WEST CHESTER AREA SCHOOL DISTRICT Pupil … · Pupil Services Meeting Minutes March 12, 2018 Pupil...
Transcript of WEST CHESTER AREA SCHOOL DISTRICT Pupil … · Pupil Services Meeting Minutes March 12, 2018 Pupil...
WEST CHESTER AREA SCHOOL DISTRICT
Pupil Services Committees
April 9, 2018 6:30 p.m.
Spellman Administration Building
REGULAR SESSION
AGENDA
March 12, 2018 Pupil Services Committee Minutes (see attached) Ms. Chester
Special Education Plan Presentation Dr. Ranieri
Policy 200 Enrollment of Students Revision Second Reading Dr. Ranieri
Policy 251 Homeless Students Revision Second Reading Dr. Ranieri
PTS Addendum to Therapy Services Contract Dr. Ranieri
Committee Protocol for Responding to Comments from the Public- 1. A community member will be called upon by the Committee Chair. 2. If the comment can be answered quickly, or can be answered in order to clarify
information, someone will respond. 3. If a community member has a more detailed question about a topic, the committee chair
may refer the person to the superintendent or appropriate administrator to make an appointment so the question can be answered in more detail.
Pupil Services Meeting Minutes March 12, 2018
Pupil Services Committee Meeting
Attended:
Attending Committee Members: Joyce Chester, Sue Tiernan, Chris Tabakin, Randell Spackman
Other Board Members: Karen Herrmann, Chris McCune, Brian Gallen, Kate Shaw
Administration: Jim Scanlon, Tammi Florio, Michael Wagman, Robert Sokolowski Ms. Chester opened the meeting at 6:32 pm.
Items listed on the Pupil Services Committee Regular Agenda of February 12, 2018:
1. February 12, 2018 Pupil Services Committee Minutes
2. Social Work and Caseworker presentation 3. Revisions to Policy 200 Enrollment of Students 4. Revisions to Policy 251 Homeless Students
A. Actions and Outcomes:
1. Approval of the Pupil Services Committee Meeting Minutes February 12, 2018 vote: 4-0 2. Approval of Policy 200 Enrollment of Students vote: 4-0 3. Approval of Policy 251 Homeless Students vote: 4-0
B. Items to be placed on upcoming Board Agenda:
C. Items to be placed on the Consent Agenda:
1. Approval of Policy 200 Enrollment of Students 2. Approval of Policy 251 Homeless Students
D. Items to be discussed at a later date:
None
The meeting ended at 7:03 pm.
Next Meeting: Monday, April 9, 2018 – 6:30 pm
West Chester Area SD
Special Education Plan Report
07/01/2018 - 06/30/2021
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District Profile
Demographics
782 Springdale Drive Exton, PA 19341 (484)266-1000 Superintendent: James Scanlon Director of Special Education: Leigh Ann Ranieri
Planning Committee Name Role
Leigh Ann Ranieri Administrator : Special Education
Kate Feryo Elementary School Teacher - Regular Education :
Special Education
Beth Johnson Elementary School Teacher - Special Education :
Special Education
Nicole Verbos Elementary School Teacher - Special Education :
Special Education
Patricia Barr High School Teacher - Special Education : Special
Education
Nancy Maguire Parent : Special Education
Phillip Dakes Special Education Director/Specialist : Special
Education
Melissa Kleiman Special Education Director/Specialist : Special
Education
Lisa Phifer Special Education Director/Specialist : Special
Education
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Core Foundations
Special Education
Special Education Students Total students identified: 1504
Identification Method
Identify the District's method for identifying students with specific learning disabilities.
The method used by the West Chester Area School District (WCASD) for identifying students with
Specific Learning Disabilities (SLD) is a collection and analysis of various data sources. Since the
2011-2012 school year, a tiered system of supports has been implemented through the use of the
Child Study Team. There are 15.6 qualified school psychologists throughout the 16 buildings in the
West Chester Area School District. The Child Study Team (CST) Process has been implemented in all
16 buildings. The integrity of applying a consistent and high quality CST process has been supported
through on-going training and monitoring by both school and district level administrators. This type
of process is used for all types of referrals including gifted. Core teams including the psychologist,
administrator, special education teacher, regular education teacher, school counselor and reading
specialist meet at least weekly. Depending on the type of referral additional team members may
include the Speech/Language Therapist, EL Teacher, Crisis Intervention Specialist, Occupational
Therapist, Physical Therapist and Caseworker. After an initial referral is made, existing data is
collected and analyzed and the team determines if intervention is needed. If intervention is
recommended, needs are identified, corresponding goals are created and the first intervention cycle
ranging from 30 days to one school trimester is begun. At the end of the intervention cycle, the team
reviews data collected and determines if the goal is met, or if the student is making progress and
should continue with another intervention cycle. After the second intervention cycle, if a student is
not making progress, the team will either revise the intervention and implement for an
additional intervention cycle or may recommend a Chapter 14 or 15 evaluation. No interventions are
implemented for more than one calendar year without consideration of conducting a Chapter 14 or
15 evaluation. We're in the process of implementing Multi-Tiered System of Supports (MTSS).
Once a Chapter 14 evaluation has been recommended, the WCASD psychologist uses the data
collected through the CST process; standardized, norm-referenced achievement test scores; analysis
of cognitive strengths and weaknesses; and finally, an analysis of the data related to exclusionary
factors to rule in/out the existence of a specific learning disability. The psychologist in conjunction
with the other members of the multidisciplinary team, implements the following steps:
Determine a normative deficit in academic achievement through standardized achievement
testing and/or curriculum based assessment data.
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Exclusionary factors are ruled out as the primary cause of the academic deficit.
Establish that there is a normative deficit in one or more basic psychological processes or
processes involved in understanding or using language, spoken or written.
Establish an empirical or logical relationship between the cognitive and academic deficits,
and by evidence of otherwise normal functioning in those abilities/processes not related to the
academic deficit.
Establish that the deficits cannot be remediated in the absence of specially designed
instruction (for students who have moved through the Child Study Team process, this need for
specially designed instruction has been largely established).
This process utilized by WCASD psychologists allows the team to determine that the child is
exhibiting academic functioning that is discrepant from age and grade level expectations, that the
child has a cognitive processing deficit within a context of otherwise normal cognitive functioning,
and that the child is in need of specially designed instruction as established by the Chapter 14
evaluation. The multidisciplinary team documents all data collected on the student’s level of
academic achievement, including all CST data collected during initial review and throughout
interventions. Classroom observations of performance and patterns of strengths and weaknesses are
documented across all settings.
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: https://penndata.hbg.psu.edu/PublicReporting/DataataGlance/tabid/2523/Default.aspx
In reviewing our student enrollment in each disability category, two disability categories were
analyzed. WCASD is 7.8% below the state average for students identified with a specific learning
disability. This is attributed to the successful implementation of a tiered system of supports. We are
able to provide academic interventions to students to enhance student learning. WCASD is 11.1%
above the state average for students identified with other health impairment (OHI). This is
attributed to legal guidance that has been received. Our practice is to provide instruction in the
areas of executive functioning and self-regulation skills that are impacted by the impairment. Once
students have acquired these skills, they are dismissed from special education but may be eligible
for accommodations through a Chapter 15 service plan.
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WCASD provides training to psychologists on diagnosing educational disabilities on a regular basis.
This includes awareness for over and under identification for all disability areas.
Non-Resident Students Oversight
1. How does the District meet its obligation under Section 1306 of the Public School Code as the host District at each location?
2. How does the District ensure that students are receiving a free appropriate public education (FAPE) in the least restrictive environment (LRE)?
3. What problems or barriers exist which limit the District's ability to meet its obligations under Section 1306 of the Public School Code?
Within the West Chester Area School District there are a number of group homes, shelters, and residential
treatment facilities. Through these facilities, West Chester has a large 1306 population with whom the
District is responsible for ensuring the students receive an appropriate education. Through the
requirements set forth under the 1306 regulations the West Chester Area School District or the Chester
County Intermediate unit, on behalf of the West Chester Area School District, attend all
scheduled meetings for these students. Records are requested from the prior district upon admission. If
the student enters and was a regular education student in his/her prior district, the West Chester Area
School District will enroll the student in classes right away. If the student enters the West Chester Area
School District with an IEP from their prior district, an IEP team will meet to determine the appropriate
program for the student. At the IEP meetings, the School District or the IU, reviews every situation with
each individual student and family. Appropriate educational recommendations are based on the data
collected from all parties involved. For eligible students, the IEP team considers the complete continuum
of special education types and levels of service. Educational placement and/or services offered are an
individualized decision based on the unique needs of the specific student. IEP teams are guided by the
Gaskins Settlement agreement to ensure maximum integration. Several barriers that the School District
faces regarding these students are, obtaining residency acknowledgements from the home districts, the
severity of some of the students situations and/or disabilities, and the transient nature of some of the
students and their families.
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 West Chester Area School District and Chester County Intermediate Unit #24 work
collaboratively with incarcerated placements to ensure the evaluation of students requiring either
special education services or evaluation for services are completed within the timelines as outlined
under IDEA. Ongoing outreach to facilities who educate incarcerated youth result in timely
identification and service initiation by district Special Education Supervisors and Liaisons (itinerant
special education teachers). Current special education students are offered FAPE on an annual basis
with revisions as needed throughout the school year.
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Least Restrictive Environment
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.
Regulatory Compliance:
The Individuals with Disabilities Education Act, 2004 (also known as the Individuals with
Disabilities Education Improvement Act), requires …(1) That to the maximum extent appropriate,
children with disabilities, including children in public or private institutions or other care facilities, are
educated with children who are non-disabled; and (2) That special classes, separate schooling or other
removal of children with disabilities from the regular educational environment occurs only if the nature
or severity of the disability is such that education in regular classes with the use of supplementary aids
and services cannot be achieved satisfactorily. [20 USC 1412 Section 612 (a) (5), and its implementing
regulation found at 34 C.F.R. §300.114(a)].
The West Chester Area School District, fully recognizing the legal requirements of Least Restrictive
Environment (LRE), always seeks to consider the least restrictive program for all students. The
District utilizes a team approach when considering placements for students with disabilities, always
considering the neighborhood school first. Inclusion in the home school setting is the first option,
however, if the building is not able to provide an appropriate program that meets the needs of the
individual student, the team looks to other elementary and secondary schools within the District in
order to determine the most appropriate placement. In order to meet the needs of the exceptional
students that the District serves, supplemental supports and related services, including IU supports
through the Training and Consultation department for student-specific interventions in areas such
as behavior, autism, assistive technology, vision/hearing are employed. In addition, ongoing staff
trainings provided by school district personnel, PaTTAN, district legal counsel, and contracted
services are continuously offered. In the event that the team determines that a student’s needs are
such that inclusion in the neighborhood school building or other placement within the District would
deny that student a Free Appropriate Public Education, other programs that are outside the scope of
the District’s buildings are considered. This may include, but not be limited to, IU programs in
specialized centers, cross-district classrooms, and in some cases, placement in an Approved Private
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School. In cases where out-of-District placements are being considered, the District Special
Education Supervisors and Liaisons (itinerant special education teachers) work closely with
building-based IEP teams, including parents and Early Intervention coordinators to ensure that
every effort is made to secure an appropriate educational placement based on individual student
needs.
The District continues to build off of its goals from the improvement areas identified during the last
monitoring period. When students experience significant difficulties that extend beyond the school
environment, representatives of the various agencies meet to generate a plan to support student
success in the least restrictive environment. The District continues to target 10th, 11th, and 12th
grade students for a Discover Work Program to provide additional options for Employment-based
transition goals. The District is in the process of creating a Transition program in the district for
students who have needs beyond 12th grade. This will address the SE in Other Settings category in
Indicator 5. The District created a school based mental health program, operated by the CCIU in the
district. Students receive West Chester Curriculum and are still counted as part of their respective
HS. Students requiring a different instructional delivery model, including credit recovery programs,
are considered for this placement. The District also provides training on de-escalation strategies
and crisis prevention to specific teams of teachers, paraprofessionals, and administrators
throughout the 16 buildings. The District continues to support the West Chester Area Parent
Support Group (TEAM). Special education administrators attend monthly meetings and host the
support group at the Spellman Administration Building. The District has offered and provided
parent trainings utilizing its own personnel. The District also notifies parents of trainings that are
hosted by the CCIU at the county level. Diversity training through the Beyond Diversity program and
Courageous Conversations is offered to all staff in an effort to create awareness of cultural
differences, examine current practices, and design programming that meets the needs of all students,
while emphasizing the reduction of the achievement gap. At all of the secondary school buildings,
Intensive Outpatient Therapy and Individual Therapy is available to qualifying students. The
students receive the therapy during the school day, and are scheduled so that the impact on
instruction is minimal.
To ensure that the District has multiple options for programming within District facilities, and to
maximize the continuum of services, the following programs, initiatives, and services have been put
into place over the past 2 years:
Middle School MDS program –
For the 2016-17 school year, the District opened its Multiple Disabilities Support classroom at
Stetson Middle School. There is currently one student in the program, who transitioned from the
District's elementary MDS program at Starkweather Elementary School. Students have an
opportunity for inclusion in regular education with typically developing peers. The extent of that
inclusion is determined on an individual basis by IEP teams. The MDS program has taken part
in Project MAX through PaTTAN and has utilized multiple hours of collaborative professional
development to meet the needs of the students.
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Elementary Emotional Support –
There are currently two emotional support teachers at Mary C Howse Elementary School serving
students from all elementary buildings within the district. Mary C Howse has participated in the
school-wide behavior support program through a grant from PDE/PaTTAN. Due to the increased
number of students with mental health diagnoses, therapy services through a private agency have
been added during the 2017-18 school year.
Project Max –
In order to maximize student exposure to Core-aligned instruction, the Autistic Support Program at
Stetson Middle School, in coordination with Special Education, Building Administration, and
Curriculum Specialists, has been part of ongoing professional development through PaTTAN's
Project Max Grant. The focus of the grant is to align all areas of content instruction, direct instruction
or general education instruction, to the PA Core. The team is comprised of building leadership,
regular education teachers, special education teachers, related service personnel, paraprofessionals,
and central office leadership. Professional Development occurs every month, and focuses on setting
instructional goals for students with complex needs. Representatives from the IU (including the
Project Max internal coach) and PaTTAN attend these PD meetings to facilitate discussion. The IU
and PaTTAN also provide push-in training to classrooms and consultation to teachers and
paraprofessionals implementing Core-aligned classroom content. The monies from the grant
provide substitute teachers so that the teachers can plan instructional units and diagnose needs
within the building. Project Max started at Stetson MS and expanded to Rustin HS.
Transition Program -
During the 2018-2019 school year, a plan will be developed for implementation of an 18-21 year old
program to begin in the 2019-2020 school year. The 18-21 program will provide transition services
to students with disabilities in the least restrictive environment. The purpose is to facilitate students
moving from school to post-school activities, which includes training taking place in natural
environments and the community.
