WEST CHESTER AREA SCHOOL DISTRICT Pupil … · Pupil Services Meeting Minutes March 12, 2018 Pupil Services Committee Meeting Attended: Attending Committee Members: Joyce Chester,

WEST CHESTER AREA SCHOOL DISTRICT

Pupil Services Committees

April 9, 2018 6:30 p.m.

Spellman Administration Building

REGULAR SESSION

AGENDA

March 12, 2018 Pupil Services Committee Minutes (see attached) Ms. Chester

Special Education Plan Presentation Dr. Ranieri

Policy 200 Enrollment of Students Revision Second Reading Dr. Ranieri

Policy 251 Homeless Students Revision Second Reading Dr. Ranieri

PTS Addendum to Therapy Services Contract Dr. Ranieri

Committee Protocol for Responding to Comments from the Public- 1. A community member will be called upon by the Committee Chair. 2. If the comment can be answered quickly, or can be answered in order to clarify

information, someone will respond. 3. If a community member has a more detailed question about a topic, the committee chair

may refer the person to the superintendent or appropriate administrator to make an appointment so the question can be answered in more detail.

Pupil Services Meeting Minutes March 12, 2018

Pupil Services Committee Meeting

Attended:

Attending Committee Members: Joyce Chester, Sue Tiernan, Chris Tabakin, Randell Spackman

Other Board Members: Karen Herrmann, Chris McCune, Brian Gallen, Kate Shaw

Administration: Jim Scanlon, Tammi Florio, Michael Wagman, Robert Sokolowski Ms. Chester opened the meeting at 6:32 pm.

Items listed on the Pupil Services Committee Regular Agenda of February 12, 2018:

1. February 12, 2018 Pupil Services Committee Minutes

2. Social Work and Caseworker presentation 3. Revisions to Policy 200 Enrollment of Students 4. Revisions to Policy 251 Homeless Students

A. Actions and Outcomes:

1. Approval of the Pupil Services Committee Meeting Minutes February 12, 2018 vote: 4-0 2. Approval of Policy 200 Enrollment of Students vote: 4-0 3. Approval of Policy 251 Homeless Students vote: 4-0

B. Items to be placed on upcoming Board Agenda:

C. Items to be placed on the Consent Agenda:

1. Approval of Policy 200 Enrollment of Students 2. Approval of Policy 251 Homeless Students

D. Items to be discussed at a later date:

None

The meeting ended at 7:03 pm.

Next Meeting: Monday, April 9, 2018 – 6:30 pm

West Chester Area SD

Special Education Plan Report

07/01/2018 - 06/30/2021

2

District Profile

Demographics

782 Springdale Drive Exton, PA 19341 (484)266-1000 Superintendent: James Scanlon Director of Special Education: Leigh Ann Ranieri

Planning Committee Name Role

Leigh Ann Ranieri Administrator : Special Education

Kate Feryo Elementary School Teacher - Regular Education :

Special Education

Beth Johnson Elementary School Teacher - Special Education :

Special Education

Nicole Verbos Elementary School Teacher - Special Education :

Special Education

Patricia Barr High School Teacher - Special Education : Special

Education

Nancy Maguire Parent : Special Education

Phillip Dakes Special Education Director/Specialist : Special

Education

Melissa Kleiman Special Education Director/Specialist : Special

Education

Lisa Phifer Special Education Director/Specialist : Special

Education

3

Core Foundations

Special Education

Special Education Students Total students identified: 1504

Identification Method

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

The method used by the West Chester Area School District (WCASD) for identifying students with

Specific Learning Disabilities (SLD) is a collection and analysis of various data sources. Since the

2011-2012 school year, a tiered system of supports has been implemented through the use of the

Child Study Team. There are 15.6 qualified school psychologists throughout the 16 buildings in the

West Chester Area School District. The Child Study Team (CST) Process has been implemented in all

16 buildings. The integrity of applying a consistent and high quality CST process has been supported

through on-going training and monitoring by both school and district level administrators. This type

of process is used for all types of referrals including gifted. Core teams including the psychologist,

administrator, special education teacher, regular education teacher, school counselor and reading

specialist meet at least weekly. Depending on the type of referral additional team members may

include the Speech/Language Therapist, EL Teacher, Crisis Intervention Specialist, Occupational

Therapist, Physical Therapist and Caseworker. After an initial referral is made, existing data is

collected and analyzed and the team determines if intervention is needed. If intervention is

recommended, needs are identified, corresponding goals are created and the first intervention cycle

ranging from 30 days to one school trimester is begun. At the end of the intervention cycle, the team

reviews data collected and determines if the goal is met, or if the student is making progress and

should continue with another intervention cycle. After the second intervention cycle, if a student is

not making progress, the team will either revise the intervention and implement for an

additional intervention cycle or may recommend a Chapter 14 or 15 evaluation. No interventions are

implemented for more than one calendar year without consideration of conducting a Chapter 14 or

15 evaluation. We're in the process of implementing Multi-Tiered System of Supports (MTSS).

Once a Chapter 14 evaluation has been recommended, the WCASD psychologist uses the data

collected through the CST process; standardized, norm-referenced achievement test scores; analysis

of cognitive strengths and weaknesses; and finally, an analysis of the data related to exclusionary

factors to rule in/out the existence of a specific learning disability. The psychologist in conjunction

with the other members of the multidisciplinary team, implements the following steps:

Determine a normative deficit in academic achievement through standardized achievement

testing and/or curriculum based assessment data.

4

Exclusionary factors are ruled out as the primary cause of the academic deficit.

Establish that there is a normative deficit in one or more basic psychological processes or

processes involved in understanding or using language, spoken or written.

Establish an empirical or logical relationship between the cognitive and academic deficits,

and by evidence of otherwise normal functioning in those abilities/processes not related to the

academic deficit.

Establish that the deficits cannot be remediated in the absence of specially designed

instruction (for students who have moved through the Child Study Team process, this need for

specially designed instruction has been largely established).

This process utilized by WCASD psychologists allows the team to determine that the child is

exhibiting academic functioning that is discrepant from age and grade level expectations, that the

child has a cognitive processing deficit within a context of otherwise normal cognitive functioning,

and that the child is in need of specially designed instruction as established by the Chapter 14

evaluation. The multidisciplinary team documents all data collected on the student’s level of

academic achievement, including all CST data collected during initial review and throughout

interventions. Classroom observations of performance and patterns of strengths and weaknesses are

documented across all settings.

Enrollment

Review the Enrollment Difference Status. If necessary, describe how your district plans to address any significant disproportionalities.

