespecialeducationservices.Thedistricthasmadeasolidefforttobetteralignthepercentageofspeech&languageimpairmentstothestatepercentage.Speechtherapistshavereceivedongoingprofessionaldevelopmentinordertobettermeettheneedsofthestudentswhorequirespeechandlanguageservicesandassurestudentsarenotbeingoveridentified.ThetherapistsareprovidingRtIIservicesinordertobeproactiveinaddressingissues,suchasarticulation,forstudentsinprimarygrades.Thisproactiveapproachhasbeensuccessfulinaddressingthestudent'sneedswithouttheneedforanofficialspeechevaluation.Theirneedsarebeingmetintheregulareducationsettingwithouttheneedforspeciallydesignedinstruction.ThePennDatashowsthedistrictisbelowthestatepercentagesintheareasofIntellectualDisability(4.6%vs.7.1%),OtherHealthImpairment(8.8%vs.11.2%)andSpecificLearningDisability(32.4%vs.45.4%).Again,itisimportanttonotethatthedataavailableviaPennDataarealmosttwoyearsold.Thesepercentagesarenotaresultofunderidentificationonthedistrict'spart.Overall,thedistrictisuniqueinthatitisonlyonetownshipandfairlysmallincomparisontootherschooldistrictsinthestate.ConsistentlyHamptonhasbeenbelowthestateaverageinalloftheseareas,specificallytheIntellectualDisabilityandOtherHealthImpairmentcategories.ThedistrictconsistentlyfollowsChildFindobligationsandconductsappropriateevaluations.Thedistricthonorsallparentrequestedevaluationsandrecommendedevaluationsfromdistrictpersonnel.Thediscrepancymodelforidentificationisfollowedwithfidelityinordertodeterminequalificationforspecialeducationservices.

Non‐ResidentStudentsOversight

1. HowdoestheDistrictmeetitsobligationunderSection1306ofthePublicSchoolCodeasthehostDistrictateachlocation?

2. HowdoestheDistrictensurethatstudentsarereceivingafreeappropriatepubliceducation(FAPE)intheleastrestrictiveenvironment(LRE)?

3. WhatproblemsorbarriersexistwhichlimittheDistrict'sabilitytomeetitsobligationsunderSection1306ofthePublicSchoolCode?

Currentlynofacilitiesresideinthedistrictthateducatenon‐residentstudents.However,ifafacilitywouldresideinthedistrict,andanonresidentstudentwouldattendthatfacility,theappropriateactionswouldbetakentoassurethestudentreceivedtheappropriatespecialeducationservicesandeducationintheleastrestrictiveenvironment.ThedistrictwouldseekassistancefromtheAlleghenyIntermediateUnit,ifnecessary,inordertoassureasmoothtransitionwasmadeandaFreeAppropriatePublicEducation(FAPE)wasaffordedtothechildwithadisability.Thedistrictwouldworkcollaborativelywithanyagenciesinvolvedaswell.

IncarceratedStudentsOversight

5

DescribethesystemofoversighttheDistrictwouldimplementtoensurethatallincarceratedstudentswhomaybeeligibleforspecialeducationarelocated,identified,evaluatedandwhendeemedeligible,areofferedafreeappropriatepubliceducation(FAPE).

Currently,noadultcorrectionalfacilitiesresideinthedistrict.However,uponnotificationthatanadultcorrectionalfacilityexistsinthedistrict,anystudentwhoisincarceratedwhomaybeeligibleforspecialeducationwillbelocated,identified,evaluatedand,ifdeemedeligible,willbeofferedafreeappropriatepubliceducation(FAPE).Ifnecessary,thedistrictwillcontractappropriateservicesthroughtheAlleghenyIntermediateUnittoassurethestudentreceivesFAPE.

LeastRestrictiveEnvironment

1. DescribetheDistrictprocedures,whichensurethat,tothemaximumextentappropriate,childrenwithdisabilities,includingthoseinprivateinstitutions,areeducatedwithnon‐disabledchildren,andthatremovalfromtheregulareducationenvironmentonlyoccurswheneducationinthatsettingwithsupplementaryaidsandservices,cannotbeachievedsatisfactorily.

2. DescribehowtheDistrictisreplicatingsuccessfulprograms,evidence‐basedmodels,andotherPDEsponsoredinitiativestoenhanceorexpandthecontinuumofsupports/servicesandeducationplacementoptionsavailablewithintheDistricttosupportstudentswithdisabilitiesaccessthegeneraleducationcurriculumintheleastrestrictiveenvironment(LRE).(ProvideinformationdescribingthemannerinwhichtheDistrictutilizessite‐basedtraining,consultationandtechnicalassistanceopportunitiesavailablethroughPDE/PaTTAN,orotherpublicorprivateagencies.)

3. RefertoanddiscusstheSPPtargetsandthedistrict'spercentagesintheIndicator5section‐EducationalEnvironments.AlsodiscussthenumberofstudentsplacedoutofthedistrictandhowthoseplacementsweredeterminedtoassurethatLRErequirementsaremet.

#1.TheDistrictmakeseveryattempttoincludestudentswithdisabilitiesintheregulareducationclassroomwithsupplementaryaidsandservices.Allspecialeducationteachersinthedistricthaveearned"highlyqualified"status.Co‐teachinghasbeenimplementedacrossallgradelevelsinthedistrict.Thisisaconceptinwhichthespecialeducationteacherpushesintotheregulareducationclass.Boththeacademicsubjectteacherandspecialeducationteacherworktogethertoprovideinstructionintheregulareducationclassroomtoallstudents.Thedistrictsecuredtheservicesofaconsultingfirmtoprovideon‐siteprofessionaldevelopmenttoallfacultyK‐12involvedinco‐teaching.Theconsultingfirmprovideson‐siteprofessionaldevelopmentonanasneededbasisandworksdirectlywithco‐teachersandadministratorsattheelementary,middleandhighschoollevels.Thedistrictsecuredthisfirm'sservicesforthepastseveralyearsinordertoprovidethefacultyongoingprofessionaldevelopment.Currently,thehighschoolprovidesInclusionforallstudentswithIEPsintheregulareducationsetting.Manyoftheclassesaredesignedasco‐taughtclassesinordertoensuremaximumintegrationintheregulareducationclassroomforourstudentswithdisabilities.Thelearning

6

supportteachersatthehighschoolprovideadditionalinstructioninordertoaddressskillsdeficits,alongwithprovidingback‐upsupportonapulloutbasis(duringastudent'sstudyhall)toprovideextrasupportwithstudents'academicwork.Thishappenswhentheyarenotsharinginstructionintheco‐taughtclasses.Theemotionalsupportteacherco‐teachesinseveralclassesandalsoprovidesdirectinstructionforthosestudentswhoneedone‐oneorsmallgroupinstruction.Theemotionalsupportteacheralsoprovidesback‐upsupportforthosestudentsincludedintheregulareducationclassroom.StudentsatthehighschoollevelwhoarepartofthelifeskillsprogramareincludedinregulareducationclassesasdecideduponbytheIEPteam.Allstudentswithdisabilitiesparticipateintheregulareducationclassroomforelectivecourses.Aswithallstudentswithdisabilities,LREisdecidedbytheIEPteams.TheIEPteamalwaysconsiderstheregulareducationclassroomwithsupplementaryaidsandservicesfirstbeforemovingtowardamorerestrictiveenvironment.Themiddleschoolprovidesco‐taughtclassestothemajorityofourstudentswithdisabilities.Eachgradelevelhasastructuredstudyhallperiodinwhichstudentswithdisabilitiesgotothelearningsupportclassroomtoreceiveadditionalinstructioninordertoaddressskilldeficits,andreceiveback‐upsupportwithacademicworkfromtheirspecialeducationteachers.Onlythosestudentswho'sIEPdeterminestheyneedamorerestrictivelearningenvironmentreceivedirectinstructioninthelearningsupportclassroomfromthespecialeducationteacher.Themajorityofstudents,regardlessoftheirdisability,willreceiveinstructionintheregulareducationsettingintheco‐taughtclassesasdescribedinthefirstparagraph.Allstudentswithdisabilitiesparticipateintheregulareducationsettingforelectivecourses,aswellasscienceandsocialstudies.Theelementaryprogramfocusesontheleastrestrictiveenvironmentforstudentswithdisabilities.Co‐teachingisimplementedatcertaingradelevelsinordertoprovideadditionalsupportforstudentswithdisabilities.Intenseprofessionaldevelopmentwasprovidedtoallfacultypriortoimplementingco‐teaching.Thoseteachersinvolvedinco‐teachingreceiveprofessionaldevelopmentasneededfromtheconsultingfirmhiredbythedistrict.Inadditiontoco‐teaching,thedistrict'selementaryspecialeducationprogramoffersapulloutmodelforanystudentwho'sIEPdeterminesdirectinstructionisneededinmathorlanguagearts.Otherthanthesetwoacademicsubjects,studentsarefullyincludedintheregulareducationclasswithsupportfromthespecialeducationteacher.BoththeregularandspecialeducationteachersworkcloselytogethertomaintainIEPgoalsandprovidesupplementaryaidsandservices,alongwithappropriatemodificationsandadaptationsinordertoprovideFAPE.Thedistrictemploys28specialeducationparaprofessionalswhoprovideone‐on‐oneorsmallgroupsupporttoourstudentswithdisabilities.TheIEPteamdeterminesifachildneedsparaprofessionalsupportinordertoaccesstheregulareducationsetting.Inadditiontoindividualstudentparaprofessionalsupport,allofthespecialeducationclassroomshaveaparaprofessionalavailabletoprovidereteachingandassistancetostudentswithdisabilities.Manyofthedistrict'sparaprofessionalsprovidesupportintheregulareducationclassroomstoseveralstudentswithdisabilitiesinordertomaximizeinclusion.Allofthedistrict'sspecialeducationparaprofessionalsreceiveprofessionaldevelopmentonprofessionaleducationdays.TheAIU,PaTTanandotherconsultingfirmsareusedtoprovidethistraining.Inadditiontotrainingandworkshops,theparaprofessionalscompletedanonlineprogramcalledParaeducator.netthatallowedthemtocompletecoursesthatwereapplicabletotheirwork.