LRE DATA ANALYSIS
EDUCATIONAL ENVIRONMENT (AGES 6-21)
Outside Regular
Class < 21% Outside Regular Class < 21% % Other Settings
District State District State District State
2005-
2006 55.0 47.0 2005-2006 7.0 14.0
2005-
2006 9.0 4.0
2006-
2007 58.1 49.7 2006-2007 6.4 12.4
2006-
2007 6.8 4.4
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2007-
2008 55.2 53.0 2007-2008 7.1 11.1
2007-
2008 5.9 4.4
2008-
2009 55.5 55.3 2008-2009 6.5 10.8
2008-
2009 6.2 4.2
2009-
2010 57.2 57.8 2009-2010 5.4 10.5
2009-
2010 6.4 4.3
2010-
2011 49.5 61.0 2010-2011 3.8 9.6
2010-
2011 18.2 4.3
2011-
2012 55.5 62.2 2011-2012 4.3 9.2
2011-
2012 6.7 4.5
2012-
2013 58.5 62.3 2012-2013 4.7 9.0
2012-
2013 6.2 5.0
SE
Inside
Reg Ed
80% or
more
SE
Inside
Regular
Class <
40%
SE in Other
Settings
Year LEA State LEA State LEA State
2013-14 60.9 62.4 4.9 8.9 6.5 4.8
2014-15 59.4 62 4.9 9.5 5.6 4.8
2015-16 59.1 61.8 4.8 9.5 5.7 4.9
2016-17 57.3 62.4 4.5 9 6.7 4.9
SPECIAL EDUCATION ENROLLMENT (School Age
)
2005-2006 2006-2007 2007-2008 2008-2009
District State District State District State District State
Total Special Ed Enrollment 1497 268198 1484 270930 1517 271107 1534 271309
Percent of Special Ed Enrollment by
Disability 12.7 14.7 12.5 14.9 12.8 15.0 13.2 15.2
Autism 5.7 3.3 6.6 3.9 7.4 4.6 7.8 5.3
Deaf-Blindness 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0
Emotional Disturbance 9.0 9.7 8.0 9.6 8.0 9.4 7.2 9.2
Hearing Impairment Including
Deafness 0.9 1.1 1.0 1.0 0.9 1.0 1.1 1.0
Mental Retardation 3.1 9.5 2.9 9.0 2.9 8.5 2.8 8.1
Multiple Disabilities 1.8 1.1 2.0 1.0 1.8 1.0 1.9 1.0
Orthopedic Impairment 0.0 0.3 0.0 0.3 0.0 0.3 0.0 0.3
Other Health Impairment 6.5 4.4 9.1 5.3 9.4 6.2 11.0 7.0
Specific Learning Disability 57.9 53.9 54.6 53.0 50.5 52.1 46.8 51.0
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Speech or Language Impairment 14.1 16.0 15.0 16.1 18.1 16.1 20.3 16.3
Traumatic Brain
Injury 0.0 0.3 0.0 0.3 0.0 3.0 0.0 0.3
Visual Impairment Including
Blindness 0.7 0.4 0.0 0.4 0.7 0.4 0.0 0.4
2009-2010 2010-2011 2011-2012 2012-2013
District State District State District State District State
Total Special Ed Enrollment 1516 270150 1671 270288 1482 268466 1465 268640
Percent of Special Ed Enrollment
by Disability 12.7 15.2 13.9 15.2 12.4 15.2 12.4 15.3
Autism 9.2 6.1 10.6 7.0 10.3 7.9 10.9 8.6
Deaf-Blindness 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0
Emotional Disturbance 6.4 9.0 7.6 8.8 4.9 8.6 5.8 8.6
Hearing Impairment
Including Deafness 0.0 1.0 0.0 1.0 0.8 1.0 1.0 1.0
Mental Retardation 3.1 7.9 5.8 7.6 2.7 7.1 2.9 7.1
Multiple
Disabilities 1.6 1.0 1.4 1.1 1.6 1.1 1.8 1.1
Orthopedic Impairment 0.0 0.3 0.0 0.3 0.0 0.3 0.0 0.3
Other Health Impairment 10.9 8.0 14.0 9.0 17.7 10.1 19.7 11.2
Specific Learning
Disability 45.4 49.9 40.5 48.3 38.8 46.9 37.8 45.4
Speech or Language
Impairment 21.6 16.1 18.7 16.2 21.8 16.2 18.6 16.0
Traumatic Brain
Injury 0.0 0.3 0.0 0.3 0.0 0.3 0.0 0.2
Visual Impairment
Including Blindness 0.0 0.4 0.0 0.4 0.9 0.4 1.1 0.4
LEA
2013-
14
State
2013-
14
LEA
2014-
15
State
2014-15
LEA
2015-
16
State
2015-
16
LEA
2016-
17
State
2016-17
Sped enrollment 1504 269349 1490 270848 1512 276185 1533 283145
% enrollment 12.8 15.4 12.7 15.6 13.1 15.9 13.2 16.5
Autism 11.9 9.4 11.5 9.9 12.1 10.3 13 10.7
Deaf-Blindness --- 0 --- 0 --- 0 --- 0
Emotional Disturbance 5.9 8.4 6.8 8.5 6.3 8.5 6.2 8.5
Hearing Impairment/deaf 1.3 1 1.4 1 1.6 1 1.3 1
Intellectual Disabilities 2.7 6.7 3.2 6.6 3.2 6.5 3.8 6.5
Multiple Disabilities 1.5 1.1 1.5 1.1 1.5 1.1 1.3 1.1
Orthopedic Impairment --- .3 --- .3 --- .3 --- .2
Other Health Impairment 22.3 12.3 25.2 13.2 26.3 14.1 26 14.9
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Specific Learning
Disability 36.6 44.3 33.8 43.3 33.6 42.6 34 41.8
Speech or Language
Impairment 16.8 15.8 15.3 15.4 13.9 15 12.5 14.7
Traumatic Brain Injury --- .3 --- .2 --- .2 --- .2
Visual
Impairment/blindness .7 .4 --- .4 .9 .4 1 .4
Behavior Support Services
1. Provide a summary of the District policy on behavioral support services including, but not limited to, the school wide positive behavior supports (PBS).
2. Describe training provided to staff in the use of positive behavior supports, de-escalation techniques and responses to behavior that may require immediate intervention.
3. If the district also has School-Based Behavioral Health Services, please discuss it.
Mary C. Howse School- Wide Positive Behavior Support
The mission of the Mary C. Howse School-Wide Positive Behavior Team is to create a safe learning
community that promotes student achievement through the proactive and consistent practice of Respect,
Responsibility, and Safety. Students are taught lessons to show/demonstrate what the expectations are in
the school setting. Every staff member is expected to model these taught behaviors and acknowledge
students when they see them demonstrating positive behaviors. Students receive a "Dragon Dollar" and
can use that dollar to earn the possibility of being selected for a reward. During the 15-16 school year,
99% of our students earned one or more of our school-wide rewards. We started the program in January
2016.
Summarized School District Policy:
Board Policy No. 113.2 incorporates all of the requirements and limitations of Section 14.133 of the
regulations of the State Board of Education, 22 Pa. Code Sec. 14.133, as the policy of the District and
ensures that the Superintendent or his or her designee "shall provide for the regular training and re-
training, as needed, of personnel in the use of specific procedures, methods, and techniques that those
personnel will be expected to employ in the implementation of behavior supports or interventions in
accordance with the IEP[s] of ... child[ren] with disabilities." The District requires that all IEPs developed
for children with learning-interfering behaviors include either goals for the development of appropriate
replacement behaviors and/or behavior interventions and strategies that emphasize the use of positive
behavior teaching and shaping techniques. Use of physical restraining methods is permitted only when
necessary to control acute or episodic behaviors that present a danger to the child or others and only
when less restrictive measures have proven to be or are ineffective. Such restraints are never used for the
convenience of staff, as a substitute for an educational program, or as punishment. Behavior interventions
and strategies are based on functional behavioral assessments when appropriate. Use of mechanical
restraints is strictly prohibited except when necessary to control involuntary movement or to stabilize the
lack of muscle control, when such conditions are the result of organic conditions and are prescribed by a
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medical professional. All staff members are educated in the contents of the Board policy. Any staff member
who may have to restrain a student must be certified in Non-Violent Crisis Intervention (NCI).
Positive Behavior Supports and De-escalation techniques:
In the past 3 years at least 2 CPI/de-escalation technique trainings per school year have occurred for staff
who work with students with challenging behaviors. The District will continue to conduct at least 2 trainings
per school year for new staff and for refresher trainings. Furthermore, WCASD is developing a protocol to
be implemented in each school building to ensure a systematic process for training the school-based
CPI/De-escalation teams.
Currently, all students with disabilities who have behaviors that impede his/her learning or that of others
have carefully designed goals and/or specially designed instruction addressing those behaviors. A team of
professionals and the parent conducts a Functional Behavior Assessment (FBA) to determine the target
behaviors of concern. Once the behaviors are identified, the team analyzes the antecedent behaviors that
occurred prior to the behavior being exhibited. Consequences to the students' behaviors are also
documented. The team then analyzes all the shared information. Upon completion of the FBA, the team
creates a Positive Behavior Support Plan (PBSP). This plan systematically addresses the behaviors of
concern and reinforces newly learned, appropriate replacement skills using positive reinforcers. The PBSP
is shared with all staff working with the student to ensure consistent implementation of the plan across all
environments. In addition to training staff, the District contracts with behavior specialists who are Board
Certified Behavior Analysts (BCBA) to support our students who present with more intense behavior
needs. Our consultant models behavioral techniques for our staff and observes the implementation of
behavioral strategies to ensure proper delivery and in-class coaching. Regulatory Compliance:
Pennsylvania Chapter 14, §14.133 Positive Behavior Support Rationale - Philosophical/Moral Belief:
The West Chester Area School District (WCASD) believes that all children, regardless of their disability,
should be educated in the least restrictive environment to the maximum extent possible with nondisabled
peers. The District fully embraces the responsibility to meet the individual behavioral needs of students to
ensure they make meaningful progress. Schools are implementing characteristics of school-wide positive
behavior support programs as well as creating individual positive behavior support plans to reinforce
appropriate behavior and teach positive replacement skills that will be generalized throughout the learning
environment.
West Chester Area School District
Book Policy Manual Section 100 Programs Title Behavior Intervention Number 113.2 Status Active
Adopted August 1, 2015 Last Reviewed August 24, 2015
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Purpose
To ensure compliance with the requirements of Chapter 14 of the regulations of the
Pennsylvania State Board of Education governing behavior interventions and the use of
restraints with students identified with disabilities.[1]
General Policy
The following principles shall govern the use of behavior supports and interventions for
children with disabilities:[1][2][3][4][5][6][7][8][9]
1. Positive, rather than negative, measures must form the basis of behavior support
programs to ensure that all students shall be free from demeaning treatment, the use of
adverse techniques, and the unreasonable use of restraints.
2. Behavior support programs and plans must be based on a functional assessment
of behavior and use positive behavior techniques.
3. Behavior support programs must include research-based practices and techniques
to develop and maintain skills that will enhance an individual student’s opportunity for
learning and self-fulfillment.
4. When an intervention is needed to address problem behavior, the types of
intervention chosen for a particular student shall be the least intrusive necessary.
5. The use of restraints is considered a measure of last resort, only to be used after
other less restrictive measures, including de-escalation techniques.
6. Nothing in this policy shall be construed to require the development of a separate
behavior support or intervention plan when appropriate positive behavioral
interventions, strategies, and supports, consistent with the requirements of this policy,
can be incorporated into the body of the IEP.
Definitions
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As used in this policy, the following words and terms shall have the following meanings,
unless the context clearly indicates otherwise.[1]
Aversive techniques - deliberate activities designed to establish a negative association
with a specific behavior.
Behavior support - the development, change, and maintenance of selected behaviors
through the systematic application of behavior change techniques.
Positive Behavior Support Plans - a plan for students with disabilities who require
specific intervention to address behavior that interferes with learning. A positive
Behavior Support Plan shall be developed by the IEP team, be based on a functional
behavioral assessment, and become part of the individual student’s IEP. These plans
must include methods that use positive reinforcement and other positive techniques to
shape the behavior of the child with disabilities, ranging from the use of positive verbal
statements as a reward for good behavior to specific tangible rewards.
Restraints - the application of physical force, with or without the use of any device, for
the purpose of restraining the free movement of a student’s body, excluding the
following:
1. Briefly holding a student, without force, to calm or comfort him/her.
2. Guiding a student to an appropriate activity.
3. Holding a student’s hand to escort him/her safely from one area to another.
4. Hand-over-hand assistance with feeding or task completion.
5. Techniques prescribed by a qualified medical professional for reasons of safety or
for therapeutic or medical treatment, as agreed to by the student’s parents/guardians
and specified in the IEP.
6. Mechanical restraints governed by this policy, such as devices used for physical or
occupational therapy, seatbelts in wheelchairs or on toilets used for balance and safety,
safety harnesses in buses, and functional positioning devices.
15
Guidelines
Use of Physical Restraints Other Than Mechanical Restraints
Restraints to control acute or episodic aggressive or self-injurious behavior may be used
only when the student 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 or are less effective. The Director of Special Education
or his/her designee shall notify the parent/guardian as soon as practicable of the use of
restraints to control the aggressive behavior of his/her child and shall convene a
meeting of the IEP team within ten (10) school days of the inappropriate behavior
causing the use of restraints, unless the parent/guardian, after written notice, agrees in
writing to waive the meeting. At this meeting, the IEP team shall consider whether the
student needs a functional behavioral assessment, re-evaluation, a new or revised
positive Behavior Support Plan, or a change of placement to address the inappropriate
behavior.[1]
The use of restraints may only be included in a student’s IEP under the following
conditions:[1]
1. The restraint is used in conjunction with specific components of positive behavior
support.
2. The restraint is used in conjunction with the teaching of socially acceptable
alternative skills to replace problem behavior.
3. Staff are authorized, and have received all training required, to use the specific
procedure.
4. The positive Behavior Support Plan of the student includes a plan for eliminating
the use of restraint through the application of positive behavior support.
5. The use of restraints are not included in the IEP for the convenience of staff, as a
substitute for an educational program, or employed as punishment.
Use of Mechanical Restraints
16
Except in an emergency, or otherwise provided herein, mechanical restraints, which are
used to control involuntary movement or lack of muscular control of students when due
to organic causes or conditions, may be employed only when specified by an IEP and as
determined by a medical professional qualified to make the determination, and as
agreed to by the student’s parents/guardians. Mechanical restraints shall prevent a
student from injuring him/herself or others or promote normative body positioning and
physical functioning.[1]
Proscription of Certain Aversive Techniques
The following aversive techniques for addressing behavior are inappropriate and may not
be used in educational programs:
1. Corporal punishment.
2. Punishment for a manifestation of a child's disability.
3. Locked rooms, locked boxes, or other locked structures or spaces from which the
child cannot readily exit.
4. Noxious substances.
5. Deprivation of basic human rights, such as withholding meals, water, or fresh air.
6. Suspensions constituting a pattern as defined in Section 14.143(a) of the
regulations of the State Board of Education, and any other successor regulation.[10]
7. Treatment of a reasonably demeaning nature.
8. Electric shock.
9. The use of prone restraints, which are those by which a student is held face down
on the floor.
Reporting and Monitoring
17
The Superintendent or his/her designee shall maintain and report data on the use of
restraints in a manner prescribed by the Secretary of Education of the Commonwealth of
Pennsylvania. Such report shall be readily available for review during cyclical compliance
monitoring conducted by the Pennsylvania Department of Education.[1]
Referral to Law Enforcement
Subsequent to a referral to law enforcement, an updated functional behavioral
assessment and positive Behavior Support Plan shall be required for students with
disabilities who have positive Behavior Support Plans at the time of such referral. If, as a
result of such referral, the student is detained or otherwise placed in a residential setting
located outside the district, the Director of Special Education or his/her designee shall
ensure that the responsible school district or intermediate unit is informed of the need to
update the functional behavioral assessment and the positive Behavior Support Plan of
the student.[1][9][11]
Regular Program of Training
The Superintendent or his/her designee shall provide for the regular training and
retraining, as needed, of personnel in the use of specific procedures, methods, and
techniques, including restraints, that those personnel will be expected to employ in the
implementation of positive behavior supports or interventions in accordance with the IEP
of the child and this policy.[1]
Legal 1. 22 PA Code 14.133 2. 20 U.S.C. 1414 3. 20 U.S.C. 1415 4. 34 CFR 300.324 5. 34 CFR 300.34 6.