The data is publicly available via the PennData website. You can view your most recent report. The link is: https://penndata.hbg.psu.edu/PublicReporting/DataataGlance/tabid/2523/Default.aspx

In reviewing our student enrollment in each disability category, two disability categories were

analyzed. WCASD is 7.8% below the state average for students identified with a specific learning

disability. This is attributed to the successful implementation of a tiered system of supports. We are

able to provide academic interventions to students to enhance student learning. WCASD is 11.1%

above the state average for students identified with other health impairment (OHI). This is

attributed to legal guidance that has been received. Our practice is to provide instruction in the

areas of executive functioning and self-regulation skills that are impacted by the impairment. Once

students have acquired these skills, they are dismissed from special education but may be eligible

for accommodations through a Chapter 15 service plan.

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

5

WCASD provides training to psychologists on diagnosing educational disabilities on a regular basis.

This includes awareness for over and under identification for all disability areas.

Non-Resident Students Oversight

1. How does the District meet its obligation under Section 1306 of the Public School Code as the host District at each location?

2. How does the District ensure that students are receiving a free appropriate public education (FAPE) in the least restrictive environment (LRE)?

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

Within the West Chester Area School District there are a number of group homes, shelters, and residential

treatment facilities. Through these facilities, West Chester has a large 1306 population with whom the

District is responsible for ensuring the students receive an appropriate education. Through the

requirements set forth under the 1306 regulations the West Chester Area School District or the Chester

County Intermediate unit, on behalf of the West Chester Area School District, attend all

scheduled meetings for these students. Records are requested from the prior district upon admission. If

the student enters and was a regular education student in his/her prior district, the West Chester Area

School District will enroll the student in classes right away. If the student enters the West Chester Area

School District with an IEP from their prior district, an IEP team will meet to determine the appropriate

program for the student. At the IEP meetings, the School District or the IU, reviews every situation with

each individual student and family. Appropriate educational recommendations are based on the data

collected from all parties involved. For eligible students, the IEP team considers the complete continuum

of special education types and levels of service. Educational placement and/or services offered are an

individualized decision based on the unique needs of the specific student. IEP teams are guided by the

Gaskins Settlement agreement to ensure maximum integration. Several barriers that the School District

faces regarding these students are, obtaining residency acknowledgements from the home districts, the

severity of some of the students situations and/or disabilities, and the transient nature of some of the

students and their families.

Incarcerated Students Oversight

Describe the system of oversight the District would implement to ensure that all incarcerated students who may be eligible for special education are located, identified, evaluated and when deemed eligible, are offered a free appropriate public education (FAPE).

The West Chester Area School District and Chester County Intermediate Unit #24 work

collaboratively with incarcerated placements to ensure the evaluation of students requiring either

special education services or evaluation for services are completed within the timelines as outlined

under IDEA. Ongoing outreach to facilities who educate incarcerated youth result in timely

identification and service initiation by district Special Education Supervisors and Liaisons (itinerant

special education teachers). Current special education students are offered FAPE on an annual basis

with revisions as needed throughout the school year.

6

Least Restrictive Environment

1. Describe the District procedures, which ensure that, to the maximum extent appropriate, children with disabilities, including those in private institutions, are educated with non-disabled children, and that removal from the regular education environment only occurs when education in that setting with supplementary aids and services, cannot be achieved satisfactorily.

2. Describe how the District is replicating successful programs, evidence-based models, and other PDE sponsored initiatives to enhance or expand the continuum of supports/services and education placement options available within the District to support students with disabilities access the general education curriculum in the least restrictive environment (LRE). (Provide information describing the manner in which the District utilizes site-based training, consultation and technical assistance opportunities available through PDE/PaTTAN, or other public or private agencies.)

3. Refer to and discuss the SPP targets and the district's percentages in the Indicator 5 section - Educational Environments. Also discuss the number of students placed out of the district and how those placements were determined to assure that LRE requirements are met.

Regulatory Compliance:

The Individuals with Disabilities Education Act, 2004 (also known as the Individuals with

Disabilities Education Improvement Act), requires …(1) That to the maximum extent appropriate,

children with disabilities, including children in public or private institutions or other care facilities, are

educated with children who are non-disabled; and (2) That special classes, separate schooling or other

removal of children with disabilities from the regular educational environment occurs only if the nature

or severity of the disability is such that education in regular classes with the use of supplementary aids

and services cannot be achieved satisfactorily. [20 USC 1412 Section 612 (a) (5), and its implementing

regulation found at 34 C.F.R. §300.114(a)].

The West Chester Area School District, fully recognizing the legal requirements of Least Restrictive

Environment (LRE), always seeks to consider the least restrictive program for all students. The

District utilizes a team approach when considering placements for students with disabilities, always

considering the neighborhood school first. Inclusion in the home school setting is the first option,

however, if the building is not able to provide an appropriate program that meets the needs of the

individual student, the team looks to other elementary and secondary schools within the District in

order to determine the most appropriate placement. In order to meet the needs of the exceptional

students that the District serves, supplemental supports and related services, including IU supports

through the Training and Consultation department for student-specific interventions in areas such

as behavior, autism, assistive technology, vision/hearing are employed. In addition, ongoing staff

trainings provided by school district personnel, PaTTAN, district legal counsel, and contracted

services are continuously offered. In the event that the team determines that a student’s needs are

such that inclusion in the neighborhood school building or other placement within the District would

deny that student a Free Appropriate Public Education, other programs that are outside the scope of

the District’s buildings are considered. This may include, but not be limited to, IU programs in

specialized centers, cross-district classrooms, and in some cases, placement in an Approved Private

7

School. In cases where out-of-District placements are being considered, the District Special

Education Supervisors and Liaisons (itinerant special education teachers) work closely with

building-based IEP teams, including parents and Early Intervention coordinators to ensure that

every effort is made to secure an appropriate educational placement based on individual student

needs.

The District continues to build off of its goals from the improvement areas identified during the last

monitoring period. When students experience significant difficulties that extend beyond the school

environment, representatives of the various agencies meet to generate a plan to support student

success in the least restrictive environment. The District continues to target 10th, 11th, and 12th

grade students for a Discover Work Program to provide additional options for Employment-based

transition goals. The District is in the process of creating a Transition program in the district for

students who have needs beyond 12th grade. This will address the SE in Other Settings category in

Indicator 5. The District created a school based mental health program, operated by the CCIU in the

district. Students receive West Chester Curriculum and are still counted as part of their respective

HS. Students requiring a different instructional delivery model, including credit recovery programs,

are considered for this placement. The District also provides training on de-escalation strategies

and crisis prevention to specific teams of teachers, paraprofessionals, and administrators

throughout the 16 buildings. The District continues to support the West Chester Area Parent

Support Group (TEAM). Special education administrators attend monthly meetings and host the

support group at the Spellman Administration Building. The District has offered and provided

parent trainings utilizing its own personnel. The District also notifies parents of trainings that are

hosted by the CCIU at the county level. Diversity training through the Beyond Diversity program and

Courageous Conversations is offered to all staff in an effort to create awareness of cultural

differences, examine current practices, and design programming that meets the needs of all students,

while emphasizing the reduction of the achievement gap. At all of the secondary school buildings,

Intensive Outpatient Therapy and Individual Therapy is available to qualifying students. The

students receive the therapy during the school day, and are scheduled so that the impact on

instruction is minimal.

