Pennsylvania Department of Educationntsd.org/.../09/SpecialEducationPlan2010-20132.pdf · Parent participation at IEP meetings is almost 100% in the district. Neshannock Township

Pennsylvania Department of Education

Commonwealth of Pennsylvania Department of Education

333 Market Street Harrisburg, PA 17126-0333

Special Education Report Tuesday, June 08, 2010

(Last Approved: Tuesday, June 08, 2010)

Entity: Neshannock Township SD Address: 3834 Mitchell Rd

New Castle, PA 16105-1019

School District Demographics

School District IU # Superintendent # of Bldgs

Total Enrollment

Total Unduplicated SES Students

Neshannock Township SD

Midwestern IU 4

Mary S. Todora, Ph.D.

2 1325 130

District Special Education Contact:

Name Title Phone Fax Email

Concetta P. Fiorante

Director of Pupil Services

724-658-4793

724-658-1828

[email protected]

Special Education Plan Team Members

Name Affiliation Membership Category

Appointed By

Dr. Kathleen Roppa

Neshannock Township School District

Administrator Administration

Baglia, Janet Midwestern Intermediate Unit IV

Ed Specialist - School Psychologist

Concetta P. Fiorante, Director of Pupil Services

Cheryl Kimmel Board Member Board Member School Board

Collins, Heather

Elementary School Nurse Ed Specialist - School Nurse


Concetta P. Fiorante


Administrator Professional Staff

Damon, Michael

Secondary Teacher Secondary School Teacher


Dr. Mary S. Todora


Administrator Administration

Dr. Tracy McCalla

Junior High Principal Administrator Professional Staff

Duda, Bibiana Speech Pathologist Special Education Teacher


Herman, Lesley

Elementary Special Education Teacher

Special Education Teacher


Luca Passarelli

Senior High Principal Administrator Administration

Mariellen Warvell

Parent Parent Administration

Matthew Heasley

Elementary Principal Administrator Administration

McConnell, Marcie

Elementary Teacher Elementary School Teacher


McFarland, James

School Board Member Board Member Concetta P. Fiorante, Director of Pupil Services

Scala, Brigette Special Education Teacher/Behavior Specialist

Special Education Teacher


Tukalo, Melissa

Transition Coordinator Special Education Teacher


Program Evaluation (P.L. 105-17, §612(2) and §613(a))

Current Program Strengths and Highlights

The Neshannock Township School District uses a full range of services, programs, placements available to the school district for placement and implementation of the special education programs in the school district.

The 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.

Neshannock Township School District completed a BSE Compliance monitoring in December, 2008. The district was commended for the materials developed and given to parents for information purposes. It was noted the materials are comprehensive and professional in appearance. The school district was also commended for partnering with Slippery Rock University and Carlow Colleges to bring an art appreciation program to the Midwestern Intermediate Unit IV Multiple Handicap Classroom. This program is considered a “pre-service” field experience for the college students but benefits both the district students and the college students.

Parent participation at IEP meetings is almost 100% in the district.

Neshannock Township School District has a Crisis Response Folder in every classroom. It includes a Crisis Response plan for students in both MIU IV classrooms including emergency medical, feeding, and personal assistance while exiting the buildings. The district received a commendation from the Midwestern Intermediate Unit IV, Jameson Hospital and local community agencies for providing medical assistance during a bomb scare for students in the Multi-Handicapped classroom.

The Neshannock Township School District has implemented a Special Education Leadership Team which includes the three (3) building principals, three (3) Central Office administrators, one (1) elementary learning support teacher, one (1) School Psychologist, one (1) high school learning support teacher, one (1) speech therapist, one (1) elementary general education teacher, one (1) high school general education teacher, one (1) transition coordinator. The team meets monthly to review current issues, regulations, resources, etc. The team recently adopted a Gifted Education Policy. This team is also responsible for developing training for parents and personnel.

The Special Education Leadership was instrumental in implementing a School Based Intervention Team at the Neshannock Junior Senior High School. The team’s purpose is to provide a holistic view of students who may be in need of academic, behavior, or emotional interventions. The team reviews baseline data; assesses teacher concerns; lists student strengths and talents, sets academic and/or behavioral goals; and designs an intervention plan. The team shares information with parents and monitors the student’s progress. If necessary, referrals are made through the SBIT.

Neshannock Junior High School and Neshannock Memorial Elementary are taking proactive steps to stop and to prevent bullying by adopting the Olweus Bullying Prevention Program. Olweus is a researched based school wide “system change” program. Students participate in class meetings to learn about the effects of bullying, what they can do about it, and how they can work with adults at school to put a stop to it even as bystanders. The program began during the

2008-09 school year at the junior senior high school and is being implemented in the elementary school this year, 2009-2010.

The school district has hired a technology instructional coach to provide on-site professional development. The use of data analysis combined with proven teaching methods while utilizing technology is one of our district goals. The position began as a part-time position in 2008 and will transform into a full time position beginning 2010-2011. The position will be literacy/technology instructional coach K - 12. The district is committed to creating a 1:1 access classroom learning community. We are committed to providing teachers the training they need to use strategies and activities in their classrooms that support continuous reflection upon and incorporation of effective changes in instructional practice. The technology coach provides formal and informal training, in-class modeling and collaboration, after school in-service; to help staff design relevant and student-centered instructional activities that employ a variety of technologies with the goal of helping ALL students enhance their learning. Professional development using the Standards Aligned System will begin in the spring 2010.

Neshannock began using AIMsweb during the 2007-08 school year for Curriculum Based Measurement, benchmarking, progress monitoring, charting and reporting through the Special Education Department. The district has implemented AIMSweb throughout Kindergarten, first, second and third grade during the 2009-2010 school year. A cohort of teachers has received training outside of the school district. They have become peer trainers for the elementary staff. Classroom teachers administer AIMsweb benchmark tests in reading and mathematics in the fall, winter and spring. The IST team uses AIMsweb data to report and make recommendations for intensive instructional interventions; communicate growth and development of critical basic skills to parents, teachers, and administrators.

Need for Emotional and Autistic Support has grown in our district over the past 5 years. In response, our district has hired its own Emotional/Autistic Support teacher. The teacher provides Itinerant Services for students K-12. The services range from consultation with classroom teachers, direct services, lunch bunch activities, activities to provide inclusion support and consultation with teachers to promote cooperative learning activities, sensory integration, FBAs and the development of behavior reinforcements and monitoring plans.

Five special education teachers and the Director of Pupil Services were members of Cohort I Indicator 13 training. The Transition Coordinator attends Transition Council meetings at Midwestern Intermediate Unit IV. Students and parents complete a Transition Survey with results documented in the Present Levels of Functional Performance.

Neshannock employs 11 Para professionals to support students in the general education curriculum and learning resource rooms. The aides receive 20 - 40 hours yearly of professional development. Topics have included: autism, behavior plans and programs, modifications, accommodations, reading strategies in the content areas, Classrooms for the Future, transition, Olweus training. Para professionals complete Safety Mechanics training through Midwestern Intermediate IV. Seven Para professionals completed the Pennsylvania Credential of Competency. All Para professionals are Highly Qualified.

Intermediate Unit IV provides annual training to the special education teachers, general education teachers and parents for assistive devices specifically identified in students’ IEPs.