34 CFR 300.530 7. Pol. 113 8. Pol. 113.1 9. Pol. 113.3 10. 22 PA Code 14.143 11. 22 PA Code 10.23 24
P.S. 1303-A 24 P.S. 1302.1-A 22 PA Code 10.2 22 PA Code 10.21 22 PA Code 10.22 22 PA Code 10.25
22 PA Code 14.104 22 PA Code 14.145 20 U.S.C. 1400 et seq 34 CFR Part 300 Pennsylvania Training
and Technical Assistance Network (PaTTAN), Questions and Answers on the Restraint Reporting
Requirements and System, June 2009 Pol. 000 Pol. 103.1 Pol. 218 Pol. 218.1 Pol. 218.2 Pol. 222 Pol.
227 Pol. 805.1
School-Based Behavioral Health Services:
The West Chester Area School District staffs each of three high schools with an intervention
specialist. The role of the intervention specialist is to intervene in crisis situations and to provide
supportive counseling for students who require a higher degree of care than that which a teacher or
counselor can provide. All counselors in the school district are trained in suicide risk assessment and
18
violence risk assessment. Mental health screenings are available for all grade levels.
At the high school level, if a student's mental health needs are not able to be met in their home
school, the district provides outpatient services through a licensed mental health facility for students
who have difficulty getting to facilities outside of school. The West Chester Area School District calls
this the APT Academy. APT stands for achieve, progress, transition.
Continuing in the 2018-2019 school year, the APT Academy will be staffed by two therapists, a
psychiatrist, and a counselor. Personnel at APT facilitate two mental health groups per day in
addition to individual therapy, and they provide medication management through a licensed
psychiatrist.
In order to build capacity at the middle school level to support behavior and mental health needs,
starting in the 2018-2019 school year, there will be a full-time licensed mental health therapist in
each of the middle schools in the West Chester Area School District.
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 West Chester Area School District provides a continuum of services for students identified
under Pennsylvania Chapter 14 regulations to ensure that students are being serviced in the least
restrictive setting.
In instances when the West Chester Area School District has difficulty ensuring FAPE for an
individual student a number of processes occur simultaneously. Through the IEP process, the
building team (intervention specialists, social worker, caseworkers, counselors, school psychologist
and teachers) gradually increase supports and services through accommodations to the setting
and/or curriculum. Supports and services may include: additional staff in the form of a one-on-one
aide; increased access to available special education supports within the building; options available
through the use of technology in the form of assistive technology software/devices or online
instruction; variations within the student day that allow for an abbreviated day or more frequent
breaks within the day. While this is occurring, the district explores additional resources and the
programs available through the Chester County Intermediate Unit (CCIU). Such supports and
programs may include the ATTEND Program which is a comprehensive, evidence based program
that assesses, diagnosis and treats students with school refusal behavior and related anxiety
19
problems.
When the district is unable to meet the individual needs of a student experiencing substance abuse,
the IEP team has utilized the Changes program operated through the Chester County Intermediate
Unit. Changes is an alternative high school program that addresses the academic, social, emotional,
and behavioral needs of students who are not succeeding in a traditional high school setting due to
substance abuse. Changes provides an opportunity for students to receive an integrated program of
treatment for substance abuse with individualized, rigorous academics in a small, caring, and
personalized setting. The goal of the program is to provide students with the skills to maintain
sobriety, achieve academic success, succeed in the workplace, transition into the community, and
return to the regular school setting.
Currently, the District does not operate its own partial hospitalization program for elementary and
middle school. This results in some students with severe mental health needs to being placed in
outside programs through the Chester County Intermediate Unit such as: CARE, TEACH, Reach and
Gateway.
The CARE program is a school-based, partial hospitalization program that provides a clinical
and alternative education environment for children, ages 6 through 10 who have been diagnosed
with significant mental health disorders such as oppositional defiant disorders, conduct disorders,
mood disorders and anxiety disorders.
The TEACH program is a school-based, therapeutic program that provides a clinical and
alternative education environment for children, ages 6 through 13 years old, who have been
diagnosed with a significant mental health disorder, such as a oppositional defiant disorder, a
conduct disorder, a mood disorder, an anxiety disorder and/or an attention deficit/hyperactivity
disorder.
The Reach program is a school-based, partial hospitalization program that provides a
clinical and alternative education environment for children ages 14 through 21 who have been
diagnosed with significant mental health disorders such as oppositional defiant disorders, conduct
disorders, mood disorders and anxiety disorder.
Gateway offers both middle school and high school programming with smaller academic and
elective classroom environments along with mental health counseling for students with IEPs who
exhibit mild to moderate adjustment difficulties.
When appropriate, the Home-School-Community System is utilized to bring together everyone
working with the student to engage in an open problem solving dialog about available resources for
the student and their family. At the same time, the Special Education Office Supervisors and Liaisons
work closely with APS’s, the private sector and cyber schools as a resource for possible
programming.
The District offers intensive outpatient (IOP) therapy at one of our high schools utilizing an outside
agency. This allows students to receive therapy in the school setting and minimizes disruption to the
20
school day. As part of the program, a family component is included. Out patient therapy (OP) is
offered in all three middle schools and all three high schools.
Successful Programs, Services and Education Placement Options
Over the past three years, the types of supports available in individual schools have expanded in
order to provide educational opportunities for children in their respective home schools.
The WCASD offers a continuum of Learning Support services for identified students in each of our
16 buildings.
The WCASD offers a continuum of Autistic Supports throughout the district. Autistic supports are
available in most buildings in the WCASD with 5 of the 16 buildings providing more intensive
autistic support programming. Teachers have received ongoing training and are skilled in the use of
applied behavior analysis, social skills instruction, the development/implementation of functional
behavior assessments, literacy instruction, positive behavior support plans and verbal behavior and
intensive language development. Currently six autistic support teachers who serve students with
intensive needs are participating in the Autism Initiative operated through PaTTAN with a focus on
learning and applying verbal behavior and intensive teaching strategies in their classrooms, while
utilizing the verbal behavior MAPP. The VB Mapp is a criterion referenced assessment tool,
curriculum guide, and skill tracking system. Teachers use the information to make instructional
decisions for their students.
Emotional Supports are available in all WCASD schools. Intensive Emotional Support programs are
available at one elementary and one middle school in the district. In order to expand emotional
support services, the District has partnered with EPIC Service Group and the CCIU to meet the needs
of children with behavioral challenges.
Multiple Disabilities Supports are available for students in grades K-8. Students in the program
receive integrated therapies into academic and functional instruction. The program also has a
classroom nurse at the elementary level who monitors the intense medical needs of the students.
The district is planning for MDS classrooms at the high school level to open for the 2019-2020 school
year.
Life Skills Supports are available at one elementary school, one middle school and one high school.
At the elementary level, the Life Skills program has continued to expand its ability to implement
inclusive practices. At the middle and high school levels, community based instruction has been fully
incorporated into the program.
The West Chester Area School District established a School Based Mental Health program in the
district, operated by the CCIU. Students are also referred for credit recovery. This program is housed
within the district boundaries and services both general education and special education students.
Student referrals may be based upon IEP Team decisions, discipline, Child Study referrals (Truancy,
Mental Health, Drug & Alcohol).
21
When the West Chester Area School District has difficulty ensuring FAPE for a particular disability
category, existing resources are analyzed to determine gap areas. Once these areas have been
identified, options for improvement are explored and a plan is developed and implemented.
Resources may include: additional staff development trainings through the CCIU, PaTTAN, or
through the private sector.
Strengths and Highlights
Describe the strengths and highlights of your current special education services and programs. Include in this section directions on how the district provides trainings for staff, faculty and parents.
Parents and staff were surveyed and asked to provide input regarding the strengths and highlights
of the special education program. Below is a summary of their input.
Staff survey -
Please rate the following statements 1-5 with 5 agreeing the most:
1. WCASD offered continuum of comprehensive transition services and activities - 65% of
respondents agreed or strongly agreed
2. WCASD staff has received the necessary training to implement effective positive behavior
support techniques and methods - 41% of respondents agreed or strongly agreed
3. WCASD has the resources required to effectively program for students identified on the
Autism spectrum - 59% of respondents agreed or strongly agreed
4. WCASD has offered relevant professional development for you - 51% of respondents agreed
or strongly agreed
5. WCASD has offered relevant professional development in the area of executive functioning to
teachers - 39% of respondents agreed or strongly agreed
6. WCASD has provided the resources to teachers and support staff to maximize time for
complex needs students in inclusive environments - 28% of respondents agreed or strongly agreed
Comments -
•Our supervisors are always there and respond promptly when we reach out for assistance.
Additionally, our supervisors are receptive to our requests. •I feel that everyone works together as a
team. We also have a great support system. •Special education teachers receive extensive
professional development each year. •Teachers do a wonderful job collecting data and reporting on
data. Decisions are made based on data collected. •Caseloads are manageable, majority of special
education teachers at my school have the best interest of the kids in mind and work together
cohesively, an overall positive experience with parent communication and established relationships
•I appreciate the support provided from all levels of the SPED in the district. I feel like I can always
get a question answered professionally and promptly from all levels. •IEP writing days; Liaisons; ESY
Program; Monthly IEP Writer Workshops
22
Parent survey -
1. My child’s case manager makes an effort to include me in the decision making process during
IEP meetings - 89% of respondents agreed or strongly agreed
2. Communication coming from my child’s case manager is clear and prompt - 79% of
respondents agreed or strongly agreed
3. I enjoy working with my child’s special education teacher(s) - 80% of respondents agreed or
strongly agreed
4. WCASD provides resources that are helpful for parents that have children with special needs
- 65% of respondents agreed or strongly agreed
Comments -
•This district, in comparison to others, is very accommodating. Decisions seem based on my child's
needs rather than the cost of meeting those needs. We're very happy with the current state of
affairs. •My case manager has been wonderful the last two years with our son. Moving into this
school district has changed our lives in general. I can say with 100% certainty that she's part of the
reason that he enjoys learning. She has changed his attitude towards school, and has helped give him
the confidence he needed to succeed. (As his parents, we knew the potential was there). He will
continue to succeed because of her support and guidance. He is our 'rockstar'. •The communication
between the professionals is exceptional at the school and I appreciate it immensely. The special
education teacher has been able to coordinate my son’s care in the most trying times and has helped
my son improve immensely. There is even coordination with his outside professionals which helps
to reinforce his learning. •Communication and willingness to hear and apply parent concerns and
make changes to programming, interventions and strategies that best support your child! •The
biggest strength that we have experienced is the recognition for a needed change. There is never
hesitation, just a quick and innovative enactment.
Parent training opportunities have expanded in the last few years and will continue to grow
throughout this three year plan. Below are a few of the examples being offered for parents:
Monthly TEAM meetings
START/Circles
Trainings for parents of students who utilize AAC devices
Opportunities to meet with OVR representatives
23
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
Devereux - Kanner Campus
Incarcerated Educational Services can be provided at a West Chester Area School District school, in a Chester County IU program, or at the Devereux Campus
128
24
based on the needs of the individual student.
Glen Mills Incarcerated Students who are placed residentially at the Glen Mills facility are also educated on the campus.
80
Glen Mills Nonresident Students can be placed educationally at Glen Mills under the guidelines of AEDY.
2
Least Restrictive Environment Facilities
Facility Name Type of Facility Type of Service Number of Students Placed
Child Career Development Center-Career Academy-IU#24
Other Pre-vocational classroom options in addition to core education
4
Reach - IU #24 Other The Reach program is a school-based partial hospitalization program for students diagnosed with significant MH disorders
2
Teach Other The TEACH program is a school-based, therapeutic program that provides a clinical and alternative education environment for children,ages 6 through 13 years old, who have been diagnosed with a significant mental health disorder.
4
Changes - IU#24 Other Changes is an alternative high school program that addresses the academic, social, emotional, and behavioral needs of students who are not succeeding in a traditional high school
2
25
setting due to substance abuse
Child Career Development Center-IU#24
Other Various special ed centered programs, autism support, learning support, emotional support, life skills support, and multi-disabilities support programs
19
Gateway-IU#24 Other smaller academic and elective classroom environments, and mental health counseling for students with individualized education plans (IEPs) who exhibit mild to moderate adjustment difficulties
17
Learning Center Options-IU#24
Other Students who are experiencing social/emotional/behavioral issues and who demonstrate an interest and desire to learn but benefit from a smaller, more personalized learning environment
10
Transitional Living-IU#24
Other The CCIU Transitional Living program helps students with special needs prepare for life after high school. Instead of reporting to school each day, students meet at "their apartment," fully-furnished apartment located in a residential building in the heart of West Chester
4
Milagre Kids School Other Milagre Kids School, Inc. Is a nonprofit corporation started by parents that specialize in educating children with Autistic Spectrum Disorders.
3
Camp Hill Special Schools
Approved Private Schools
Day and residential programs for children and youth with
4
26
intellectual and developmental disabilities
Elwyn Approved Private Schools
Program for students with intellectual, developmental and behavioral challenges.
2
Devereux - Kanner Campus
Approved Private Schools
Program for students with intellectual/developmental disabilities, emotional, behavioral, and sexual disorders, dual diagnosis, autism spectrum disorders, neurological impairments, learning disabilities, and brain injury.
5
HMS School Approved Private Schools
Serving students with Cerebral Palsy
1
Melmark Approved Private Schools
Melmark is a comprehensive multi-service agency, providing residential, educational, therapeutic and recreational services for children and adults with autism, intellectual disabilities, a brain injury and other neurological and genetic diagnoses.
1
Overbrook School for the Blind
Approved Private Schools
Services students with visual impairments
2
PA School for the Deaf Approved Private Schools
Serving students with hearing impairments
1
Timothy School Approved Private Schools
School for children with autism
2
Vanguard Approved Private Schools
The Vanguard School has been an innovator in offering an integrated academic, social and life skills approach within a supportive environment where the ultimate goal is to have each student become an independent,
11
27
functional, and happy member of society.
Woods School Approved Private Schools
Woods is a leading advocacy and service organization for people with exceptional challenges, disabilities and complex needs. 2 students who currently attend the Woods program are there through the RTF portion.
2
Aspire-IU #24 Other The Aspire program provides students diagnosed with an autism spectrum disorder and/or a related mental health disorder, ages 17 to 20, with the opportunity to participate in a college campus experience, and to develop social, academic and emotional skills.
2
Chammp-IU #24 Other Communities Helping Adolescents with Autism Make Progress (CHAAMP) program helps adolescents with moderate to severe autism transition to adult life by teaching them to live as independently as possible in the community.
2
Transitional Work Program-IU #24
Other The Transitional Work Program (TWP) is for students who are post-12th grade through age 21 and are not planning to attend post-secondary training programs or a two- to four-year college.
3
Project Search-IU #24 Other The goal of Project SEARCH at Phoenixville Hospital is to prepare students
3
28
(and families) for the world of work after graduation. With that in mind, independent travel to and from home to work (the SEARCH classroom) will be emphasized and supported by the CCIU's Travel Training Program.
Pathway School Approved Private Schools
The Pathway School is an approved private school that serves students with neurological impairment, including Autism Spectrum Disorder, psychological disorders, and serious emotional disturbance.