To ensure that the District has multiple options for programming within District facilities, and to

maximize the continuum of services, the following programs, initiatives, and services have been put

into place over the past 2 years:

Middle School MDS program –

For the 2016-17 school year, the District opened its Multiple Disabilities Support classroom at

Stetson Middle School. There is currently one student in the program, who transitioned from the

District's elementary MDS program at Starkweather Elementary School. Students have an

opportunity for inclusion in regular education with typically developing peers. The extent of that

inclusion is determined on an individual basis by IEP teams. The MDS program has taken part

in Project MAX through PaTTAN and has utilized multiple hours of collaborative professional

development to meet the needs of the students.

8

Elementary Emotional Support –

There are currently two emotional support teachers at Mary C Howse Elementary School serving

students from all elementary buildings within the district. Mary C Howse has participated in the

school-wide behavior support program through a grant from PDE/PaTTAN. Due to the increased

number of students with mental health diagnoses, therapy services through a private agency have

been added during the 2017-18 school year.

Project Max –

In order to maximize student exposure to Core-aligned instruction, the Autistic Support Program at

Stetson Middle School, in coordination with Special Education, Building Administration, and

Curriculum Specialists, has been part of ongoing professional development through PaTTAN's

Project Max Grant. The focus of the grant is to align all areas of content instruction, direct instruction

or general education instruction, to the PA Core. The team is comprised of building leadership,

regular education teachers, special education teachers, related service personnel, paraprofessionals,

and central office leadership. Professional Development occurs every month, and focuses on setting

instructional goals for students with complex needs. Representatives from the IU (including the

Project Max internal coach) and PaTTAN attend these PD meetings to facilitate discussion. The IU

and PaTTAN also provide push-in training to classrooms and consultation to teachers and

paraprofessionals implementing Core-aligned classroom content. The monies from the grant

provide substitute teachers so that the teachers can plan instructional units and diagnose needs

within the building. Project Max started at Stetson MS and expanded to Rustin HS.

Transition Program -

During the 2018-2019 school year, a plan will be developed for implementation of an 18-21 year old

program to begin in the 2019-2020 school year. The 18-21 program will provide transition services

to students with disabilities in the least restrictive environment. The purpose is to facilitate students

moving from school to post-school activities, which includes training taking place in natural

environments and the community.

LRE DATA ANALYSIS

EDUCATIONAL ENVIRONMENT (AGES 6-21)

Outside Regular

Class < 21% Outside Regular Class < 21% % Other Settings

District State District State District State

2005-

2006 55.0 47.0 2005-2006 7.0 14.0

2005-

2006 9.0 4.0

2006-

2007 58.1 49.7 2006-2007 6.4 12.4

2006-

2007 6.8 4.4

9

2007-

2008 55.2 53.0 2007-2008 7.1 11.1

2007-

2008 5.9 4.4

2008-

2009 55.5 55.3 2008-2009 6.5 10.8

2008-

2009 6.2 4.2

2009-

2010 57.2 57.8 2009-2010 5.4 10.5

2009-

2010 6.4 4.3

2010-

2011 49.5 61.0 2010-2011 3.8 9.6

2010-

2011 18.2 4.3

2011-

2012 55.5 62.2 2011-2012 4.3 9.2

2011-

2012 6.7 4.5

2012-

2013 58.5 62.3 2012-2013 4.7 9.0

2012-

2013 6.2 5.0

SE

Inside

Reg Ed

80% or

more

SE

Inside

Regular

Class <

40%

SE in Other

Settings

Year LEA State LEA State LEA State

2013-14 60.9 62.4 4.9 8.9 6.5 4.8

2014-15 59.4 62 4.9 9.5 5.6 4.8

2015-16 59.1 61.8 4.8 9.5 5.7 4.9

2016-17 57.3 62.4 4.5 9 6.7 4.9

SPECIAL EDUCATION ENROLLMENT (School Age

)

