Easton Area SD...May 12, 2020 · 07/01/2020 - 06/30/2023 2 District Profile Demographics 1801 Bushkill Drive Easton, PA 18040-8186 610-250-2400-35017 Superintendent: David Piperato

EastonAreaSD

SpecialEducationPlanReport

07/01/2020-06/30/2023

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DistrictProfile

Demographics1801BushkillDriveEaston,PA18040-8186610-250-2400-35017Superintendent:DavidPiperatoDirectorofSpecialEducation:KaraDufour

PlanningCommitteeName Role

LeslieMcKelvey CommunityRepresentative:SpecialEducationDanRomanie EdSpecialist-SchoolCounselor:Special

EducationCathyAlmond ElementarySchoolTeacher-RegularEducation:

SpecialEducationCindyAbrams ElementarySchoolTeacher-SpecialEducation:

SpecialEducationFredFulda HighSchoolTeacher-SpecialEducation:Special

EducationAshleyBreidinger MiddleSchoolTeacher-SpecialEducation:

SpecialEducationAngelaBozakis Parent:SpecialEducationJanYoutz Parent:SpecialEducationGeorgeApostol SpecialEducationDirector/Specialist:Special

EducationElizabethBrill SpecialEducationDirector/Specialist:Special

EducationCandiceDavis SpecialEducationDirector/Specialist:Special

EducationKaraDufour SpecialEducationDirector/Specialist:Special

EducationGemellaMcNally SpecialEducationDirector/Specialist:Special

Education

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CoreFoundations

SpecialEducation

SpecialEducationStudentsTotalstudentsidentified:1775

IdentificationMethod

IdentifytheDistrict'smethodforidentifyingstudentswithspecificlearningdisabilities.

TheEastonAreaSchoolDistrictiscommittedtoidentifyingstudentswhoaredemonstratingdifficultywithretainingoracquiringbasicskills.Whenastudentdemonstratessuchdifficultyandthedifficultyisnoticedbyateacherorparent,thestudentisreferredtotheChildStudyTeamwhoreviewsperformancedatawhichmayincludeacademic,behavioralandattendancedata.Atthispoint,theteammayrecommendstrategiesorinterventionsthatcanbeimplementedintheclassroom,whileprogressismonitored.IfthestudentdoesnotdemonstrateimprovedperformancetheDistrictmayrecommendaninitialevaluationtodetermineifthestudentiseligibletoreceivespecialeducationservices.Whenastudentisevaluated,theDistrictcanutilizeaspartoftheformalevaluationprocess;teaminput,recordreview,functionalbehavioralassessments,parent/classroomobservations,cognitiveandachievementassessmentsandprogressmonitoringdata.Ifthereisastatisticalandsignificantdiscrepancybetweencognitiveabilityandacademicachievement,andthestudentrequiresspeciallydesignedinstruction,thestudentmaybedeterminedtobeeligibleforspecialeducationservicesasastudentwithaSpecificLearningDisability.TheDistrictmustensurethatthediscrepancyisnotaresultoffactorssuchashealth,socioeconomicstatus,lackofappropriateinstruction,limitedEnglishproficiencyorculturalfactors.

Enrollment

ReviewtheEnrollmentDifferenceStatus.Ifnecessary,describehowyourdistrictplanstoaddressanysignificantdisproportionalities.

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

TheEastonAreaSchoolDistrictenrollmentdifference,basedon2018-19data(whichisthemostrecentdatamadeavailable),inspecificareasandamongdifferentclassificationofdisabilitycategorieswhencomparedtodatapertainingtothestateofPennsylvaniaarelocatedinthefollowingchart.Thesignificantdisproportionalitiesappearinboldtype:LEASTATE

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TotalEnrollment8,5981,723,405TotalSpecialEducationEnrollment1,531297,644PercentSpecialEducation17.8%17.3%PercentofSpecialEducationEnrollmentbyDisabilityAutism10.6%11.3%Deaf-Blindness---0.0%EmotionalDisturbance4.2%8.5%HearingImpairmentIncludingDeafness---0.9%IntellectualDisability(MentalRetardation)4.4%6.3%MultipleDisabilities0.8%1.0%OrthopedicImpairment---0.2%OtherHealthImpairment15.7%16.4%SpecificLearningDisability54.3%40.6%SpeechorLanguageImpairment9.1%14.3%TraumaticBrainInjury---0.2%VisualImpairmentIncludingBlindness---0.4%BasedupontheSpecialEducationDataReportfrom2018-2019,theEastonAreaSchoolDistrictrecognizesthatthepercentageofstudentsidentifiedwithaspeciallearningdisabilityis13.7%higherthanthestateaverage.TheDistrictismakingeffortstofurtheranalyzethebreakdownofcurrentspecificlearningdisabilitiestostayaheadoffuturetrendsthattheDistrictcouldbeencountering.AtthetimethatthelastSpecialEducationPlanwassubmitted(whichrevieweddatafromthe2013-2014schoolyear),theEastonAreaSchoolDistricthaddiscrepanciesintheareasofOtherHealthImpairement,MultipleDisabilitiesandSpecificLearningDisability.Sincethen,therearenolongerdisproportionalitiesintheareasofOtherHealthImpairementorMultipleDisabilities.

Non-ResidentStudentsOversight

1. HowdoestheDistrictmeetitsobligationunderSection1306ofthePublicSchoolCodeasthehostDistrictateachlocation?

2. HowdoestheDistrictensurethatstudentsarereceivingafreeappropriatepubliceducation(FAPE)intheleastrestrictiveenvironment(LRE)?

3. WhatproblemsorbarriersexistwhichlimittheDistrict'sabilitytomeetitsobligationsunderSection1306ofthePublicSchoolCode?

Allstudentswithdisabilitiesthatareresidingwithinresidentialcenters,homesorinstitutions,treatmentcentersorhomesfororphans;whoareconsiderednon-residentsareprovidedafreeandappropriatepubliceducation(FAPE)throughEastonAreaSchoolDistrict.TheEastonAreaSchoolDistrictcollaborateswiththesecenterstoensurethateachstudentwhoisplacedwithinacenter,homeorinstitutionisregisteredwithintheDistrict.AtthattimetheDistrictrequestsandreviewsallofthespecialeducationpaperworkfrompreviousdistricts.AnIEPmeetingisheldtoensurethe

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studentwillreceiveappropriateservicesandreceivesanappropriateplacement,whichmeetshis/herneeds.Ifatanytime,previousrecordsarenotobtained,theDistrictbeginstheevaluationprocesstoensureproperidentificationofneeds.Inaddition,ifparents/guardianswhoholdeducationalrightsarenotaccessible,theDistrictmayobtainasurrogatetoensuretherightsofthestudentaremet.Atthistime,nobarriersexistthatlimittheDistrict’sabilitytomeetitsobligationsofnon-residentstudents.