In July 2008, the district began a Reading Academy for grades K-3 through a partnership with the University of Pittsburgh's Reading Lab instructors Dr. Rebecca Hamilton and Dr. Paula Butterfield. The instructors ran focus groups to identify those areas of need to help struggling readers in the classroom. The identified areas are: implications of reading; change in teacher

pedagogy; reading strategies; making vocabulary come alive and relevant to student; comprehension and phonemic awareness. The program expanded into grades 4 - 6 in the 2009-2010 school year with emphasis on: direct instruction of vocabulary as it appears in context; word walls; teacher text talk books; vocabulary learning through active engagement; computer technology; variety of instruction using multimedia. The professional development is provided on Act 80 and In-service days and teachers receive 1 college credit or 30 Act 48 hours. The Reading Academy will continue in the 2010-2011 year by expanding training for reading and language arts teachers into grades 7 & 8. The trainings target specific interventions for struggling readers, differentiated instruction and vocabulary.

Students at Neshannock Memorial are learning social competencies in a program called Connections. Connections a social skills program created by the elementary learning support teachers to help promote social interactions, and build self-esteem for learning support students in grades 3, 4, 5 and 6. The group meets 2-4 times per month from 12:05-1:05 for lunch, social activities and a craft. During lunch, students have the opportunity to casually engage in conversations. Peer models demonstrate typical peer interaction skills such as initiating and ending conversations appropriately, taking turns, asking questions, using and reading facial expressions, and how to end a conversation. After lunch, students participate in a fun, engaging, structured activity.

The school district follows the state 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 assessments is not appropriate. Students in our district who met criteria and were eligible took the PSSA-M, Math test, spring 2010.

Neshannock Township School District employs one (1) full time Speech therapist and one (1) three-quarter time Speech therapist at Neshannock Memorial Elementary and Neshannock High School. Each of the speech pathologists has a classroom of their own to work with students.

The district contracts with Midwestern Intermediate Unit IV for physical therapy, occupational therapy, psychological services, vision services, hearing services, audiology services, assistive technology services, mobility services and Community Based Instruction services. We have a multiple handicapped classroom in the Neshannock High School operated by the Midwestern Intermediate Unit IV. The class contains 7 students, 1 teacher, 1 aide/LPN and 1 Full-time aide. The district also houses an Autistic Support Classroom at the Neshannock Memorial Elementary School. The classroom contains 7 students, 1 Full-time teacher and 2 Full-Time Aides and 1 Itinerant Speech Therapist.

All the Pennsylvania K-12 Academic Standards have been aligned to the Neshannock curriculum. Benchmark assessments have been written for all students at each grade level in order to assess student progress, diagnose their needs and individualize instruction. The aligned curriculum includes assured technology experiences for all students indicating introductory, reinforcement and mastery levels. Teachers use a variety of resources to review and analyze local assessment data of all students and subgroups and implications for revisions in the curriculum, instruction and assessment: 4Sight, EMetrics, OnHandsSchools, and Curriculum Based Assessments.

All students in grades 7-12 are reading and writing across the curriculum. Students are asked to read and respond to historical, mathematical, and/or scientific information. It is an ingrained process as part of our instruction. We want students to know that regardless of the subject area they are in reading and writing is part of their mode of communication and it is something they do every day of their life.

The Neshannock Township School District uses a strategies intervention model of inclusion for mathematics in grades 7 and 8. The special education teacher and the regular education teacher collaborate and share responsibilities to develop a program that can be adapted to meet the needs of all students. The implementation of different teaching strategies and the modification of assignments to accommodate individual students are made within the classroom for individuals and in some circumstances for the entire class. Direct instruction provides small groups and individual students with remedial instruction, while independent study time is provided to those students who need less support. Peer tutors and cooperative

learning are other strategies used in the classroom as stronger students help provide additional support to those having difficulties mastering concepts.

The Neshannock Township School District is committed to positive parent/school relationships. The District hosts Open House activities in both the elementary and high school. The Elementary and Secondary Parent Advisory Committees meet with the Superintendent and Assistant Superintendent to work together to provide quality education programs for all students. Parents serve on the District Strategic Planning Committee, Crisis Committee, Curriculum Council, the Internet Safety Parent Program and Stadium Evacuation and Crisis Committees. Our Title I Program coordinator meets with parents periodically to explain the program and to discuss student progress. The kindergarten teachers hold parent conferences at least 3 times during the school year after doing the AIMSweb benchmark assessments. The Special Education Leadership Team discusses and plans for after school programs for parents. Parents receive information about parent trainings through MIU IV, and PATTAN, and the BSE (transition) through the mail from the Director of Pupil Services' office.

Identifying Students with Learning Disabilities

Neshannock Township School District uses the predicted achievement method (regression-based discrepancy method) to identify students with specific learning disabilities. When possible, a pattern of strengths and weaknesses discrepancy analysis is also completed to further substantiate the existence of specific learning disabilities. NTSD uses a comprehensive process in identifying students with a specific learning disability. Prior to referral for evaluation, the progress of all students are monitored by teachers in grade level teams using curriculum based assessments and progress monitoring data. If a student is struggling academically or behaviorally, and strategic interventions are needed in the classroom, the student is referred to either the IST (Instructional Support Team) for elementary school students or the SBIT (Student Based Intervention Team) for secondary school students. These team meetings are comprised of the classroom teacher, principal, guidance counselor, parent, Title I teacher(s), and school psychologist. As part of the referral process for this team, the following information is gathered:

Attendance, report cards and discipline records;

Medical or clinical information;

A review of the student’s vision and hearing;

An assessment of the student’s functioning in the curriculum including curriculum-based and performance-based assessments (PSSA scores, Iowa test scores, 4Sight benchmarks, AIMS web scores, progress monitoring);

A systematic observation of the student’s behavior in the classroom or area in which the student is displaying difficulty;

Parent information including surveys and concerns;

Teacher concerns with the student's functioning in the classroom, (i.e., lacks necessary skills, has limited motivation, struggles academically in current class, lacks preparation, lacks organizational skills, has difficulty paying attention during class, has difficulty following oral directions, seeks attention from adults, seeks attention from peers, seeks access to privileges, awards; seeks sensory stimulation; lacks independent work skills; has difficulty getting along with peers; has

difficulty paying attention in class). At the team meeting, recommendations and an intervention plan are developed based on the results of the screening information. A date is set to meet again (usually within 30 school days, depending on the severity of the concern). At the next meeting, the student’s response to the intervention(s) and/or instructional strategies are examined and documented. At this meeting, depending on the progress of the student, the team may decide to continue the present interventions, develop additional interventions, or refer for an evaluation to determine eligibility and need for special education services. Another date is set to re-convene the IST or SBIT if additional interventions are recommended or continued monitoring is recommended. When a student is referred to the school psychologist for a psycho-educational evaluation, the information that has been collected from the IST or SBIT (i.e., interventions attempted and progress made, curriculum-based assessments, progress monitoring data, attendance data, grades, discipline records, medical information, and developmental history) is included with the referral. The school psychologist observes the

student in the classroom and administers individual intellectual and achievement tests (standardized and nationally normed). If needed, tests of memory and visual/auditory processing are also administered. All of this data is then considered in making a determination of eligibility and need for special education services. In determination of specific learning disabilities, NTSD uses the predicted achievement method (regression-based discrepancy method) to identify students with specific learning disabilities. When possible, a pattern of strengths and weaknesses discrepancy analysis is also completed to further substantiate the existence of learning disabilities. The following eight areas of achievement are assessed for the identification of specific learning disabilities: oral expression, listening comprehension, written expression, basic reading skill, reading fluency skills, reading comprehension, mathematics calculation, and mathematics problem solving. Before a diagnosis of specific learning disability is made, the IEP team must also determine that the learning disability is not primarily the result of the any of the following:

1. A visual, hearing or orthopedic disability 2. Mental retardation 3. Emotional disturbance 4. Cultural factors 5. Environmental or economic disadvantage 6. Limited English proficiency

The IEP team must also ensure that the underachievement in a child suspected of having a specific learning disability is not due to a lack of appropriate instruction in reading or mathematics by considering documentation that:

1. Prior to, or as part of, the referral process, the child was provided scientifically-based instruction in regular education settings, delivered by qualified personnel, as indicated by observations of routine classroom instruction, and 2. Repeated assessments of achievement were conducted at reasonable intervals, reflecting formal assessments of student progress during instruction, which was provided to the child’s parents.