2005-2006 2006-2007 2007-2008 2008-2009

District State District State District State District State

Total Special Ed Enrollment 1497 268198 1484 270930 1517 271107 1534 271309

Percent of Special Ed Enrollment by

Disability 12.7 14.7 12.5 14.9 12.8 15.0 13.2 15.2

Autism 5.7 3.3 6.6 3.9 7.4 4.6 7.8 5.3

Deaf-Blindness 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0

Emotional Disturbance 9.0 9.7 8.0 9.6 8.0 9.4 7.2 9.2

Hearing Impairment Including

Deafness 0.9 1.1 1.0 1.0 0.9 1.0 1.1 1.0

Mental Retardation 3.1 9.5 2.9 9.0 2.9 8.5 2.8 8.1

Multiple Disabilities 1.8 1.1 2.0 1.0 1.8 1.0 1.9 1.0

Orthopedic Impairment 0.0 0.3 0.0 0.3 0.0 0.3 0.0 0.3

Other Health Impairment 6.5 4.4 9.1 5.3 9.4 6.2 11.0 7.0

Specific Learning Disability 57.9 53.9 54.6 53.0 50.5 52.1 46.8 51.0

10

Speech or Language Impairment 14.1 16.0 15.0 16.1 18.1 16.1 20.3 16.3

Traumatic Brain

Injury 0.0 0.3 0.0 0.3 0.0 3.0 0.0 0.3

Visual Impairment Including

Blindness 0.7 0.4 0.0 0.4 0.7 0.4 0.0 0.4

2009-2010 2010-2011 2011-2012 2012-2013

District State District State District State District State

Total Special Ed Enrollment 1516 270150 1671 270288 1482 268466 1465 268640

Percent of Special Ed Enrollment

by Disability 12.7 15.2 13.9 15.2 12.4 15.2 12.4 15.3

Autism 9.2 6.1 10.6 7.0 10.3 7.9 10.9 8.6

Deaf-Blindness 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0


Hearing Impairment

Including Deafness 0.0 1.0 0.0 1.0 0.8 1.0 1.0 1.0

Mental Retardation 3.1 7.9 5.8 7.6 2.7 7.1 2.9 7.1

Multiple

Disabilities 1.6 1.0 1.4 1.1 1.6 1.1 1.8 1.1

Orthopedic Impairment 0.0 0.3 0.0 0.3 0.0 0.3 0.0 0.3

Other Health Impairment 10.9 8.0 14.0 9.0 17.7 10.1 19.7 11.2

Specific Learning

Disability 45.4 49.9 40.5 48.3 38.8 46.9 37.8 45.4

Speech or Language

Impairment 21.6 16.1 18.7 16.2 21.8 16.2 18.6 16.0

Traumatic Brain

Injury 0.0 0.3 0.0 0.3 0.0 0.3 0.0 0.2

Visual Impairment

Including Blindness 0.0 0.4 0.0 0.4 0.9 0.4 1.1 0.4

LEA

2013-

14

State

2013-

14

LEA

2014-

15

State

2014-15

LEA

2015-

16

State

2015-

16

LEA

2016-

17

State

2016-17

Sped enrollment 1504 269349 1490 270848 1512 276185 1533 283145

% enrollment 12.8 15.4 12.7 15.6 13.1 15.9 13.2 16.5

Autism 11.9 9.4 11.5 9.9 12.1 10.3 13 10.7

Deaf-Blindness --- 0 --- 0 --- 0 --- 0


Hearing Impairment/deaf 1.3 1 1.4 1 1.6 1 1.3 1

Intellectual Disabilities 2.7 6.7 3.2 6.6 3.2 6.5 3.8 6.5

Multiple Disabilities 1.5 1.1 1.5 1.1 1.5 1.1 1.3 1.1

Orthopedic Impairment --- .3 --- .3 --- .3 --- .2

Other Health Impairment 22.3 12.3 25.2 13.2 26.3 14.1 26 14.9

11

Specific Learning

Disability 36.6 44.3 33.8 43.3 33.6 42.6 34 41.8

Speech or Language

Impairment 16.8 15.8 15.3 15.4 13.9 15 12.5 14.7

Traumatic Brain Injury --- .3 --- .2 --- .2 --- .2

Visual

Impairment/blindness .7 .4 --- .4 .9 .4 1 .4

Behavior Support Services

1. Provide a summary of the District policy on behavioral support services including, but not limited to, the school wide positive behavior supports (PBS).

2. Describe training provided to staff in the use of positive behavior supports, de-escalation techniques and responses to behavior that may require immediate intervention.

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

Mary C. Howse School- Wide Positive Behavior Support

The mission of the Mary C. Howse School-Wide Positive Behavior Team is to create a safe learning

community that promotes student achievement through the proactive and consistent practice of Respect,

Responsibility, and Safety. Students are taught lessons to show/demonstrate what the expectations are in

the school setting. Every staff member is expected to model these taught behaviors and acknowledge

students when they see them demonstrating positive behaviors. Students receive a "Dragon Dollar" and

can use that dollar to earn the possibility of being selected for a reward. During the 15-16 school year,

99% of our students earned one or more of our school-wide rewards. We started the program in January

2016.

Summarized School District Policy:

Board Policy No. 113.2 incorporates all of the requirements and limitations of Section 14.133 of the

regulations of the State Board of Education, 22 Pa. Code Sec. 14.133, as the policy of the District and

ensures that the Superintendent or his or her designee "shall provide for the regular training and re-

training, as needed, of personnel in the use of specific procedures, methods, and techniques that those

personnel will be expected to employ in the implementation of behavior supports or interventions in

accordance with the IEP[s] of ... child[ren] with disabilities." The District requires that all IEPs developed

for children with learning-interfering behaviors include either goals for the development of appropriate

replacement behaviors and/or behavior interventions and strategies that emphasize the use of positive

behavior teaching and shaping techniques. Use of physical restraining methods is permitted only when

necessary to control acute or episodic behaviors that present a danger to the child or others and only

when less restrictive measures have proven to be or are ineffective. Such restraints are never used for the

convenience of staff, as a substitute for an educational program, or as punishment. Behavior interventions

and strategies are based on functional behavioral assessments when appropriate. Use of mechanical

restraints is strictly prohibited except when necessary to control involuntary movement or to stabilize the

lack of muscle control, when such conditions are the result of organic conditions and are prescribed by a

12

medical professional. All staff members are educated in the contents of the Board policy. Any staff member

who may have to restrain a student must be certified in Non-Violent Crisis Intervention (NCI).

Positive Behavior Supports and De-escalation techniques:

In the past 3 years at least 2 CPI/de-escalation technique trainings per school year have occurred for staff

who work with students with challenging behaviors. The District will continue to conduct at least 2 trainings

per school year for new staff and for refresher trainings. Furthermore, WCASD is developing a protocol to

be implemented in each school building to ensure a systematic process for training the school-based

CPI/De-escalation teams.

Currently, all students with disabilities who have behaviors that impede his/her learning or that of others

have carefully designed goals and/or specially designed instruction addressing those behaviors. A team of

professionals and the parent conducts a Functional Behavior Assessment (FBA) to determine the target

behaviors of concern. Once the behaviors are identified, the team analyzes the antecedent behaviors that

occurred prior to the behavior being exhibited. Consequences to the students' behaviors are also

documented. The team then analyzes all the shared information. Upon completion of the FBA, the team

creates a Positive Behavior Support Plan (PBSP). This plan systematically addresses the behaviors of

concern and reinforces newly learned, appropriate replacement skills using positive reinforcers. The PBSP

is shared with all staff working with the student to ensure consistent implementation of the plan across all

environments. In addition to training staff, the District contracts with behavior specialists who are Board

Certified Behavior Analysts (BCBA) to support our students who present with more intense behavior

needs. Our consultant models behavioral techniques for our staff and observes the implementation of

behavioral strategies to ensure proper delivery and in-class coaching. Regulatory Compliance:

Pennsylvania Chapter 14, §14.133 Positive Behavior Support Rationale - Philosophical/Moral Belief:

The West Chester Area School District (WCASD) believes that all children, regardless of their disability,

should be educated in the least restrictive environment to the maximum extent possible with nondisabled

peers. The District fully embraces the responsibility to meet the individual behavioral needs of students to

ensure they make meaningful progress. Schools are implementing characteristics of school-wide positive

behavior support programs as well as creating individual positive behavior support plans to reinforce

appropriate behavior and teach positive replacement skills that will be generalized throughout the learning

environment.

West Chester Area School District

Book Policy Manual Section 100 Programs Title Behavior Intervention Number 113.2 Status Active

Adopted August 1, 2015 Last Reviewed August 24, 2015

13

Purpose

To ensure compliance with the requirements of Chapter 14 of the regulations of the

Pennsylvania State Board of Education governing behavior interventions and the use of

restraints with students identified with disabilities.[1]

General Policy

The following principles shall govern the use of behavior supports and interventions for

children with disabilities:[1][2][3][4][5][6][7][8][9]

1. Positive, rather than negative, measures must form the basis of behavior support

programs to ensure that all students shall be free from demeaning treatment, the use of

adverse techniques, and the unreasonable use of restraints.