7

Theywererequiredtocompleteanassessmentattheendofeachcoursethatguaranteedmasteryoftheconcepts.Allparaprofessionalsarerequiredtomaintainaportfoliothatincludesvarioussamplesofhowtheycontinuetoenhancetheirknowledgeofspecialeducation.Thisportfolioisayearlyrequirementinwhichtheparaprofessionalmaybeaskedtoshowduringanevaluationmeetingordifferentvenue.Districtspecialeducationparaprofessionalshaveearnedhighlyqualifiedstatusandthiscontinuestobeapriorityduringthehiringprocess.#2.Thedistrictprovidesongoingprofessionaldevelopmenttoalladministratorsandspecialeducationteachersinordertoenhanceitscontinuumofsupports,servicesandeducationalplacementoptions.Allteachersarerequiredtouseresearch‐basedinstructionwhenworkingwithstudentswithdisabilities.TheDirectorofPupilServicesworkscloselywiththeschoolpsychologistandcurriculumdirectortoassureevidence‐basedmodelsofinstructionareimplementedacrossthedistrictinordertoexpandthecontinuumofsupportsandservices.Regardlessofwherethestudentisreceivinginstruction,researched‐basedcurriculummaterialsareusedconsistentlyacrossthedistrictandallteachersprovidingtheinstructionreceivetrainingonhowtoimplementthecurriculumwithfidelity.SomeoftheresourcesusedforstudentswithdisabilitieswhorequireamorespecializedinstructionincludeEarobics,SondaySystem,WilsonReading,StudyIslandandRAZKids.ThespecialeducationteacherscompletedtrainingfortheRtIIteamsonhowtousethesealternativeresourcesforthosestudentsmovingthroughthethreetiersofRtII.ThedistrictconsultswithexpertsfromPaTTanandtheAIUonanongoingbasisinordertoreplicateprogramsthathaveproventobesuccessfulthroughresearch.Consultantsfromtheseagenciesprovidesite‐basedtrainingonprofessionaleducationdays,viaIEPteams,orasneededthroughouttheschoolyearinordertocontinuetoenhanceourinclusiveprogrammingforstudentswithdisabilities.Inaddition,thedistrictsecuredtheservicesofKeystoneConsulting,Inc.forthepastseveralyearstoprovideongoingprofessionaldevelopmentintheareaofco‐teachingforourfacultyK‐12inordertomaximizeLREforstudentswithdisabilities.Simultaneously,thedistrictalsosecuredtheservicesofanationallyrenownedexpert,Ms.FrannyMcAleer,toprovideprofessionaldevelopmentintheareaofdifferentiatedinstructiontoourfacultyK‐12.Thedistrictprovidedatrainthetrainer’smodelinwhichMs.McAleerprovidedintenseinstructiontofiveteamsthatconsistedofteachers,administrators,andotherkeyfacultymembers.TheexpectationisfortheseteamstoprovideongoingsupportindifferentiatedInstructiontotheircolleaguesastheycontinuetoenhanceinstructionforallstudents,includingthosewithdisabilities.Theco‐teachinganddifferentiatedinstructioninitiativeshaveexpandedthedistrict'sinclusionprogramandcontinuumofsupportsandservices.TheyhavebeeninstrumentalinaddressingLREforstudentswithdisabilitiesandopeningupopportunitiesforparticipationintheregulareducationclassroom.Yearlytrainingisprovidedtonewfacultysothattheycancontinuetoprovidetheappropriateinstruction,adaptationsandmodificationstoourstudentswithdisabilities.Thedistrictprovidesseveraloptionsfortrainingopportunitiesforallfaculty,includingparaprofessionals.Onsitetrainingforallfacultytakesplaceonprofessionaleducationdays.PaTTanandAIUtrainingopportunitiesareofferedtothefacultyandadministrationencouragesparticipation.Manytimes,specificteachersarerequiredtoattendtrainingthatrelatestotheirpositions.Substitutesandreleasetimeareprovidedifnecessary.Conferencesandworkshopsat

8

otherfacilitiesandagenciesarehonoredifappropriate.Onlinecoursesandwebinarsarebecomingmoreandmorepopularastechnologyenhances.PaTTanoffersstreamingvideosofconferencesthatadministrationandfacultytakeadvantageofregularly.HamptonTownshipSchoolDistricthasalwaysbeenabigproponentofinclusivesettingsforstudentswithdisabilities.Thegoalhasalwaysbeentoeducateourstudentsintheschoolsetting,specificallytheregulareducationclassroom.Studentswithdisabilitiesareencouragedtobeasindependentaspossibleinallschoolactivities,includingtransitions,extra‐curricularactivities,lunch,recess,andclassroominstruction.Thedistrictwillprovidetheappropriatesupportstopromoteindependence.Hamptonmaintainseffectiveinstructionalpracticesbyprovidingexplicit,data‐based,systematicinstructionforlearning.IEPgoalsarestandards‐basedandageappropriate.InstructionisadaptedtomeettheindividualneedsofthestudentasdescribedintheIEP.Thedistrictprovidestherequiredcontinuumofsupportsandservicesforstudentswithdisabilitiesthataredesignedtoprovidearichsupplyofdiverseprogramsthatsupportsoundinclusivepractices.#3.Hampton'sgoalistoassurethatstudentswithdisabilitiesaremembersofdiverse,age‐appropriateregulareducationclassesintheirneighborhoodschoolwithsupplementaryaidsandservicesprovidedtosupportlearningandparticipation.Inallcases,theIEPteamsconsideranddeterminewhetherthereisaneedforinstructionoutsideoftheregulareducationsettingandforwhatportionoftheschoolday.EvidencethatthisprocessisfollowedconsistentlyatHamptonisnotedintheIndicator5Section‐EducationalEnvironmentintheSpecialEducationDataStateReport.AccordingtotheSPPtarget,Hamptonmetthetargetwith86.6%ofstudentswithdisabilitiesbeingeducatedinsidetheregulareducationclass80%ormore.Additionally,only8.9%ofstudentswereeducatedinsidetheregularclasslessthan40%ofthetime.Finally,only3.3%ofstudentsareeducatedinOtherSettings.Thesmallpercentagesofstudentswithdisabilitieseducatedintheregulareducationclass40%ofthetimeorinothersettingsprovethedistrict'songoingcommitmenttoeducatingstudentsintheLRE.Programandplacementdecisionsarebasedonstudentstrengthsandneeds.IEPteamsconsidertheregulareducationclassroomwithsupplementaryaidsandservicesbeforeconsideringamorerestrictiveenvironment.Districtadministrators,specialeducationteachers,regulareducationteachersandsupportpersonnelhavereceivedtrainingonLeastRestrictiveEnvironment(LRE)andareawareofthefederalandstaterequirements.HamptonTownshipSchoolDistrict'sIEPteamsfollowtheproperIEPsequencewhendeterminingeducationalplacementdecisions.ParentsareanintegralpartoftheIEPteamandareinstrumentalindecidingFAPEandLREfortheirchild.First,initialeligibilityisdecided.Second,theIEPteamdeterminesFAPEanddevelopstheIndividualizedEducationalProgram(IEP)forthestudent.IEPteamsmayusePennsylvania'sSupplementaryAidsandServices(SAS)toolkittodeterminewhetherFAPEcanbedeliveredintheregulareducationclassroom.AllspecialeducationteachersK‐12receivedtrainingfromAIUconsultantsonusingtheSAStoolkitinthefallof2009.IftheIEPteamsdeterminetheregulareducationclassroomappropriate,thensupplementaryaidsandservices,adaptationsand/oraccommodationswillbeestablished.TheIEPteamalsodeterminesifthestudentneedsaco‐taughtregulareducationclassroomsetting.

9

IftheIEPteamdeterminesFAPEcannotbedeliveredintheregulareducationclassroom,thentheymovetothenextstepalongthecontinuumofplacementoptionstodeterminewhereFAPEcanbedelivered.Thenextsteponthecontinuumisdirectinstructionfromaspecialeducationteacherinthespecialeducationclassroomwithintheschoolsetting.AllspecialeducationteachersK‐12haveearned"highlyqualified"status.AlldirectinstructionforthosestudentswithdisabilitiesingradesK‐8takesplaceinthelearningsupportprogram.Directinstructionforthosestudentsingrades9‐12(highschool)takesplaceineitherthelearningsupport,emotionalsupportorlifeskillssupportprogramasindicatedinthestudent'sIEP.IEPteamsdeterminethelevelofdirectinstructionneededandforwhatacademicsubjects(math,readingand/orEnglish).Inaddition,IEPteamsdeterminethesupplementaryaidsandservices,adaptationsandmodificationsneededinthemorerestrictivelearningenvironments.IEPteamsareencouragedtofirstconsideritinerantservicesforallstudentsmovingalongthecontinuumofplacementoptionstoamorerestrictivesetting.Fromthere,ifitisdeterminedthatFAPEisrequiredinamorerestrictiveenvironment,thentheIEPteamwouldconsidersupplementalservices.AllspecialeducationteachersinthedistrictareidentifiedaseitherItinerantorSupplemental.Allstudentswithdisabilitiesarereceivingitinerantorsupplementalservices.NostudentswithdisabilitiesinthedistrictreceiveFull‐Timeservicesinspecialeducation.OnlyaftertheIEPteamshaveexhaustedalloftheresourcesthedistrictcanoffer(supplementaryaidsandservices,adaptationsandmodificationsinallplacements)andfollowedtheproperIEPprocessandcontinuumofplacementoptionsfordeterminingLREandFAPEforstudentswithdisabilities,isanoutsideplacementconsidered.IftheIEPteamdeterminesanoutsideplacementistheLREforastudentwithadisabilityinordertoreceiveFAPE,thenintenseplanningisdoneinordertofindtheappropriateplacementfacility.Parentsareanintegralpartofthedecision‐makingprocess.Todate,thedistricthaseightstudentsplacedinothersettingsasaresultofIEPteammembersdecidingthoseplacementsweretheLREforeachstudents.Theprocessdescribedabovewasfollowedwithfidelityinmakingthesedecisions.ItshouldbenotedthatsomeofthesestudentstransferredfromotherdistrictsorenteredkindergartenwiththeoutsideplacementsbeingtheirLRE.Asaresult,thedistricthonoredtheIEPprocessandplacementdeterminationconductedpriortothementeringHampton.TheschoolpsychologististhedistrictliaisonforallincomingDARTstudentsandthosestudentsattendingoutsideplacements.Heisfamiliarwitheachfacility,whetheritisanAPS,AIUCenter,privatefacilityorstateoperatedfacility.HeisknowledgeableofwhateachfacilityspecializesinandassuresthefacilityisabletoprovideFAPEforthestudent.Beforeastudentisplacedinanoutsideplacement,apre‐meetingandtourisarrangedwiththeparents,districtliaisonandmembersofthatfacility.Ifappropriate,thestudentwilltakepartintheteamplanningmeeting.TherearealsotimeswhenthespecialeducationteacherfromHamptonwillattendtheIEPteammeetinginordertoplanasolidtransitionandmakesurethestudent'sneedsarebeingaddressedintheoutsideplacement.StudentsinoutsideplacementswhoaregraduatingoragingoutreceiveaHamptonTownshipSchoolDistrictdiplomaandareinvitedtoattendHamptonTownshipSchoolDistrict'sgraduationceremony.