If all the above criteria are met, the IEP team can make the determination that the student has a specific learning disability and an IEP is written to address the student’s needs.

Enrollment Differences

Not significantly disproportionate.

Ethnicity Enrollment Differences

Not significantly disproportionate.

24 P.S., §1306 and §1306.2 Placements

Facilities for Nonresident Students

Facility Name Provider of Educational Services

# of Students Receiving Srvcs as of Dec 1

There is no facility located in the Neshannock Township School District that provides

There is not facility located in the school

0

educational services as noted above. district.

Incarcerated Students Oversight

There are no prisons or locations for incarcerated students located in the District. If a facility were to be located in the District, the District would utilize existing child find procedures and design a system to ensure that a free appropriate public education is available and provided for any student identified and in need of special education services.

Facilities for Incarcerated Students

Facility Name Provider of Educational Services # of Students Receiving Srvcs as of Dec 1

N/A N/A 0

Least Restrictive Environment 34 CFR §300.551

Ensuring Maximum Integration

IDEA calls for the right of students with disabilities to be educated with non-disabled students to the maximum extent appropriate. It is our district’s practice that the Individual Education Program (IEP) will recommend the extent to which a student with a disability should be mainstreamed based on his/her individual needs. Our district uses a variety of supplementary aids and services to ensure maximum integration. Our district is committed to offering programs and services to meet the needs of students either within Neshannock schools, in neighboring school districts, or through programs operated by the Midwestern Intermediate Unit IV. Children who have a need for specially designed instruction are usually able to receive that instruction in our home school district. The district is also committed to providing program options specific to students with more intensive needs including those whose needs can only be met outside the boundaries and programs of this district.

In all settings within Neshannock Township School District classrooms, students are provided with opportunities throughout the school day to interact with non-disabled peers. They share common lunchtimes, special classes, recess, special programs, field trips, and content area subjects as determined by students’ needs. Both special and general education teachers work in collaboration to make appropriate decisions on behalf of students with special needs. The District makes every attempt to provide special education students with supports that enable them to be successful in the general education setting and curriculum.

The IEP team, with parents, makes placement decisions including the full range of services to help each child to be as successful and independent as possible.

Our district attends Early Intervention transition meetings to explain our school aged programs, testing, and range of services to ensure maximum integration into our ½ day Kindergarten program.

We use a co-teaching inclusion model in middle level math courses (7, 8, 9). Teachers use collaborative teaching practices to support all learners, particularly those with mild to moderate learning disabilities receiving the general curriculum. The teachers use a variety of teaching approaches: parallel, observing, drifting, etc., in small, large and cooperative learning groups.

The district purchased a wheel-chair accessible school bus and integrates bus transportation.

The District currently hosts a full-time Multi-Handicapped Classroom at the High School and a full-time Autistic Support Classroom at the Neshannock Memorial Elementary School. Both programs are operated by the Midwestern Intermediate Unit IV. Students are mainstreamed for lunch, special programs, practical arts classes, and physical education.

We’ve hired 11 full-time Para professionals to provide academic, personal care, and transport assistance for students. The recommendation for the need and the amount of time needed for a Para professional in the general education curriculum is determined on an individual basis by the IEP team.

Kindergarten teachers have developed a flexible grouping model, 2009-2010, for intervention and enrichment. Initially, students are grouped according to their Winter AIMSweb math and reading benchmarks as well as formative and summative evaluations, and teacher observations. The goal of the flexible grouping is to teach effectively, efficiently and productively to match students' rate of acquisition, strengths, weaknesses and independent levels. Teachers in grades 4, 5, 6, will begin using flexible grouping in the 2010-2011 school year.

Our district has been consistent over the last three (3) years for Indicator 5, Educational Environments, demonstrating that over 67% of our special education students spend 80% or more of their time inside the regular class. We also have been able to meet the SPP target for Special Education inside Regular Class <40% and Special Education in other settings.

We offer Dual Enrollment for students. Students can attend classes at local institutions while enrolled in our

high school. They receive credit for approved classes. A student with a disability may be dually enrolled in order to receive services from our district.

Neshannock Township School District utilizes the services of itinerant teachers from the Midwestern Intermediate Unit IV in the areas of Vision Support, Hearing Support, Orientation and Mobility. These itinerants provide services to students and teachers within Neshannock classrooms.

When students are placed in programs that are outside the District, the Director of Pupil Services/LEA or another person functioning as the District LEA attends all of the IEP conferences held for Neshannock students. The LEA keeps in frequent contact with parents, teachers, and Program Supervisors for students in out-of-District classrooms throughout the year.

The District will continue to monitor the special education programs provided for the identified children to ensure that all students with disabilities receive their education in the least restrictive and most appropriate educational setting.

Supplementary Aids and Services

Service/Resource Description

Collaborative - adults working together to support students

*Scheduled time for team meetings and co-planning - among general education staff and administrators *Instructional arrangements that support collaboration (e.g., co-teaching, Para-professional support) *Coaching and guided training/support for team members in the use of assistive technology, FM systems, physical equipment (e.g., wheelchairs, harnesses, desks, etc.) for students *Weekly consultation sheets for general education teachers

2007-2008 2008-2009 2009-2010

SE inside Regular Class 80% or more

71.4% 67.4% 70.1%

SE inside Regular Class less than 40%

Small group size, no data given


7.6%

SE in other settings Small group size, no data given



*Consultation with parents through IEP and ER meetings, telephone, email *Consultation with Itinerant staff, orientation and mobility staff, CBI instructors and community training locations *Para-professional trainings, meetings, including time for credential of competency *Transition meetings for students including outside agencies (OVR, MHMR, Behavioral Health Base Service Unit) *Progress Reports, report cards, Edline, district webpage *Data analysis teams collaborate to identify strengths and weaknesses of students' tests scores to establish changes for instruction *Collaboration with Midwestern Intermediate Unit IV staff

Instructional - development and delivery of instruction that addresses diverse learning needs

*Providing modified curricular goals *Providing alternate ways for students to demonstrate learning *Providing test modifications *Providing alternate materials and/or assistive technology (e.g., materials on tape, large print, alternate access to technology) *Providing instruction on functional skills in the context of typical routines in the regular classroom *Changing method of presentation *Providing research based supplementary materials *Providing instructional adaptation (e.g., pre-teaching, repeating directions, extra samples, Needs to Know lists) *Using the SAS to access the Big Ideas, resources and materials, fair assessments and interventions *Computer recorder *Web speech recorder-Audacity *Individualized planner sheets that coincide with the students schedule and allow for easier student completion with check boxes and signature spot *team building activities after school with collaboration through the Penn State Cooperative Ext. *Peer tutors and book bag buddies; *Implementation of an obstacle course to provide proprioceptive input for students with Autism as well as the examination of sensory input which may contribute to difficulty; * Visual schedules are created for classrooms or individual students; *Child specific behavioral management plans; *Utilizing the "buddy system"; collaboration with regular ed. teachers to promote social and behavior success

Instructional Support Team Helps students who are struggling academically and behaviorally K-6.