IncarceratedStudentsOversight

DescribethesystemofoversighttheDistrictwouldimplementtoensurethatallincarceratedstudentswhomaybeeligibleforspecialeducationarelocated,identified,evaluatedandwhendeemedeligible,areofferedafreeappropriatepubliceducation(FAPE).

TheEastonAreaSchoolDistrictisthehostforboththeNorthamptonCountyPrisonandNorthamptonCountyDetentionCenter.TheDistricthasformedapartnershipforthedeliveryofservicesinbothfacilitiesandhasaformalprocessforidentificationinplacetoprovideFAPEforeachstudententeringintoeithersite.TheEastonAreaSchoolDistrictcontractswiththeColonialIntermediateUnit#20toprovidethirty-fivehoursperweekofinstructiontoeverystudententeringintotheNorthamptonCountyDetentionCenter.CertifiedteachersprovidethegeneraleducationcurriculumthatalignstoEastonAreaSchoolDistricttobothgeneraleducationstudentsandspecialeducationstudents.Inaddition,theEastonAreaSchoolDistrictcontractswithColonialIntermediateUnit#20toruntheAdultPrisonEducationProgram.TheEastonAreaSchoolDistrictandColonialIntermediateUnit#20havedevelopedandapprovedasystemofoversighttoensurethatallincarceratedstudentswhomaybeeligibleforspecialeducationarelocated,identified,evaluatedandwhendeemedeligible,areofferedFAPE.InaccordancewithprovisionssetforthinIDEAthefollowingprocedureswillbeusedinregardtoinmatesattheNorthamptonCountyPrison:Onreceiptofaninmateundertheageof21,orwhoturns21priortoJune30ofthecurrentschoolyear,theEastonAreaSchoolDistrictwillsecurerecordsfromthestudent’slastdistrict.Iftheinmateisfoundtohavebeenaspecialeducationstudentpriortoincarcerationintheadultfacility,theprovisionofFAPEwillbeprovided.TheERandIEPprocessinplacewillbeinitiatedbytheEastonAreaSchoolDistrict.TheProvisionofFAPEwillbeofferedtoallinmateswithdisabilitieswiththeexceptionofthosestudents18-21whowerenotidentifiedashavingbeenachildwithadisabilityunderSection602(3)oftheActordidnothaveanIEP.Inaccordancewiththeaforementionedamendments,ageneralscreeningwillnottakeplace.AfteranIEPhasbeendeveloped,theprogramwillbeprovidedthroughagenciescontractedbyNorthamptonCountyPrisonand/orasnecessarybyEASDortheircontractedagency.Inlinewithrequirements,acopyoftheAnnualNoticehasbeenforwardedtotheWardeninEnglishandSpanish.Otherlanguagenoticeswillbeprovideduponrequest.AccountingwillbeinaccordancewithPennsylvaniaChildAccountingguidelinesastheyapplytoinmates/institutionalizedchildren.

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LeastRestrictiveEnvironment

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

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

3. RefertoanddiscusstheSPPtargetsandthedistrict'spercentagesintheIndicator5section-EducationalEnvironments.AlsodiscussthenumberofstudentsplacedoutofthedistrictandhowthoseplacementsweredeterminedtoassurethatLRErequirementsaremet.

TheEastonAreaSchoolDistrictsupportsinclusionthrougharangeofappropriateinclusionaryprogramming.Instructionaltechniquessuchasco-teaching,differentiatedinstruction,flexiblegroupingandcooperativelearningareusedtoenhanceopportunitiesforappropriateinclusionofspecialeducationstudentsinthegeneraleducationclassroom.IEPteamshavebeentrainedtounderstandtheconceptofleastrestrictiveenvironmentandtoconsideropportunitiesforeligiblestudentstobeeducatedintheenvironmentwheretheywouldnormallyattendifnotexceptional.TheLEAateachIEPteammeetingsupervisesthisprocessandinvolvesappropriateSpecialEducationAdministrationwhennecessary.DuringtheIEPandReevaluationprocess,parentinputandprofessionalexpertiseisutilizedtodevelophighlyindividualizedspecialeducationprogrammingandtofosterdecisionsregardingplacement.MosteligiblestudentswithinEastonAreaSchoolDistrictreceivespecialeducationserviceswithintheircommunitybasedschoolbuilding;whereservicesareprovidedforallgradelevelsandinmostcaseswithinthestudent’shomeschool.Astudent’sassessedneedsaredocumentedwithintheIEPwhichdrivethedegreeofserviceforstudents,whetherinsidethegeneraleducationclassroomorinaspecialeducationenvironment.Interventions,adaptationsofmaterialsandalternativeformsofassessmentfurthermaximizethebenefitofinclusionandareoutlinedineachindividualIEP.Inaddition,theEastonAreaSchoolDistrictprovidesparaprofessionalsupporttostudentsbasedonassessedneed.TheEastonAreaSchoolDistrictutilizestheColonialIntermediateUnit#20tosupportspecificstudentswithintheschooldistrictwhorequirerelatedservices.Additionally,theDistrictcontractswiththeColonialIntermediateUnit#20forappropriateplacementsforselectedstudentsbothwithintheEastonAreaSchoolDistrictandinneighboringdistricts.StudentswhoreceiverelatedservicesorwhoareattendingIU#20classroomswithintheDistrictareprovidedequalaccesstoalleducationexperiences.TheEastonAreaSchoolDistricthasalsoimplementedarobustCyberAcademythatservesasapossibleplacementforSpecialEducationstudents.TheEastonAreaCyberAcademyservicesasanacademicplacementforbothregulareducationspecialeducationstudents.Attimes,inanefforttoprovideaFreeandAppropriatePublicEducation(FAPE),itbecomes