5
Special Education Program Profile Program Position #1
Operator: School District
PROGRAM DETAILS
Type: Class
Implementation Date: August 28, 2016
Reason for the proposed change: FTE split adjusted to accommodate the variety of
student supports and remain in compliance for caseload standards.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 5 to 8 10 0.5
Locations:
East Bradford Elementary-Krupa
An Elementary School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 5 to 8 25 0.5
Locations:
East Bradford Elementary-Krupa
An Elementary School Building
A building in which General Education programs are operated
Program Position #2
Operator: School District
29
PROGRAM DETAILS Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: FTE split adjusted to accommodate the variety of student supports and remain in compliance for caseload standards.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 8 to 11 12 0.25
Locations:
East Bradford Elementary-Twohig
An Elementary School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 8 to 11 15 0.75
Locations:
East Bradford Elementary-Twohig
An Elementary School Building
A building in which General Education programs are operated
Program Position #3
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: FTE split adjusted to accommodate the variety of student supports and remain in compliance for caseload standards.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Life Skills Support 8 to 11 20 1
Locations:
East Bradford Elementary-Brill An Elementary School Building
A building in which General Education programs are operated
Program Position #4
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: FTE split adjusted to accommodate the variety of student supports and remain in compliance for caseload standards.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Life Skills Support 5 to 8 20 1
Locations:
East Bradford Elementary-Smith
An Elementary School Building
A building in which General Education programs are operated
30
Program Position #5
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 27, 2018 Reason for the proposed change: FTE split adjusted to accommodate the variety of student supports and remain in compliance for caseload standards.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Autistic Support 5 to 8 8 1
Locations:
East Goshen Elementary-Overturf
An Elementary School Building
A building in which General Education programs are operated
Program Position #6
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 27, 2018 Reason for the proposed change: Teacher caseload now Supp AS only.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Autistic Support 5 to 8 8 1
Locations:
East Goshen-Falco An Elementary School Building
A building in which General Education programs are operated
Program Position #7
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 27, 2018 Reason for the proposed change: FTE split adjusted to accommodate the variety of student supports and remain in compliance for caseload standards.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Autistic Support 6 to 9 4 0.5
Locations:
East Goshen Elementary-Carter An Elementary School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Autistic Support 6 to 9 3 0.25
Locations:
East Goshen Elementary-Carter
An Elementary School Building
A building in which General Education programs are operated
31
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 6 to 9 5 0.25
Locations:
East Goshen Elementary-Carter An Elementary School Building
A building in which General Education programs are operated
Program Position #8
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 27, 2018 Reason for the proposed change: FTE split adjusted to accommodate the variety of student supports and remain in compliance for caseload standards.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 8 to 11 10 0.5
Locations:
East Goshen Elementary-Trout An Elementary School Building
A building in which General Education programs are operated
Program Position #9
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: FTE split adjusted to accommodate the variety of student supports and remain in compliance for caseload standards.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 5 to 8 15 0.3
Locations:
East Goshen Elementary-Marinucci
An Elementary School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Emotional Support 5 to 8 5 0.1
Locations:
East Goshen Elementary-Marinucci
An Elementary School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 5 to 8 12 0.6
Locations:
East Goshen Elementary-Marinucci
An Elementary School Building
A building in which General Education programs are operated
32
Program Position #10
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: This was a class move for the 2016-17 school year that was prior approved. Updated above teacher info.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 8 to 11 10 0.5
Locations:
Penn Wood Elementary-Chafetz
An Elementary School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 8 to 11 25 0.5
Locations:
Penn Wood Elementary-Chafetz
An Elementary School Building
A building in which General Education programs are operated
Program Position #11
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: Updated teacher information above. Not a caseload change.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Autistic Support 8 to 11 8 1
Locations:
Exton Elementary-Lisowski An Elementary School Building
A building in which General Education programs are operated
Program Position #12
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: FTE split adjusted to accommodate the variety of student supports and remain in compliance for caseload standards.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 7 to 10 12 0.6
Locations:
33
Exton Elementary-Kelly An Elementary School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 7 to 10 20 0.4
Locations:
Exton Elementary-Kelly
An Elementary School Building
A building in which General Education programs are operated
Program Position #13
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: FTE split adjusted to accommodate the variety of student supports and remain in compliance for caseload standards.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Blind or Visually Impaired Support
5 to 8 2 0.05
Locations:
Exton Elementary-Moore
An Elementary School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 5 to 8 6 0.3
Locations:
Exton Elementary-Moore An Elementary School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 5 to 8 30 0.6
Locations:
Exton Elementary-Moore
An Elementary School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Emotional Support 5 to 8 2 0.05
Locations:
Exton Elementary-Moore
An Elementary School Building
A building in which General Education programs are operated
Program Position #14
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 28, 2016
34
Reason for the proposed change: FTE split adjusted to accommodate the variety of student supports and remain in compliance for caseload standards.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Autistic Support 5 to 8 8 1
Locations:
Exton Elementary-Verbos An Elementary School Building
A building in which General Education programs are operated
Program Position #15
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: FTE split adjusted to accommodate the variety of student supports and remain in compliance for caseload standards.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Blind or Visually Impaired Support
8 to 11 5 0.1
Locations:
Exton Elementary-Rothemich
An Elementary School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 8 to 11 10 0.5
Locations:
Exton Elementary-Rothemich An Elementary School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 8 to 11 20 0.4
Locations:
Exton Elementary-Rothemich
An Elementary School Building
A building in which General Education programs are operated
Program Position #16
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: FTE split adjusted to accommodate the variety of student supports and remain in compliance for caseload standards.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 5 to 8 6 0.3
35
Locations:
Fern Hill Elementary-Sabagal An Elementary School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 5 to 8 30 0.6
Locations:
Fern Hill Elementary-Sabagal
An Elementary School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Blind or Visually Impaired Support
5 to 8 5 0.1
Locations:
Fern Hill Elementary-Sabagal
An Elementary School Building
A building in which General Education programs are operated
Program Position #17
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: FTE split adjusted to accommodate the variety of student supports and remain in compliance for caseload standards.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 8 to 11 12 0.25
Locations:
Fern Hill Elementary-Phillips
An Elementary School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 8 to 11 15 0.75
Locations:
Fern Hill Elementary-Phillips An Elementary School Building
A building in which General Education programs are operated
Program Position #18
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: Nothing changed with caseloads above, changed the teacher information.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 8 to 11 25 0.5
Locations:
36
Fern Hill Elementary-Bird
An Elementary School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 8 to 11 10 0.5
Locations:
Fern Hill Elementary-Bird An Elementary School Building
A building in which General Education programs are operated
Program Position #19
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: FTE split adjusted to accommodate the variety of student supports and remain in compliance for caseload standards.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 8 to 11 15 0.75
Locations:
Glen Acres Elementary-DeAngelis
An Elementary School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 8 to 11 12 0.25
Locations:
Glen Acres Elementary-DeAngelis
An Elementary School Building
A building in which General Education programs are operated
Program Position #20
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: FTE split adjusted to accommodate the variety of student supports and remain in compliance for caseload standards.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 5 to 8 10 0.5
Locations:
Glen Acres Elementary-McCown
An Elementary School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 5 to 8 25 0.5
Locations:
37
Glen Acres Elementary-McCown
An Elementary School Building
A building in which General Education programs are operated
Program Position #21
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: FTE split adjusted to accommodate the variety of student supports and remain in compliance for caseload standards.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 8 to 11 10 0.5
Locations:
Glen Acres Elementary-Starace An Elementary School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 8 to 11 25 0.5
Locations:
Glen Acres Elementary-Starace
An Elementary School Building
A building in which General Education programs are operated
Program Position #22
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: FTE split adjusted to accommodate the variety of student supports and remain in compliance for caseload standards.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 5 to 8 20 0.4
Locations:
Hillsdale Elementary-Kaighn
An Elementary School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Emotional Support 5 to 8 2 0.1
Locations:
Hillsdale Elementary-Kaighn An Elementary School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Blind or Visually Impaired Support
5 to 8 5 0.1
Locations:
38
Hillsdale Elementary-Kaighn
An Elementary School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 5 to 8 8 0.4
Locations:
Hillsdale Elementary-Kaighn An Elementary School Building
A building in which General Education programs are operated
Program Position #23
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: FTE split adjusted to accommodate the variety of student supports and remain in compliance for caseload standards.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 8 to 11 12 0.25
Locations:
Hillsdale Elementary-McClune
An Elementary School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 8 to 11 15 0.75
Locations:
Hillsdale Elementary-McClune An Elementary School Building
A building in which General Education programs are operated
Program Position #24
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: FTE split adjusted to accommodate the variety of student supports and remain in compliance for caseload standards.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 8 to 11 7 0.15
Locations:
Hillsdale Elementary-Williams
An Elementary School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 8 to 11 15 0.75
Locations:
39
Hillsdale Elementary-Williams An Elementary School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Blind or Visually Impaired Support
8 to 11 3 0.1
Locations:
Hillsdale Elementary-Williams
An Elementary School Building
A building in which General Education programs are operated
Program Position #25
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: No change to FTE or caseload. Just updated teacher information above.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 5 to 8 25 0.5
Locations:
Mary C Howse Elementary-Fallon
An Elementary School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 5 to 8 10 0.5
Locations:
Mary C Howse Elementary-Fallon
An Elementary School Building
A building in which General Education programs are operated
Program Position #26
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: FTE split adjusted to accommodate the variety of student supports and remain in compliance for caseload standards.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 8 to 11 25 0.5
Locations:
Mary C Howse Elementary-Watson
An Elementary School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 8 to 11 10 0.5
Locations:
40
Mary C Howse Elementary-Watson
An Elementary School Building
A building in which General Education programs are operated
Program Position #27
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: No FTE or caseload change. Just change teacher information above.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Autistic Support 5 to 8 3 0.25
Locations:
Mary C Howse Elementary-Casey
An Elementary School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Autistic Support 5 to 8 2 0.25
Locations:
Mary C Howse Elementary-Casey
An Elementary School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Emotional Support 5 to 8 12 0.25
Locations:
Mary C Howse Elementary-Casey
An Elementary School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Emotional Support 5 to 8 5 0.25
Locations:
Mary C Howse Elementary-Casey
An Elementary School Building
A building in which General Education programs are operated
Program Position #28
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: FTE split adjusted to accommodate the variety of student supports and remain in compliance for caseload standards.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Emotional Support 8 to 11 10 0.2
Locations:
Mary C Howse An Elementary School A building in which General Education
41
Elementary-Orth Building programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Emotional Support 8 to 11 4 0.2
Locations:
Mary C Howse Elementary-Orth
An Elementary School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Autistic Support 8 to 11 2 0.2
Locations:
Mary C Howse Elementary-Orth
An Elementary School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Autistic Support 8 to 11 3 0.4
Locations:
Mary C Howse Elementary-Orth
An Elementary School Building
A building in which General Education programs are operated
Program Position #29
Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 8 to 11 25 0.5
Locations:
Penn Wood Elementary-Johnson
An Elementary School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 8 to 11 10 0.5
Locations:
Penn Wood Elementary-Johnson
An Elementary School Building
A building in which General Education programs are operated
Program Position #30
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: FTE split adjusted to accommodate the variety of student supports and remain in compliance for caseload standards.
PROGRAM SEGMENTS
42
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 5 to 8 12 0.25
Locations:
Penn Wood Elementary-Ray
An Elementary School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 5 to 8 15 0.75
Locations:
Penn Wood Elementary-Ray An Elementary School Building
A building in which General Education programs are operated
Program Position #31
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 27, 2018 Reason for the proposed change: FTE split adjusted to accommodate the variety of student supports and remain in compliance for caseload standards.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 8 to 11 20 0.4
Locations:
Starkweather Elementary-Johanson
An Elementary School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 8 to 11 6 0.3
Locations:
Starkweather Elementary-Johanson
An Elementary School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Emotional Support 8 to 11 4 0.2
Locations:
Starkweather Elementary-Johanson
An Elementary School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Emotional Support 8 to 11 5 0.1
Locations:
Starkweather Elementary-Johanson
An Elementary School Building
A building in which General Education programs are operated
Program Position #32
Operator: School District
43
PROGRAM DETAILS Type: Class Implementation Date: August 28, 2017 Reason for the proposed change: FTE split adjusted to accommodate the variety of student supports and remain in compliance for caseload standards.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Multiple Disabilities Support
6 to 9 4 0.5
Locations:
Starkweather Elementary-Low
An Elementary School Building
A special education Center in which no general education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Full-Time Special Education Class
Multiple Disabilities Support
6 to 9 4 0.5
Locations:
Starkweather Elementary-Low
An Elementary School Building
A building in which General Education programs are operated
Program Position #33
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: FTE split adjusted to accommodate the variety of student supports and remain in compliance for caseload standards.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 8 to 11 10 0.5
Locations:
Westtown Thornbury Elementary-Baggely
An Elementary School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 8 to 11 25 0.5
Locations:
Westtown Thornbury Elementary-Baggely
An Elementary School Building
A building in which General Education programs are operated
Program Position #34
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: FTE split adjusted to accommodate the variety of student supports and remain in compliance for caseload standards.
44
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 5 to 8 10 0.5
Locations:
Westtown Thornbury Elementary-Morasco
An Elementary School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 5 to 8 25 0.5
Locations:
Westtown Thornbury Elementary-Morasco
An Elementary School Building
A building in which General Education programs are operated
Program Position #35
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: FTE split adjusted to accommodate the variety of student supports and remain in compliance for caseload standards.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Autistic Support 5 to 8 6 0.5
Locations:
Westtown Thornbury Elementary-Gilliano
An Elementary School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Autistic Support 5 to 8 2 0.3
Locations:
Westtown Thornbury Elementary-Gilliano
An Elementary School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 5 to 8 10 0.2
Locations:
Westtown Thornbury Elementary-Gilliano
An Elementary School Building
A building in which General Education programs are operated
Program Position #36
Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
45
Itinerant Learning Support 11 to 14 25 0.5
Locations:
Fugett Middle School-Murawski
A Middle School Building
A building in which General Education programs are operated
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support
11 to 14 10 0.5
Locations:
Fugett Middle School-Murawski A Middle School Building
A building in which General Education programs are operated
Program Position #37
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: No FTE or caseload change. Just changed teacher information above.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 11 to 14 25 0.5
Locations:
Fugett Middle School-Harrison
A Middle School Building
A building in which General Education programs are operated
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support
11 to 14 10 0.5
Locations:
Fugett Middle School-Harrison A Middle School Building
A building in which General Education programs are operated
Program Position #38
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: FTE split adjusted to accommodate the variety of student supports and remain in compliance for caseload standards.