Physical adaptations and modifications to the physical environment

*Furniture arrangement in environments *Specific seating arrangements *Individualized desk, chair, etc. *Adaptive equipment

*Adjustments to sensory input (e.g., light, sound) *Environmental aids (e.g., classroom, acoustics, heating, ventilation) *Structural Aids (e.g., wheelchair accessibility, trays, grab bars) *Specialized transportation- wheelchair accessible bus with lift, harnesses *Purchased large Rifton tilt multidesk *Plan to purchase desks designed for students with ADD/ADHD

School Psychologist Academic and behavior assessments for students.

Social Behavior- Supports and services to increase appropriate behavior and to reduce disruptive behavior

*District hired an Emotional/Autistic Support teacher to support its own needs *Social skills instruction *"Lunch Bunch" activities - social engagement *"Connections" activities - social engagement, team building *"Dine-In" activities - social engagement plus homework completion *Olweus Program and training - grades 5 - 9 *Counseling supports *Mental Health providers within our community - Family based intervention teams, mobile therapists, behavior specialists, TSS workers *Student Assistance training and support *School Based Intervention Team *School security officer *Assistance with extracurricular activities (musical, junior-senior play, band concerts and sports) *IST meetings and behavior data *Book bag buddies *Organizational charts and teacher signed improvement plans *Drug and alcohol support *Cooperative learning activities *Sensory supports in the classroom *Social/Pragmatic CD’s/Compute recorder *Web Speech Recorder-Audacity individual/group; *Using the gymnasium to create an obstacle course to allow students with Autism proprioceptive input.

LRE Data Analysis

Personnel Development Activities

There are currently no trainings entered for this topic.

Least Restrictive Environment - Facilities

Facility Name Type of Facility Type of Service # of Students Placed

Wilmington School District Neighboring School Districts

1 - Multiple Disabilities Support 2 - Autistic Support 2 - Learning Support

5

Ellwood City District (Hartman) Neighboring School Districts

Autistic Support 1

Mercer School District Neighboring School Districts

Autistic Support 1

McGuire Memorial Other Autistic Support 2

Glade Run Other Emotional Support 2

Union School District Neighboring School Districts

Emotional Support 1

Cray Challenges Other Learning Support 2

Laurel School District Neighboring School Districts

Learning Support 1

Lawrence County Career and Technical School

Neighboring School Districts

Learning Support 5

New Castle Area School District Neighboring School Districts

Learning Support 1

Mohawk School District Neighboring School Districts

Life Skills Support 1

New Horizon Special Education Centers

Multiple Disabilities Support

1

Personnel Development for Improved Student Results

Personnel Development - PA NCLB Goal #1

Reflections

PSSA Reading and Math Data

Concern Last Modified: 4/20/2010

According to SAT test data for 2008-2009, NHS students performed at the state level in Critical Reading (which includes vocabulary) and 20 points below the national average.

According to the Iowa Test of Basic Skill, seventh grade students (2008-2009) NHS students performed above the national average in all Reading and Language areas: however, the weakest of these areas is vocabulary, where students only scored at an 8.2 grade level. When looking at percentile rankings, only 4% of NHS students performed better than the national average. 4Sight reading tests have given twice in 2009-2010; the current 8th grade shows that 9% are not proficient. Areas of concern include antonyms and multiple meaning words.

Strength Last Modified: 4/19/2010

NTSD saw improvement in both reading and mathematics scores from students in the 6th grade cohort 2008 - 2009. In reading, students scoring at/above proficient increased by

11 % going from 79% to 90%. In mathematics, students improved their scores by 13% going from 84% to 97% at/above proficient rate. Similarly 6th grade IEP students increased their scores. In reading, IEP students improved 12% from 2008 - 2009. Students in the same cohort with IEPs improved 34% from 2008 to 2009 in mathematics going from 44% to 78% at/above proficient.


Overall, NTSD has exceeded the 2008-2009 AYP targets. The 2009 targets are READING 63% and MATH 56% Students in the 3 -5 grade span scored: • 79.6% at/above proficient in reading; a 2.6% increase from the previous year • 85.3% at/above proficient in mathematics; 2.7% increase from the previous year Students in the 6-8 grade span scored: • 84.6% at/above proficient in reading; 0.2% increase from the previous year • 89.0% at/above proficient in mathematics; 8.0% increase from the previous year Student in the 9-12 grade span scored: • 76.2 at/above proficient in reading; -6.2% decrease from the previous year. This is a concern for our district. • 63.4% at/above proficient in mathematics; -4.8 decrease from the previous year. This is a concern for our district.


The IEP subgroup continues to test below AYP targets. In mathematics, we see improvement in the middle school level students, but scores drop again at grades 8 and 11. In reading, we are seeing some improvement in scores. The Reading Academy began 1 year ago in the primary grades. During the 2009-2010, Reading Academy professional development was added to grades 4, 5, 6. Reading Academy professional development will include grades 7 and 8 beginning 2010. Instructional strategies and intensive interventions are the focus of the Reading Academy. We are looking for at least 10-20% improvement each year. This data doesn’t show a cohort analysis thus it really is not a good indicator of gains made over time.

READING MATH

Grade Number Tested

% At/below Basic

% At/above Proficient

Number Tested

% At/below Basic


3 14 50 50 14 42.9 57.2

4 6 83.4 16.7 6 50 50

5 9 77.8 22.2 9 55.5 44.4

6 12 58.3 42.7 12 42.7 58.3

7 10 50 50 10 30 70

8 8 62.5 37.5 8 75 25

11 9 55.5 44.4 9 77.7 22.2

AYP Data Table


NTSD met AYP attendance, participation, academic and graduation targets for the 2008

and 2009 school years. In 2009, students in the grade span 3 -5 increased their reading and math scores by at least 2.6% from the previous year. Students in the 6-8 grade span increased their PSSA scores by 8% from 2008 to 2009.

Writing


On the 2009 PSSA Writing test, 83% of 5th grade students were advanced or proficient. Students enrolled in grade 8 were either advanced or proficient at the 80.9% performance level. Eleventh grade students’ scores were similar at 89.2% advanced or proficient. Of the 9 Neshannock students in 11th grade with IEPs, 44.4% were proficient and 55.6% basic. Of seven IEP students tested in grade 8, only 28.6% were proficient. Only 12.5% of the eight 5th grade students were proficient in writing. This is an area of concern.

Base Line Data

In 2008-09, 88.5% of third grade students were advanced or proficient on the reading PSSA. PSSA reading scores show that fourteen students in Special Education took the reading PSSA in third grade. Fifty percent of special education students were proficient or advanced and 50% of the students were basic or below.

In fourth grade, 76.5% of students were advanced or proficient in reading. Six students in Special Education took the PSSA reading test in fourth grade with one student at the proficient level and 66.7% of the fourth graders were basic or below proficient.

In fifth grade, 73.3% of students were advanced or proficient in reading. Ten fifth grade IEP students took the reading PSSA in 08-09. One student was advanced and one student was proficient. 20% of those students were basic and 60% were below basic.