10

BehaviorSupportServices

ProvideasummaryoftheDistrictpolicyonbehavioralsupportservicesincluding,butnotlimitedto,theschoolwidepositivebehaviorsupports(PBS).Describetrainingprovidedtostaffintheuseofpositivebehaviorsupports,de‐escalationtechniquesandresponsestobehaviorthatmayrequireimmediateintervention.IfthedistrictalsohasSchool‐BasedBehavioralHealthServices,pleasediscussit.

InadditiontotheHamptonTownshipSchoolDistrictBehavioralSupportpolicy,thereareseveralinitiativesinplacethataddressbehaviorissuesinaproactivemannerintheschools.Theelementaryandmiddleschoollevelshaveaschoolwidepositivebehaviorsupportssystemimplementedconsistentlyacrossallfourbuildings.TheResponsetoInstructionandInterventionprogramsattheelementaryandmiddleschoollevelsaddressstudentswhohavebothacademicandbehavioralneeds.AconsultantfromtheAIU3providedongoingprofessionaldevelopmentoverthepast2yearstoalladministratorsandfacultyK‐8inordertoimplementtheSWPBSandRtIIbehaviorsystems.Additionally,thedistricthasimplementedtheOlweusBullyingProgramK‐8asastructuredmethodforaddressingbullyinginaproactivemanneroverthepastseveralyears.Thehighschoolhasacommitteethatincludesparents,students,teachersandadministrators,thatmeetsperiodicallytoaddressbullyingandbehavioralissuesandcontinuouslyworkstoimprovethesystemsinplaceatthehighschoollevel.Thereisananonymousbullyingreportsysteminplaceatboththemiddleandhighschooltopromotethereportingofbullyinginasafemannerforstudents.UniquetothemiddleandhighschoollevelsistheChildStudyProcesswheretheDirectorofPupilServices,schoolpsychologist,principal,counselorsandteachersmeetmonthlytodiscussthosestudentswhoareexhibitingacademicorbehavioralissues.Variousmethodsofdataareusedtomakesounddecisions/plansforeachstudentinordertomeettheirneedspriortothembeingevaluatedforspecialeducation.ThedistricthasasolidSAPprograminplaceK‐12inwhicheachbuildinghasatrainedSAPteamthatmeetsweekly.ThedistrictcontractswithWesternPsychiatricInstituteandClinictoprovidealiaisonwhoispartofeachSAPteam.Thisliaisonconductsanyrecommendedmentalhealthordrugandalcoholassessments.Parentsareanintegralpartofthisprocessandareinformedandinvolvedintheirchild'sprogrammingfromtheonset.Finally,thedistricthasateamofvariouspersonnelineachofthefivebuildingsthatarecertifiedinComprehensiveCrisisManagement.Theseteamsareavailabletoaddressthosebehaviorsofstudentsthatrequireimmediateinterventionthatmayinvolvede‐escalationorthepossibleneedforrestraint.Everyyear,theseteamsreceiveupdatedtraininginordertokeeptheircertificationactivefromexpertsfromtheWesternPsychiatricInstituteandClinic.Onlythosecertifiedontheteamarepermittedtorestrainstudentsifnecessary.Eachbuildinghasasysteminplaceiftheneedshouldarise.thedistrictfollowstheproperguidelineswhenconductingrestraintsandifthechildisidentifiedasachildwithadisability,thentheproperIEPprotocolisfollowedaftertherestrainttakesplace.ForthosestudentswithIEPswhoexhibitbehavioralissues,theIEPteamfollowstheproperprocessforaddressingtheseconcerns.AformalorinformalFunctionalBehavioralAssessment(FBA)mayberecommendedinordertodesignanappropriateBehavioralSupportPlan(BSP)thatwillbettermeetthechild'sneeds.Allspecialeducationteachersandbuildingadministratorshavereceivedtraining

11

onhowtoconduct,writeandimplementeffectiveFBAsandBSPs.Ifdisciplineisnecessaryforastudentwithadisability,theappropriatedisciplineprocessisfollowedaccordingtoIDEAandChapter14:SpecialEducationServicesofthePennsylvaniaSchoolCode.Allbuildingadministratorsreceiveongoingtrainingonissuesrelatedtodisciplineandspecialeducation.BelowistheHamptonTownshipSchoolDistrict'sBehavioralSupportPolicy:113.2. POSITIVE BEHAVIORAL SUPPORT TECHNIQUES The Hampton Township Board of School Directors must ensure that all District students are educated in settings free from restrictions or injuries caused by the challenging behaviors of other students. At the same time, the Board recognizes that every special education student in the District is entitled to receive a free appropriate public education (FAPE) in the least restrictive environment (LRE). Any student with disabilities who has an Individualized Education Program (IEP) and exhibits significant behaviors that interfere with appropriate functioning within educational settings must have a plan for behavior support included in the IEP. Positive rather than negative measures shall form the basis of behavior support programs. Behavior support programs include a variety of techniques to develop and maintain skills that will enhance an individual student’s or young child’s opportunity for learning and self-fulfillment. The types of interventions chosen for a particular student or young child shall be the least intrusive necessary. In compliance with the provisions of the Individuals with Disabilities Education Improvement Act (IDEIA) and PA Chapter 14 of the Pennsylvania Department of Education Special Education Regulations and Standards, each school district is required to have a written policy on the use of Behavior Management Techniques. The IEP of each eligible special education student who exhibits behavior problems that interfere with his/her ability to learn or the abilities of others to learn (including students identified as seriously emotionally disturbed) must include provisions for a behavior management program.Level I Level I is preventive and involves good classroom management strategies and does not require a Behavior Management Plan attached to the Individual Education Plan. Effective management of classroom behaviors is a prerequisite for instruction and learning. It involves not only responding effectively when problems arise but also working to prevent their occurrence by creating environments that promote positive student behaviors. Among the approaches generally applied include:

1. Anexplicitstructure/scheduletotheschoolday

2. Explicitlycommunicatedrules,rewardsandconsequences

3. Managementprogramswithrewardsandconsequences

4. Variableseatingarrangements

5. Verbalpraiseclearlylinkedtodesiredbehaviors

6. Frequentmonitoringviateachermovementintheclassroom

7. Clearexpectationsforwhatconstitutesacceptablebehavior

12

Level II Level II interventions involve specific individualized interventions for a student and require a Behavior Support Plan to be attached to the Individual Education Plan (IEP). Positive behavior support involves a process based on discovering and understanding the relationships between a myriad of student-environment variables. Behavioral patterns in children and adolescents are often very complex and interrelated. Social interactions and behaviors, emotional reactivity and temperament, life circumstances apart from school and learning behaviors and conditions within the school often can all be part of a presentation that results in less than optimal learning for the student. Understanding behavior and developing a repertoire of management strategies is typically the focus of intervention. Specific interventions may focus on:

1. Modificationofcurricularcomponents

2. Restructuringofthelearningenvironment

3. Teachingreplacementbehaviorsforproblematicbehaviors

4. Effectivelymanagingrewardsandconsequences

5. Creatingsafeplaceswithintheeducationalsetting

6. Directinstructioninneedareasincludingsocialskills,problemsolvingandangercontrol

Individual support plans shall define the behavior in objective and measurable terms and develop interventions that are least intrusive as appropriate to the student. Data collection at regular intervals will be used to evaluate the plan’s effectiveness. Should a behavior plan require ongoing revisions due to lack of effectiveness, an IEP team will utilize a Functional Behavioral Assessment (FBA). The FBA process involves more in-depth data collection beginning with interviews with those individuals who have directly observed the student's behavior over an extended period of time and in various settings and conditions. Direct observations are then conducted of the student across varying times, places and task conditions. In addition, information may be gathered from structured behavior rating scales completed by those familiar with the student. The third step in the FBA process is the analysis of all information gathered from all sources. Analysis involves both quantifying the data to make normative comparisons, as well as, generating hypotheses about the possible function of the behavior and how it meets a student’s needs.Level III Level III interventions are for crisis management. Such interventions shall cause the IEP team to meet to formally add procedures to the student’s IEP. This level of intervention is very restrictive in nature and may modify the student’s rights during implementation. Level III interventions may be used only after Level II interventions have proved ineffective. Interventions used at this level focus specifically on restraining strategies and are considered more intrusive to personal freedom than either Level I or Level II. Only those staff persons who have received proper training and have demonstrated proficiency may apply these strategies. Restraints to control acute or episodic aggressive behavior may be used only when the student

13

is acting in a manner as to be a clear and present danger to him/herself, to other students or to employees, and only when less restrictive measures and techniques have proven to be less effective. The use of restraints may not be included in the IEP, employed as punishment for the convenience of staff, or used as a substitute for an educational program. Mechanical restraints, which are used to control involuntary movement or lack of muscular control when due to organic causes or conditions, may be employed only when specified in the IEP as determined by a medical professional qualified to make the determination, and as agreed to by the student’s parents/guardians. Mechanical restraints shall prevent a student from injuring him/herself or others and should not prevent normative body positioning and physical functioning. The following aversive techniques of handling behavior are considered inappropriate and may not be used in the District’s special education program:

1. Corporalpunishment

2. Punishmentforamanifestationofastudent’sdisability

3. Lockedroom,lockedboxes,orotherlockedstructuresorspaces

from which the student cannot readily exit

1. Noxioussubstances

2. Deprivationofbasichumanrights,suchaswithholdingmeals,

water or fresh air6. Suspensions constituting a pattern relating to disciplinary placement

1. Treatmentofademeaningnature

2. Electricshock

3. Methodsimplementedbyuntrainedpersonnel

4. MethodswhichhavenotbeenoutlinedintheDistrict'splan

5. ProneRestraints(facedown)

Emergency Procedures Emergency procedures for behavior that presents a clear and present danger to the student or others may be delineated in the IEP. These emergency procedures may include such activities as: 1. Notifying parents/guardians to immediately remove the student from school

1. Noticetothepolice

2. Noticetomentalhealthservices

3. Callingemergencyservicesandambulance

14

4. Institutingmentalhealthcommitmentprocedures

IntensiveInteragency/EnsuringFAPE/HardtoPlaceStudents

1. IftheLEAishavingdifficultyensuringFAPEforanindividualstudentoraparticulardisabilitycategory,describetheproceduresandanalysismethodsusedtodeterminegapsinthecontinuumofspecialeducationsupports,servicesandeducationplacementoptionsavailableforstudentswithdisabilities.