PROGRAM SEGMENTS
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support
11 to 14 10 0.5
Locations:
Fugett Middle School-Krissinger A Middle School Building
A building in which General Education programs are operated
46
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 11 to 14 25 0.5
Locations:
Fugett Middle School-Krissinger
A Middle School Building
A building in which General Education programs are operated
Program Position #39
Operator: School District PROGRAM DETAILS
Type: Class and Position Implementation Date: August 29, 2016 Reason for the proposed change: Aligning support service within feeder pattern to ensure students remain with their peers K-12. This was a move class for the 16-17 school year. The class will remain for the 17-18 school year. I cannot undo this revision for the 17-18 school year, so it has to stay as a move. Present Class Location: 117 Proposed Class Location: C131 Length of time class has been in present location: 14
PROGRAM SEGMENTS
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Life Skills Support
11 to 14 20 1
Locations:
Peirce Middle School-Stolnis A Middle School Building
A building in which General Education programs are operated
Program Position #40
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: FTE split adjusted to accommodate the variety of student supports and remain in compliance for caseload standards.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Autistic Support 11 to 14 9 0.75
Locations:
Fugett Middle School-Carney-Massey
A Middle School Building
A building in which General Education programs are operated
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support
11 to 14 2 0.1
Locations:
Fugett Middle School-Carney-Massey
A Middle School Building
A building in which General Education programs are operated
47
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 11 to 14 5 0.1
Locations:
Fugett Middle School-Carney-Massey
A Middle School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Emotional Support 11 to 14 2 0.05
Locations:
Fugett Middle School-Carney-Massey
A Middle School Building
A building in which General Education programs are operated
Program Position #41
Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 11 to 14 25 0.5
Locations:
Fugett Middle School-Estrada
A Middle School Building
A building in which General Education programs are operated
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support
11 to 14 10 0.5
Locations:
Fugett Middle School-Estrada A Middle School Building
A building in which General Education programs are operated
Program Position #42
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 27, 2018 Reason for the proposed change: FTE split adjusted to accommodate the variety of student supports and remain in compliance for caseload standards.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 11 to 14 7 0.15
Locations:
Fugett Middle School-Rosen
A Middle School Building
A building in which General Education programs are operated
Type of Support Level of Support
Age Range Caseload FTE
48
Supplemental (Less Than 80% but More Than 20%)
Learning Support
11 to 14 15 0.75
Locations:
Fugett Middle School-Rosen A Middle School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Physical Support 11 to 14 5 0.1
Locations:
Fugett Middle School-Rosen
A Middle School Building
A building in which General Education programs are operated
Program Position #43
Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 11 to 14 25 0.5
Locations:
Fugett Middle School-Scolis
A Middle School Building
A building in which General Education programs are operated
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support
11 to 14 10 0.5
Locations:
Fugett Middle School-Scolis A Middle School Building
A building in which General Education programs are operated
Program Position #44
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 27, 2018 Reason for the proposed change: This is only a teacher name change. Nothing changed with class or caseload.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 11 to 14 25 0.5
Locations:
Peirce Middle School-Oberholtzer
A Middle School Building
A building in which General Education programs are operated
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support
11 to 14 10 0.5
49
Locations:
Peirce Middle School-Oberholtzer
A Middle School Building
A building in which General Education programs are operated
Program Position #45
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: FTE split adjusted to accommodate the variety of student supports and remain in compliance for caseload standards.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 11 to 14 12 0.25
Locations:
Peirce Middle School-Fosco
A Middle School Building
A building in which General Education programs are operated
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support
11 to 14 15 0.75
Locations:
Peirce Middle School-Fosco A Middle School Building
A building in which General Education programs are operated
Program Position #46
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: FTE split adjusted to accommodate the variety of student supports and remain in compliance for caseload standards.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Emotional Support 11 to 14 12 0.25
Locations:
Peirce Middle School-Schell
A Middle School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Emotional Support
11 to 14 3 0.15
Locations:
Peirce Middle School-Schell A Middle School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Autistic Support 11 to 14 4 0.35
50
Locations:
Peirce Middle School-Schell
A Middle School Building
A building in which General Education programs are operated
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Autistic Support 11 to 14 2 0.25
Locations:
Peirce Middle School-Schell A Middle School Building
A building in which General Education programs are operated
Program Position #47
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: FTE split adjusted to accommodate the variety of student supports and remain in compliance for caseload standards.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 11 to 14 12 0.25
Locations:
Peirce Middle School-Fagan
A Middle School Building
A building in which General Education programs are operated
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support
11 to 14 15 0.75
Locations:
Peirce Middle School-Fagan A Middle School Building
A building in which General Education programs are operated
Program Position #48
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: No FTE or caseload change. Just changed teacher information above.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 11 to 14 25 0.5
Locations:
Peirce Middle School-Whittingham
A Middle School Building
A building in which General Education programs are operated
Type of Support Level of Age Range Caseload FTE
51
Support
Supplemental (Less Than 80% but More Than 20%)
Learning Support
11 to 14 10 0.5
Locations:
Peirce Middle School-Whittingham
A Middle School Building
A building in which General Education programs are operated
Program Position #49
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: FTE split adjusted to accommodate the variety of student supports and remain in compliance for caseload standards.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 11 to 14 12 0.25
Locations:
Peirce Middle School-Dougherty
A Middle School Building
A building in which General Education programs are operated
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support
11 to 14 15 0.75
Locations:
Peirce Middle School-Dougherty A Middle School Building
A building in which General Education programs are operated
Program Position #50
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: FTE split adjusted to accommodate the variety of student supports and remain in compliance for caseload standards.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Blind or Visually Impaired Support
11 to 14 2 0.1
Locations:
Stetson Middle School-Jewitt A Middle School Building
A building in which General Education programs are operated
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support
11 to 14 10 0.5
Locations:
Stetson Middle School-Jewitt A Middle School A building in which General
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Building Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 11 to 14 15 0.3
Locations:
Stetson Middle School-Jewitt
A Middle School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Blind or Visually Impaired Support
11 to 14 5 0.1
Locations:
Stetson Middle School-Jewitt
A Middle School Building
A building in which General Education programs are operated
Program Position #51
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: FTE split adjusted to accommodate the variety of student supports and remain in compliance for caseload standards.
PROGRAM SEGMENTS
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Autistic Support 11 to 14 3 0.4
Locations:
Stetson Middle School-Smith A Middle School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Multiple Disabilities Support
11 to 14 1 0.15
Locations:
Stetson Middle School-Smith A Middle School Building
A building in which General Education programs are operated
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support
11 to 14 8 0.4
Locations:
Stetson Middle School-Smith A Middle School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 11 to 14 2 0.05
Locations:
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Stetson Middle School-Smith
A Middle School Building
A building in which General Education programs are operated
Program Position #52
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: No FTE or caseload change. Just changed the teacher information above.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 11 to 14 25 0.5
Locations:
Stetson Middle School-Stansbury
A Middle School Building
A building in which General Education programs are operated
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support
11 to 14 10 0.5
Locations:
Stetson Middle School-Stansbury A Middle School Building
A building in which General Education programs are operated
Program Position #53
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: FTE split adjusted to accommodate the variety of student supports and remain in compliance for caseload standards.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 11 to 14 15 0.3
Locations:
Stetson Middle School-Derp
A Middle School Building
A building in which General Education programs are operated
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support
11 to 14 12 0.6
Locations:
Stetson Middle School-Derp A Middle School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% Emotional 11 to 14 2 0.1
54
but More Than 20%) Support
Locations:
Stetson Middle School-Derp A Middle School Building
A building in which General Education programs are operated
Program Position #54
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: FTE split adjusted to accommodate the variety of student supports and remain in compliance for caseload standards.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Autistic Support 11 to 14 2 0.2
Locations:
Stetson Middle School-Vitello
A Middle School Building
A building in which General Education programs are operated
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Autistic Support 11 to 14 1 0.2
Locations:
Stetson Middle School-Vitello A Middle School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 11 to 14 20 0.4
Locations:
Stetson Middle School-Vitello
A Middle School Building
A building in which General Education programs are operated
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support
11 to 14 2 0.1
Locations:
Stetson Middle School-Vitello A Middle School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Deaf and Hearing Impaired Support
11 to 14 5 0.1
Locations:
Stetson Middle School-Vitello
A Middle School Building
A building in which General Education programs are operated
Program Position #55
Operator: School District
55
PROGRAM DETAILS Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: FTE split adjusted to accommodate the variety of student supports and remain in compliance for caseload standards.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 11 to 14 20 0.4
Locations:
Stetson Middle School-Costin
A Middle School Building
A building in which General Education programs are operated
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support
11 to 14 10 0.5
Locations:
Stetson Middle School-Costin A Middle School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Deaf and Hearing Impaired Support
11 to 14 5 0.1
Locations:
Stetson Middle School-Costin
A Middle School Building
A building in which General Education programs are operated
Program Position #56
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 27, 2018 Reason for the proposed change: FTE split adjusted to accommodate the variety of student supports and remain in compliance for caseload standards.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 11 to 14 25 0.5
Locations:
Stetson Middle School-Davolos
A Middle School Building
A building in which General Education programs are operated
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support
11 to 14 10 0.5
Locations:
Stetson Middle School-Davolos A Middle School Building
A building in which General Education programs are operated
Program Position #57
56
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: FTE split adjusted to accommodate the variety of student supports and remain in compliance for caseload standards.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 14 to 18 30 0.6
Locations:
East High School-Bennett
A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 14 to 18 4 0.2
Locations:
East High School-Bennett A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Deaf and Hearing Impaired Support
14 to 18 5 0.1
Locations:
East High School-Bennett
A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Blind or Visually Impaired Support
14 to 18 5 0.1
Locations:
East High School-Bennett
A Senior High School Building
A building in which General Education programs are operated
Program Position #58
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 27, 2018 Reason for the proposed change: FTE split adjusted to accommodate the variety of student supports and remain in compliance for caseload standards.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 14 to 18 15 0.3
Locations:
East High School-Mueller
A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
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Supplemental (Less Than 80% but More Than 20%)
Learning Support 14 to 18 8 0.4
Locations:
East High School-Mueller A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Autistic Support 14 to 18 3 0.3
Locations:
East High School-Mueller
A Senior High School Building
A building in which General Education programs are operated
Program Position #59
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: FTE split adjusted to accommodate the variety of student supports and remain in compliance for caseload standards.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 14 to 18 10 0.5
Locations:
East High School-Costin A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 14 to 18 25 0.5
Locations:
East High School-Costin
A Senior High School Building
A building in which General Education programs are operated
Program Position #60
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: FTE split adjusted to accommodate the variety of student supports and remain in compliance for caseload standards.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Autistic Support 14 to 18 7 0.6
Locations:
East High School-May
A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 14 to 18 15 0.3
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Locations:
East High School-May
A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 14 to 18 2 0.1
Locations:
East High School-May A Senior High School Building
A building in which General Education programs are operated
Program Position #61
Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 14 to 18 25 0.5
Locations:
East High School-Rightmyer
A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 14 to 18 10 0.5
Locations:
East High School-Rightmyer A Senior High School Building
A building in which General Education programs are operated
Program Position #62
Operator: School District PROGRAM DETAILS
Type: ClassandPosition Implementation Date: August 29, 2016 Reason for the proposed change: We're aligning the programs so that students can be with the same cohort of peers K-12. This was a move class for the 16-17 school year. The class will remain for the 17-18 school year. I can not undo this revision for the 17-18 school year, so it has to stay as a move. Present Class Location: 113 Proposed Class Location: 224 Length of time class has been in present location: 14
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Life Skills Support 14 to 18 20 1
Locations:
Henderson High School-McMahon
A Senior High School Building
A building in which General Education programs are operated
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Program Position #63
Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 14 to 18 25 0.5
Locations:
East High School-McLain
A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 14 to 18 10 0.5
Locations:
East High School-McLain A Senior High School Building
A building in which General Education programs are operated
Program Position #64
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: FTE split adjusted to accommodate the variety of student supports and remain in compliance for caseload standards.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Emotional Support 14 to 18 15 0.3
Locations:
East High School-Phillips
A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 14 to 18 10 0.2
Locations:
East High School-Phillips
A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 14 to 18 10 0.5
Locations:
East High School-Phillips A Senior High School Building
A building in which General Education programs are operated
Program Position #65
Operator: School District
60
PROGRAM DETAILS Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: FTE split adjusted to accommodate the variety of student supports and remain in compliance for caseload standards.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 14 to 18 10 0.5
Locations:
East High School-Zimmerman A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Emotional Support 14 to 18 25 0.5
Locations:
East High School-Zimmerman
A Senior High School Building
A building in which General Education programs are operated
Program Position #66
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: No FTE or caseload change. Just change teacher information above.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 14 to 18 25 0.5
Locations:
East High School-Parry
A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 14 to 18 10 0.5
Locations:
East High School-Parry A Senior High School Building
A building in which General Education programs are operated
Program Position #68
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: FTE split adjusted to accommodate the variety of student supports and remain in compliance for caseload standards.
PROGRAM SEGMENTS
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Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 14 to 18 16 0.33
Locations:
Henderson High School-Vasquez
A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 14 to 18 6 0.34
Locations:
Henderson High School-Vasquez
A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Emotional Support 14 to 18 16 0.33
Locations:
Henderson High School-Vasquez
A Senior High School Building
A building in which General Education programs are operated
Program Position #69
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: FTE split adjusted to accommodate the variety of student supports and remain in compliance for caseload standards.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Autistic Support 14 to 18 3 0.25
Locations:
Henderson High School-Polcini
A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 14 to 18 5 0.25
Locations:
Henderson High School-Polcini A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 14 to 18 12 0.25
Locations:
Henderson High School-Polcini
A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Autistic Support 14 to 18 2 0.25
62
Locations:
Henderson High School-Polcini A Senior High School Building
A building in which General Education programs are operated
Program Position #70
Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 14 to 18 10 0.5
Locations:
Henderson High School-Wilson A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 14 to 18 25 0.5
Locations:
Henderson High School-Wilson
A Senior High School Building
A building in which General Education programs are operated
Program Position #71
Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 14 to 18 25 0.5
Locations:
Henderson High School-Corr
A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 14 to 18 10 0.5
Locations:
Henderson High School-Corr A Senior High School Building
A building in which General Education programs are operated
Program Position #72
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: No FTE or caseload change. Just changed teacher information above.
63
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 14 to 18 25 0.5
Locations:
Henderson High School-Dorsey
A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 14 to 18 10 0.5
Locations:
Henderson High School-Dorsey A Senior High School Building
A building in which General Education programs are operated
Program Position #73
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: No FTE or caseload change. Just changed teacher information above.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 14 to 18 25 0.5
Locations:
Henderson High School-Muzi
A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 14 to 18 10 0.5
Locations:
Henderson High School-Muzi A Senior High School Building
A building in which General Education programs are operated
Program Position #74
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 28, 2018 Reason for the proposed change: This is just a teacher name change. Nothing changed with the classroom or caseload.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 14 to 18 25 0.5
Locations:
Henderson High School-Stephen
A Senior High School Building
A building in which General Education programs are operated
64
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 14 to 18 10 0.5
Locations:
Henderson High School-Stephen A Senior High School Building
A building in which General Education programs are operated
Program Position #75
Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 14 to 18 25 0.5
Locations:
Henderson High School-Manley
A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 14 to 18 10 0.5
Locations:
Henderson High School-Manley A Senior High School Building
A building in which General Education programs are operated
Program Position #76
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: FTE split adjusted to accommodate the variety of student supports and remain in compliance for caseload standards.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Autistic Support 14 to 18 4 0.4
Locations:
Henderson High School-Shapard
A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Full-Time Special Education Class
Emotional Support 14 to 18 1 0.1
Locations:
Henderson High School-Shapard
A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Emotional Support 14 to 18 10 0.2
65
Locations:
Henderson High School-Shapard
A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Autistic Support 14 to 18 1 0.2
Locations:
Henderson High School-Shapard
A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 14 to 18 5 0.1
Locations:
Henderson High School-Shapard
A Senior High School Building
A building in which General Education programs are operated
Program Position #77
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: FTE split adjusted to accommodate the variety of student supports and remain in compliance for caseload standards.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 14 to 18 15 0.4
Locations:
Rustin High School-McVeigh
A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 14 to 18 10 0.5
Locations:
Rustin High School-McVeigh A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Physical Support 14 to 18 1 0.1
Locations:
Rustin High School-McVeigh A Senior High School Building
A building in which General Education programs are operated
Program Position #78
Operator: School District PROGRAM DETAILS
Type: Class
66
Implementation Date: August 28, 2016 Reason for the proposed change: FTE split adjusted to accommodate the variety of student supports and remain in compliance for caseload standards.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 14 to 18 25 0.5
Locations:
Rustin High School-SmithR
A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 14 to 18 2 0.1
Locations:
Rustin High School-SmithR A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Emotional Support 14 to 18 20 0.4
Locations:
Rustin High School-SmithR
A Senior High School Building
A building in which General Education programs are operated
Program Position #79
Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 14 to 18 25 0.5
Locations:
Rustin High School-Bane
A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 14 to 18 10 0.5
Locations:
Rustin High School-Bane A Senior High School Building
A building in which General Education programs are operated
Program Position #80
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: FTE split adjusted to accommodate the variety of student supports and remain in compliance for caseload standards.