75.6% of students in Grade 6 were either Advanced or Proficient in reading. Twelve students in Special Education took the 6th grade reading PSSA. Of the twelve, 41.7% were either advanced or proficient. Five of the 12 students scored basic or below basic which is 58.3%.

Our district had 90% proficient or advanced in reading in 7th grade, 2008-09. Ten seventh grade students with IEPs took the reading PSSA test and 50% of the students were advanced or proficient. 20% were basic and 30% were below basic.

Similarly 90.9% of our eighth grade students were either advanced or proficient in reading. Nine students in eighth grade with IEPs took the reading PSSA test with 33.3% proficient, 33.3% were basic, and 33.3% were below basic.

In 11th grade, 79% of the students were advanced or proficient in reading. Four of nine IEP students who took the reading PSSA test were proficient (44.4%) and 11.1% were basic and 44.4% were below basic during the 08-09 school year.


Topic: Reading/Language Arts: Students with disabilities will demonstrate increased educational results in reading, writing, and other academic areas as outlined in the Pennsylvania academic standards.

Anticipated Training Dates

Training Partners

Training Participants and Audience

Training Format Evidence of Results

Training is ongoing and will be part of professional development schedule throughout each school year over the next three years August 2010 - June 2013

PATTAN Staff, IU Staff, Higher Education Staff, Reading Academy-University of Pittsburgh professors

Parent, New Staff, Paraprofessional, Instructional Staff, Administrative Staff, Related Service Personnel

On-site Training with Guided Practice, Workshops with Joint Planning Periods, Conferences, Distance Learning

NTSD is committed to raising student achievement along with tests scores. We are committed to using Evidence Based Practices that will have a considerable and meaningful positive effect on student outcomes. We believe teachers, Para professionals, administrators, related school personnel and new staff should be prepared to meet the needs of the diverse student population, and when they are prepared, their students would benefit. We will offer ongoing trainings and supports to the professional and paraprofessional staff, administrators and parents so within 5 months of post training, we can see an increase in test scores, understanding and see evidence of gains being made in the classroom in the areas of grades, curriculum based assessments, formative and summative assessments. We

will continue to use the IST and SBIT to assist in identifying students who are in need of strategic interventions. We will continue to provide tutorials for students who are not proficient on the PSSA tests in reading and mathematics. We will continue to use Study Island at the elementary and high school. NTSD will continue to evaluate our curriculum and programs to ensure that we are meeting students' needs along with state and federal requirements. NTSD will keep agendas and track Act 48 hours for staff, analyze student data, and monitor student progress and AIMSweb goals. Teachers will show evidence of instructional variations in their lesson plans. Projected Percentage Reading and Mathematics Improvement: 3%-5% per year over the next three years.

Training for John Collins Writing Across the Curriculum

Purchased Services - John Collins Writing

New Staff, Paraprofessional, Instructional Staff, Administrative Staff, Related Service

On-site Training with Guided Practice, Workshops with Joint Planning Periods, Study Groups

The infusion of Writing Across the Curriculum is used to improve writing skills, thinking

October, 2010

Personnel skills, and understanding of content. Staff (K - 12) will be trained in John Collins writing across the curriculum writing method. Research finds that when students write reactions to information received in class or in reading, they comprehend and better retain information. Projected Percentage Improvement: 3%-5% per year over the next three years.

Reading Academy Training for teachers in grades K - 8 February, 2011, September 2011, February, 2012

Higher Education Staff

New Staff, Instructional Staff, Administrative Staff, Related Service Personnel

On-site Training with Guided Practice, Workshops with Joint Planning Periods, Study Groups

It is the recommendation of the Language Arts Review Committee to focus on a more rigorous vocabulary program. Vocabulary development and focused instruction will be implemented at both the elementary and high school levels. Reading Academy trainings at the elementary school and the junior high school will focus on vocabulary development. Projected Percentage Improvement: 3%-5% per year over the next three years.

Staff Training K - 12,

PATTAN Staff, IU Staff,

Parent, New Staff, Paraprofessional,

On-site Training with Guided Practice,

The four scaffolding

Reciprocal Teaching Strategies, Fall, 2010 and ongoing

Administrative Staff, Related Service Personnel

Workshops with Joint Planning Periods, Conferences, Study Groups, Purchase of DVDs and classroom books

techniques: predicting, questioning, clarifying, and summarizing will be the focus of staff training beginning Fall, 2010 and it will be ongoing. It is recommended through the Language Arts Review Committee that RTS be used at least three times a week at first and then at least once a week when teachers and students get familiar with the terminology. The evidence of results will be that students, teachers and parents (K-12) will extend basic literacy, comprehension, and vocabulary skills in not only Language Arts, but beyond. Projected Percentage Improvement: 3%-5% per year over the next three years.

Training all Staff K - 12 21st Century Technology Skills and the Standards Aligned System November, 2010; January, 2011, February 2011, March 2011, May

PATTAN Staff, IU Staff, Higher Education Staff,


On-site Training with Guided Practice, Workshops with Joint Planning Periods, Conferences, Study Groups, Distance Learning, Peer Trainings

Students, staff, administrators, paraprofessionals, and parents will be trained in 21st Century Skills to advance reading, writing, listening and speaking. Such websites as Etherpad and Googledocs will be utilized in essay writing and peer editing. Smart

2011, Fall, 2011, Spring 2012

Boards will be supplied to all English and Reading classrooms. Peer trainers will teach staff and students. The Star Reading program will be implemented in grades 7 & 8 through library instruction. Beginning Fall 2010 students in grades 7 & 8 will read at least 10 library books each year for 2 years. The Pennsylvania Technology Inventory and teacher lesson plans will report that over 50% of NTSD staff in 2010 use technology in the classroom; 55% in 2011 and 60% in 2012 use technology in the classroom. Star Reading Program scores will improve by 5% each year over the next 3 years.

Topic: Math Students with disabilities will demonstrate increased educational results in math and other academic areas as outlined in the PA academic standards.


Training Partners



Fall, 2010 Teachers will be trained how to administer AIMSweb math probes,

IU Staff, Peer Trainers

New Staff, Instructional Staff, Administrative Staff

On-site Training with Guided Practice, Workshops with Joint Planning Periods, Conferences, Study Groups

It is expected that there will be student growth on math computation and application probes, given at benchmark

survey level assess and report student progress.

periods or through Progress Monitoring. Students will meet or exceed the Fall, Winter, Spring benchmarks at the 50 percentile or better. Students will meet or exceed their AIMSweb progress monitoring goals and/or AIMSweb IEP goals each nine weeks.

Qualified Staff

Reflections



According to SAT test data for 2008-2009, NHS students performed at the state level in Critical Reading (which includes vocabulary) and 20 points below the national average.

According to the Iowa Test of Basic Skill, seventh grade students (2008-2009) NHS students performed above the national average in all Reading and Language areas: however, the weakest of these areas is vocabulary, where students only scored at an 8.2 grade level. When looking at percentile rankings, only 4% of NHS students performed better than the national average. 4Sight reading tests have given twice in 2009-2010; the current 8th grade shows that 9% are not proficient. Areas of concern include antonyms and multiple meaning words.


NTSD saw improvement in both reading and mathematics scores from students in the 6th grade cohort 2008 - 2009. In reading, students scoring at/above proficient increased by 11 % going from 79% to 90%. In mathematics, students improved their scores by 13% going from 84% to 97% at/above proficient rate. Similarly 6th grade IEP students increased their scores. In reading, IEP students improved 12% from 2008 - 2009. Students in the same cohort with IEPs improved 34% from 2008 to 2009 in mathematics going from 44% to 78% at/above proficient.