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necessarytopursueplacementoptionsoutsideoftheschooldistrict.Inkeepingwiththeconceptofleastrestrictiveenvironment,seriousattemptsaremadetoprovideanappropriateplacementinaneighboringschooldistrictwiththeintenttomakeeveryefforttoreasonablyconsiderthereturnofthesestudentstotheschooldistrictandtoaccommodatethesestudentsupontheirreturn.Ininstanceswhenastudentdemonstratesalackofmeaningfulprogressorbenefitfromtheircurrenteducationalplacement;orastudent’seducationaloremotionalneedsnecessitateamorestructuredandrestrictiveenvironment,theEastonAreaSchoolDistrictwillutilizeplacementsinApprovedPrivateSchoolsorotheroutsideeducationalplacementstoensuretheyreceiveanappropriateprogramcommensuratewiththeirtypeanddegreeofneedintheLeastRestrictiveEnvironment.TheEastonAreaSchoolDistrictcontinuestoreviewoptionstorelocateColonialIntermediateUnit#20classroomswithintheDistrictandreviewthetransitionprocessthatisusedtoreturnstudentstotheDistrictlocatedprogramstoensurethestudentsuccess.TheEastonAreaSchoolDistrictwillalsocontinuedistrictwide,buildingbasedandteambasedtrainingwithassistancefromPDE/PaTTAN,theColonialIntermediateUnitandotheroutsideagencieswithexpertiseinafullrangeofsupplementalaidsandservices,anunderstandingofspecifictypesofdisabilitiesandthemosteffective,research-basedinterventionstoensuremeaningfuleducationalbenefitforthesedisabilities.Duringthedurationofthe2017-2019SpecialEducationPlan,theDistrictutiliziedtheservicesoftheLehighValleyCenterforIndependentLiving,TheArcofPennsylvania,GlennKochandAssociates,TheOfficeofVocationalRehabilitationResourcesandalsotheNorthamptonCountyOfficeofDevelopmentapPrograms.toprovidetrainingsforregulareducationteachers,specialeducationteachersandpara-professionals.Thesetrainingswillprovideinformationtoourteachersandpara-professionalsthatarespecifictoparticularlearningdisabilitiesandhowtobestsupportthemintheregulareducationenvironment.TheCIU20willalsoprovidetrainingforourspecialeducationteacherswhoareinaco-teachingenviromenttoensuretheyareusingthebest,mostuptodate,researchbasedpractices.AccordingtotheEastonAreaSchoolDistrictperformanceonIndicator5ofthe2018-19schoolyear,theDistrictdidnotmeetthetargetgoalforspecialeducationstudentseducatedinsidetheregularclass80%ormoreoftheday.Thestateaveragewas61.5%andtheDistrictpercentagewas63.6%.ThetargetforthisIndicatorwas65%.TheEastonAreaSchoolDistrictalsomissedthetargetpercentageforspecialeducationstudentseducationedinsidetheirregulareducationclassroomslessthan40%oftheday.Thestateaveragewas9.4%andthedistrictaveragewas17.4%.Thetargetwas8%.TheDistrictmetthetargetforSpecialEducationstudentsinothersettings.TheDistricthas2.0%ofitsstudentsinothersettingswhilethestateaveragewas4.8%.Thetargetforthisindicatorwas4%.TheDistrictwillcontinuetoutilizePaTTANandCIU20trainingstosupportmoreinclusivepracticesanddifferentiatedinstruction.

BehaviorSupportServices

1. ProvideasummaryoftheDistrictpolicyonbehavioralsupportservicesincluding,butnotlimitedto,theschoolwidepositivebehaviorsupports(PBS).

2. Describetrainingprovidedtostaffintheuseofpositivebehaviorsupports,de-escalationtechniquesandresponsestobehaviorthatmayrequireimmediateintervention.

3. IfthedistrictalsohasSchool-BasedBehavioralHealthServices,pleasediscussit.

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TheEastonAreaSchoolDistrictbelievesintheimportanceofsupportingstudentswithdisabilitiesusingPositiveBehaviorSupport(PBS)techniquesforthedevelopment,change,andmaintenanceofbehaviorsthataredesignedthebetheleastintrusivetothestudent.TheDistrictalsobelievesthatpositivebehaviorsupportsareadistrict-wideinitiativebeingimplementedacrossschoolbuildings,classrooms,andindividualstudentlevels.TheDistrict’spolicyonPositiveBehaviorSupportsisdesignedtoenablechildrenwithindividualizededucationalprograms(IEPs),whoneedaBehaviorSupportPlan,tobenefitfromtheirfreeappropriateeducationalprogram(FAPE)withintheleastrestrictiveenvironment(LRE)inaccordancewiththerequirementsinPennsylvania’sregulationsandstandards.Aversivetechniquesofhandlingbehaviorareconsideredinappropriateandmaynotbeusedbyagenciesineducationprograms.TheDistrictwillutilizemethodsofpositivereinforcementtoshapeastudent’sbehavior,rangingfromtheuseofpositiveverbalstatements,asarewardforgoodbehaviorstospecifictangiblerewards.TheBehaviorSupportPlanforachildwithanIEPmustbedesignedandimplementedwithmembersoftheIEPteamandfollowingaFunctionalBehaviorAssessmentthataddressestheantecedents,behaviorsofconcern,consequencesmaintainingbehaviorandthefunctionofthebehavior.TheBehaviorSupportPlanwillbedesignedaroundresearchbasedpracticesandtechniquesusedtodevelopthedesiredbehaviorsthroughreplacementskills,alternativeteachingstrategiesandconsequencestrategiesindecreasingthebehaviorsofconcernaswellasincreasingthedesiredbehaviors.Physicalrestraintsmayonlybeusedasacrisisinterventiontocontrolacuteaggressivebehaviorwhenthestudentisactinginamannerastobeaclearandpresentdangertohim/herself,tootherstudents,toemployees,orothers,andonlywhenlessrestrictivemeasuresandtechniqueshaveproventobeineffective.Theuseofphysicalrestraint,aswritteninthechild’sCrisisManagementPlantocontrolaggressivebehavior,shallcauseameetingoftheIEPteamtoreviewthecurrentIEPforappropriatenessandeffectiveness.Inaddition,theparent,specialeducationsupervisorandPADepartmentofEducationwillbenotifiedafterarestraintoccurs.TheEastonAreaSchoolDistricthasbeencommittedtoandwillremaincommittedtoprovideTherapeuticAggressionControlTechniques(TACT-2)trainingforstaffthatincludesde-escalationtechniquesandrestraints.Staffwillcontinuetobetrainedonde-escalationtechniquestoensurethatstaffmembersareawarethattheyshouldrestrainonlyintheeventthatastudentisanimmediatedangertothemselvesorothers,orwhenverbalde-escalationprovesunsuccessful.EachbuildinghasidentifiedaCrisisTeamthatwillassistinanycrisissituationwithintheschoolsetting.EastonAreaSchoolDistrictspecialeducationteachers,schoolpsychologists,schoolcounselorsandourBehaviorSpecialisthavereceivedextensivetraininginFunctionalBehaviorAssessments(FBAs)anddevelopingindividualizedPositiveBehaviorSupportPlans(PBSPs).TheDistrictcontinuestomonitorthisprocessandprovidesupporttostafftomeetbehavioralneedsofstudentsinclassrooms.Trainingswillcontinueonanindividualbasisandforspecificgroupsofstakeholders,toensurefidelityoftheprocessandreviewofnecessarycomponentsofbothFBAsandPBSPsinthefuture.TheEastonAreaSchoolDistrictutilizesCommunityinSchools,ValleyYouthHouseandCenterforHumanisticChangetoprovideBehavioralHealthServicesacrossgradelevelsandsupporttothose