2. Includeinformationdetailingsuccessfulprograms,services,educationplacementsaswellasidentifiedgapsincurrentprograms,services,andeducationplacementsnotavailablewithintheLEA.IncludeanoverviewofservicesprovidedthroughinteragencycollaborationwithintheLEA.

3. Discussanyexpansionofthecontinuumofservicesplannedduringthelifeofthisplan.

IntensiveInteragency/EnsuringFAPE/HardtoPlaceStudentsHamptonTownshipSchoolDistrictemploysanexperiencedstaffofspecialeducationteachers,SpeechandLanguagetherapistsandconsultingOccupationalandPhysicaltherapists.SpecialEducationparaprofessionalsareavailabletoprovidesupportwithinthespecialeducationclassroomorindividuallytoastudentwithspecialneeds.Hampton'sIndividualEducationPlan(IEP)teamsworkcollaborativelytoprovideFAPEforallstudentswithdisabilities.Allcontinuumofsupports,servicesandplacementdecisionsaremadeviatheIEPteam.Parentsplayanintegralroleindecidingsupportsandplacementfortheirchildren.ThedistrictworkshardtoprovideFAPEinalternativeschoolsettingsforthosestudentswithdisabilitieswhostrugglebothacademicallyandsociallyinapublicschool.ThedistrictworkscloselywithLongmoreAcademy,whichisaprivatePennsylvaniaAcademy(Private,SeparateFacility)for65studentslocatedonthegroundsofMarsHomeforYouth.Theclasssizeislimitedto12studentsandafulltimespecialeducationteacher/consultantsupportsthestudent.ThedistrictalsoworkscollaborativelywithBeattieTechnicalSchool,whichprovidesstudentswithIEPsamoreindividualizedprogramthatisdesignedtofocusstrictlyonthevocationalneedsofthestudentsinordertopreparethemforlifeafterhighschool.Thesesettingseducatebothregularandspecialeducationstudents.Thedistrict,inconjunctionwithHamptonTownship,employsafull‐timeSchoolResourceOfficerand,thedistricthostsapart‐time,school‐based,ProbationOfficer.Theseofficersworkverycloselywithourstudentswithspecialneedsandtheirparentswhogetinvolvedinthecourtsystem.TheywillserveasIEPteammemberswhenappropriateinordertomaintainachievementofIEPgoals.RegionalSupportCenterNorthhelpstotransitionanystudentsinvolvedwiththecourtsorChildrenandYouthServices.TheCommunitySchoolWestislocatedinthesamebuildingandprovidesacomprehensivehighschoolprogram.ThedistrictcontractstheservicesofWesternPsychiatricInstituteandClinic(WPIC).AStudent

15

AssistanceLiaisonfromWPICservesonthedistrict'sStudentAssistanceTeamatboththemiddleandhighschoollevels.ThisliaisonalsoconductsdrugandalcoholandmentalhealthassessmentsasdeemedappropriatebytheSAPteam.Theliaisonwillmeetwiththestudentseitherindividuallyorinsmallgroupstoprovideaddedsupporttothestudentsandfamilies.Theseprofessionalsworkcloselywithdistrictstaffandadministration,studentsandparents.TheAcademyprogramisavailabletostudentsforeveningprogramstosupplementtheirplacementatourhighschoolwhoviolatetheirprobation.Allthechild‐servicingsystemsworkcollaborativelywiththedistricttoensurethatstudentswithdisabilitiesareprovidedFAPEduringdifficultsituations.MembersoftheseservicingsystemswillserveasIEPteammemberswhenappropriate.Todate,HamptondoesnothavedifficultyprovidingFAPEforstudentswithdisabilities.However,ifthedistrictwouldbeunabletoprovideFAPEforastudent,theIEPteamswouldworkcollaborativelywiththeAIU3andvariousoutsidefacilities/agenciestotransitionourstudentssuccessfully.Ofcourse,therecommendationsaremadethroughtheIndividualizedEducationPlanteam,inwhichparentsareactivelyinvolvedinthedecision‐makingprocess.Inaddition,theIEPteamswouldlookatthecontinuumofsupportsandservicesthedistrictofferstodetermineifthereareanygapsintheservicescausingthedifficultyinprovidingFAPE.ThedistrictparticipatesininformalandformalplanningwithoutsideandsupportingagenciestocontinuouslyprovideFAPEtostudentswithdisabilities.ThedistrictutilizesassistancefromtheIntermediateUnit'sinteragencycoordinatoronanasneededbasis.TheschoolpsychologististheDistrictLiaisonandparticipatesinallAIULiaisonmeetingsandlocaldistrictliaisonmeetings.Also,thepsychologistworkswithoutsideagenciestoprovideplacementsofsuchnature.ThedistrictmakesfrequentvisitstotheoutsideplacementfacilitiesinordertomeetthestaffbeforetheIEPteamdecidesiftheplacementisappropriateandwillprovideFAPEtoourstudentswithdisabilities.Again,parentsparticipateinallmeetingsthatinvolveachangeinplacementtoamorerestrictiveenvironment.ThedistrictsupportsandprovideseducationtostudentsclassifiedashomelessandworkswithlocalandstateagenciestoprovideFAPEinatimelymanner.HamptonparticipatesintheAIUTransitionCouncilmeetings.ThedistrictworkscloselywithOVRintransitionplanningforsecondarystudentswhoneedamoreuniqueeducation/placementaftergraduation.Hamptonprovidesconsultationwithpublicandprivateserviceprovidersforstudentswithautismorsevereattention,behavior,orlearningproblems.Hamptonworkscloselywithprofessionalsworkingwithfamilies.Outsideserviceproviders,suchasWraparoundstaff,FamilyLinks,etc.becomepartoftheIEPteamsandparticipateinteammeetingsasneeded.Thedistrictworkswithfamiliesandstudentsplacedinpartialhospitalizationprogramsinordertoassurethatasmoothtransitiontakesplacewhenthestudentisreadytoreturntoschool.Theeducationalcomponentispaidforbythedistrict,andmaterialsandresourcesrequestedfromthehospitalstaffaremadeavailableinordertomaintaintheeducationwhilethestudentisreceivingtreatment.Thedistrictwillcontinuetoprovideprofessionaldevelopmentintheareasrelatedtothecontinuumofsupports,servicesandplacementsthatareuniqueinnatureandrequiremoreintensetraining.Hamptonwillprovideon‐sitetraininginareasthatrequiremoreindividualizedattentionforstaffmembers.Manyofourstaffmemberswillattendoutsideworkshopsortraining,inwhichtheyareexpectedtoreturntothedistrictandsharetheirlearningwithotherstaffmembers.PaTTan,the

16

IntermediateUnit,localuniversities,andotheragenciespartnerwithHamptontoprovideprofessionaldevelopmentworkshopsortraining,onanongoingbasis,forteachers,paraprofessionals,administratorsandotherdistrictemployeeswhoworkwithstudentswithspecialneeds.ExpansionofContinuumofSupportsandServicesHamptonTownshipSchoolDistrictembracesthephilosophyofinclusiveeducationandsetshighstandardsforstudentachievementforbothstudentswithandwithoutdisabilities.Thedistricttakesateamapproachinwhichparentsareanintegralpartofregularlyscheduledplanningandproblemsolvingmeetings.OngoingcommunicationexistsbetweenIEPteammembers,includingrelatedserviceprofessionalsandotherschoolpersonnel.StudentsareplacedinoutsidesettingsonlyaftertheIEPteamshaveexhaustedalloftheirresources.AllplacementdecisionsaremadeviatheIEPteams.OnceanIEPteamdeterminesthatastudentrequiresamorerestrictiveplacementoutsidetheschoolsettinginordertoreceiveFAPE,theschoolpsychologistbecomesthedistrict'sliaison.TheSchoolPsychologististhedistrict'sliaisonforalloutsideplacementfacilities.Heisfamiliarwitheachfacility,whetheritisanApprovedPrivateSchool(APS),AIUcenterfacility,privatefacilityorstateoperatedprogram.HeisknowledgeableofwhateachfacilityspecializesinandmakessurethefacilityisabletoprovideFAPEforthestudent.Beforeastudentisplacedinanyoutsidefacility,apre‐meetingandtourisarrangedwiththeparents,districtliaisonandmembersoftheoutsideplacementfacility.Ifappropriate,thestudentwillalsobepartofthiscollaborativeteamplanningmeeting.Inaddition,ifappropriate,thespecialeducationteacherfromHamptonwillattendthepre‐planningandIEPteammeetingsinordertomakeasmoothtransitionandproperlyaddressthestudent'sneeds.Theyprovidethereceivingteacherswithinformationthatwillhelptheteachers/teamunderstandthestudent'sneeds.StudentsinoutsideplacementswhoaregraduatingoragingoutreceiveaHamptonTownshipSchoolDistrictdiplomaandareinvitedtoattendtheHamptonTownshipSchoolDistrictgraduationceremony.Allstudentswithdisabilities,regardlessoftheirplacement,havetheoptiontoparticipateinafterschoolclubs,extra‐curricularactivitiesand/orcommunityevents.Thedistrictwillprovidethesupplementaryaidsandservices,relatedservices,adaptationsandmodificationsnecessarytomakesurethesestudentshaveequalopportunitytoparticipateintheseactivities/events.Transportation,paraprofessionalsupportandotherrelatedservicesareprovidedasindicatedinthestudent'sIEP.Thedistrictexpandsthecontinuumofsupportsandservicestoanystudentswithdisabilitiesplacedonhomeboundinstruction.TheIEPteamworkscloselywiththestudentandparentstomaintainspecialeducationservicesduringtheirhomeboundexperiences.Thedistrictprovidesatleast5hoursofinstructionperweektoachildonhomeboundinstruction.AhighlyqualifiedspecialeducationteacherprovidesthespecialeducationportionoftheinstructioninordertomaintainIEPgoalsandprogresswhilethechildisoutofschool.Thecontinuumofsupportsandservicesarealsoexpandedtothosestudentswithdisabilitieswhoviolatedistrictpolicyandareexpelledfromschool.AfterthemanifestationdeterminationmeetingisconductedandtheIEPteammakestheappropriatedetermination,analternativeplacementisrecommended.ThedistrictcontractswithLongmoreAcademytoprovideanalternativeeducationalsettingforthesestudentswhiletheyservetheirexpulsionperiod.Thestudent'sIEPtransfersto

17

LongmoreAcademyandtheirspecialeducationservicesandacademicsaremaintainedduringtheexpulsionperiod.Thedistrictworkscloselywithanystudentswhoareplacedinoutsidesettingsasaresultofacourtorder.Thedistrictexpandsthecontinuumofsupportsandservicestoallstudentswithdisabilitiesandworksverycloselywiththefacilitytomaintainthestudent'seducationalprogram.Thedistrictemploysafulltimeschoolresourceofficer,whoisanofficialHamptonTownshipPoliceOfficer.Inaddition,aprobationofficerisassignedtoHamptonTownshipSchoolDistrict.ThesegentlemenwillserveonIEPteamswhenappropriateinordertoensuretheneedsofastudentwithadisabilityarebeingaddressedduringhisorhercourtorderedplacement.UniquetoHamptonTownshipSchoolDistrictisthenewlyimplementedHamptonOnlineAcademy.Thisisanotheroptionforallstudents,includingthosewithdisabilities,whorequireanalternativeschoolsettinginordertobesuccessful.IfastudentwithadisabilitywantstoattendtheHamptonOnlineAcademy,theIEPteammeetstodetermineiftheplacementisappropriateandfollowstheIDEAandChapter14guidelines.Thedistrictplanstocontinuetoexpandthecontinuumofservices,supportsandplacementsforourstudentswithdisabilitiesandprovidethemFAPEthroughouttheirschool‐agecareerbyconsistentlyreevaluatingcurrentprogramsandreviewingdatainordertomakeinformeddecisionsregardingthecontinuumofservices,supportsandplacementsforourstudentswithdisabilities.