67
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 14 to 18 25 0.5
Locations:
Rustin High School-Freese
A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 14 to 18 8 0.4
Locations:
Rustin High School-Freese A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Deaf and Hearing Impaired Support
14 to 18 1 0.1
Locations:
Rustin High School-Freese A Senior High School Building
A building in which General Education programs are operated
Program Position #81
Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 14 to 18 25 0.5
Locations:
Rustin High School-Jacobs
A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 14 to 18 10 0.5
Locations:
Rustin High School-Jacobs A Senior High School Building
A building in which General Education programs are operated
Program Position #82
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 27, 2018 Reason for the proposed change: FTE split adjusted to accommodate the variety of student supports and remain in compliance for caseload standards.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
68
Itinerant Autistic Support 14 to 18 1 0.1
Locations:
Rustin High School-Doyle
A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 14 to 18 8 0.4
Locations:
Rustin High School-Doyle A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 14 to 18 5 0.1
Locations:
Rustin High School-Doyle
A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Autistic Support 14 to 18 3 0.4
Locations:
Rustin High School-Doyle A Senior High School Building
A building in which General Education programs are operated
Program Position #83
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 28, 2017 Reason for the proposed change: FTE split adjusted to accommodate the variety of student supports and remain in compliance for caseload standards.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Emotional Support 14 to 18 4 0.2
Locations:
Rustin High School-Bickel A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Emotional Support 14 to 18 17 0.35
Locations:
Rustin High School-Bickel
A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 14 to 18 5 0.1
Locations:
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Rustin High School-Bickel
A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 14 to 18 4 0.2
Locations:
Rustin High School-Bickel A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Autistic Support 14 to 18 1 0.15
Locations:
Rustin High School-Bickel A Senior High School Building
A building in which General Education programs are operated
Program Position #85
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: FTE split adjusted to accommodate the variety of student supports and remain in compliance for caseload standards.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Autistic Support 14 to 18 4 0.4
Locations:
Rustin High School-Harp
A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Autistic Support 14 to 18 1 0.1
Locations:
Rustin High School-Harp A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 14 to 18 20 0.4
Locations:
Rustin High School-Harp
A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 14 to 18 2 0.1
Locations:
Rustin High School-Harp A Senior High School Building
A building in which General Education programs are operated
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Program Position #86
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: FTE split adjusted to accommodate the variety of student supports and remain in compliance for caseload standards.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 14 to 18 25 0.5
Locations:
Rustin High School-Tornetta
A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 14 to 18 10 0.5
Locations:
Rustin High School-Tornetta A Senior High School Building
A building in which General Education programs are operated
Program Position #87
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: FTE split adjusted to accommodate the variety of student supports and remain in compliance for caseload standards.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 5 to 8 25 0.5
Locations:
Starkweather Elementary-Svelling
An Elementary School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 5 to 8 8 0.4
Locations:
Starkweather Elementary-Svelling
An Elementary School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Blind or Visually Impaired Support
5 to 8 5 0.1
Locations:
Starkweather Elementary-Svelling
An Elementary School Building
A building in which General Education programs are operated
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Program Position #88
Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Speech and Language Support
5 to 11 52 0.8
Justification: Students are seen either on an itinerant individual or group basis. If students are seen by the therapist in a group setting students will not be outside of the 3 year age range. The 5-11 age range indicated in this segment covers the entire therapists caseload per the specific elementary building.
Locations:
East Bradford Elementary-Hennigan
An Elementary School Building
A building in which General Education programs are operated
Program Position #89
Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Speech and Language Support
5 to 11 65 1
Justification: Students are seen either on an itinerant individual or group basis. If students are seen by the therapist in a group setting students will not be outside of the 3 year age range. The 5-11 age range indicated in this segment covers the entire therapists caseload per the specific elementary building.
Locations:
East Goshen Elementary-Pilko
An Elementary School Building
A building in which General Education programs are operated
Program Position #90
Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Speech and Language Support
5 to 11 65 1
Justification: Students are seen either on an itinerant individual or group basis. If students are seen by the therapist in a group setting students will not be outside of the 3 year age range. The 5-11 age range indicated in this segment covers the entire therapists caseload per the specific elementary building.
Locations:
Exton Elementary-Richardson
An Elementary School Building
A building in which General Education programs are operated
Program Position #91
Operator: School District
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PROGRAM DETAILS Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Speech and Language Support
5 to 11 39 0.6
Justification: Students are seen either on an itinerant individual or group basis. If students are seen by the therapist in a group setting students will not be outside of the 3 year age range. The 5-11 age range indicated in this segment covers the entire therapists caseload per the specific elementary building.
Locations:
Fern Hill Elementary-Benson
An Elementary School Building
A building in which General Education programs are operated
Program Position #92
Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Speech and Language Support
5 to 11 52 0.8
Justification: Students are seen either on an itinerant individual or group basis. If students are seen by the therapist in a group setting students will not be outside of the 3 year age range. The 5-11 age range indicated in this segment covers the entire therapists caseload per the specific elementary building.
Locations:
Glen Acres Elementary-Berstecher
An Elementary School Building
A building in which General Education programs are operated
Program Position #93
Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Speech and Language Support
5 to 11 65 1
Justification: Students are seen either on an itinerant individual or group basis. If students are seen by the therapist in a group setting students will not be outside of the 3 year age range. The 5-11 age range indicated in this segment covers the entire therapists caseload per the specific elementary building.
Locations:
Hillsdale Elementary-Pauls
An Elementary School Building
A building in which General Education programs are operated
Program Position #94
Operator: School District PROGRAM DETAILS
Type: Implementation Date:
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PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Speech and Language Support
5 to 11 39 0.6
Justification: Students are seen either on an itinerant individual or group basis. If students are seen by the therapist in a group setting students will not be outside of the 3 year age range. The 5-11 age range indicated in this segment covers the entire therapists caseload per the specific elementary building.
Locations:
Mary C Howse Elementary-Hennigan/Benson
An Elementary School Building
A building in which General Education programs are operated
Program Position #95
Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Speech and Language Support
5 to 11 39 0.6
Justification: Students are seen either on an itinerant individual or group basis. If students are seen by the therapist in a group setting students will not be outside of the 3 year age range. The 5-11 age range indicated in this segment covers the entire therapists caseload per the specific elementary building.
Locations:
Penn Wood Elementary-Pumphrey/Berstecher
An Elementary School Building
A building in which General Education programs are operated
Program Position #96
Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Speech and Language Support
5 to 11 65 1
Justification: Students are seen either on an itinerant individual or group basis. If students are seen by the therapist in a group setting students will not be outside of the 3 year age range. The 5-11 age range indicated in this segment covers the entire therapists caseload per the specific elementary building.
Locations:
Starkweather Elementary-Condon
An Elementary School Building
A building in which General Education programs are operated
Program Position #97
Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
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Type of Support Level of Support Age Range Caseload FTE
Itinerant Speech and Language Support
5 to 11 52 0.8
Justification: Students are seen either on an itinerant individual or group basis. If students are seen by the therapist in a group setting students will not be outside of the 3 year age range. The 5-11 age range indicated in this segment covers the entire therapists caseload per the specific elementary building.
Locations:
Westtown Thornbury Elementary-Yost
An Elementary School Building
A building in which General Education programs are operated
Program Position #98
Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Speech and Language Support
11 to 14 52 0.8
Locations:
Fugett Middle School-Fricker
A Middle School Building
A building in which General Education programs are operated
Program Position #99
Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Speech and Language Support
11 to 14 52 0.8
Locations:
Peirce Middle School-Hogan
A Middle School Building
A building in which General Education programs are operated
Program Position #100
Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Speech and Language Support
11 to 14 52 0.8
Locations:
Stetson Middle School-Hetzel
A Middle School Building
A building in which General Education programs are operated
Program Position #101
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Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Speech and Language Support
14 to 18 13 0.2
Locations:
East High School-Fricker
A Senior High School Building
A building in which General Education programs are operated
Program Position #102
Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Speech and Language Support
14 to 18 13 0.2
Locations:
Henderson High School-Hogan
A Senior High School Building
A building in which General Education programs are operated
Program Position #103
Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Speech and Language Support
14 to 18 52 0.8
Locations:
Rustin High School-Pumphrey/Hetzel
A Senior High School Building
A building in which General Education programs are operated
Program Position #104
Operator: School District PROGRAM DETAILS
Type: ClassandPosition Implementation Date: August 28, 2017
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 11 to 14 12 0.25
Locations:
Peirce Middle School-Graff
A Middle School Building
A building in which General Education programs are operated
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Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support
11 to 14 5 0.25
Locations:
Peirce Middle School-Graff A Middle School Building
A building in which General Education programs are operated
Program Position #105
Operator: School District PROGRAM DETAILS
Type: ClassandPosition Implementation Date: August 29, 2016
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Autistic Support 14 to 18 5 0.6
Locations:
East High School-Garvin A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 14 to 18 8 0.4
Locations:
East High School-Garvin A Senior High School Building
A building in which General Education programs are operated
Program Position #106
Operator: School District PROGRAM DETAILS
Type: ClassandPosition Implementation Date: September 2, 2014
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Life Skills Support 5 to 8 10 0.5
Locations:
Westtown Thornbury-Walter An Elementary School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 5 to 8 4 0.5
Locations:
Westtown Thornbury Elementary-Walter
An Elementary School Building
A building in which General Education programs are operated
Program Position #107
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Operator: School District PROGRAM DETAILS
Type: ClassandPosition Implementation Date: August 31, 2015
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Full-Time Special Education Class
Multiple Disabilities Support
5 to 8 4 0.5
Locations:
Starkweather Elementary-Loper
An Elementary School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Multiple Disabilities Support
5 to 8 4 0.5
Locations:
Starkweather Elementary-Loper
An Elementary School Building
A building in which General Education programs are operated
Program Position #108
Operator: School District PROGRAM DETAILS
Type: ClassandPosition Implementation Date: August 31, 2015
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Emotional Support 9 to 13 12 0.25
Locations:
Fugett Middle School-Keogh
A Middle School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Emotional Support
9 to 13 5 0.25
Locations:
Fugett Middle School-Keogh A Middle School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 9 to 13 12 0.25
Locations:
Fugett Middle School-Keogh
A Middle School Building
A building in which General Education programs are operated
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support
9 to 13 5 0.25
Locations:
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Fugett Middle School-Keogh A Middle School Building
A building in which General Education programs are operated
Program Position #109
Operator: School District PROGRAM DETAILS
Type: ClassandPosition Implementation Date: August 29, 2016
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Autistic Support 5 to 8 8 1
Locations:
Fern Hill Elementary-Hadfield An Elementary School Building
A building in which General Education programs are operated
Program Position #110
Operator: School District PROGRAM DETAILS
Type: ClassandPosition Implementation Date: August 29, 2016
PROGRAM SEGMENTS
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Autistic Support 11 to 14 4 0.5
Locations:
Fugett Middle School-Johnson A Middle School Building
A building in which General Education programs are operated
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Life Skills Support
11 to 14 7 0.5
Locations:
Fugett Middle School-Johnson A Middle School Building
A building in which General Education programs are operated
Special Education Support Services
Support Service Location Teacher FTE
Supervisor of Student Services Administration Building 1
Director of Pupil Services Administration Building 1
Supervisor of Special Education Administration Building 3
School Psychologists Across all District School Settings
15.6
School Social Worker Administration Building 1
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Home, School & Community Workers
Across all District School Settings
7
Personal Care Assistants Across all District School Settings
118
Certified School Nurses & RNs Across all District School Settings
20
Special Education Contracted Services
Special Education Contracted Services
Operator Amt of Time per Week
Vision Intermediate Unit 39.64 Hours
Orientation & Mobility Intermediate Unit 13.42 Hours
Hearing Intermediate Unit 15.69 Hours
Personal Care Assistants Outside Contractor 434 Hours
Occupational Therapy Outside Contractor 296.82 Hours
Physical Therapy Outside Contractor 94.18 Hours
School Psychologists Outside Contractor 15.52 Hours
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District Level Plan
Special Education Personnel Development
Autism Description
Autistic support teachers will participate in professional development training
with Special Education Liaisons, and the Training and Consultation Team (TaC)
from CCIU and PaTTAN. Future trainings include:
Successful inclusion for students with low incidence disabilities
Language Essentials for Teachers of Reading and Spelling (LETRS)
Autism Initiative Professional Development
Continue to provide training through the PaTTAN consultants for teachers
participating in the autism initiative for the 2017-2018 school year. In order to
provide a continuum of services using verbal behavior strategies, additional
teachers at the elementary and middle school level will be trained.
2018-2019- For teachers trained in 2017-2018 school year, teachers will
continue to consult in person with PaTTAN and the internal WCASD coach on a
monthly basis. Teachers will be able to contact PaTTAN via telephone or by
email for additional consultations. Provide 2- half day collaborative
opportunities for teacher participating in the Autism Initiative.
2019-2020- For teachers trained, provide opportunity to consult in person with
PaTTAN and the internal WCASD coach on a monthly basis. Teachers will be
able to contact PaTTAN via telephone or by email for additional consultations.
At least 1 additional elementary and middle school teacher will have applied to
be part of the Autism Initiative and begin training.
2020-2021- For teachers trained, provide opportunity to consult in person with
PaTTAN and the internal WCASD coach on a monthly basis. Teachers will be
able to contact PaTTAN via telephone or by email for additional consultations.
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Evidence of results will be the implementation of verbal behavior/intensive
teaching techniques incorporated into the teacher’s instruction. Program
implementation scores on the end of year site review compared to fall scores
will have increased.
Literacy Instruction for students with autism in intensive programs:
2017-2018- Elementary, middle and high school teachers will receive three full
days of instruction through the CCIU in Language Essentials for Teachers of
Reading and Spelling (LETRS) relative to students with autism in intensive
programs. CCIU instructors will consult with teachers during the school year
through three ½ day rally sessions and individual consultation opportunities.
2018-2019- Teachers trained in 2017-2018 will continue to work on additional
LETRS modules.
Person Responsible Lisa Phifer
Start Date 7/1/2018
End Date 6/30/2021
Program Area(s) Special Education
Professional Development Details
Hours Per Session 4.0
# of Sessions 60
# of Participants Per Session 12
Provider PaTTAN, CCIU
Provider Type Pattan and IU
PDE Approved Yes
Knowledge Gain This is an optional narrative for Special Education.
Research & Best Practices Base This is an optional narrative for Special Education.
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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.
For school or LEA administrators, and other educators seeking leadership roles
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 Series of Workshops
Participant Roles Classroom teachers
Paraprofessional Related Service Personnel
Grade Levels Elementary - Primary (preK - grade 1)
Elementary - Intermediate (grades 2-5)
Middle (grades 6-8)
High (grades 9-12)
Follow-up Activities Peer-to-peer lesson discussion Lesson modeling with mentoring
Evaluation Methods Annual Site Review by PaTTAN, Monthly Consult Notes, mentoring reviews with CCIU LETRS trainers
Behavior Support Description In order to prevent crisis situations from occurring, the District will continue to
provide a series of trainings in Crisis Prevention. The West Chester Area School
District utilizes the curriculum, restraint practices, and crisis prevention model
of the Crisis Prevention Institute, Inc. Costs for Instructor Renewal program will
be budgeted by Office of Pupil Services. CPI instructors will maintain a master
list of certification records maintained by the District. The certification is valid
for two years and certificates will be issued to all certified staff upon
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completion of the course.
The District will be requiring building level administration to identify a core
team of CPI certified staff that consists of at least 5 personnel from a variety of
disciplines. This may include: Building Admin; Counselor; Psychologist; Regular
Education Staff; Special Education Staff; Nurse and Student/Class Specific Staff
as needed. Upon the identification of staff and/or completion of training,
building teams will meet on a regular basis to review Crisis Prevention
guidelines and practice. The CPI trainers will meet two times per school year
with trained building staff for a general review of Crisis Prevention guidelines
and offer relevant feedback. In addition to the CPI materials covered during
initial trainings, the district will provide a sample restraint form, school board
policy, and other specific WCASD documents for presentation to appropriate
staff members.
In addition to CPI, all special education teachers in the West Chester Area
School District have received training in the area of Functional Behavior
Assessment, and the implementation of Positive Behavior Support Plans. The
District has utilized Epic Developmental Services, the Chester County
Intermediate Unit, and District personnel to accomplish this. Over the course
of the next 3 years, the District plans to continue this work by further
establishing policies and procedures, and using professional development to
maximize consistency.
Person Responsible Supervisors of Special Education
Start Date 7/1/2018
End Date 6/30/2021
Program Area(s) Special Education
Professional Development Details
Hours Per Session 3.0
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# of Sessions 9
# of Participants Per Session 20
Provider Epic Developmental Service Group, CCIU, and District Personnel
Provider Type IU, for Profit Company, School Entity
PDE Approved Yes
Knowledge Gain This is an optional narrative for Special Education.