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studentswithIEPs.TheDistrictalsoemploysaBehaviorSpecialisttoassistteamsthatworkwithstudentswithhigherneeds;todevelopFunctionalBehaviorAssessments,implementBehaviorSupportPlansand/leadstudentgroupsorprovid1:1instructiononsocialskillsandbehaviormodifications.TheEastonAreaSchoolDistrictbelievesthatpositivereinforcement,recognition,anddata-baseddecisionmakingisinthebestinterestofourstudents,bothregulareducationandspecialeducationstudents,faculty,staff,andstakeholders.TheDistrictcontinuestobelieveinandimplementaschool-widepositivebehaviorsupportprogramforallstudents’fromKindergartenthrough12thgradeswiththegoaltoreducedisciplinaryreferrals,increasestudentattendance,andultimatelyimproveschoolclimateandstudentachievement.TheEastonAreaSchoolDistrictisalsocommittedintrainingallstafftobeTraumaInformed.Intraumainformedschools,theadultsintheschoolcommunityarepreparedtorecognizeandrespondtothosewhohavebeenimpactedbytraumaticstress.Thoseadultsincludeadministrators,teachers,staff,parensandlawenforcement.Inaddition,studentsareprovidedwithclearexpectationsandcommunicationstrategiestoguidethemthroughstressfulsituations.Thegoalisnotonlytoprovidetoolstocopewithextremesituations,buttocreateanunderlyingcultureofrespectandsupport.Beginningin2017,theEastonAreaSchoolDistrictcontractedwithGlennKochandAssociatesLLC,acomprehensiveoutpatientmentalhealthcounselingpractice,inordertoprovidebothtrainingintheareasofbehaviorinterventionandBCBAservices.Theirsupporthasbeengreatlybeneficialtobothstaffandstudents.

IntensiveInteragency/EnsuringFAPE/HardtoPlaceStudents

1. IftheLEAishavingdifficultyensuringFAPEforanindividualstudentoraparticulardisabilitycategory,describetheproceduresandanalysismethodsusedtodeterminegapsinthecontinuumofspecialeducationsupports,servicesandeducationplacementoptionsavailableforstudentswithdisabilities.

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

3. Discussanyexpansionofthecontinuumofservicesplannedduringthelifeofthisplan.

TheEastonAreaSchoolDistrictdoesnothaveanydifficultyensuringFAPEforanystudentordisabilitycategory.TheDistrictcurrentlyprovidesacontinuumofservicesfromK-12withthenecessarysupplementalaidsandservicestosupportappropriateinclusionopportunitiesforstudentswithdisabilities.TheDistrictcurrentlyoperatesitsownAlternativeEducationforDisruptiveYouthProgramthroughtheEastonAreaAcademyandanEastonAreaCyberAcademyforstudentswhomtheIEPteamrecommendsplacement.Inaddition,throughtheColonialIntermediateUnit#20,weareabletoprovideprogramsbothinandoutofDistrictthatsupportstudentswithextensiveneeds.ThroughtheColonialIntermediateUnit#20,wearealsoabletoproviderelatedservicesthatensurethatFAPEismetforallstudentsintheEastonAreaSchoolDistrict.

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Therearetimeswhenastudent’sneedsaremoreintensethanwhatcanbesupportedthroughDistrictprogramsorclassroomsintheColonialIU#20.Inthesecases,theDistrictwillworkwithApprovedPrivateSchools,outsideagenciesandorganizationstosupporttheDistrict’seffortstoprovideFAPEandtogetherwiththeparents,exploreallpossibleplacementsthatareappropriateinmeetingthestudentneeds.Iftherearestudentswhoareplacedinresidentialorpartialhospitalizationprograms,theDistrictworkwiththeagencyandfamilytoensurethatthestudentcontinuestoreceiveeducationservicesinthosesettings.Whenappropriateandneeded,theEastonAreaSchoolDistrictdoesallowhomeboundinstructionand/instructionintheHomeforashortperiodoftime,inordertoreceiveeducationalserviceswhileappropriateplacementand/servicesarebeingdetermined.TheEastonAreaSchoolDistrictcontinuestoreviewthenumberofstudentswhoattendColonialIntermediateUnit#20classroomsoutofEastonAreaSchoolDistrict,todeterminewhenitisappropriatetorelocatetheseclassroomswithintheDistrict.TheDistrictcontinuestoreviewtransitionplansforstudentreturningfromtheIU#20classroomsaswellasthosestudentsreturningfromApprovedPrivateSchools,EastonAreaAcademy,EastonAreaCyberAcademyandadditionaloutsideplacements,toensurenecessaryandappropriatesupportsareinplacewhenthestudenttransitionssothestudentissuccessfulinhis/herreturntotheDistrictandtransitiontoregulareducationclassrooms.

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Assurances

SpecialEducationAssurancesTheLocalEducationAgency(District)hasverifiedthefollowingAssurances:

• Implementationofafullrangeofservices,programsandalternativeplacementsavailabletotheschooldistrictforplacementandimplementationofthespecialeducationprogramsintheschooldistrict.

• Implementationofachildfindsystemtolocate,identifyandevaluateyoungchildrenandchildrenwhoarethoughttobeachildwithadisabilityeligibleforspecialeducationresidingwithintheschooldistrict'sjurisdiction.Childfinddataiscollected,maintainedandusedindecision-making.Childfindprocessandproceduresareevaluatedforitseffectiveness.TheDistrictimplementsmechanismstodisseminatechildfindinformationtothepublic,organizations,agenciesandindividualsonatleastanannualbasis.

• Assurancesofstudentswithdisabilitiesareincludedingeneraleducationprogramsandextracurricularandnon-academicprogramsandactivitiestothemaximumextentappropriateinaccordancewithanIndividualizedEducationProgram.

• CompliancewiththePADepartmentofEducation,BureauofSpecialEducation'sreportrevisionnoticeprocess.

• Followingthestateandfederalguidelinesforparticipationofstudentswithdisabilitiesinstateanddistrict-wideassessmentsincludingthedeterminationofparticipation,theneedforaccommodations,andthemethodsofassessingstudentsforwhomregularassessmentisnotappropriate.

• Assuranceoffundsreceivedthroughparticipationinthemedicalassistancereimbursementprogram,ACCESS,willbeusedtoenhanceorexpandthecurrentlevelofservicesandprogramsprovidedtostudentswithdisabilitiesinthislocaleducationagency.

24P.S.§1306and§1306.2FacilitiesFacilityName Facility

TypeServicesProvidedBy Student

Count

NorthamptonCountyJuvenileDetentionCenter

Incarcerated ColonialIntermediateUnit20

8

NorthamptonCountyPrison Incarcerated ColonialIntermediate 3

12

Unit20

LeastRestrictiveEnvironmentFacilitiesFacilityName TypeofFacility TypeofService Numberof

StudentsPlacedBangorMiddleSchool NeighboringSchool

DistrictsTherapeuticEmotionalSupport

3

BangorHighSchool NeighboringSchoolDistricts

AutisticSupport 1

ClearviewElementarySchool(BethlehemAreaSchoolDistrict)

NeighboringSchoolDistricts

TherapeuticEmotionalSupport

1

CCLC(BethlehemAreaSchoolDistrict)


AutisticSupport 1

NortheastMiddleSchool(BethlehemAreaSchoolDistrict)


TherapeuticEmotionalSupport

3

NortheastMiddleSchool(BethlehemAreaSchoolDistrict)


MDS 2

FreedomHighSchool(BethlehemAreaSchoolDistrict)