StrengthsandHighlights

Describethestrengthsandhighlightsofyourcurrentspecialeducationservicesandprograms.Includeinthissectiondirectionsonhowthedistrictprovidestrainingsforstaff,facultyandparents.

Hampton'sSpecialEducationSupportStaffisexceptional.Thespecialeducationteachersexhibitatruecareforchildrenwithdisabilitiesandarealwayslookingforwaystoenhancetheirinstruction.HamptonTownshipSchoolDistricthasearnedareputationasastrongdistrictforprovidingeducationintheleastrestrictiveenvironment.Manyparentsmakeinquiriesandhavemovedintothedistrictbecauseoftheprogramsandsupportsavailabletotheirchildrenwithdisabilities.Thedistrictemploysitsownspeechandlanguagetherapistsandcontractswithareputablecompanyforoccupationalandphysicaltherapyservices.Inaddition,thedistrictcontractstheservicesofTheWatsonInstitutetoprovideCommunityBasedVocationalInstruction(CBVI)toourhighschoolstudentswithmoresignificantdisabilities.ThedistrictalsocontractswiththeAlleghenyIntermediateUnit3,asneeded,toprovideon‐siteTravel‐RelatedInstructiontothissamegroupofstudents.Thisallowsforcohesiveteamworkandreadyaccesstosupportstaffbyparentsandteammembers.Hampton'sResponsetoIntervention&Instruction(RtII)Programisastrongsupportprogramavailabletostudentswhoarestrugglingeitheracademicallyorbehaviorally.Thisisathree‐tiersystemthatisusedtosupportstudentsintheclassroomorthroughpulloutservicesviastrategicor

18

intensesupport.Instrategicandintensetiers,RtIIstaffworkwithindividualorsmallgroupsofstudentsaspecifiedamountoftimeperweek.Eachbuildinghasacoreteamthatrepresentsadministrators,regulareducationteachers,RtIIfacilitators,mathandreadingsupportteachers.Inadditiontothecoreteams,eachbuildinghasadatateamcomprisedofthebuildingprincipal,gradelevelteachers,RtIIfacilitators,mathandreadingsupportteachers.Thedatateamsmeetmonthlytoreviewstudentdataanddetermineindividualprogramming(tiers)forstudentsbasedontheoutcomeofthedata.Attheelementarylevel,fall,winterandspringbenchmarksareadministeredtoallstudentsingradesK‐5inreadingandmath.Aimsweb,acomputerizeddataanalysisandprogressmonitoringsystem,allowsforthecollectionofdataandappropriatemonitoringofstudentprogressinrelationtotheRtIIprocess.Themiddleschoolusesavarietyofassessmentstodetermineplacementofstudentsintheappropriatetiers.Everymonthstudentperformanceinthevarioustiersisdiscussedduringthedatateammeetingsand,ifappropriate,studentsaremovedthroughthetiersbasedonthedataandrecommendationofteammembers.Thedistrict'sEarlyChildhoodCommitteetakesaproactiveapproachinidentifyingthosechildrenwhomayrequireadditionalsupportsasearlyasKindergarten.Eachyear,effectivescreeningstakeplaceforallincomingKindergartnerstoidentifyareasofneedforthechildren.SupportsarethenputintoplaceinordertomakethetransitiontoKindergartensuccessful.AsummerprogramisopentoKindergarten,first,secondandthirdgradestudentswhodemonstrateaneedforsomeextrainstructionoverthesummertobetterpreparethemforthestartoftheschoolyear.HamptonisincreasingtheinclusivesettinginitiativeK‐12.Currently,thehighschoolhasavarietyofcourseofferingsthatallowmostofthestudentswithdisabilitiestoparticipateinregulareducationclasses.Moststudentsutilizethespecialeducationclassroomsforadditionalsupportduringstudyhalls.Manyoftheclassesaredesignedtomodelaco‐teachingexperience,inwhichtheregularandspecialeducationteachersworkasateamtodeliverinstructionwithintheregulareducationclassroom.Theco‐teachingmodelisalsoimplementedatthemiddleschoolandincertainclassesattheelementarylevel.Ongoingprofessionaldevelopmentisofferedtobothregularandspecialeducationstaffinordertoprovideasmoothtransitionfromapulloutmodelofdeliverytoapush‐inmodel.Thiscontinuestobeoneofthedistrict'sbiggestinitiativesinSpecialEducation.Allofthedistrict'sspecialeducationteachersgothroughintensetrainingandprofessionaldevelopmentthroughouteachschoolyear.Someofthetrainingtakesplaceonsiteandsomeoffcampus.TheDirectorofPupilServicesholdsmonthlySpecialEducationDepartmentmeetingsinwhichprogramming,IDEAandChapter14regulationsarereviewed.ProfessionalDevelopmentdaysareidentifiedforfurthertraininginspecialeducationbasedonneed.Someofthetopicsfortraininginthepastfewyearshavebeen:Transition,WritingEffectiveIEPs,ConductingFBAsandWritingBSPs,Autism,Co‐Teaching,UsingDatatoMakeInformedDecisionsandTechnology.ThedistrictutilizesfundsavailablethroughtheSchoolBasedAccessProgram.ThedistrictreliesheavilyonthesefundstocontinuetoenhancethespecialeducationprogramK‐12.Becauseoftheamountoffundsavailable,thedistrictisabletosupporttheteachersandprogrambypurchasingtechnologyforteachersandstudents,softwareprograms,professionaldevelopmenttrainingandcurriculummaterials.AdditionalspecialeducationteachershavebeenhiredasaresultofusingAccessfundstosupportthepositions.

19

Thedistricthasasolidsysteminplacefortransitioningstudentsfromgrade‐to‐gradeand/orbuilding‐to‐buildingforallstudentswithIEPs.Themeetingsincludecurrentandfuturespecialeducationteachers,regulareducationteachersandadministrators,alongwithparentsandotherteammembers.TheSpecialEducationDepartment'stransitionprogramforstudentsages14andolderprovidesavarietyofexperiences.Studentsareabletoreceiveatransitionprogramthatpreparesthemforlifeafterhighschool.Thedistrictprovidescollegeprepexperiences,schooltoworkexperiences,community‐basedinstructionexperiencesandjobshadowingexperiencesonanindividualbasisasdeterminedbytheIEPteam.Allofourstudentswithdisabilitiesreceiveintensetransitionattheageof14.Eachstudentmaintainsaportfolioandisexpectedtopresentsomethingfromhis/herportfolioattheannualIEPmeetings.Eachstudentreceivestheappropriatetransitionplaninhis/herIEPasitrelatestotheirpost‐highschooldesires.ThemajorityofthestudentswithdisabilitiesatHamptonplantoattendatwoorfouryearcollege.Thesestudents'transitioncomponentsoftheIEPfocusoncollege‐boundpreparationactivities.Theyattendthecollegefairs,takethePSATs,applyforextendedtimeifneeded,andworkwiththecounselorandspecialeducationteacherinfillingoutapplicationsforcolleges.ThedistrictpartnerswithNaviance,anonlinecollegeandcareerapplicationsystemthatallowsstudentstoaccessthousandsofcareersandsearchcollegesoftheirchoice.ThehighschoolhasopenedaCollegeandCareerCenterforstudentstoaccessonadailybasis.Everystudentinthehighschoolisresponsibleformaintainingaportfoliothatcontainstransitioninformation.StudentsinterestedinavocationalsettingaftergraduationhavetheoptionofreceivingavocationalexperienceatBeattieVocationalSchoolsometimeduringtheirhighschoolyears.Thisisalocalvocationalsettingthatpreparesstudentsforatradeoftheirdesireandteachesthemthenecessaryskillstobesuccessfulinapost‐secondaryvocationalsetting.Inaddition,thedistrictcontractsservicesofTheWatsonInstitutetoprovideCommunityBasedVocationalInstruction(CBVI)toourhighschoolstudentswithmoresignificantneeds.Watsonstaffison‐siteonetotwodaysaweekandprovidesvocationalinstructiontothestudents,aswellastakingthemoff‐sitetolocalbusinessesinordertoprovideavocational/workexperience.Inaddition,thedistrictcontractstheservicesoftheAIU3toprovidetravel‐relatedinstructiontothisgroupofstudents.InformalandformaltravelassessmentsareconductedonanindividualbasisasdecideduponbytheIEPteams.Thereisasmallpopulationofstudentswithdisabilitieswhowanttofocusonemploymentimmediatelyafterhighschool.Thesestudents'transitioncomponentsaretailoredtoprovidejobshadowexperiencesandpossiblepaidworkexperiencesintheirareasofinterest.Thedistricthasestablishedworkingrelationshipswithmanyofthelocalbusinessesthatprovideourstudentsastructuredworkexperienceinordertohelpthemgaintheemploymentskillsneededtobesuccessful.TheSpecialEducationParaprofessionalsareakeycomponentatHampton.Thedistrictemploys28paraprofessionalswhoactassupportforindividualstudentsorstudentsinthespecialeducationclassroom.Theyareprovidedongoingprofessionaldevelopmentthatcoversavastarrayoftopics.Allspecialeducationparaprofessionalscompletedanonlinelearningsystem,Paraeducator.netthatofferedover200coursesrelatedtospecialeducation.Theywererequiredtocomplete10courseseachyear(overthepastfouryears)thatweredesignedspecificallyforspecialeducationparaprofessionalsandtheresponsibilitiesthatrelatetospecialeducation.Inaddition,