Overall, NTSD has exceeded the 2008-2009 AYP targets. The 2009 targets are READING 63% and MATH 56% Students in the 3 -5 grade span scored: • 79.6% at/above proficient in reading; a 2.6% increase from the previous year • 85.3% at/above proficient in mathematics; 2.7% increase from the previous year Students in the 6-8 grade span scored:

• 84.6% at/above proficient in reading; 0.2% increase from the previous year • 89.0% at/above proficient in mathematics; 8.0% increase from the previous year Student in the 9-12 grade span scored: • 76.2 at/above proficient in reading; -6.2% decrease from the previous year. This is a concern for our district. • 63.4% at/above proficient in mathematics; -4.8 decrease from the previous year. This is a concern for our district.



READING MATH

Grade Number Tested

% At/below Basic


Number Tested

% At/below Basic


3 14 50 50 14 42.9 57.2

4 6 83.4 16.7 6 50 50

5 9 77.8 22.2 9 55.5 44.4

6 12 58.3 42.7 12 42.7 58.3

7 10 50 50 10 30 70

8 8 62.5 37.5 8 75 25

11 9 55.5 44.4 9 77.7 22.2

AYP Data Table


NTSD met AYP attendance, participation, academic and graduation targets for the 2008 and 2009 school years. In 2009, students in the grade span 3 -5 increased their reading and math scores by at least 2.6% from the previous year. Students in the 6-8 grade span increased their PSSA scores by 8% from 2008 to 2009.

Writing


On the 2009 PSSA Writing test, 83% of 5th grade students were advanced or proficient. Students enrolled in grade 8 were either advanced or proficient at the 80.9% performance level. Eleventh grade students' scores were similar at 89.2% advanced or proficient. Of the 9 Neshannock students in 11th grade with IEPs, 44.4% were proficient and 55.6% basic. Of seven IEP students tested in grade 8, only 28.6% were proficient. Only 12.5% of the eight 5th grade students were proficient in writing. This is an area of concern.

Base Line Data

Currently all staff members are highly qualified. We employ 5 learning support teachers, 1 Emotional/Autistic support teacher, 2 speech and language teachers, 11 Para professionals, 1 Director of Pupil Services. We purchase service from Midwestern Intermediate Unit IV for our school psychologist for 4 days/week.

Trainings are provided to the professional staff, Para professionals, bus drivers, administrators, and parents for students with Autism. Additional trainings are available as needed for specific students. A collaborative model and training is used to help aid teachers in the general education curriculum. Our speech and language teachers provide a variety of verbal activities to enhance our students' with autism pragmatic skills. Social awareness skills are taught and practiced through Lunch Bunch, Connections, and Dine In activities with students. Activities are designed to incorporate sensory integration to meet the proprioceptive needs of our autistic students. Our district seeks professional development through Midwestern Intermediate Unit IV, PATTAN, the PEAL Center and local and state conferences.

Para Professionals are invited to attend in-service and Act 80 Day Professional Development Activities. They are provided a Professional Development Calendar each year for trainings within the district. They are encouraged to attend trainings outside the district and receive gasoline mileage when they attend. Para Professionals participate in the Para Educator Series, and complete state and local requirements for the Credential of Competency. Teachers receive CPR and First Aid Training every two years.


Topic: AUTISM

Fourteen students in NTSD are identified with autism. They receive services from our autistic support teacher, learning support teachers, regular education teachers, Para professionals, and other support staff. Students with disabilities will be provided services by an adequate supply of personnel with the knowledge and skills necessary to meet their needs: Autism training, parent trainings, Sensorimotor trainings, communication and pragmatic language trainings.


Training Partners



Ongoing August 2010-June 2013

PATTAN Staff, IU Staff, Contracted speakers


On-site Training with Guided Practice, Conferences, Study Groups, Distance Learning, Local agencies, dissemination of printed documentation

Students with autism will continue to be educated in the least restrictive environment to the maximum extent possible. Itinerant Autistic Support will continue to be provided by the Neshannock Autistic Support

staff. Students requiring supplemental and full time programs will be provided through Midwestern Intermediate Unit IV; approved private and private schools. Progress will continue to be monitored yearly for all autistic students. Staff will demonstrate increased knowledge of identification, inclusion practices, and programming for PDDNOS students. Students’ performance will improve 1%. 2010-2011: Staff will demonstrate increased knowledge of identification, inclusion practices, and programming for PDDNOS students. Students’ performance will improve 1.5%. 2011-2012: Staff will demonstrate increased knowledge of identification, inclusion practices, and programming for PDDNOS students. Students' performance will improve 2%.

Topic: ROLE OF PARAEDUCATOR: Para educators are required to have 20 hours of staff development annually.


Training Partners



Ongoing August 2010-June 2013

PATTAN Staff, IU Staff, Contracted speakers, Solicitor


On-site Training with Guided Practice, Conferences, Distance Learning

NTSD will work in a collaborative manner to provide awareness of HQT requirements. We will review records on file regarding certification and credentialing. Resource packets of training information, study/discussing groups, modeling of skills, hands-on experience, Para professional trainings will be provided. Para Professional staff will be encouraged to receive training and to attend workshops and conference relevant to their own professional growth, and students with whom they work. They will be asked to log and submit hours to the Director of Pupil Services. The district will continue to provide professional development training for Para educators to remain 100% highly qualified. Staff identified as being in danger of not meeting Highly Qualified

standards will receive written notification along with a remediation plan. Need for Para professionals will continue to be determined through the development of students' IEPs. Student performance will improve by 2%. 2009-2010; student performance will improve by 3%. 2010-2011; student performance will improve by 4% 2011-2012; student performance will improve by 5% 2012-2013.

Transition/Post School Outcomes

Reflections



NTSD saw improvement in both reading and mathematics scores from students in the 6th grade cohort 2008 - 2009. In reading, students scoring at/above proficient increased by 11 % going from 79% to 90%. In mathematics, students improved their scores by 13% going from 84% to 97% at/above proficient rate. Similarly 6th grade IEP students increased their scores. In reading, IEP students improved 12% from 2008 - 2009. Students in the same cohort with IEPs improved 34% from 2008 to 2009 in mathematics going from 44% to 78% at/above proficient.


Overall, NTSD has exceeded the 2008-2009 AYP targets. The 2009 targets are READING 63% and MATH 56% Students in the 3 -5 grade span scored: • 79.6% at/above proficient in reading; a 2.6% increase from the previous year • 85.3% at/above proficient in mathematics; 2.7% increase from the previous year Students in the 6-8 grade span scored:

• 84.6% at/above proficient in reading; 0.2% increase from the previous year • 89.0% at/above proficient in mathematics; 8.0% increase from the previous year Student in the 9-12 grade span scored: • 76.2 at/above proficient in reading; -6.2% decrease from the previous year. This is a concern for our district. • 63.4% at/above proficient in mathematics; -4.8 decrease from the previous year. This is a concern for our district.



READING MATH

Grade Number Tested

% At/below Basic


Number Tested

% At/below Basic


3 14 50 50 14 42.9 57.2

4 6 83.4 16.7 6 50 50

5 9 77.8 22.2 9 55.5 44.4

6 12 58.3 42.7 12 42.7 58.3

7 10 50 50 10 30 70

8 8 62.5 37.5 8 75 25

11 9 55.5 44.4 9 77.7 22.2

AYP Data Table


NTSD met AYP attendance, participation, academic and graduation targets for the 2008 and 2009 school years. In 2009, students in the grade span 3 -5 increased their reading and math scores by at least 2.6% from the previous year. Students in the 6-8 grade span increased their PSSA scores by 8% from 2008 to 2009.