AutisticSupport 1

ColonialAcademy ApprovedPrivateSchools

AutisticSupport 1

RoyerGreavesSchooloftheBlind ApprovedPrivateSchools

VisionSupport 1

RoyerGreavesSchooloftheBlind ApprovedPrivateSchools

VisionSupport 1

CentennialSchool NeighboringSchoolDistricts

LearningSupport 1

TheWoodlyndeSchool Other LearningSupport 1MercySchoolforSpecialLearning Other LearningSupport 1

SpecialEducationProgramProfileProgramPosition#1

Operator:IntermediateUnitPROGRAMDETAILS

Type:ClassImplementationDate:August25,2014Reasonfortheproposedchange:Changeofdistrictneeds

PROGRAMSEGMENTSTypeofSupport LevelofSupport AgeRange Caseload FTE

Supplemental(LessThan80% EmotionalSupport 8to10 9 1

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butMoreThan20%)Locations: Paxinosa AnElementary

SchoolBuildingAbuildinginwhichGeneralEducationprogramsareoperated

ProgramPosition#2


Type:ClassImplementationDate:August25,2014Reasonfortheproposedchange:Changeofdistrictneeds.


Supplemental(LessThan80%butMoreThan20%)

EmotionalSupport 8to10 8 1

Locations: Paxinosa AnElementary


ProgramPosition#3





EmotionalSupport

12to15 11 1

Locations: Easton AMiddleSchool

BuildingAbuildinginwhichGeneralEducationprogramsareoperated

ProgramPosition#4





EmotionalSupport

10to12 11 1

Locations: EAMS AMiddleSchool


ProgramPosition#5

Operator:IntermediateUnit

14

PROGRAMDETAILSType:ClassImplementationDate:August25,2014Reasonfortheproposedchange:Changeindistrictneeds




Locations: EAHS ASeniorHigh


ProgramPosition#6








ProgramPosition#7


Type:ClassImplementationDate:August25,2014Reasonfortheproposedchange:Changeisdistrictneedsforhighschoollevel






ProgramPosition#8


Type:ClassImplementationDate:August25,2014Reasonfortheproposedchange:Changeofstudentneeds


15

Full-TimeSpecialEducationClass

AutisticSupport 5to7 8 1

Locations: Cheston AnElementarySchool


ProgramPosition#9






Locations: Shawnee AnElementarySchool


ProgramPosition#10


Type:ImplementationDate:




Locations: EAHS ASeniorHighSchool


ProgramPosition#11


Type:ClassImplementationDate:August25,2014Reasonfortheproposedchange:Fewerstudents



PhysicalSupport 5to8 3 1

Locations: Paxinosa AnElementarySchool


ProgramPosition#12


16

PROGRAMDETAILSType:ClassImplementationDate:August25,2014Reasonfortheproposedchange:Changeofneedsatagelevel



MultipleDisabilitiesSupport

17to21 6 1

Locations: EAHS ASeniorHighSchool


ProgramPosition#13

Operator:SchoolDistrictPROGRAMDETAILS

Type:ClassImplementationDate:August25,2014Reasonfortheproposedchange:Decreaseinstaffnumber

PROGRAMSEGMENTSTypeofSupport

LevelofSupport AgeRange Caseload FTE

Itinerant LearningSupport 15to18 19 1Locations: EAHS ASeniorHighSchool


ProgramPosition#14


Type:ClassandPositionImplementationDate:August25,2014Reasonfortheproposedchange:Decreaseofstaff



Itinerant LearningSupport 14to19 24 1Justification:Studentsoncaseloadarenotallinsameclass,theyvaryfromFreshmantoSeniors.Locations: EAHS ASeniorHighSchool


ProgramPosition#15


Type:ClassImplementationDate:August25,2014Reasonfortheproposedchange:Decreaseofstaff

PROGRAMSEGMENTS

17

TypeofSupport




ProgramPosition#16


Type:ClassImplementationDate:August25,2014Reasonfortheproposedchange:Decreaseinstaff



LearningSupport 14to18 15 1



ProgramPosition#17








ProgramPosition#18







ProgramPosition#19

Operator:SchoolDistrict

18

PROGRAMDETAILSType:ImplementationDate:





ProgramPosition#20







ProgramPosition#21








ProgramPosition#22






Justification:Studentsarenotinsameclasstogether,theyarejustonthesameteacher'scaseload.

19



ProgramPosition#23






Justification:Studentsareneverinthesameclasstogether,theyaremerelyonthesameteacher'scaseload.Locations: EAHS ASeniorHigh


ProgramPosition#24


Type:ClassImplementationDate:August25,2014Reasonfortheproposedchange:Decreaseofteachingstaff,changeofcaseloadnumbers/arrangement






ProgramPosition#25





Itinerant LearningSupport 14to19 24 1Justification:Studentsarenotinthesameclass,theyaremerelyonthesameteacher'scaseload.Locations: EAHS ASeniorHighSchool


20

ProgramPosition#26Operator:SchoolDistrictPROGRAMDETAILS






ProgramPosition#27







ProgramPosition#28







ProgramPosition#29





21



ProgramPosition#30







ProgramPosition#31


Type:ClassandPositionImplementationDate:August25,2014Reasonfortheproposedchange:Studentsneedshavechanged.



Itinerant LearningSupport 14to20 20 1Justification:Studentsareonthesamecaseload,notinthesameclassesLocations: EAHS ASeniorHighSchool


ProgramPosition#32


Type:ClassImplementationDate:August25,2014Reasonfortheproposedchange:Changeinneeds



Itinerant LearningSupport 8to10 18 1Locations: March AnElementarySchool


ProgramPosition#33

22





Itinerant LearningSupport 13to14 16 1Locations: EAMS AMiddleSchool


ProgramPosition#34


Type:ClassImplementationDate:August25,2014Reasonfortheproposedchange:Changeindistrictneeds





ProgramPosition#35


Type:ClassImplementationDate:August25,2014Reasonfortheproposedchange:Changeofneeds

PROGRAMSEGMENTSTypeofSupport Levelof

SupportAgeRange Caseload FTE


LearningSupport

13to14 15 1



ProgramPosition#36


Type:ClassImplementationDate:August25,2014Reasonfortheproposedchange:Changeofstudentenrollment

PROGRAMSEGMENTSTypeof LevelofSupport AgeRange Caseload FTE

23

SupportItinerant LearningSupport 12to13 15 1Locations: EAMS AMiddleSchool


ProgramPosition#37


Type:PositionImplementationDate:August25,2014Reasonfortheproposedchange:Changeofdistributionofcaseloadandmodelofsupport



Itinerant LearningSupport 10to13 12 0.9Locations: EAMS AMiddleSchool


TypeofSupport


Itinerant LearningSupport 7to8 1 0.07Locations: Shawnee AnElementarySchool

BuildingAspecialeducationCenterinwhichnogeneraleducationprogramsareoperated

ProgramPosition#38


Type:ClassImplementationDate:August25,2014Reasonfortheproposedchange:Changeofdistrictneedsandstudentenrollment