2. Behavior support programs and plans must be based on a functional assessment

of behavior and use positive behavior techniques.

3. Behavior support programs must include research-based practices and techniques

to develop and maintain skills that will enhance an individual student’s opportunity for

learning and self-fulfillment.

4. When an intervention is needed to address problem behavior, the types of

intervention chosen for a particular student shall be the least intrusive necessary.

5. The use of restraints is considered a measure of last resort, only to be used after

other less restrictive measures, including de-escalation techniques.

6. Nothing in this policy shall be construed to require the development of a separate

behavior support or intervention plan when appropriate positive behavioral

interventions, strategies, and supports, consistent with the requirements of this policy,

can be incorporated into the body of the IEP.

Definitions

http://www.pacode.com/secure/data/022/chapter14/s14.133.html


http://www.law.cornell.edu/uscode/text/20/1414


http://www.law.cornell.edu/cfr/text/34/300.324



14

As used in this policy, the following words and terms shall have the following meanings,

unless the context clearly indicates otherwise.[1]

Aversive techniques - deliberate activities designed to establish a negative association

with a specific behavior.

Behavior support - the development, change, and maintenance of selected behaviors

through the systematic application of behavior change techniques.

Positive Behavior Support Plans - a plan for students with disabilities who require

specific intervention to address behavior that interferes with learning. A positive

Behavior Support Plan shall be developed by the IEP team, be based on a functional

behavioral assessment, and become part of the individual student’s IEP. These plans

must include methods that use positive reinforcement and other positive techniques to

shape the behavior of the child with disabilities, ranging from the use of positive verbal

statements as a reward for good behavior to specific tangible rewards.

Restraints - the application of physical force, with or without the use of any device, for

the purpose of restraining the free movement of a student’s body, excluding the

following:

1. Briefly holding a student, without force, to calm or comfort him/her.

2. Guiding a student to an appropriate activity.

3. Holding a student’s hand to escort him/her safely from one area to another.

4. Hand-over-hand assistance with feeding or task completion.

5. Techniques prescribed by a qualified medical professional for reasons of safety or

for therapeutic or medical treatment, as agreed to by the student’s parents/guardians

and specified in the IEP.

6. Mechanical restraints governed by this policy, such as devices used for physical or

occupational therapy, seatbelts in wheelchairs or on toilets used for balance and safety,

safety harnesses in buses, and functional positioning devices.


15

Guidelines

Use of Physical Restraints Other Than Mechanical Restraints

Restraints to control acute or episodic aggressive or self-injurious behavior may be used

only when the student is acting in a manner as to be a clear and present danger to

him/herself, to other students, or to employees, and only when less restrictive measures

and techniques have proven to be or are less effective. The Director of Special Education

or his/her designee shall notify the parent/guardian as soon as practicable of the use of

restraints to control the aggressive behavior of his/her child and shall convene a

meeting of the IEP team within ten (10) school days of the inappropriate behavior

causing the use of restraints, unless the parent/guardian, after written notice, agrees in

writing to waive the meeting. At this meeting, the IEP team shall consider whether the

student needs a functional behavioral assessment, re-evaluation, a new or revised

positive Behavior Support Plan, or a change of placement to address the inappropriate

behavior.[1]

The use of restraints may only be included in a student’s IEP under the following

conditions:[1]

1. The restraint is used in conjunction with specific components of positive behavior

support.

2. The restraint is used in conjunction with the teaching of socially acceptable

alternative skills to replace problem behavior.

3. Staff are authorized, and have received all training required, to use the specific

procedure.

4. The positive Behavior Support Plan of the student includes a plan for eliminating

the use of restraint through the application of positive behavior support.

5. The use of restraints are not included in the IEP for the convenience of staff, as a

substitute for an educational program, or employed as punishment.

Use of Mechanical Restraints



16

Except in an emergency, or otherwise provided herein, mechanical restraints, which are

used to control involuntary movement or lack of muscular control of students when due

to organic causes or conditions, may be employed only when specified by an IEP and as

determined by a medical professional qualified to make the determination, and as

agreed to by the student’s parents/guardians. Mechanical restraints shall prevent a

student from injuring him/herself or others or promote normative body positioning and

physical functioning.[1]

Proscription of Certain Aversive Techniques

The following aversive techniques for addressing behavior are inappropriate and may not

be used in educational programs:

1. Corporal punishment.

2. Punishment for a manifestation of a child's disability.

3. Locked rooms, locked boxes, or other locked structures or spaces from which the

child cannot readily exit.

4. Noxious substances.

5. Deprivation of basic human rights, such as withholding meals, water, or fresh air.

6. Suspensions constituting a pattern as defined in Section 14.143(a) of the

regulations of the State Board of Education, and any other successor regulation.[10]

7. Treatment of a reasonably demeaning nature.

8. Electric shock.

9. The use of prone restraints, which are those by which a student is held face down

on the floor.

Reporting and Monitoring



17

The Superintendent or his/her designee shall maintain and report data on the use of

restraints in a manner prescribed by the Secretary of Education of the Commonwealth of

Pennsylvania. Such report shall be readily available for review during cyclical compliance

monitoring conducted by the Pennsylvania Department of Education.[1]

Referral to Law Enforcement

Subsequent to a referral to law enforcement, an updated functional behavioral

assessment and positive Behavior Support Plan shall be required for students with

disabilities who have positive Behavior Support Plans at the time of such referral. If, as a

result of such referral, the student is detained or otherwise placed in a residential setting

located outside the district, the Director of Special Education or his/her designee shall

ensure that the responsible school district or intermediate unit is informed of the need to

update the functional behavioral assessment and the positive Behavior Support Plan of

the student.[1][9][11]

Regular Program of Training

The Superintendent or his/her designee shall provide for the regular training and

retraining, as needed, of personnel in the use of specific procedures, methods, and

techniques, including restraints, that those personnel will be expected to employ in the

implementation of positive behavior supports or interventions in accordance with the IEP

of the child and this policy.[1]

Legal 1. 22 PA Code 14.133 2. 20 U.S.C. 1414 3. 20 U.S.C. 1415 4. 34 CFR 300.324 5. 34 CFR 300.34 6.