Research & Best Practices Base This is an optional narrative for Special Education.
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.
For school or LEA administrators, and other educators seeking leadership roles
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
Department Focused Presentation
Participant Roles Classroom teachers
Principals / Asst. Principals
School counselors
New Staff
Related Service Personnel
Grade Levels Elementary - Primary (preK - grade 1)
Elementary - Intermediate (grades 2-5)
Middle (grades 6-8) High (grades 9-12)
Follow-up Activities On-going application and implementation of Positive
Behavior Support Plans; monitoring of building teams'
responses to crisis situations
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Evaluation Methods collection of behavioral data from behavior plans; feedback from CPI instructors
Paraprofessional Description All paraprofessionals will be highly qualified as demonstrated by the
completion of 20 hours of professional development annually. Training
opportunities will be provided by district and intermediate unit staff with a
variety of topics related to their individual positions. The District uses multiple
sources of trainers when conducting the paraprofessional trainings. Topics
expected to be included, but not limited to: 1. use of de-escalation
techniques, 2. use of prompt hierarchy, 3. social skills strategies for
generalization, 4. wellness, 5. disability awareness, 6. use of strategies to
support learning of skills, 7. behavior management.
Person Responsible Supervisor of Special education
Start Date 7/1/2018
End Date 6/30/2021
Program Area(s) Professional Education, Special Education
Professional Development Details
Hours Per Session 6.0
# of Sessions 9
# of Participants Per Session 120
Provider District staff as well as contracted agencies to include but not limited
to: CCIU, Epic Developmental, PTS, etc.
Provider Type Combination of CCIU, for profit companies, PaTTAN
PDE Approved Yes
Knowledge Gain To continue to gain knowldege in the required 10 competency areas
for paraprofessionals per PDE:
1. Foundations of Special Education
2. Development and Characteristics of Learners
3. Individual Learning Differences
4. Instructional Strategies
5. Learning Emvironments and Social Interactions
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6. Language
7. Instructional Planning
8. Assessment
9. Professional and Ethical Practice
10. Collaboration
Research & Best Practices Base All professional development facilitators will be highly qualified in the
content area for each session. The information presented will be
current and in aligned with the competencies as outlined by the state.
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.
For school or LEA administrators, and other educators seeking leadership roles
Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.
Training Format LEA Whole Group Presentation
Series of Workshops
School Whole Group Presentation
Department Focused Presentation
Participant Roles Paraprofessional
Parents
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Grade Levels Elementary - Primary (preK - grade 1)
Elementary - Intermediate (grades 2-5)
Middle (grades 6-8)
High (grades 9-12)
Follow-up Activities Peer-to-peer lesson discussion
Journaling and reflecting
Paraprofessional observations
Evaluation Methods Participant survey
Administrator observations in accordance with the district evaluation system for paraprofessionals
Reading NCLB #1 Description Special education teachers who teach language arts will participate in district
professional development regarding the English/Language Arts curriculum and
all follow-up professional development for the duration of the Special
Education Plan. Select special education teachers will receive training in Wilson
Reading, LETRS, RAVE-O, Linda Mood Bell methodology in order to be able to
implement the reading strategies.
Person Responsible Special education supervisor
Start Date 7/1/2018
End Date 6/30/2021
Program Area(s) Special Education
Professional Development Details
Hours Per Session 3.0
# of Sessions 4
# of Participants Per Session 20
Provider District
Provider Type School Entity and IU
PDE Approved No
Knowledge Gain This is an optional narrative for Special Education.
Research & Best Practices
Base
This is an optional narrative for Special Education.
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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.
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
Participant Roles Classroom teachers
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
Follow up consultation opportunities with trainers
Evaluation Methods Classroom student assessment data
Transition Description The District will continue with Secondary Transition improvement practices
across the district.
Action Steps for 2018-2021
1. Continue participation in the Secondary Transition Cohort being led by the
CCIU Transition Specialist.
2. Identify and provide training in the resources available to IEP teams to meet
the transition needs of our students. This will include school resources,
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community agencies, local businesses, and the Office of MH/IDD in Chester
County.
3. Provide training in effective writing and implementation of the IEP that
involve transition services to the special education staff
4. Transition representatives from each middle and high school will develop
and publish a coordinated set of activities and services that could be utilized
for students based on their individual needs.
5. For the 2018-2019 School year, each high school will offer a transition
course for students that will support and assist them in meeting their post-
secondary goals.
Person Responsible Supervisors of Special Education
Start Date 7/1/2018
End Date 6/30/2021
Program Area(s) Special Education
Professional Development Details
Hours Per Session 3.0
# of Sessions 9
# of Participants Per Session 55
Provider CCIU
Provider Type IU
PDE Approved Yes
Knowledge Gain Teachers will gain a stronger knowledge of the transition process
and available resources to assist the IEP teams in the development
of effective transition plans for individual students.
Research & Best Practices Base Trainings will be based on presentations conducted by CCIU and
other private transition specialists.
For classroom teachers, school
counselors and education
specialists
Enhances the educator’s content knowledge in the area of the educator’s certification or assignment.
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
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community partners.
For school or LEA administrators, and other educators seeking leadership roles
Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.
Instructs the leader in managing resources for effective results.
Training Format LEA Whole Group Presentation
Series of Workshops
Live Webinar
Department Focused Presentation
Participant Roles Classroom teachers
Related Service Personnel
Grade Levels 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
IEP writing
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 part 3 of the IEP for secondary students
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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.
We affirm that the school district has completed a 28 day public inspection and comment period as
required under 22 PA Code § 4.13 (d) prior to the school entity's governing board approval and
submission to the Department of Education (Bureau of Special Education).
No signature has been provided
Board President
92
No signature has been provided
Superintendent/Chief Executive Officer
SPECIAL EDUCATION PLAN 7/1/2018-6/30/2021
Pupil Services Committee Meeting
April 9, 2018
IDENTIFICATION METHOD
• RTII/MTSS Process
• Collection of data including intervention information
• Use of the Flag form to track progress
• Use of On Hands to review baseline data
• Standardized assessment
• Parent, teacher, student input
• Rating Scales
• Observations
LEAST RESTRICTIVE ENVIRONMENT (LRE)
• Utilizing a continuum of programs and services to meet student individual needs
• Offering more programs in the district:
• Multiple Disabilities (currently K-8)
• School Based Mental Health Program HS
• Proposed expansion in the plan:
• Mental Health therapists at the MS in 2018-19
• Transition for ages 18-21 in 2019-20
ENROLLMENT-LRE
SE Inside Reg
Ed 80% or
more
SE Inside
Regular Class
< 40%
SE in Other
Settings
Year LEA State LEA State LEA State
2013-14 60.9 62.4 4.9 8.9 6.5 4.8
2014-15 59.4 62 4.9 9.5 5.6 4.8
2015-16 59.1 61.8 4.8 9.5 5.7 4.9
2016-17 57.3 62.4 4.5 9 6.7 4.9
DISABILITY-ENROLLMENTLEA
2013-14
State
2013-14
LEA
2014-15
State
2014-15
LEA
2015-16
State
2015-16
LEA
2016-17
State
2016-17
Sped enrollment 1504 269349 1490 270848 1512 276185 1533 283145
% enrollment 12.8 15.4 12.7 15.6 13.1 15.9 13.2 16.5
Autism 11.9 9.4 11.5 9.9 12.1 10.3 13 10.7
Deaf-Blindness --- 0 --- 0 --- 0 --- 0
Emotional
Disturbance5.9 8.4 6.8 8.5 6.3 8.5 6.2 8.5
Hearing
Impairment/deaf1.3 1 1.4 1 1.6 1 1.3 1
Intellectual
Disabilities2.7 6.7 3.2 6.6 3.2 6.5 3.8 6.5
Multiple
Disabilities1.5 1.1 1.5 1.1 1.5 1.1 1.3 1.1
Orthopedic
Impairment--- .3 --- .3 --- .3 --- .2
Other Health
Impairment22.3 12.3 25.2 13.2 26.3 14.1 26 14.9
Specific Learning
Disability36.6 44.3 33.8 43.3 33.6 42.6 34 41.8
Speech or
Language
Impairment
16.8 15.8 15.3 15.4 13.9 15 12.5 14.7
Traumatic Brain
Injury--- .3 --- .2 --- .2 --- .2
Visual
Impairment/blind
ness
.7 .4 --- .4 .9 .4 1 .4
BEHAVIOR SUPPORTS
• CCIU TaC team
• EPIC
• School wide behavior plans
• CPI Teams
DISTRICT STAFF
• Administration-6
• Teachers including liaisons- 98
• Speech Therapists-12
• School Counselors-31
• Intervention Specialists-3
• Psychologists-15.6
• Social Work Coordinator and Case Workers-8
• Nurses and Nurse Coordinator- 20
• PCAs-118
CONTRACTED STAFF
CCIU
• Vision 1.0
• Orientation and Mobility 1.0
• Hearing 2.0
PTS
• OT 7.91
• PT 2.51
AUTISM PROFESSIONAL DEVELOPMENT
• Verbal Behavior initiative
• PaTTAN
• Teams:
• East Goshen
• Exton
• Fern Hill
• Fugett
• East
BEHAVIOR PROFESSIONAL DEVELOPMENT
• Crisis Prevention Intervention (CPI)
• Functional Behavioral Analysis/Positive Behavior Support Plans
• Expansion of the school wide behavior plans
TRANSITION PROFESSIONAL DEVELOPMENT
• Secondary Transition Cohort
• Participate in Indicator 13 Transition training through PaTTAN
• Focusing on the development of effective individual plans in an IEP
• Develop an 18-21 year old district transition plan
STAFF INPUT STRENGTHS AND HIGHLIGHTS
• Our supervisors are always there and respond promptly when we reach out for assistance. Additionally, our supervisors are receptive to our requests.
• I feel that everyone works together as a team. We also have a great support system.
• Special education teachers receive extensive professional development each year.
• Teachers do a wonderful job collecting data and reporting on data. Decisions are made based on data collected.
• Caseloads are manageable, majority of special education teachers at my school have the best interest of the kids in mind and work together cohesively, an overall positive experience with parent communication and established relationships
• I appreciate the support provided from all levels of the SPED in the district. I feel like I can always get a question answered professionally and promptly from all levels.
• IEP writing days; Liaisons; ESY Program; Monthly IEP Writer Workshops
STAFF SURVEY
• Comprehensive transition services= 65% rated 4-5
• Behavior support training= 41%
• Effective resources to meet students on the Autism Spectrum= 59%
• Offers relevant PD to staff= 51%
• Executive Functioning= 39%
• Support students with complex needs in an inclusive environment= 28
PARENT TRAINING OPPORTUNITIES
• Monthly TEAM meetings
• Monthly Padres Latinos meetings
• Stress Management
• Technology Safety
• NOPE
• QPR
PARENT SURVEY
• Case manager includes me in the IEP= 89% 4-5
• Communication is clear and prompt= 79%
• Enjoy working with special ed teacher= 80%
• Resources available for parents= 65%
STRENGTHS & HIGHLIGHTSPARENT INPUT
• This district, in comparison to others, is very accommodating. Decisions seem based on my child's needs rather than the cost of meeting those needs. We're very happy with the current state of affairs.
• Mrs. Starace has been wonderful the last two years with our son. Moving into this school district has changed our lives in general. I can say with 100% certainty that she's part of the reason that he enjoys learning. She has changed his attitude towards school, and has helped give him the confidence he needed to succeed. (As his parents, we knew the potential was there). He will continue to succeed because of her support and guidance. He is our 'rockstar'.
• The communication between the professionals is exceptional at the school and I appreciate it immensely. Katie has been able to coordinate Jakes care in the most sometimes trying times and has helped Jake improve immensely. There is even coordination with his outside professionals which helps too reinforce his learning.
• Communication and willingness to hear and apply parent concerns and make changes to programming, interventions and strategies that best support your child!
• The biggest strength that we have experienced is the recognition for a needed change. There is never hesitation, just a quick and innovative enactment.
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Book Policy Manual
Section 200 Pupils
Title Copy of Enrollment of Students
Number 200
Status Second Reading
Adopted August 1, 2015
Last Revised November 27, 2017
Last Reviewed December 15, 2014
Authority The district shall enroll eligible school age students in accordance with Board policy and applicable lawsand regulations. The entitlement and requirements to secure enrollment shall apply equally to residentstudents residing with their parents/legal guardians; emancipated minors; nonresident students livingwith district residents who are supporting children gratis, including students residing in the district asthe result of the military deployment of parents/guardians; children living with preadoptive parents whoreside in the district; nonresident students living in facilities or institutions within the district; andnonresident students living in foster homes.[1][2][3][4] Definitions School age shall be defined as the period from the earliest admission age for the district's kindergartenprogram until graduation from high school or the end of the school term in which the student reachesthe age of twenty-one (21) years, whichever occurs first.[1][5] District of residence shall be defined as the school district in which a student's parent/legal guardianresides.[2][3] An emancipated minor shall be defined as a student under the age of twenty-one (21) who hasestablished a domicile apart from the continued control and support of a parent/guardian. Emancipationof a minor is a question of fact, which is not presumed, and is not solely dependent upon theemployment status of the minor. The burden of establishing emancipation is on the student seekingemancipated status. Homeless students may reside in shelters, hotels, motels, cars, tents or be temporarily doubled-upwith a resident family because of a lack of housing. Homeless students lack a fixed, regular, andadequate nighttime residence. Included within the definition of homeless students are youthawaiting foster care placement and unaccompanied homeless youth.[6] Unaccompanied homeless youth shall be defined as any child who is not in the physical custody of aparent/guardian, including a student who has run away from home, been thrown out of a home,abandoned, or separated from a parent/guardian.
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Guidelines School Age Requirements Kindergarten – Children are eligible for admission to kindergarten if they have attained the age of five (5) years on orbefore September 1.[7] First Grade – Children are eligible for admission to the first grade if they have attained the age of six (6) years on orbefore September 1.[8][9] They shall be admitted to school during the first two (2) weeks of the annual school term, andthereafter at the district’s discretion, except (a) children who are eight (8) years of age may beginschool at any time during the school year; and (b) children who are above the age of six (6) but belowthe age of eight (8) who have entered primary school in another public or private school and havetransferred to a district public school may be admitted at any time during the school year.[8][10] Early Admission The Board may admit into the first grade a child who is five (5) years old and demonstrates readinessfor entry by the first day of the school term, upon the written request of the parent/guardian,recommendation of the district psychologist, and approval of the Superintendent.[11] The Board is not required to admit into first grade any child whose age is less than the district'sestablished admission age for first grade.[11] Special exceptions may also be made for students not meeting the age requirements for admission, whotransfer from programs in other school districts, in accordance with administrative guidelines. Special Education District residents who (a) are eligible for special education in accordance with Chapter 14 of theregulations of the State Board of Education, or any successor regulations thereto; (b) are under the ageof twenty-one (21) and have a Graduation Equivalency Diploma (GED) and have not graduated from anaccredited public or private high school program, shall remain eligible to receive free public educationfrom the school district through the end of the school term of their twenty-first year.[12][13] Enrollment Requirements of Resident Students School age children shall be entitled to attend the schools of their district of residence.[1][2][3][14] The district shall normally enroll eligible school age students the next business day, but no later thanfive (5) business days after application.[3] The district shall not enroll a student until the parent/guardian has supplied:[1][2][3][15][16]
1. Proof of child’s age Acceptable documentation includes: birth certificate, notarized copy of a birth certificate,baptismal certificate, copy of the record of baptism – notarized or duly certified and showing thedate of birth, statement from the parents or another relative indicating the date of birth, a validpassport, or a prior school record indicating the date of birth.