LearningSupport

12to14 14 1



ProgramPosition#39



24





ProgramPosition#40






LearningSupport

12to14 12 1



ProgramPosition#41


Type:ClassImplementationDate:August25,2014Reasonfortheproposedchange:Changeinstudentneeds





ProgramPosition#42


Type:ClassImplementationDate:August25,2014Reasonfortheproposedchange:Studentenrollmentinbuildingchange



Itinerant LearningSupport 12to13 14 1Locations: EAMS AMiddleSchool AbuildinginwhichGeneralEducationprograms

25

Building areoperatedProgramPosition#43







ProgramPosition#44


Type:PositionImplementationDate:August25,2014Reasonfortheproposedchange:Teachernolongersupportscaseloadsintwobuildings,butdoesnotteachthesamestudents


Itinerant EmotionalSupport 12to14 6 0.3Locations: EastonAreaAcademy

AJunior/SeniorHighSchoolBuilding

AbuildinginwhichGeneralEducationprogramsareoperated

TypeofSupport LevelofSupport AgeRange Caseload FTE

Itinerant EmotionalSupport 15to18 7 0.3Locations: EastonAreaAcademy

AJunior/SeniorHighSchoolBuilding


ProgramPosition#45


Type:ClassImplementationDate:August25,2014Reasonfortheproposedchange:Changeisstudentneeds



Itinerant SpeechandLanguageSupport

10to13 20 1

Locations: EAMS AMiddleSchool AbuildinginwhichGeneralEducation

26

Building programsareoperatedProgramPosition#46







ProgramPosition#47







ProgramPosition#48







ProgramPosition#49



PROGRAMSEGMENTS

27

TypeofSupport




ProgramPosition#50







ProgramPosition#51


Type:ClassImplementationDate:August25,2017Reasonfortheproposedchange:Changeinneedwithinthedistrict.Ourdistrictmovedawayfromteamingstudentsatthemiddleschoollevelandwealsohadachangeinthemakeupofourschools.Ourmiddleschoolwaspreviouslyagrade5-8building,anditisnowagrade6-8building.Many5thgradeteachershadtomovetoelementaryschoolpositions.


Itinerant LearningSupport 5to8 18 1Locations: PaxinosaElementarySchool

AnElementarySchoolBuilding


ProgramPosition#52



PROGRAMSEGMENTS

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TypeofSupport LevelofSupport AgeRange Caseload FTE

Itinerant LearningSupport 5to11 18 1Justification:Thisteacherdoesnotteachmorethana3yearagespanatthesametime.SheisaWilsonCertifiedteacherwhoteachessmallgroupsofstudentsofsimilarageandabilitylevel.Locations: March/Shawnee AnElementarySchool


ProgramPosition#53




Itinerant LearningSupport 5to8 15 1Locations: TracyElementarySchool



ProgramPosition#54


Type:ClassandPositionImplementationDate:August25,2014Reasonfortheproposedchange:Changeinneedwithinthedistrict.Ourdistrictmovedawayfromteamingstudentsatthemiddleschoollevelandwealsohadachangeinthemakeupofourschools.Ourmiddleschoolwaspreviouslyagrade5-8building,anditisnowagrade6-8building.Many5thgradeteachershadtomovetoelementaryschoolpositions.



Itinerant LearningSupport 8to11 21 1Locations: Tracy AnElementarySchool


ProgramPosition#58


Type:ClassImplementationDate:August25,2014Reasonfortheproposedchange:Changeinstudent/buildingneed

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Locations: Cheston AnElementary


ProgramPosition#59


Type:ClassImplementationDate:August25,2014Reasonfortheproposedchange:Changesinstudentenrollment




Locations: Cheston AnElementary


ProgramPosition#60


Type:PositionImplementationDate:August25,2014Reasonfortheproposedchange:Changeindistrictneeds,TeacherworksinmultipleschoolswithcaseloadinShawnee



Itinerant LearningSupport 7to9 18 1Locations: Shawnee AnElementarySchool


ProgramPosition#61


Type:ClassImplementationDate:August25,2014Reasonfortheproposedchange:Changeinclassroomlocation



Itinerant LearningSupport 7to10 17 1Locations: Cheston AnElementarySchool AbuildinginwhichGeneralEducation

30





Itinerant LearningSupport 5to9 22 1Justification:Thisteacherhasmultipleagesonhercaseload,butshedoesnotteachstudentsmorethan3yearsapartatthesametime.Sheteachessmallergroupsofstudentsthataresimilarinageandabilitylevel.Locations: MarchElementarySchool



ProgramPosition#63





Itinerant LearningSupport 6to10 12 1Justification:Studentsarenotinthesameclassrooms,theyaremerelyonthesameteacher'scaseloadLocations: Forks AnElementarySchool


ProgramPosition#64





Itinerant LearningSupport 8to10 16 1Locations: Forks AnElementarySchool


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ProgramPosition#65Operator:SchoolDistrictPROGRAMDETAILS

Type:ClassImplementationDate:August25,2014Reasonfortheproposedchange:Studentneedschangewithinbuilding



Itinerant LearningSupport 7to9 14 1Locations: March AnElementarySchool


ProgramPosition#66


Type:ClassImplementationDate:August25,2014Reasonfortheproposedchange:Changeinstudentneedswithinbuilding



Itinerant LearningSupport 9to12 10 1Locations: Palmer AnElementarySchool


ProgramPosition#67


Type:ClassImplementationDate:August25,2014Reasonfortheproposedchange:Changeinstudentneedwithinbuilding



Itinerant LearningSupport 7to9 11 1Justification:Studentsarenotinthesameclassroom,theyareinthesamebuildingwiththesamecasemanager.Locations: Palmer AnElementarySchool


ProgramPosition#68


Type:ClassImplementationDate:August25,2014

32

Reasonfortheproposedchange:ClassroomlocationchangeduetostudentneedsPROGRAMSEGMENTS

TypeofSupport


Itinerant LearningSupport 8to10 12 1Locations: Paxinosa AnElementarySchool


ProgramPosition#69







ProgramPosition#70


Type:ClassImplementationDate:August25,2014Reasonfortheproposedchange:Changeduetostudentneed





ProgramPosition#71


Type:ClassImplementationDate:August25,2014Reasonfortheproposedchange:Changeofbuildingneeds



Itinerant LearningSupport 8to10 16 1Locations: Shawnee AnElementarySchool AbuildinginwhichGeneralEducation

33



Type:ClassImplementationDate:August25,2014Reasonfortheproposedchange:Changeofbuildingneeds



Itinerant LearningSupport 6to10 12 1Justification:Whilestudentsareonthesameteacher'scaseload,theseagerangesareneverinthesameclassroom.Locations: Shawnee AnElementarySchool


ProgramPosition#73


Type:ClassImplementationDate:August25,2014Reasonfortheproposedchange:Changeinbuildingneeds



Itinerant LearningSupport 5to10 13 1Justification:Whilestudent'sareonthesameteacher'scaseload,theyarenotinthesameclassroom.Locations: Tracy AnElementarySchool


ProgramPosition#74


Type:ClassandPositionImplementationDate:August25,2014Reasonfortheproposedchange:Changeofstudentneedsanddistrictlevelneeds



Itinerant LearningSupport 8to9 18 1Locations: Tracy AnElementarySchool


ProgramPosition#75


34

PROGRAMDETAILSType:ClassandPositionImplementationDate:August25,2014




Locations: Forks AnElementarySchool


ProgramPosition#76


Type:ClassandPositionImplementationDate:August25,2014




Locations: Forks AnElementarySchool


ProgramPosition#77


Type:ClassandPositionImplementationDate:August25,2014Explainanyuncheckedboxesforfacilitiesquestions:TheLifeSkillsClassroomismadeoftwoclassroomstotaling1300sq.ft.Thetotalsquarefeetforeachroomis650sq.ft.