20

paraprofessionalsreceiveon‐sitetrainingbydistrictpersonnel,AIU,Pattanandotherprofessionaleducatorsonvarioustopicsrelatedtotheirareaofresponsibility.Someoftheongoingtraininginclude:AutismSpectrumDisorder,UnderstandingtheVariousDisabilities,School‐BasedACCESSProgram,EffectiveAdaptationsandModificationsandUsingTechnologywithStudentswithDisabilities,UnderstandingStudentBehavior,ReadingAchievementandHowtoWorkwithStudentswithPhysicalDisabilitiesandtheirEquipment.ThedistricthasaSpecialEducationAdvisoryCommitteethatmeetsseveraltimesaschoolyeartodiscussprogrammaticissuesanddevelopvariousparenttraining/workshopsthroughouttheschoolyear.CentralOfficeAdministrators,principals,regularandspecialeducationteachers,alongwithaparentrepresentativefromeachschoolbuildingserveonthecommittee.Thiscommitteeallowsparentstheopportunitytolearnaboutspecialeducationandwhatspecificallythedistrictisprovidingfortheirchildreneachyear.Italsogivesthemachancetogiveinputtoprogramsandoffersuggestionsonhowtocontinuouslyworktoimprovethespecialeducationprogram.TheSpecialEducationDepartmentK‐12utilizesanonline,web‐basedIEPwritingsystemcalledEsped.Withthissystem,teachersareabletocompletepaperworkinafractionoftheamountoftimepreviouslyneeded.Thissystemallowsteacherstofocusmoreoninstructionintheclassroomandachievingstudents'IEPgoals.Thedistrict'sspecialeducationwebsiteisavailableforalldistrictandcommunitymembers.Thewebsiteisacommunicationtoolthatactsasaninteractiveresourceforallstakeholders.Thewebsiteisupdatedandmaintainedonaconsistentbasisandprovidesinformationsuchasworkshopsandtrainingforparentsandeducators,activitiesforstudents,programhighlights,contactsforspecialeducationstaff,disabilityinformation,childfindandmore.

21

Assurances

SpecialEducationAssurancesNopoliciesorprocedureshavebeenidentified.

24P.S.§1306and§1306.2FacilitiesTherearenofacilities.

LeastRestrictiveEnvironmentFacilitiesFacilityName TypeofFacility TypeofService NumberofStudents

PlacedWesternPASchoolfortheBlind

Other Blind/VisuallyImpaired 1

NewHorizons Other LifeSkills 2McGuireMemorial Other MultipleDisabilities 1TheChildren'sInstitute ApprovedPrivate

SchoolsMultipleDisabilitiesandLifeSkills

2

TheWatsonEducationCenter

ApprovedPrivateSchools

Autism 1

St.StephensLutheranAcademy

Other Autistic 1

SpecialEducationProgramProfileProgramPosition#1‐ProposedProgram

Operator:SchoolDistrictPROPOSEDPROGRAMINFORMATION

Type:PositionImplementationDate:August24,2015Averagesquarefeetinregularclassrooms:sq.ft.Squarefootageofthisclassroom:sq.ft.(feetlongxfeetwide)Justification:Complianceforproximitytohome,classroomdesign(forinstruction),classroomexternalnoise,classroomaccessibility,classroomlocation,classroomsizewasmarkedasinappropriate.

PROGRAMSEGMENTS

Location/Building Grade BuildingType TypeofSupport

LevelofSupport

AgeRange

Caseload FTE

22

HighSchool ASeniorHighSchoolBuilding

AbuildinginwhichGeneralEducationprogramsareoperated

Itinerant LearningSupport

15to19

13 0.5

Program Position #2

Operator: School District PROGRAM SEGMENTS

Location/Building Grade BuildingType

TypeofSupport LevelofSupport

AgeRange

Caseload FTE




15to19

19 0.75



Supplemental(LessThan80%butMoreThan20%)

LearningSupport

15to19

2 0.25

Program Position #3




AgeRange

Caseload FTE




15to19

20 0.75




LearningSupport

15to19

2 0.25

Program Position #4 ‐ Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Position Implementation Date: February 9, 2015 Average square feet in regular classrooms: sq. ft. Square footage of this classroom: sq. ft. ( feet long x feet wide) Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS


TypeofSupport

LevelofSupport

AgeRange

Caseload FTE

HighSchool ASeniorHighSchool

AbuildinginwhichGeneral

Itinerant EmotionalSupport

15to19

15 0.75

23

Building Educationprogramsareoperated




EmotionalSupport

15to19

1 0.25



Type: Position Implementation Date: August 24, 2015 Average square feet in regular classrooms: sq. ft. Square footage of this classroom: sq. ft. ( feet long x feet wide) Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS



AgeRange

Caseload FTE




LifeSkillsSupport

15to21

6 1

Justification:Althoughstudentsmaybeassignedtothespecialeducationclassroomduringthesametimeasotherstudentsoutsidethelegalagerange,studentswillnotbegroupedforinstructionwithanystudentsoutsidetherequiredagerange. Program Position #6 ‐ Proposed Program


Type: Position Implementation Date: September 1, 2014 Average square feet in regular classrooms: sq. ft. Square footage of this classroom: sq. ft. ( feet long x feet wide) Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS


LevelofSupport

AgeRange

Caseload FTE



Itinerant SpeechandLanguageSupport

15to21

6 0.25

Justification:Althoughstudentsmaybeassignedtothespecialeducationclassroomduringthesametimeasotherstudentsoutsidethelegalagerange,studentswillnotbegroupedforinstructionwithanystudentsoutsidetherequiredagerange.

24

MiddleSchool AMiddleSchoolBuilding



11to14

34 0.75

Program Position #7


Location/Building Grade BuildingType TypeofSupport LevelofSupport

AgeRange

Caseload FTE




11to14

13 0.5




LearningSupport

11to14

4 0.5



Type: Position Implementation Date: August 24, 2015 Average square feet in regular classrooms: sq. ft. Square footage of this classroom: sq. ft. ( feet long x feet wide) Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS


LevelofSupport

AgeRange

Caseload FTE




11to14

13 0.5

Program Position #9


Location/Building Grade BuildingType TypeofSupport LevelofSupport

AgeRange

Caseload FTE




11to14

12 0.5


AbuildinginwhichGeneralEducationprogramsare


LearningSupport

11to14

4 0.5

25

operated Program Position #10 ‐ Proposed Program


Type: Position Implementation Date: March 2, 2015 Average square feet in regular classrooms: sq. ft. Square footage of this classroom: sq. ft. ( feet long x feet wide) Justification: Compliance for proximity to home, classroom design (for instruction), classroom external noise, classroom accessibility, classroom location, classroom size was marked as inappropriate.

PROGRAM SEGMENTS


TypeofSupport

LevelofSupport

AgeRange

Caseload FTE

Central AnElementarySchoolBuilding



5to11 9 0.4

Justification:Althoughstudentsmaybeassignedtothespecialeducationclassroomduringthesametimeasotherstudentsoutsidethelegalagerange,studentswillnotbegroupedforinstructionwithanystudentsoutsidetherequiredagerange.Central An

ElementarySchoolBuilding



LearningSupport

5to11 8 0.6




PROGRAM SEGMENTS


LevelofSupport

AgeRange

Caseload FTE

Central AnElementarySchoolBuilding



5to11 24 0.75

Justification:Althoughstudentsmaybeassignedtothespecialeducationclassroomduringthesametimeas

26

otherstudentsoutsidethelegalagerange,studentswillnotbegroupedforinstructionwithanystudentsoutsidetherequiredagerange.Poff An




5to11 9 0.25




PROGRAM SEGMENTS


TypeofSupport

LevelofSupport

AgeRange

Caseload FTE

Poff AnElementarySchoolBuilding



5to11 6 0.4

Justification:Althoughstudentsmaybeassignedtothespecialeducationclassroomduringthesametimeasotherstudentsoutsidethelegalagerange,studentswillnotbegroupedforinstructionwithanystudentsoutsidetherequiredagerange.Poff An




LearningSupport

5to11 6 0.6




PROGRAM SEGMENTS

27


LevelofSupport

AgeRange

Caseload FTE

Poff AnElementarySchoolBuilding



5to11 6 0.25

Justification:Althoughstudentsmaybeassignedtothespecialeducationclassroomduringthesametimeasotherstudentsoutsidethelegalagerange,studentswillnotbegroupedforinstructionwithanystudentsoutsidetherequiredagerange.Wyland An




5to11 28 0.75




PROGRAM SEGMENTS


TypeofSupport

LevelofSupport

AgeRange

Caseload FTE

Wyland AnElementarySchoolBuilding



5to11 7 0.3





LearningSupport

5to11 9 0.6




Full‐TimeSpecialEducationClass

LearningSupport

5to11 1 0.1

Justification:Althoughstudentsmaybeassignedtothespecialeducationclassroomduringthesametimeas

28

otherstudentsoutsidethelegalagerange,studentswillnotbegroupedforinstructionwithanystudentsoutsidetherequiredagerange. Program Position #15 ‐ Proposed Program



PROGRAM SEGMENTS


LevelofSupport

AgeRange

Caseload FTE



Itinerant DeafandHearingImpairedSupport

11to14

1 0.25



Itinerant DeafandHearingImpairedSupport

15to19

2 0.25

SpecialEducationSupportServicesSupportService Location Teacher

FTEDirectorofPupilServices AllBuildings 1SchoolPsychologist AllBuildings 1RtIIFacilitator CentralElementary 1RtIIFacilitator PoffElementary 1RtIIFacilitator WylandElementary 1RtIIFacilitator MiddleSchool 1SchoolCounselor Central&Poff

Elementary1

SchoolCounselor Wyland&PoffElementary

1

SchoolCounselor MiddleSchool 1SchoolCounselor MiddleSchool 1SchoolCounselor HighSchool 1SchoolCounselor HighSchool 1SchoolCounselor HighSchool 1SpecialEducationParaprofessionals(28totaldistrict‐ AllBuildings 1

29

wide)SchoolCounselor HighSchol 1

SpecialEducationContractedServicesSpecialEducationContractedServices Operator AmtofTimeper

WeekAssociatedOccupationalTherapists,Inc.‐OTandPTServices

OutsideContractor

5Days

WesternPsychiatricInstituteandClinic‐SAPLiaisonServices

OutsideContractor

1Days

TheWatsonInstitute‐CommunityBasedVocationalInstruction(CBVI)

OutsideContractor

1Days

TheAIU3‐TravelRelatedInstruction IntermediateUnit

0.3Hours

TheWesternPennsylvaniaSchoolforBlindChildren‐VisionServices

OutsideContractor

1Hours

TheAIU3‐InterpreterCaptionist IntermediateUnit

5Days

TheAIU3‐AudiologyServices IntermediateUnit

1Hours

30

DistrictLevelPlan

SpecialEducationPersonnelDevelopment

AutismDescription Students with Autism will continue to be educated in the least restrictive

environment using supplementary aids and services and specially designed

instruction. Special Education faculty and staff will continue to receive ongoing

professional development related to Autism Spectrum Disorder in both large

group training and IEP team training. District members, consultants from the

Allegheny Intermediate Unit and PaTTan, along with educators from private

consulting firms will continue to work one‐on‐one with faculty and staff as

needed, along with provide small/large group professional development during

professional education days. IEP teams will continue to request support from

these outside agencies in order to maximize instruction for the children.