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2. Immunizations required by law Acceptable documentation includes: either the child’s immunization record, a written statementfrom the former school district, or from a medical office that the required immunizations havebeen administered, or that a required series is in process, or verbal assurances from the formerschool district, or a medical office that the required immunizations have been completed, withrecords to follow.
3. Proof of residency Acceptable documentation includes: a deed, a lease, current utility bill, current credit card bill,property tax bill, vehicle registration, driver’s license, or DOT identification card. The district mayrequire that more than one (1) form of residency confirmation be provided. In verifying residency,the district shall require only such information as is deemed reasonable in light of a family’scircumstances.
4. Parental Registration Statement A sworn statement or affirmation attesting to whether the student has been or presently issuspended or expelled for offenses involving drugs, alcohol, or weapons; willful infliction of injuryto another person; or any act of violence committed on school property must be provided for astudent to be admitted to any school entity.[17][18] However, the district shall not deny or delay a student’s enrollment based upon informationcontained in the student’s certified disciplinary record or Parental Registration Statement, but mayprovide alternative education services to students who have committed weapons offenses, inaccordance with applicable law.[19]
5. Home Language Survey The district shall administer a home language survey to all students enrolling in the district’sschools for the first time.[3][20]
Upon enrollment, the district shall contact the student’s former school and request a certified copy ofthe student’s education and, if applicable, the student’s discipline records. The district shall enrolleligible students within five (5) business days of application regardless of receipt of records fromprevious districts.[18] Documentation that will be requested from former districts may include: (a) picture identification; (b)health or physical examination records; (c) academic records; (d) attendance records; (e) IndividualizedEducation Program; and (f) other special education records. Items that will not be requested are: (a) social security number; (b) the reason for the child’splacement if not living with natural parents; (c) child’s or parent’s visa; (d) agency records; or (exceptfor the limited circumstances below) (e) a court order or records relating to a dependency proceeding. Homeless Students In the case of homeless students, traditional concepts of residence and domicile do not apply. Thedistrict shall immediately enroll identified homeless students, even if the student or parent/guardian isunable to produce the required documents, in accordance with Board policy and applicable law.[6] Emancipated Minor Emancipated minors and unaccompanied homeless students may enroll without any additionalassistance from a parent/guardian. Immigrant Students
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The district shall not inquire as to the immigration status of a student as part of the enrollment process.A child’s right to be admitted to school may not be conditioned on the child’s immigration status.Students are to be enrolled following the same guidelines above.[3] Custody Agreements A student may only have one (1) school district of residence. If the parents of a child share jointcustody and the child’s time is evenly divided between the residences of each parent, the parents mayselect one (1) of the school districts and enroll the child in that district.[3] When the parents of a student reside in different school districts, the student may attend the schooldistrict of residence of the parent with whom the student lives for a majority of the time, unless a courtorder or court approved custody agreement specifies otherwise.[3] If the individual enrolling the child is relying on a court order or custody agreement as the basis forenrolling the child, the district may require submission of the court order or custody agreement. Thedistrict shall not require submission of a custody order or agreement as a condition of enrollment underany other circumstance. Enrollment and Placement of Twins and Higher Order Multiple Siblings Twins or higher order multiple siblings shall be enrolled in the district in the same manner as all otherstudents. Placement of twins or higher order multiple siblings in particular classrooms within the districtshall be determined in accordance with applicable law.[21][22] Preadoptive and Adoptive Students Students living with preadoptive parents who are receiving adoption assistance subsidies, preadoptivefoster payments, Supplemental Security Income (SSI), or Transitional Assistance for Needy Families(TANF), are entitled to attend public school within the district. Students living in preadoptive or adoptivesituations are considered residents of the district and are entitled to all free school privileges accordedto resident students.[2] Students of Military Personnel When residents are military personnel who are deployed and their children are living with relativeswithin the district, the students are entitled to attend school in the district. The students should beenrolled following the same guidelines as nonresident guardianship situations. See Students Living WithResident Adult Other Than Parent below for registration procedures.[2] Students and Families With Limited English Proficiency Students and families with limited English proficiency will be provided translation and interpretationservices to the extent needed to help the family understand the enrollment process and enroll thestudents properly.[20] Address Confidentiality Program (ACP) Some families may enroll a student using an ACP card which lists a post office box as their address. Thisis their legal address and school districts shall not require additional information regarding theirresidence. School records from the student’s former school will be forwarded through the ACP. If thereare questions about the family’s eligibility for enrollment, contact the ACP at 1-800-563-6399. Enrollment Requirements of Nonresident Students
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The Board shall require that appropriate legal documentation showing dependency or guardianship or asworn statement of full residential support be filed with the Superintendent’s designee before an eligiblenonresident student may be accepted as a student in the district. The Board may require a resident tosubmit additional, reasonable information to substantiate a sworn statement, in accordance withguidelines issued by the Department of Education.[2][23] The Board reserves the right to verify claims of residency, dependency and guardianship, and to removefrom school attendance a nonresident student whose claim is invalid.[2] If information contained in the sworn statement of residential support is found to be false, the studentshall be removed from school after notice is given of an opportunity to appeal the student's removal, inaccordance with Board policy.[2][24] The Board shall not be responsible for the transportation to or from school of any student residingoutside of school district boundaries. Tuition rates shall be determined in accordance with statute, if applicable.[25][26][27] Students Living With Resident Adult Other Than Parent When a student is living with a district resident, who is supporting the child without personalcompensation (gratis), the child may attend the district’s public schools of that resident.[2] Before enrolling a new student who lives with a relative or friend of the family, the building principal orhis/her designee shall refer the relative/other adult to the Assistant Superintendent. The AssistantSuperintendent or his/her designee shall discuss the status of the unofficial guardianship with thatperson. If the Assistant Superintendent or his/her designee believes that the official/unofficialguardianship establishes the child’s legal domicile in the district, s/he will ask the person to follow therequirements of this policy and complete and sign the necessary forms/affidavits. The person shallpresent the completed documentation to the Assistant Superintendent or his/her designee for reviewand approval before the student may be enrolled. Once the documentation is provided, the district willenroll the child and permit him/her to begin to attend school without delay, but in no case more thanfive (5) days.[2][23] A resident’s receipt of Supplemental Security Income (SSI), Transitional Assistance for Needy Families(TANF), preadoptive or adoptive support, maintenance on public or private health insurance, supportfrom the United States military or military personnel or child support payments shall not be deemed tobe personal compensation or gain. Students Placed in Resident’s Home/Foster Care Any child placed in the home of a district resident by a court or government agency shall be admitted todistrict schools and shall receive the same benefits and be subject to the same responsibilities asresident students.[28] In addition, this includes students in foster care or awaiting foster care placement; although, thedistrict will contact the Chester County Department of Children, Youth & Families to determine ifstudents meet the qualifications of a student awaiting foster care placement. for a BestInterest Determination (BID) meeting. Students as Residents of Institutions A child who is living in or assigned to a facility or institution for the care or training of children locatedwithin this district is not a legal resident of the district by such placement; but s/he shall be admitted todistrict schools, and a charge shall be made for tuition in accordance with statute.[26][29][30][31][32][33][36][37]
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Students Incarcerated in Adult Facilities A juvenile who is eligible for educational services and is confined to an adult local correctional institutionfollowing conviction for a criminal offense shall receive educational services from the school district inthe same manner and extent as an expelled student.[34][35] A juvenile who is eligible for educational services and is confined to an adult local correctional institutionfollowing a charge for a criminal offense shall receive educational services from the school district in thesame manner and extent as a student placed in an alternative education program for disruptivestudents.[34] Students returning from a delinquency placement are entitled to an informal hearing prior to beingplaced in an alternative education program. The purpose of the hearing is to determine whether thestudent is currently fit to return to the regular classroom or meets the definition of a disruptive student. Future Residents All nonresident students entering school in September who will become residents by November 1 of thesame school year shall be admitted tuition free for the months of September and October. In the eventsuch students do not become residents until after November 1, the Superintendent shall waive tuitionpayments for the month during which the student becomes a resident of the area.[25] Parents of students who claim admission on the basis of future residency shall be required todemonstrate proof of the anticipated residency. The Board reserves the right to verify such claims and to remove from school a nonresident studentwhose claim is invalid.[2] Former Residents All resident students who cease to live within the boundaries of the district after April 1 shall be allowedto finish the school year at no tuition charge.[25] All resident students who cease to live within the boundaries of the district before April 1 may beallowed to finish the school year at no tuition charge, upon approval of the Superintendent or designee. Any member of the senior class who ceases to be a resident before April 1 may be permitted tocomplete his/her senior year, tuition free, upon approval of the Superintendent or designee. Delegation of Responsibility The Superintendent or designee shall annually notify students, parents/guardians, and staff about thedistrict’s policy on student enrollment and admissions by publishing such policy in the studenthandbook, parent newsletters, district website, and other efficient methods.[4]
Legal 1. 24 P.S. 1301
2. 24 P.S. 1302
3. 22 PA Code 11.11
4. 22 PA Code 11.41
5. 22 PA Code 11.12
6. Pol. 251
7. 22 PA Code 11.14
8. 24 P.S. 1304
9 22 PA Code 11 15
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9. 22 PA Code 11.15
10. 24 P.S. 1326
11. 22 PA Code 11.16
12. 22 PA Code 14.101 et seq
13. Pol. 113
14. 22 PA Code 12.1
15. 24 P.S. 1303a
16. Pol. 203
17. 24 P.S. 1304-A
18. Pol. 216.1
19. 24 P.S. 1317.2
20. Pol. 138
21. 24 P.S. 1310.1
22. Pol. 206
23. 22 PA Code 11.19
24. Pol. 906
25. 24 P.S. 1316
26. 24 P.S. 2561
27. Pol. 607
28. 24 P.S. 1305
29. 24 P.S. 1306
30. 24 P.S. 1307
31. 24 P.S. 1308
32. 24 P.S. 1309
33. 22 PA Code 11.18
34. 24 P.S. 1306.2
35. 24 P.S. 1318
36. 24 P.S. 1310
37. 24 P.S. 2562
22 PA Code 4.41
24 P.S. 501
24 P.S. 502
24 P.S. 503
24 P.S. 2503
Last Modified by Linda Cherashore on April 3, 2018
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Book Policy Manual
Section 200 Pupils
Title Copy of Homeless Students
Number 251
Status Second Reading
Adopted August 1, 2015
Last Reviewed September 28, 2015
Authority The Board recognizes its obligation to ensure that homeless students have access to the sameeducational programs and services provided to other district students. The Board shall make reasonableefforts to identify homeless children within the district, encourage their enrollment, and eliminateexisting barriers to their attendance and education, in compliance with federal and state law andregulations.[1][2][3] The Board may waive policies, procedures, and administrative regulations that create barriers forenrollment, attendance, transportation, and success in school of homeless students, based on therecommendation of the Superintendent. Definitions Homeless students are defined as individuals lacking a fixed, regular, and adequate nighttimeresidence, which may include the following conditions, as determined by the Superintendentor his/her designee:[4]
1. Sharing the housing of other persons due to loss of housing, economic hardship, orsimilar reason.
2. Living in motels, hotels, trailer parks, or camping grounds due to lack of alternativeadequate accommodations.
3. Living in emergency, transitional, or domestic violence shelters.
4. Abandoned in hospitals.
5. Awaiting foster care placement.
6. 5. Using public or private places not designed for or ordinarily used as regular sleepingaccommodations for human beings, as a primary nighttime residence.
7. 6. Living in cars, parks, public spaces, abandoned buildings, substandard housing,transportation stations, or similar settings.
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8. 7. Living as migratory children in conditions described in previous examples.
9. 8.Living as run-away children, abandoned, or forced out of homes by parents/guardiansor caretakers, or separated from parents/guardians for any other reason.
10. 9. Living as school age parents/guardians in houses for school age parents/guardians ifthey have no other living accommodations.
(i) children and youths who are sharing the housing of other persons due to loss ofhousing, economic hardship or a similar reason; are living in motels, hotels, trailer parksor camping grounds due to the lack of alternative adequate accommodations; are livingin emergency or transitional shelters; are abandoned in hospitals; (ii) children and youths who have a primary nighttime residence that is a public orprivate place not designed for or ordinarily used as a regular sleeping accommodation forhuman beings; (iii) children and youths who are living in cars, parks, public spaces, abandonedbuildings, substandard housing, bus or train stations, or similar settings; (iv) “migratory children” who qualify as homeless under federal law because the childrenare living in circumstances described in clauses (i) through (iii) above. The term"migratory children" means children who are (or whose parent(s) or spouse(s) are)migratory agricultural workers, including migratory dairy workers or migratoryfishermen, and who have moved from one school district to another in the preceding 36months, in order to obtain (or accompany such parents or spouses in order to obtain)temporary or seasonal employment in agricultural or fishing work; and, (v) "Unaccompanied homeless youth" including any child who is "not in the physicalcustody of a parent or guardian." This includes youth who have run away from home,been thrown out of their home, been abandoned by parents or guardians, or separatedfrom their parents for any other reason. School of origin is defined as the school the student attended when permanently housed or the schoolin which the student was last enrolled. Delegation of Responsibility The Board designates the Superintendent or his/her designee to serve as the district's liaison forhomeless students and families. The district's liaison shall coordinate with:[5]
1. Local service agencies that provide services to homeless children and youth and families.
2. Other school districts on issues of records transfer and transportation.
3. State and local housing agencies responsible for comprehensive housing affordability strategies.
The district's liaison shall provide public notice of the educational rights of homeless students in schools,family shelters, and soup kitchens.[5] Guidelines Students shall not be discriminated against, segregated nor stigmatized based on their status ashomeless.[5] Enrollment/Placement
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To the extent feasible, and in accordance with the student's best interest, a homeless student shallcontinue to be enrolled in his/her school of origin while s/he remains homeless or until the end of theacademic year in which s/he obtains permanent housing. Parents/Guardians of a homeless student mayalso request enrollment in the school in the attendance area where the student is actually living orother schools. If a student is unaccompanied by a parent/guardian, the district liaison will consider theviews of the student in determining where s/he will be enrolled.[5] The selected school shall immediately enroll the student and begin instruction, even if the student isunable to produce records normally required for enrollment pursuant to district policies. However, thedistrict may require a parent/guardian to submit contact information. The district liaison may contactthe previous school for oral confirmation of immunizations, and the school shall request records fromthe previous district, pursuant to Board policy.[5][6][7][8][9][10] If the district is unable to determine the student's grade level due to missing or incomplete records, thedistrict shall administer tests or utilize appropriate means to determine the student's placement. If a dispute arises over school selection or enrollment, the student shall be immediately enrolled in theschool in which enrollment is sought, pending resolution of the dispute. The parents/guardians shall beprovided with a written explanation of the district's decision, their right to appeal and the procedures touse for the appeal. Services Homeless students shall be provided services comparable to those offered to other district studentsincluding, but not limited to, transportation services; school nutrition programs; vocational programs,and technical education; preschool programs; programs for students with limited English proficiency;and educational services for which students meet eligibility criteria, such as programs for disadvantagedstudents, students with disabilities, and gifted and talented students.[1][5] Transportation The district shall provide transportation for homeless students to their school of origin or the schoolthey choose to attend within the school district. within their current attendance area. [1][5] If the school of origin is outside district boundaries or homeless students live in another district but willattend their school of origin in this district, the school districts shall agree upon a method to apportionthe responsibility and costs of the transportation.[5]
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Legal 1. 24 P.S. 1306
2. 22 PA Code 11.18
3. 42 U.S.C. 11431 et seq
4. 42 U.S.C. 11434a
5. 42 U.S.C. 11432
6. Pol. 200
7. Pol. 203
8. Pol. 204
9. Pol. 209
10. Pol. 216
20 U.S.C. 6301 et seq
22 PA Code 403.1
34 CFR Part 99
67 Fed. Reg. 10698
PA Education for Homeless Children and Youth State Plan
Pol. 000
Pol. 810
Last Modified by Linda Cherashore on April 3, 2018