LifeSkillsSupport 10to13 8 1



ProgramPosition#78


Type:ClassImplementationDate:August25,2014Reasonfortheproposedchange:NeedschangewithinK-6buildinglevel



Itinerant LearningSupport 7to8 18 1

35

Locations: Paxinosa AnElementarySchool


ProgramPosition#79


Type:ClassImplementationDate:August25,2014



Itinerant LearningSupport 7to9 11 1Locations: Palmer AnElementarySchool


SpecialEducationSupportServicesSupportService Location TeacherFTE

DirectorofSpecialEducation AdministrationBuilding 1SpecialEducationSupervisors AdministrationBuilding 4SchoolPsychologists VariousBuildings 8SchoolCounselors VariousBuildings 24EnglishSecondLanguageTeachers VariousBuildings 17Nurses VariousBuildings 14Interventionists VariousBuildings 24InstructionalParaEducators VariousBuildings 101AttendanceOfficer EastonAreaMiddleSchool 1BehaviorSpecialist District 1

SpecialEducationContractedServicesSpecialEducationContractedServices Operator AmtofTimeperWeek

SocialWorker IntermediateUnit 3DaysSupervisorofIUPrograms IntermediateUnit 5DaysPsychiatrist IntermediateUnit 1DaysCounselingServices OutsideContractor 5DaysBCBASpecialist(GlennKochandAssociates) OutsideContractor 2Hours

36

DistrictLevelPlan

SpecialEducationPersonnelDevelopment

AutismDescription Aseriesofworkshopswillbeprovidedtospecialeducationteachersand

paraprofessionalsrelatedtoAutismduringeachschoolyearforthedurationoftheSpecialEducationPlan.AspecificfocuswillbehowtoincreasetheadaptivefunctioningneedsofstudentswithanAutismdiagnosis.

PersonResponsible SpecialEducationDirectorStartDate 7/1/2020EndDate 6/30/2023ProgramArea(s) SpecialEducation

ProfessionalDevelopmentDetailsHoursPerSession 2.0#ofSessions 8#ofParticipantsPerSession 25Provider CIU20ProviderType Non-profitOrganizationPDEApproved NoKnowledgeGain Staffwillobtainessentialknowledgepertainingtotheeducationof

childrenwithAutismthatfocusesonstrategiesthatcanbeusedtoenhancetheiradaptivefunctioningneeds.

Research&BestPracticesBase

TheDistrictwillselecttrainingpartnersthathaveastrongknowledgebaseonbestresearchbasedpracticestoeducatechildrenwithAutism.

Forclassroomteachers,schoolcounselorsandeducationspecialists

• Enhancestheeducator’scontentknowledgeintheareaoftheeducator’scertificationorassignment.

• Increasestheeducator’steachingskillsbasedonresearchoneffectivepractice,withattentiongiventointerventionsforstrugglingstudents.

• Provideseducatorswithavarietyofclassroom-basedassessmentskillsandtheskillsneededtoanalyzeandusedataininstructionaldecision-making.

• Empowerseducatorstoworkeffectivelywithparentsandcommunitypartners.

37

ForschoolorLEAadministrators,andothereducatorsseekingleadershiproles

• Providestheknowledgeandskillstothinkandplanstrategically,ensuringthatassessments,curriculum,instruction,staffprofessionaleducation,teachingmaterialsandinterventionsforstrugglingstudentsarealignedtoeachotheraswellastoPennsylvania’sacademicstandards.

TrainingFormat • SeriesofWorkshops• LiveWebinar• DepartmentFocusedPresentation• Online-Synchronous• Online-Asynchronous• ProfessionalLearningCommunities

ParticipantRoles • Classroomteachers• Paraprofessional

GradeLevels • Elementary-Primary(preK-grade1)• Elementary-Intermediate(grades2-5)• Middle(grades6-8)• High(grades9-12)

Follow-upActivities • Teamdevelopmentandsharingofcontent-arealessonimplementationoutcomes,withinvolvementofadministratorand/orpeers

• Creatinglessonstomeetvariedstudentlearningstyles• Peer-to-peerlessondiscussion

EvaluationMethods • Classroomobservationfocusingonfactorssuchasplanningandpreparation,knowledgeofcontent,pedagogyandstandards,classroomenvironment,instructionaldeliveryandprofessionalism.

• Participantsurvey• Reviewofparticipantlessonplans

BehaviorSupportDescription SpecialEducationTeachers,RegularEducationTeachersandParaprofessionals

willcontinuetrainingonpositivebehaviorsupportplans,de-escalation

38

techniquesandeffectiveclassroombehaviormangagement.

PersonResponsible DirectorofSpecialEducationStartDate 7/1/2020EndDate 6/30/2023ProgramArea(s) SpecialEducation,StudentServices

ProfessionalDevelopmentDetailsHoursPerSession 2.0#ofSessions 6#ofParticipantsPerSession 30Provider SchoolDistrictProviderType SchoolEntityPDEApproved NoKnowledgeGain Participantswillbeabletosupportstudentsintheclassroombyusing

positivebehaviormanagementstrategies.ParticipantswilllearnhowtodevelopandimplementaneffectivePostiveBehaviorSupportPlanandutilizede-escalationtechniqueswithintheschoolcommunity.


StudentsshouldbeincludedintheLeastRestrictiveEnvironment(LRE)withtheappropriatesupportsinplace.








• Providesleaderswiththeabilitytoaccessanduseappropriate

39

datatoinformdecision-making.

TrainingFormat • SeriesofWorkshops• SchoolWholeGroupPresentation• Online-Synchronous• Online-Asynchronous

ParticipantRoles • Classroomteachers• Paraprofessional• Othereducationalspecialists



• Peer-to-peerlessondiscussion


• Participantsurvey• DisciplineData,PBSP

ParaprofessionalDescription Paraprofessionalswillparticipatein20hoursofin-servicetrainingsponsored

bythedistrict.Trainingswillfocusonacademic,emotionalandbehavioralneedsofstudentsspecifictowhomtheysupport.TheparaprofessionaltrainingswillconsistofcomprehensiveworkshopssponsoredbyIU#20,PaTTAN,DistrictandIndependentcontractors.