Writing


On the 2009 PSSA Writing test, 83% of 5th grade students were advanced or proficient. Students enrolled in grade 8 were either advanced or proficient at the 80.9% performance level. Eleventh grade students’ scores were similar at 89.2% advanced or proficient. Of the 9 Neshannock students in 11th grade with IEPs, 44.4% were proficient and 55.6% basic. Of seven IEP students tested in grade 8, only 28.6% were proficient. Only 12.5% of the eight 5th grade students were proficient in writing. This is an area of concern.

Base Line Data

NTSD recognizes that post-school outcomes of students with disabilities will be improved by doing a better job of preparing students and their families for the complexities of the adult world. With the focus on Indicator 13, NTSD participated in the BSE cohort trainings beginning 2008-2009, Cohort I. The team included the Director of Pupil Services, the Transition Coordinator, learning support teachers, speech and language teachers, and the autistic/emotional support teacher. We have a Transition Coordinator who monitors all IEPs of students 14 years and older. She attends local Transition Coordinator meetings through Midwestern Intermediate Unit IV and attends workshops and webinars through the PATTAN office. The Transition Coordinator administered the PAPODS Exit School Survey and reported the data. She worked collaboratively with local school districts where some of our special education students were placed. Students and parents are given a Transition Survey. The Transition Coordinator assures that transition outcomes, goals, services and activities become part of the IEP from student surveys, conferences and discussions with parents. She attends all IEP meetings for students 14 years and older. Through our BSE Cyclical Monitoring recommendation, the Transition Coordinator has been provided additional time in her teaching schedule to work individually with students who require direct instruction for IEP transition activities. Some of the activities are:

Balance a check book

Research a college

Washing clothes/measuring detergent/temperature choices, etc.

Consumer skills

Career Cluster Survey

Time Management

Orientation/Mobility Services are provided when necessary. Our district works with Midwestern Intermediate Unit IV to provide students in need of functional learning experiences in the community: assessments, job shadows and work experiences in the community, mock interviews, tours of local businesses, hospitals, and post secondary schools.

For some students, we believe that transition needs to begin at an earlier age. Students begin pre-vocational activities within the classroom setting and also begin to perform job tasks within the school. These tasks may include working in the school cafeteria, the library and office. The goal is to provide earlier opportunities to learn skills because it takes longer to master the skill. The goal is also to develop skills that will lead to assisted employment or in some cases, competitive employment.

All NTSD high school students are required to participate in a Graduation Project. Through the active participation in a linear process that formally begins in ninth grade and culminates in grade twelve, Neshannock student realize the opportunity to explore career options consistent with their interests and aptitudes. Students participate in a variety of assessments, instructional and vocational activities, and community based learning experiences:

7th Grade

Learning Styles Inventory

Practical Arts rotation (Home Economics, Keyboarding, Technology

Education)

8th Grade

COPS/CAPS

Health Career Field Trip

9th Grade

Lawrence County Career and Technical Center tour

10th Grade

ASVAB

Driver’s Education

Opportunity for in car driving experience

Community Service

11th Grade

College Fair at Westminster College

Job Shadow Experience I

Career Research paper in English class

Opportunity to meet with college/technical school/military representatives

Community Service 12

th Grade

College Fair at Westminster College

Job Shadow Experience II

Resume writing in English class

Cover letter writing in English class

Opportunity to meet with college/technical school/military representatives

Community Service

Voter registration when 18 yrs. in Social Studies class

Our plan includes offering a parent seminar to parents of students in grades 10-12. The seminar provides parents with an overview of services and courses available in the high school and transition options. We discuss post high school options and the relevant courses needed while in high school. We will also discuss SATs for Students with Disabilities, the college application process, and how supports vary in the college setting. Our Guidance Department plans guest speakers from local colleges and community agencies to be involved in the graduation process.

Our school works collaboratively with the Office of Vocational Rehabilitation. Parents of students in grade 11 are given letters to grant OVR permission to meet with their child when they are in grade 12. Students with open cases with OVR may be eligible to receive:

Vocational Counseling

Funding for Education/Training

Restoration Services

Job Placement Assistance

Assistive Technology

Support Services


Topic: TRANSITION: Students with disabilities will demonstrate increased ability to successfully make the transitions to school age programs, to work, to post-secondary education and/or adult life.


Training Partners



Ongoing August 2010 June 2013

PATTAN Staff, IU Staff, District Guidance Counselors, OVR

Parent, New Staff, Paraprofessional, Instructional Staff, Administrative Staff

Workshops with Joint Planning Periods, Conferences, Meetings with local agencies

2010 - 2011 Staff will develop a range of activities and procedures to assure multiple and/or optional transitions for all students to achieve a goal of 100% graduation rate indicating that the district has been able to provide appropriate educational offerings for students with disabilities and transition services. The district will ensure agency participation in the IEP process. 2011-2012: Staff will develop a range of activities and procedures to assure multiple and/or optional transitions for all students to achieve a goal of 100% graduation rate indicating that the district has been able to provide appropriate educational offerings for students with disabilities and transition services. The district will ensure agency participation in the IEP process. 2012-2013: Staff will develop a range of activities and procedures to assure multiple and/or optional transitions for all students to

achieve a goal of 100% graduation rate indicating that the district has been able to provide appropriate educational offerings for students with disabilities and transition services. The district will ensure agency participation in the IEP process.

Behavior Support Services

Reflections

There are currently no reflections selected for this section.

Summarized School District Policy

The NTSD Board of School Directors adopted a revised Behavior Management/Positive Behavior Support Plan 133.2 on November 13, 2008. According to NTSD Board Policy, 113.2: When necessary, Functional Behavior Assessments and behavior plans will be developed and maintained for students with disabilities in order to identify appropriate and inappropriate behaviors; promote and strengthen desirable behaviors; and reduce identified inappropriate behaviors. Students with disabilities who engage in inappropriate behavior, disruptive activities and/or actions injurious to themselves or others shall be disciplined in accordance with their IEP, a behavioral intervention plan and Board policy. The Board directs that the district shall comply with provisions of the Individuals with Disabilities Education Act (IDEA) and state regulations when disciplining students with disabilities for violations of district policy and school rules and regulations.

The behavior support policy represents a three-tier hierarchal model based upon the best practices sited in the current professional literature. The policy also represents an array of models from which to choose depending upon staff training and type of behaviors which require attention. The 3 levels of intervention are:

I. Level I — School-wide positive behavior support and good classroom management strategies. Level I does not require a behavior support program

II. Level II — Specific interventions designed for individuals students. Level II requires a positive behavior support program attachment to the IEP.

III. Level III — Very restrictive interventions which can only be considered after Level II interventions are determined ineffective. Level III intervention requires the IEP team to reconvene.

An anti-bully campaign has been the target of our school-wide behavior in the last two years at the NTSD. We have adopted the Olweus Program is a comprehensive, school-wide program designed and evaluated for use in elementary, middle, or junior high schools. The program’s goals are to reduce and prevent bullying problems among school children and to improve peer relations at school. The NTSD Olweus Program began with teacher training in the 2008-2009 in grades 7-9. Students receive instruction in their health classes at the Junior Senior High School. The Neshannock Memorial Elementary School has received training and instruction began this current school year.