34 CFR 300.530 7. Pol. 113 8. Pol. 113.1 9. Pol. 113.3 10. 22 PA Code 14.143 11. 22 PA Code 10.23 24

P.S. 1303-A 24 P.S. 1302.1-A 22 PA Code 10.2 22 PA Code 10.21 22 PA Code 10.22 22 PA Code 10.25

22 PA Code 14.104 22 PA Code 14.145 20 U.S.C. 1400 et seq 34 CFR Part 300 Pennsylvania Training

and Technical Assistance Network (PaTTAN), Questions and Answers on the Restraint Reporting

Requirements and System, June 2009 Pol. 000 Pol. 103.1 Pol. 218 Pol. 218.1 Pol. 218.2 Pol. 222 Pol.

227 Pol. 805.1

School-Based Behavioral Health Services:

The West Chester Area School District staffs each of three high schools with an intervention

specialist. The role of the intervention specialist is to intervene in crisis situations and to provide

supportive counseling for students who require a higher degree of care than that which a teacher or

counselor can provide. All counselors in the school district are trained in suicide risk assessment and














http://www.legis.state.pa.us/cfdocs/legis/LI/uconsCheck.cfm?txtType=HTM&yr=1949&sessInd=0&smthLwInd=0&act=14&chpt=13A&sctn=3&subsctn=0









http://www.law.cornell.edu/uscode/text/20/chapter-33

http://www.law.cornell.edu/cfr/text/34/part-300

http://www.pattan.net/



18

violence risk assessment. Mental health screenings are available for all grade levels.

At the high school level, if a student's mental health needs are not able to be met in their home

school, the district provides outpatient services through a licensed mental health facility for students

who have difficulty getting to facilities outside of school. The West Chester Area School District calls

this the APT Academy. APT stands for achieve, progress, transition.

Continuing in the 2018-2019 school year, the APT Academy will be staffed by two therapists, a

psychiatrist, and a counselor. Personnel at APT facilitate two mental health groups per day in

addition to individual therapy, and they provide medication management through a licensed

psychiatrist.

In order to build capacity at the middle school level to support behavior and mental health needs,

starting in the 2018-2019 school year, there will be a full-time licensed mental health therapist in

each of the middle schools in the West Chester Area School District.

Intensive Interagency/Ensuring FAPE/Hard to Place Students

1. If the LEA is having difficulty ensuring FAPE for an individual student or a particular disability category, describe the procedures and analysis methods used to determine gaps in the continuum of special education supports, services and education placement options available for students with disabilities.

2. Include information detailing successful programs, services, education placements as well as identified gaps in current programs, services, and education placements not available within the LEA. Include an overview of services provided through interagency collaboration within the LEA.

3. Discuss any expansion of the continuum of services planned during the life of this plan.

The West Chester Area School District provides a continuum of services for students identified

under Pennsylvania Chapter 14 regulations to ensure that students are being serviced in the least

restrictive setting.

In instances when the West Chester Area School District has difficulty ensuring FAPE for an

individual student a number of processes occur simultaneously. Through the IEP process, the

building team (intervention specialists, social worker, caseworkers, counselors, school psychologist

and teachers) gradually increase supports and services through accommodations to the setting

and/or curriculum. Supports and services may include: additional staff in the form of a one-on-one

aide; increased access to available special education supports within the building; options available

through the use of technology in the form of assistive technology software/devices or online

instruction; variations within the student day that allow for an abbreviated day or more frequent

breaks within the day. While this is occurring, the district explores additional resources and the

programs available through the Chester County Intermediate Unit (CCIU). Such supports and

programs may include the ATTEND Program which is a comprehensive, evidence based program

that assesses, diagnosis and treats students with school refusal behavior and related anxiety

19

problems.

When the district is unable to meet the individual needs of a student experiencing substance abuse,

the IEP team has utilized the Changes program operated through the Chester County Intermediate

Unit. Changes is an alternative high school program that addresses the academic, social, emotional,

and behavioral needs of students who are not succeeding in a traditional high school setting due to

substance abuse. Changes provides an opportunity for students to receive an integrated program of

treatment for substance abuse with individualized, rigorous academics in a small, caring, and

personalized setting. The goal of the program is to provide students with the skills to maintain

sobriety, achieve academic success, succeed in the workplace, transition into the community, and

return to the regular school setting.

Currently, the District does not operate its own partial hospitalization program for elementary and

middle school. This results in some students with severe mental health needs to being placed in

outside programs through the Chester County Intermediate Unit such as: CARE, TEACH, Reach and

Gateway.

The CARE program is a school-based, partial hospitalization program that provides a clinical

and alternative education environment for children, ages 6 through 10 who have been diagnosed

with significant mental health disorders such as oppositional defiant disorders, conduct disorders,

mood disorders and anxiety disorders.

The TEACH program is a school-based, therapeutic program that provides a clinical and

alternative education environment for children, ages 6 through 13 years old, who have been

diagnosed with a significant mental health disorder, such as a oppositional defiant disorder, a

conduct disorder, a mood disorder, an anxiety disorder and/or an attention deficit/hyperactivity

disorder.

The Reach program is a school-based, partial hospitalization program that provides a

clinical and alternative education environment for children ages 14 through 21 who have been

diagnosed with significant mental health disorders such as oppositional defiant disorders, conduct

disorders, mood disorders and anxiety disorder.

Gateway offers both middle school and high school programming with smaller academic and

elective classroom environments along with mental health counseling for students with IEPs who

exhibit mild to moderate adjustment difficulties.

When appropriate, the Home-School-Community System is utilized to bring together everyone

working with the student to engage in an open problem solving dialog about available resources for

the student and their family. At the same time, the Special Education Office Supervisors and Liaisons

work closely with APS’s, the private sector and cyber schools as a resource for possible

programming.

The District offers intensive outpatient (IOP) therapy at one of our high schools utilizing an outside

agency. This allows students to receive therapy in the school setting and minimizes disruption to the

20

school day. As part of the program, a family component is included. Out patient therapy (OP) is

offered in all three middle schools and all three high schools.

Successful Programs, Services and Education Placement Options

Over the past three years, the types of supports available in individual schools have expanded in

order to provide educational opportunities for children in their respective home schools.

The WCASD offers a continuum of Learning Support services for identified students in each of our

16 buildings.

The WCASD offers a continuum of Autistic Supports throughout the district. Autistic supports are

available in most buildings in the WCASD with 5 of the 16 buildings providing more intensive

autistic support programming. Teachers have received ongoing training and are skilled in the use of

applied behavior analysis, social skills instruction, the development/implementation of functional

behavior assessments, literacy instruction, positive behavior support plans and verbal behavior and

intensive language development. Currently six autistic support teachers who serve students with

intensive needs are participating in the Autism Initiative operated through PaTTAN with a focus on

learning and applying verbal behavior and intensive teaching strategies in their classrooms, while

utilizing the verbal behavior MAPP. The VB Mapp is a criterion referenced assessment tool,

curriculum guide, and skill tracking system. Teachers use the information to make instructional

decisions for their students.