Autism Spectrum Disorder training will continue to be provided to parents

through the parent workshops offered as part of the district's Special

Education Advisory Committee.

Evidence of Implementation:

1. Agendas from professional development activities

2. LRE information from PDE's Special Education Data Report

3. Assessment data (standardized, curriculum‐based, progress monitoring

of IEP goals)

4. Evaluation summaries from participants who attended trainings

5. On‐site consultation with AIU personnel

PersonResponsible Dr. Monique Mawhinney, Director of Pupil Services and Dr. Jay Thornton,

School Psychologist

StartDate 7/1/2015

EndDate 6/30/2018

ProgramArea(s) Professional Education, Special Education

31

ProfessionalDevelopmentDetailsHours Per Session 1.0

# of Sessions 4

# of Participants Per

Session

50

Provider AIU3, School District, Individual

Provider Type School Entity

PDE Approved Yes

Knowledge Gain Administrators, faculty and staff members working with students with

Autism Spectrum Disorder will continue to enhance their understanding of

how to implement successful programs for the children using appropriate

supplementary aids and services, along with specially designed instruction.

The faculty and staff will have a better understanding of the social deficits

that are sometimes a result of this disability in order to create successful

social experiences for the children.

Research & Best Practices

Base

Social Skills curriculum utilized to address the social skill deficits will be

researched based and model best practices. The district will continue to

seek assistance from consultants of AIU3 who specialize in working with

children on the spectrum in order to assure research based and best

practice methods are being implemented.

Resources utilized to teach the curriculum will continue to be researched

based and appropriate for children with Autism Spectrum Disorder. The

curriculum director works closely with the Director of Pupil Services and

teachers when deciding which materials and resources to implement.

For classroom teachers,

school counselors and

education specialists

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

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

Empowers educators to work effectively with parents and community partners.

For school or LEA administrators, and other

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

32

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.

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.

Instructs the leader in managing resources for effective results.

Training Format School Whole Group Presentation

Live Webinar

Department Focused Presentation

Professional Learning Communities

Offsite Conferences

Participant Roles Classroom teachers

Principals / Asst. Principals

School counselors

Paraprofessional

New Staff

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

Creating lessons to meet varied student learning styles

Peer‐to‐peer lesson discussion

Lesson modeling with mentoring

Joint planning period activities

Constant review of LRE and academic and social successes for students with Autism educated in the regular education classroom.

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

Student PSSA data

Classroom student assessment data

33

IEP team member input and recommendations.

BehaviorSupportDescription The district Policy on School‐wide Positive Behavioral Supports will continue to

be enforced and adhered to by all students. All K‐12 special education

administrators, teachers and support staff will receive ongoing training on how

to effectively conduct Functional Behavioral Assessments (FBA) and develop

Behavioral Support Plans (BSP). In addition, all administrators and faculty K‐8

will receive training on School‐wide Positive Behavioral Supports through the

Response to Instruction and Intervention (RtII) process. K‐8 RtII Data teams will

receive specific training on how to conduct FBAs and write BSPs for students in

Tiers II and III. A consultant from the AIU3 will continue to provide professional

development throughout each school year to elementary faculty and middle

school faculty, separately. She will also provide small group training to the

Data teams at each individual elementary building and the middle school.

The district's school psychologist will continue to work individually with the

teams to create a solid RtII Behavioral Support process in order to provide

struggling students with appropriate supports in order to be successful with

school behavior and expectations. Ongoing training will be provided on

professional development days and during faculty extended day requirements.

Monthly data team meetings will be scheduled so that the RtII teams can

continue to analyze data in order to determine the appropriate Tier

placements for students with behavior issues. The RtII team may decide to

conduct a FBA and develop a BSP for those students placed in Tier II and III for

behavioral concerns. Parents will be an integral part of the process by

attending meetings with the RtII team.

Decisions regarding students with IEPs will continue to be made through the

IEP team process. IEP teams will continue to use the FBA process in order to

develop appropriate BSPs that will continue to allow the student to participate

in the least restrictive environment. Behavior Support Plans will be addressed

through the child's IEP. IEP team will continue to utilize appropriate behavioral

support techniques and specially designed instruction in order to maximize

success for the children with disabilities.

The co‐teaching and differentiated instruction supports will continue to be

implemented in order to continue educating students with emotional or

behavioral issues at the elementary, middle and high school levels in the least

34

restrictive environment.

Parents will continue to receive training on FBAs and BSPs and School‐wide

Positive Behavioral Supports in order to maintain a school‐home partnership

that will enhance success for students struggling with behavioral issues.

The district will continue to enhance the Olweus Bullying Prevention program

that was implemented in 2009 by providing ongoing professional

development, continue the administration of the K‐12 student survey and use

the results of the data to identify areas of concern in order to revise the weekly

classroom lessons so that children can continue to feel safe and supported

when bullying occurs. The district‐wide bullying report process will continue to

be available to students so that they can report bullying in a non‐threatening

manner.



2. Documentation of students placed in Tiers I, II and III through the RtII

process

3. Documentation of FBA, BSP through IEP goals and SDI

4. District‐wide and building level data reports on discipline referrals

5. Data from Olweus student survey

6. Documentation of Olweus classroom lessons provided to students


School Psychologist

StartDate 7/1/2015

EndDate 6/30/2018

ProgramArea(s) Professional Education, Teacher Induction, Special Education, Student Services


# of Sessions 6


Session

20

Provider District personnel & AIU3 Consultants

Provider Type IU

35

PDE Approved Yes

Knowledge Gain Administrators, Parents, teachers, and staff will have a solid understanding

of what School‐wide Positive Behavioral Support means, along with

implementing a consistent set of rules and consequences that all students

will know and understand. In addition, these stakeholders will continue to

enhance their knowledge of Functional Behavioral Assessments and

Behavior Support Plans so that they can continue to meet the needs of

students in the LRE.

All district personnel, along with parents, will continue to implement the

Olweus Bullying Prevention program that was implemented in 2009.

Building committees will continue to meet on an as needed basis in order to

review data to make informed decisions regarding the need to revise or

adjust the current program.


Base

The district will utilize research‐based resources and best practices when

implementing FBAs and BSPs. Specifically, the district will utilize the forms

that are available for use through PDE's Bureau of Special Education. RtII

teams will follow the best practices identified through the AIU3 when

conducting FBAs and developing BSPs through the RtII process.

The district continues to utilize the Olweus Bullying Prevention program

when conducting classroom lessons. In addition, the district will continue to

administer the student survey that was developed through Olweus.




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




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

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

Provides leaders with the ability to access and use appropriate data

36

to inform decision‐making.


Training Format Series of Workshops

School Whole Group Presentation

Live Webinar



Offsite Conferences



School counselors

Paraprofessional

New Staff

Other educational specialists


Parents






Analysis of student work, with administrator and/or peers



Lesson modeling with mentoring


Student PSSA data

Standardized student assessment data other than the PSSA


Review of participant lesson plans

Review of written reports summarizing instructional activity

IEP team member input and recommendations. Appropriate

37

development of Behavior Support Plans according to results of Functional Behavioral Assessments for students with disabilities and those students placed in Tier II and III through the RtII process.

ParaprofessionalDescription The district employs 28 special education paraprofessionals. All

paraprofessionals will continue to meet the highly qualified standard by

possessing one of the following: 1) portfolio that documents the

paraprofessional met the 13 competencies outlined by PDE 2) college degree

3) associates degree. The district seeks candidates for hire that possess an

associates or college degree. If the candidate does not posses one of these two

degrees, then the district will arrange for the paraprofessional to obtain

mastery of the 13 competencies that PDE identified in order to become highly

qualified. Each year, all paraprofessionals are required to participate in

CPR/First Aid training that is arranged through the district during one of the in‐

service days at the beginning of the year. All paraprofessionals are required to

participate in professional development activities during professional

education days; there are about 3‐5 a school year. These activities are unique

to paraprofessionals and all topics pertain to their role as a paraprofessional. A

needs assessment is given to paraprofessionals at the end of each school year

in order to identify areas of need/focus. Administrators and special education

teachers are given the opportunity to provide their input on the type of

training needed for the paraprofessionals.

The district uses district personnel, AIU consultants and other private

consulting firms to provide on‐site professional development. In addition, the

paraprofessionals have access to PaTTan's streamlined videos and webinars if

they wish to continue professional development outside the typical workday.


1. Observations and evaluation summaries from building principals

and/or Director of Pupil Services

2. Portfolios


4. Certificates of Completion from paraeducator.net online program

5. Possession of college degree, associates degree or completion of the

38

13 competencies for highly qualified status

PersonResponsible Dr. Monique Mawhinney, Director of Pupil Services

StartDate 7/1/2015

EndDate 6/30/2018

ProgramArea(s) Special Education


# of Sessions 3


Session

28

Provider Hampton Township School District, AIU3, private consulting firms


PDE Approved Yes

Knowledge Gain By providing the paraprofessionals various training in the area of special

education, they will continue to enhance their knowledge of special

education that will improve their ability to meet the needs of the students

they are working with. The will continue to improve their understanding of

the various types of disabilities that children have and be better equipped

when assigned to work with them. The vast array of topics covered during

professional development opportunities should provide the

paraprofessionals a resource of tools to refer to when working with children

with specific disabilities. They should be able to effectively manage the

clerical aspect of adaptations and modifications of assignments, tests and

other student work. They will enhance their communication, clerical and

progress monitoring skills as a result of the professional development they

receive over time.