Topic: Positive Behavioral Supports


Training Partners



August, 2010 - June, 2013

PATTAN Staff, IU Staff, Higher Education Staff, Outside vendors, community service agencies


On-site Training with Guided Practice, Workshops with Joint Planning Periods, Conferences, Study Groups

Data for 2009-2010: NTSD had a total of 18 disciplinary referrals from 11 IEP students for administrator disciplinary action for students with IEPs this school year. This number represents 0.085% of our IEP students. Of the 18, 10 students received an out-of-school suspension for less than 10 days; 5 students received an in-school suspension for less than 3 days. Review disciplinary records and referrals. Continue to collect, analyze, and report data through Penn Data and PIMS. Decrease the number of referral for discipline that result in out-of-school or in-school

suspensions by students with IEPS by 5% 2010-2011; Decrease the number of referral for discipline that result in out-of-school or in-school suspensions by students with IEPS by 5% 2011-2012; Decrease the number of referral for discipline that result in out-of-school or in-school suspensions by students with IEPS by 5% 2012-2013;

Topic: De-escalation Techniques


Training Partners



August, 2010 and ongoing through June, 2013

PATTAN Staff, IU Staff


On-site Training with Guided Practice, Conferences, Distance Learning

The number of physically aggressive outbursts and resulting physical restraints will decrease as evidenced by discipline reports. Use of verbal de-escalation techniques would lessen the need for physical restraints which would lessen the need for an IEP meeting. Continue to train staff and support staff for the proper use of physical restraint and the use of safety mechanics, once every 2 years.

Topic: School-based Behavioral Health


Training Partners



August, 2010 and ongoing through June, 2013

IU Staff, School Psychologist, Guidance Counselors, Community Agencies

Parent, New Staff, Paraprofessional, Instructional Staff, Administrative Staff

On-site Training with Guided Practice, Workshops with Joint Planning Periods, Conferences

The number of students needing intervention for behavioral/emotional issues will decrease as evidenced by discipline reports. Collect data on the number of referrals to the SAP Team, IST Team, and a counselor contracted through Human Services.

Interagency Collaboration (11 P.S. §875.304)

Ensuring FAPE/Hard to Place Students

The district currently does not have students for whom it has been difficult to locate a program or placement for services to ensure the provision of FAPE.

The LEA continues to build relationships and capacity to use the interagency approach to resolve and locate educational placements and services for hard to place students with disabilities. The district works with Midwestern Intermediate Unit IV to provide local programs in the district or within the local/regional (CASSP) Child and Adolescent Service System Program. The district will pursue a CASSP meeting with all agencies if it is determined that it is beneficial or necessary.

NTSD uses interagency approach situations by building capacity with local agencies in the tri-county area. The district also contacts MIU4 to locate additional agencies, and the CASSP coordinator.

We work closely with Mental Health Mental Retardation, Comprehensive Children and Family Services, Vocational Psychological Services, Human Services, Children and Youth Services, Juvenile Probation,

Office of Vocational Rehabilitation, Sharon Regional Health Systems, Early Intervention, Lawrence County Community Action Partnership Early Learning Programs, Westminster College Pre-School Program, PA Pre-K Counts Program and other local early childhood programs.

We continually monitor students who may qualify for Intensive Interagency Approach.

Program Profile

ID OPR Location / Building Name

Bldg Grade

Bldg Type

Type of Support

Type of Service

Low Age

High Age

Case load

Tchr FTE

D IU Neshannock High School

S GE I BVIS

C SD Neshannock Memorial Elementary CS

E GE I SLS 9 10 3 .15

C SD Neshannock Memorial Elementary BD

E GE I SLS 10 11 3 .15

C SD Neshannock Memorial Elementary LH

E GE S LS 9 11 7 .65

C SD Neshannock Memorial LH

E GE I LS 9 11 11 .35

C IU Neshannock Memorial Elementary School

E GE FT AS 10 12 6 1

N SD Neshannock Junior High BS

E GE I AS 12 12 1 .10

C SD Neshannock Memorial JC

E GE I LS 10 13 11 .55

C SD Neshannock High School CS

J GE I SLS 13 13 2 .05

C SD Neshannock Memorial JC

E GE S LS 13 13 3 .45

C SD Neshannock High School HS

J GE S LS 13 15 8 .65

C SD Neshannock High School BD

J GE I SLS 13 15 2 .05

N SD Neshannock High School BS

J GE I ES 13 13 2 .60

C IU Neshannock High School

S GE FT MDS 14 18 8 1

C SD Neshannock High School MT

S GE I LS 15 18 17 .75

C SD Neshannock High School MT

S GE S LS 16 19 3 .25

N SD Neshannock Memorial BS

E GE I AS 7 7 1 .15

C SD Neshannock High School HS

J GE I LS 13 16 11 .35

N SD Neshannock High School BS

S GE I ES 18 18 1 .15

C SD Neshannock Memorial CS

E GE I SLS 6 8 12 .80

C SD Neshannock E GE I SLS 6 9 20 .80

Memorial BD

Support Staff (District)

School District: Neshannock Township SD

ID OPR Title Location FTE

- SD Guidance Counselor Neshannock Memorial Elementary 1.00

- SD Guidance Counselor Neshannock Jr. High School 1.00

- SD Guidance Counselor Neshannock Sr. High School 1.00

- SD Para Professional Neshannock Memorial Elementary 0.77



C SD Para Professional Neshannock Memorial Elementary 1.00

- SD Para Professional Neshannock High School 1.00

- SD Para Professional Neshannock High School 1.00

D SD Licensed Practical Nurse Neshannock Elementary School 1.00

N SD Para Professional Neshannock Memorial Elementary 1.00

N SD Para Professional Neshannock Memorial Elementary 1.00

N SD Para Professional Neshannock High School 1.00

N VT Para Professional Lawrence County CTC 1.00

N SD Para Professional Neshannock High School 1.00

N SD School Nurse Neshannock Memorial Elementary 1.00

Contracted Support Services

ID IU / Agency Title / Service Amount of Time per Week

C IU Physical Therapy 2 Hours

C IU Occupational Therapy 2 Hours

C IU Psychologist 4 Days

Assurance for the Operation of Special Education Services and Programs

School Years: 2013 - 2016

The Neshannock Township SD within Midwestern IU 4 assures that the school district will comply with the requirements of 22 Pa. Code Chapter 14 and with the policies and procedures of PDE. PDE will specify, in writing, policies and procedures to be followed. Requests for any deviations from these regulations, standards, policies, and procedures must be made in writing to PDE. The school district understands that special education reports will be approved by PDE in accordance with the following criteria as set forth in 22 Pa. School Code § 14.104:

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 report revision notice process.

5. The school district follows the state and federal guidelines for participation of students with disabilities in state and district-wide assessments including the determination of participation, the need for accommodations, and the methods of assessing students for whom regular assessment is not appropriate.

6. The school district assures the Pennsylvania Department of Education that funds received through participation in the medical assistance reimbursement program, ACCESS, will be used to enhance or expand the current level of services and programs provided to students with disabilities in this local education agency.

This assurance must be signed by the School Board President and the Superintendent for the school district to operate services and programs.

_________________________ __________ _________________________ __________ Board President Date Superintendent Date

Documents

Pennsylvania Department of Educationntsd.org/.../09/SpecialEducationPlan2010-20132.pdf · Parent participation at IEP meetings is almost 100% in the district. Neshannock Township