Emotional Supports are available in all WCASD schools. Intensive Emotional Support programs are

available at one elementary and one middle school in the district. In order to expand emotional

support services, the District has partnered with EPIC Service Group and the CCIU to meet the needs

of children with behavioral challenges.

Multiple Disabilities Supports are available for students in grades K-8. Students in the program

receive integrated therapies into academic and functional instruction. The program also has a

classroom nurse at the elementary level who monitors the intense medical needs of the students.

The district is planning for MDS classrooms at the high school level to open for the 2019-2020 school

year.

Life Skills Supports are available at one elementary school, one middle school and one high school.

At the elementary level, the Life Skills program has continued to expand its ability to implement

inclusive practices. At the middle and high school levels, community based instruction has been fully

incorporated into the program.

The West Chester Area School District established a School Based Mental Health program in the

district, operated by the CCIU. Students are also referred for credit recovery. This program is housed

within the district boundaries and services both general education and special education students.

Student referrals may be based upon IEP Team decisions, discipline, Child Study referrals (Truancy,

Mental Health, Drug & Alcohol).

21

When the West Chester Area School District has difficulty ensuring FAPE for a particular disability

category, existing resources are analyzed to determine gap areas. Once these areas have been

identified, options for improvement are explored and a plan is developed and implemented.

Resources may include: additional staff development trainings through the CCIU, PaTTAN, or

through the private sector.

Strengths and Highlights

Describe the strengths and highlights of your current special education services and programs. Include in this section directions on how the district provides trainings for staff, faculty and parents.

Parents and staff were surveyed and asked to provide input regarding the strengths and highlights

of the special education program. Below is a summary of their input.

Staff survey -

Please rate the following statements 1-5 with 5 agreeing the most:

1. WCASD offered continuum of comprehensive transition services and activities - 65% of

respondents agreed or strongly agreed

2. WCASD staff has received the necessary training to implement effective positive behavior

support techniques and methods - 41% of respondents agreed or strongly agreed

3. WCASD has the resources required to effectively program for students identified on the

Autism spectrum - 59% of respondents agreed or strongly agreed

4. WCASD has offered relevant professional development for you - 51% of respondents agreed

or strongly agreed

5. WCASD has offered relevant professional development in the area of executive functioning to

teachers - 39% of respondents agreed or strongly agreed

6. WCASD has provided the resources to teachers and support staff to maximize time for

complex needs students in inclusive environments - 28% of respondents agreed or strongly agreed

Comments -

•Our supervisors are always there and respond promptly when we reach out for assistance.

Additionally, our supervisors are receptive to our requests. •I feel that everyone works together as a

team. We also have a great support system. •Special education teachers receive extensive

professional development each year. •Teachers do a wonderful job collecting data and reporting on

data. Decisions are made based on data collected. •Caseloads are manageable, majority of special

education teachers at my school have the best interest of the kids in mind and work together

cohesively, an overall positive experience with parent communication and established relationships

•I appreciate the support provided from all levels of the SPED in the district. I feel like I can always

get a question answered professionally and promptly from all levels. •IEP writing days; Liaisons; ESY

Program; Monthly IEP Writer Workshops

22

Parent survey -

1. My child’s case manager makes an effort to include me in the decision making process during

IEP meetings - 89% of respondents agreed or strongly agreed

2. Communication coming from my child’s case manager is clear and prompt - 79% of

respondents agreed or strongly agreed

3. I enjoy working with my child’s special education teacher(s) - 80% of respondents agreed or

strongly agreed

4. WCASD provides resources that are helpful for parents that have children with special needs

- 65% of respondents agreed or strongly agreed

Comments -

•This district, in comparison to others, is very accommodating. Decisions seem based on my child's

needs rather than the cost of meeting those needs. We're very happy with the current state of

affairs. •My case manager has been wonderful the last two years with our son. Moving into this

school district has changed our lives in general. I can say with 100% certainty that she's part of the

reason that he enjoys learning. She has changed his attitude towards school, and has helped give him

the confidence he needed to succeed. (As his parents, we knew the potential was there). He will

continue to succeed because of her support and guidance. He is our 'rockstar'. •The communication

between the professionals is exceptional at the school and I appreciate it immensely. The special

education teacher has been able to coordinate my son’s care in the most trying times and has helped

my son improve immensely. There is even coordination with his outside professionals which helps

to reinforce his learning. •Communication and willingness to hear and apply parent concerns and

make changes to programming, interventions and strategies that best support your child! •The

biggest strength that we have experienced is the recognition for a needed change. There is never

hesitation, just a quick and innovative enactment.

Parent training opportunities have expanded in the last few years and will continue to grow

throughout this three year plan. Below are a few of the examples being offered for parents:

Monthly TEAM meetings

START/Circles

Trainings for parents of students who utilize AAC devices

Opportunities to meet with OVR representatives

23

Assurances

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

Implementation of a full range of services, programs and alternative placements available to

the school district for placement and implementation of the special education programs in

the school district.

Implementation of a child find system to locate, identify and evaluate young children and

children who are thought to be a child with a disability eligible for special education residing

within the school district's jurisdiction. Child find data is collected, maintained and used in

decision-making. Child find process and procedures are evaluated for its effectiveness. The

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

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

Assurances of students with disabilities are included in general education programs and

extracurricular and non-academic programs and activities to the maximum extent

appropriate in accordance with an Individualized Education Program.

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

revision notice process.

Following the state and federal guidelines for participation of students with disabilities in

state and district-wide assessments including the determination of participation, the need

for accommodations, and the methods of assessing students for whom regular assessment is

not appropriate.

Assurance of funds received through participation in the medical assistance reimbursement

program, ACCESS, will be used to enhance or expand the current level of services and

programs provided to students with disabilities in this local education agency.

24 P.S. §1306 and §1306.2 Facilities

Facility Name Facility Type Services Provided By Student Count

Devereux - Kanner Campus

Incarcerated Educational Services can be provided at a West Chester Area School District school, in a Chester County IU program, or at the Devereux Campus

128

24

based on the needs of the individual student.

Glen Mills Incarcerated Students who are placed residentially at the Glen Mills facility are also educated on the campus.

80

Glen Mills Nonresident Students can be placed educationally at Glen Mills under the guidelines of AEDY.

2

Least Restrictive Environment Facilities

Facility Name Type of Facility Type of Service Number of Students Placed

Child Career Development Center-Career Academy-IU#24

Other Pre-vocational classroom options in addition to core education

4

Reach - IU #24 Other The Reach program is a school-based partial hospitalization program for students diagnosed with significant MH disorders

2

Teach Other The TEACH program is a school-based, therapeutic program that provides a clinical and alternative education environment for children,ages 6 through 13 years old, who have been diagnosed with a significant mental health disorder.