Base

All training and resources utilized are researched based and model best

practices. The district often utilizes resources recommended by the AIU

consultants and will frequently implement programs in which the AIU has

provided training on throughout the school year.






39

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 LEA Whole Group Presentation

Series of Workshops

Live Webinar

Online‐Asynchronous

Participant Roles Paraprofessional





Follow‐up Activities Journaling and reflecting

Paraprofessionals are required to maintain an updated portfolio that reflects the work they did throughout the school year.


Portfolio

ReadingNCLB#1Description The district will continue to provide ongoing professional development in the

area of reading in order to meet the needs of those students who are

struggling. Curriculum will continue to be refined in the Language Arts area K‐

40

12 in order to provide both a horizontal and vertical articulation of the

curriculum in these areas. Courses will continue to be revised or added based

on the needs of the students at all levels. The RtII process K‐8 will remain intact

so that students' needs are consistently addressed through the use of data

analysis and team discussions. The PSSA tutoring and academic support

teachers at the high school will continue to provide small group instruction to

those students who did not meet the established criteria on the PSSA and

Keystone assessments. The district is in the initial stage of implementing a K‐12

Literacy Plan that will provide a clear guideline for promoting success in

reading for all students.


1. Maintain PSSA tutors in each building to work with students who

scored basic or below on PSSA

2. Maintain reading support teachers in each building K‐8

3. Development of K‐12 Literacy Plan

4. Continue to develop IEP goals that address reading deficits for

students with learning disabilities in reading

5. Maintain the RtII process K‐8

6. Continue to provide professional development in areas of reading and

data analysis

7. Continue to utilize data systems such as: PVAAS, Edinsight and

Onhands to guide student programming

8. Continue monthly data team meetings K‐8 to analyze data in order to

design effective student programs and establish appropriate Tiers

through the RtII process

PersonResponsible Dr. Monique Mawhinney, Director of Pupil Services; Dr. Jay Thornton, School

Psychologist; Mr. Jeff Finch, Assistant Superintendent; Ms. Laurie Heinricher,

Curriculum Director

StartDate 7/1/2015

EndDate 6/30/2018

ProgramArea(s) Professional Education, Teacher Induction, Special Education, Student Services

41


# of Sessions 9


Session

10

Provider Hampton Township School District and the AIU 3


PDE Approved Yes

Knowledge Gain Teachers will continue to improve their ability to analyze data, using the

district Data systems, in order to design effective student programs either

through IEPs, RtII process or PSSA tutoring. Small group instruction will

improve the student to teacher ratio, allowing more meaningful instruction

and one on one support. Ongoing professional development will increase

teachers' ability to provide effective instruction that meets the individual

needs of students who are struggling with reading skills.


Base

Only research‐based materials and resources are utilized when providing

instruction to students. Those students who participate in Tier I, II or III

through the RtII process are using research‐based materials and resources

in order to increase skill deficits. The school psychologist oversees the RtII

process K‐8 and is responsible for providing training to support teachers on

how to utilize the research‐based materials with fidelity. All special

education teachers who provide direct instruction to students with IEPs

have received training on how to effectively implement the researched‐

based resources available to them.








For school or LEA administrators, and other educators seeking

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

42

leadership roles aligned to each other as well as to Pennsylvania’s academic standards.




Training Format School Whole Group Presentation

Live Webinar



Offsite Conferences



School counselors

Other educational specialists

Parents









Appropriate development of IEPs and placement of students in the 3‐Tier RtII process.


Student PSSA data

Standardized student assessment data other than the PSSA


Review of participant lesson plans

Review of IEPs and observations of RtII data team meetings.

43

TransitionDescription Hampton Township School District's transition program for students with

disabilities provides them with various opportunities through their

Individualized Education Programs (IEPs). All students with IEPs ages 14 and

older are required to maintain a transition portfolio that consists of student

interest surveys, reflections from job shadowing or community based

instruction experiences, if appropriate, transition surveys and other activities

that will enhance their understanding of the various career options in order to

successfully prepare them for post high school experiences. The special

education teachers are responsible for overseeing the development of these

portfolios for students assigned to their caseloads.

All secondary special education teachers participated in the Indicator 13

training in 2009 that was required by PDE through the AIU 3. Teachers who

were hired after this date receive on‐site training through the school district

and AIU 3 consultants who specialize in transition. Additional training on

transition is provided yearly during professional development days and as

needed throughout the school year. Representatives from the special

education department from both the middle and high school attend the

monthly special education transition council meetings offered through the AIU

3. The expectation is for them to share the information with their colleagues

through best practice sharing sessions.

This school year Hampton was required to participate in PDE's Effective

Practices for Secondary Transition training conducted through AIU and PaTTan.

The district is in the process of completing the requirements of the process and

expects to be in compliance with all items on the checklist at the end of the

training.

Career exploration is a district‐wide focus for all students, including those with

disabilities. The elementary buildings have a yearly "career day" in which

parents from the community who have careers are invited to share the day

with our elementary students by explaining what their career is and providing

realistic experiences for our young children that help expands their

understanding and awareness of the various types of careers available. In

addition, classes on careers are being introduced to students at the elementary

level so they can begin to explore the various types of careers available.

The middle school implemented a rotation course in 2010 called "Career

44

Exploration" that allows students to learn more about various careers. It is a

six‐week course in which students complete various activities that enhance

their understanding of careers and allows them to research a career of interest

in order to learn more about the requirements.

The high school has the College and Career Center that students can access

before and after school and during study halls and lunch in order to gain more

understanding of the various types of careers. In addition, there are numerous

resources available for students to access, including the opportunity to

complete an online student interest survey that prints out a 28‐page detailed

report about the students interests and abilities and matches them to a

specific career.

Students in grades 8‐12, teachers, administrators and parents have access to

an online college and career exploration system called Naviance. This system

allows students to research careers and colleges in order to gain a better

understanding of the requirements needed to be successful. Yearly training is

provided to all students, especially the incoming 9th graders on how to access

the system. Special education teachers utilize this system when working with

students with disabilities on their transition portfolios.


1. PDE Special Education Data Report on Transition

2. IEP Documentation‐ specifically the transition section

3. Artifacts from student transition portfolios


5. Successful completion of PDE's Effective Practices for Secondary

Transition training

6. Attendance rosters from the College and Career Center

7. Completed student interest and transition surveys

8. Grades from middle school rotation course

9. Monthly attendance at the Transition Council Meetings offered

through the AIU 3 and sharing the resources with colleagues


45

School Psychologist

StartDate 7/1/2015

EndDate 6/30/2018

ProgramArea(s) Special Education, Student Services


# of Sessions 6


Session

12

Provider Hampton Township School District and AIU 3


PDE Approved Yes

Knowledge Gain Teachers will have a better understanding of writing effective transition IEPs

and developing transition programs that are meaningful and appropriate for

our students with disabilities. They will be knowledgeable of the numerous

transition resources available and will share these resources with the

students and their families so that effective planning can take place at

home.

Research & Best

Practices Base

The district always takes a researched‐based, best practice approach when

developing student's transition programs via the IEP. The guidelines from the

most recent Effective Practices for Secondary Transition training will be used

as a guide for creating appropriate transition plans. In addition, the

resources provided by the AIU 3 will be utilized with the students, including

student interest surveys, transition surveys, questionnaires, etc.








For school or LEA administrators, and other

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

46

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 Series of Workshops

Live Webinar



Offsite Conferences



Parents

Grade Levels Middle (grades 6‐8)





Students with IEPs are required to present a portion of their transition portfolio during their annual IEP meetings.

Evaluation Methods Classroom observation focusing on factors such as planning and

preparation, knowledge of content, pedagogy and standards,

classroom environment, instructional delivery and professionalism.

Participant survey

Review of written reports summarizing instructional activity

Portfolio

Transition sections of students' IEPs.

47

SpecialEducationAffirmationsWealsoaffirmourunderstandingthatanyrequestsforanydeviationsfromtheChapter14regulations,standards,policies,andproceduresmustbemadeinwritingtothePennsylvaniaDepartmentofEducation.TheschooldistrictunderstandsthattheSpecialEducationComponentoftheDistrictLevelPlanwillbeapprovedbyPDEinaccordancewiththefollowingcriteriaassetforthin22Pa.SchoolCode§14.104andaspartoftheDistrictLevelPlan:

1. Thereareafullrangeofservices,programsandalternativeplacementsavailabletotheschooldistrictforplacementandimplementationofthespecialeducationprogramsintheschooldistrict.

2. Theschooldistricthasadoptedachildfindsystemtolocate,identifyandevaluateyoungchildrenandchildrenwhoarethoughttobeachildwithadisabilityeligibleforspecialeducationresidingwithintheschooldistrict'sjurisdiction.Childfinddataiscollected,maintained,andusedindecision‐making.Childfindprocessandproceduresareevaluatedforitseffectiveness.Theschooldistrictimplementsmechanismstodisseminatechildfindinformationtothepublic,organizations,agencies,andindividualsonatleastanannualbasis.

3. Theschooldistricthasadoptedpoliciesandproceduresthatassurethatstudentswithdisabilitiesareincludedingeneraleducationprogramsandextracurricularandnon‐academicprogramsandactivitiestothemaximumextentappropriateinaccordancewithanIndividualizedEducationProgram.

4. TheschooldistrictwillcomplywiththePADepartmentofEducation,BureauofSpecialEducation'srevisionnoticeprocess.

5. Theschooldistrictfollowsthestateandfederalguidelinesforparticipationofstudentswithdisabilitiesinstateanddistrict‐wideassessmentsincludingthedeterminationofparticipation,theneedforaccommodations,andthemethodsofassessingstudentsforwhomregularassessmentisnotappropriate.

6. TheschooldistrictaffirmsthePennsylvaniaDepartmentofEducationthatfundsreceivedthroughparticipationinthemedicalassistancereimbursementprogram,ACCESS,willbeusedtoenhanceorexpandthecurrentlevelofservicesandprogramsprovidedtostudentswithdisabilitiesinthislocaleducationagency.

Weaffirmthattheschooldistricthascompleteda28daypublicinspectionandcommentperiodasrequiredunder22PACode§4.13(d)priortotheschoolentity'sgoverningboardapprovalandsubmissiontotheDepartmentofEducation(BureauofSpecialEducation).

Nosignaturehasbeenprovided

BoardPresident

48

Nosignaturehasbeenprovided

Superintendent/ChiefExecutiveOfficer

Special Education Plan Report - HTSD

Documents

Transcript of Special Education Plan Report - HTSD