PersonResponsible DirectorofSpecialEducationStartDate 7/1/2020EndDate 6/30/2023

40

ProgramArea(s) ProfessionalEducation,SpecialEducation,StudentServices

ProfessionalDevelopmentDetailsHoursPerSession 1#ofSessions 20#ofParticipantsPerSession

50

Provider SchoolDistrictandContractedProvidersProviderType SchoolEntityPDEApproved NoKnowledgeGain Paraprofessionalswillgainknowledgeinareasthatincludebutarenot

limitedto;specificdisabilityareas,datacollection,de-escalation/behaviormanagement,ABAstratagies,rolesandresponsibilitiesasamemberofanIEPTeam,confidentiality,complianceformedicalaccess,andadaptations/accommodations.


TheDistrictparaprofessionalsbeabletoutilizeappropriateaccommmodationsandsupportsbasedonresearchoneffectivepracticetosupportstudentsintheleastrestrictiveenvironment.








• Providesleaderswiththeabilitytoaccessanduseappropriatedatatoinformdecision-making.

• Empowersleaderstocreateacultureofteachingandlearning,withanemphasisonlearning.

41

TrainingFormat • LEAWholeGroupPresentation• SeriesofWorkshops• LiveWebinar• DepartmentFocusedPresentation• Online-Synchronous• Online-Asynchronous• ProfessionalLearningCommunities• OffsiteConferences

ParticipantRoles • Paraprofessional


Follow-upActivities • ObservationsandEvaluations


• PCALogs

ReadingDescription Allspecialeducationteacherswillcontinuetrainingwithexistinginterventions

implementedwithintheDistricttoensurethedeliveryoftheseprogramswithfidelity.Aspecialfocuswillbetrainingonanynewinterventions/programsandiftheneedarises,willinstituteatrainthetrainermoduleforbuildingcapacitywithinthedepartment.

PersonResponsible DirectorofSpecialEducationStartDate 7/1/2020EndDate 6/30/2023ProgramArea(s) ProfessionalEducation,SpecialEducation

ProfessionalDevelopmentDetailsHoursPerSession 2#ofSessions 6

42

#ofParticipantsPerSession

25

Provider SchoolDistrict,IU#20,ContractedServicesProviderType ForProfitCompanyPDEApproved NoKnowledgeGain Teacherswillgainknowledgeofinterventionsandstrategiestoassistin

meetingstudentneedsandincreasingthescoresonstateassessmentsforstudentswithdisabilities.Teacherswillalsostrengthentheirabilitytomakeinformedchoiceswhenconsideringwhattypesofinterentionsareappropriateforstudentsontheircaseloads.


Interventionswillberesearchbasedandbestpracticesstrategieswillbeutilized.









• Instructstheleaderinmanagingresourcesforeffectiveresults.

TrainingFormat • SeriesofWorkshops• LiveWebinar• DepartmentFocusedPresentation• Online-Synchronous• Online-Asynchronous• OffsiteConferences

43

ParticipantRoles • Classroomteachers



• Analysisofstudentwork,withadministratorand/orpeers• Creatinglessonstomeetvariedstudentlearningstyles• Peer-to-peerlessondiscussion• Lessonmodelingwithmentoring


• StudentPSSAdata• StandardizedstudentassessmentdataotherthanthePSSA• Classroomstudentassessmentdata• Reviewofparticipantlessonplans

TransitionDescription SpecialEducationteachersattheMiddleSchoolandHighSchoolwillcontinue

withaseriesoftrainingsthatfostertransitionplanning,focusingontransitionassessmentsandgoalwritingforstudentsages14andolder.EmphasiswillbeplacedonoutsideagenciesaspartoftheIEPteamprocessandinclusionoffunctionalskills,independentlivingskills,employmentskillsandpostsecondaryeducationoptions/skillsinstudentinstruction.Parenttrainingswillalsobeprovided.

PersonResponsible DirectorofSpecialEducationStartDate 7/1/2020EndDate 6/30/2023ProgramArea(s) SpecialEducation

ProfessionalDevelopmentDetailsHoursPerSession 2

44

#ofSessions 6#ofParticipantsPerSession 35Provider SchoolDistrict,CIU#20andContractedProvidersProviderType SchoolEntityPDEApproved NoKnowledgeGain SpecialEducationteachersandparentsofstudentswithdisabilitieswill

gainagreaterknowledgeoftransitionportionsoftheIEPaswellasactivitiesthatwillassistinthedevelopmentoftheIEPandprogrammingforeachstudent.


ThetransitionplanisanimportantpartoftheIEPprocessandprovidingthesetrainingswillprovideschoolpersonnelandparentspertinentinformationtohelpprogramforstudentswithintheschooltransitionyears.










• Instructstheleaderinmanagingresourcesforeffectiveresults.

TrainingFormat • LEAWholeGroupPresentation• SeriesofWorkshops• LiveWebinar

45

• DepartmentFocusedPresentation• Online-Synchronous• Online-Asynchronous• OffsiteConferences

ParticipantRoles • Classroomteachers• Othereducationalspecialists• Parents

GradeLevels • Middle(grades6-8)• High(grades9-12)


• Analysisofstudentwork,withadministratorand/orpeers• Creatinglessonstomeetvariedstudentlearningstyles• Journalingandreflecting


• Post-schooltransitionoutcomes

46

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

1. Thereareafullrangeofservices,programsandalternativeplacementsavailabletotheschooldistrictforplacementandimplementationofthespecialeducationprogramsintheschooldistrict.

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

3. Theschooldistricthasadoptedpoliciesandproceduresthatassurethatstudentswithdisabilitiesareincludedingeneraleducationprogramsandextracurricularandnon-academicprogramsandactivitiestothemaximumextentappropriateinaccordancewithanIndividualizedEducationProgram.

4. TheschooldistrictwillcomplywiththePADepartmentofEducation,BureauofSpecialEducation'srevisionnoticeprocess.

5. Theschooldistrictfollowsthestateandfederalguidelinesforparticipationofstudentswithdisabilitiesinstateanddistrict-wideassessmentsincludingthedeterminationofparticipation,theneedforaccommodations,andthemethodsofassessingstudentsforwhomregularassessmentisnotappropriate.

6. TheschooldistrictaffirmsthePennsylvaniaDepartmentofEducationthatfundsreceivedthroughparticipationinthemedicalassistancereimbursementprogram,ACCESS,willbeusedtoenhanceorexpandthecurrentlevelofservicesandprogramsprovidedtostudentswithdisabilitiesinthislocaleducationagency.

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

Nosignaturehasbeenprovided

BoardPresident

47

Nosignaturehasbeenprovided

Superintendent/ChiefExecutiveOfficer

Documents

Easton Area SD...May 12, 2020 · 07/01/2020 - 06/30/2023 2 District Profile Demographics 1801 Bushkill Drive Easton, PA 18040-8186 610-250-2400-35017 Superintendent: David Piperato