4

Changes - IU#24 Other Changes is an alternative high school program that addresses the academic, social, emotional, and behavioral needs of students who are not succeeding in a traditional high school

2

25

setting due to substance abuse

Child Career Development Center-IU#24

Other Various special ed centered programs, autism support, learning support, emotional support, life skills support, and multi-disabilities support programs

19

Gateway-IU#24 Other smaller academic and elective classroom environments, and mental health counseling for students with individualized education plans (IEPs) who exhibit mild to moderate adjustment difficulties

17

Learning Center Options-IU#24

Other Students who are experiencing social/emotional/behavioral issues and who demonstrate an interest and desire to learn but benefit from a smaller, more personalized learning environment

10

Transitional Living-IU#24

Other The CCIU Transitional Living program helps students with special needs prepare for life after high school. Instead of reporting to school each day, students meet at "their apartment," fully-furnished apartment located in a residential building in the heart of West Chester

4

Milagre Kids School Other Milagre Kids School, Inc. Is a nonprofit corporation started by parents that specialize in educating children with Autistic Spectrum Disorders.

3

Camp Hill Special Schools

Approved Private Schools

Day and residential programs for children and youth with

4

26

intellectual and developmental disabilities

Elwyn Approved Private Schools

Program for students with intellectual, developmental and behavioral challenges.

2

Devereux - Kanner Campus


Program for students with intellectual/developmental disabilities, emotional, behavioral, and sexual disorders, dual diagnosis, autism spectrum disorders, neurological impairments, learning disabilities, and brain injury.

5

HMS School Approved Private Schools

Serving students with Cerebral Palsy

1

Melmark Approved Private Schools

Melmark is a comprehensive multi-service agency, providing residential, educational, therapeutic and recreational services for children and adults with autism, intellectual disabilities, a brain injury and other neurological and genetic diagnoses.

1

Overbrook School for the Blind


Services students with visual impairments

2

PA School for the Deaf Approved Private Schools

Serving students with hearing impairments

1

Timothy School Approved Private Schools

School for children with autism

2

Vanguard Approved Private Schools

The Vanguard School has been an innovator in offering an integrated academic, social and life skills approach within a supportive environment where the ultimate goal is to have each student become an independent,

11

27

functional, and happy member of society.

Woods School Approved Private Schools

Woods is a leading advocacy and service organization for people with exceptional challenges, disabilities and complex needs. 2 students who currently attend the Woods program are there through the RTF portion.

2

Aspire-IU #24 Other The Aspire program provides students diagnosed with an autism spectrum disorder and/or a related mental health disorder, ages 17 to 20, with the opportunity to participate in a college campus experience, and to develop social, academic and emotional skills.

2

Chammp-IU #24 Other Communities Helping Adolescents with Autism Make Progress (CHAAMP) program helps adolescents with moderate to severe autism transition to adult life by teaching them to live as independently as possible in the community.

2

Transitional Work Program-IU #24

Other The Transitional Work Program (TWP) is for students who are post-12th grade through age 21 and are not planning to attend post-secondary training programs or a two- to four-year college.

3

Project Search-IU #24 Other The goal of Project SEARCH at Phoenixville Hospital is to prepare students

3

28

(and families) for the world of work after graduation. With that in mind, independent travel to and from home to work (the SEARCH classroom) will be emphasized and supported by the CCIU's Travel Training Program.

Pathway School Approved Private Schools

The Pathway School is an approved private school that serves students with neurological impairment, including Autism Spectrum Disorder, psychological disorders, and serious emotional disturbance.

5

Special Education Program Profile Program Position #1

Operator: School District

PROGRAM DETAILS

Type: Class

Implementation Date: August 28, 2016

Reason for the proposed change: FTE split adjusted to accommodate the variety of

student supports and remain in compliance for caseload standards.

PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

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

Learning Support 5 to 8 10 0.5

Locations:

East Bradford Elementary-Krupa

An Elementary School Building

A building in which General Education programs are operated


Itinerant Learning Support 5 to 8 25 0.5

Locations:

East Bradford Elementary-Krupa



Program Position #2


29

PROGRAM DETAILS Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: FTE split adjusted to accommodate the variety of student supports and remain in compliance for caseload standards.

PROGRAM SEGMENTS



Locations:

East Bradford Elementary-Twohig






Locations:

East Bradford Elementary-Twohig



Program Position #3

Operator: School District PROGRAM DETAILS

Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: FTE split adjusted to accommodate the variety of student supports and remain in compliance for caseload standards.

PROGRAM SEGMENTS



Life Skills Support 8 to 11 20 1

Locations:

East Bradford Elementary-Brill An Elementary School Building


Program Position #4



PROGRAM SEGMENTS




Locations:

East Bradford Elementary-Smith



30

Program Position #5



PROGRAM SEGMENTS



Autistic Support 5 to 8 8 1

Locations:

East Goshen Elementary-Overturf



Program Position #6


Type: Class Implementation Date: August 27, 2018 Reason for the proposed change: Teacher caseload now Supp AS only.

PROGRAM SEGMENTS




Locations:

East Goshen-Falco An Elementary School Building


Program Position #7



PROGRAM SEGMENTS



Autistic Support 6 to 9 4 0.5

Locations:

East Goshen Elementary-Carter An Elementary School Building



Itinerant Autistic Support 6 to 9 3 0.25

Locations:

East Goshen Elementary-Carter



31




Locations:

East Goshen Elementary-Carter An Elementary School Building


Program Position #8



PROGRAM SEGMENTS




Locations:

East Goshen Elementary-Trout An Elementary School Building


Program Position #9



PROGRAM SEGMENTS



Locations:

East Goshen Elementary-Marinucci




Itinerant Emotional Support 5 to 8 5 0.1

Locations:







Locations:




32

Program Position #10


Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: This was a class move for the 2016-17 school year that was prior approved. Updated above teacher info.

PROGRAM SEGMENTS




Locations:

Penn Wood Elementary-Chafetz





Locations:

Penn Wood Elementary-Chafetz





Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: Updated teacher information above. Not a caseload change.

PROGRAM SEGMENTS




Locations:

Exton Elementary-Lisowski An Elementary School Building





PROGRAM SEGMENTS




Locations:

33

Exton Elementary-Kelly An Elementary School Building




Locations:

Exton Elementary-Kelly






PROGRAM SEGMENTS


Itinerant Blind or Visually Impaired Support

5 to 8 2 0.05

Locations:

Exton Elementary-Moore






Locations:

Exton Elementary-Moore An Elementary School Building




Locations:






Locations:






Type: Class Implementation Date: August 28, 2016

34

Reason for the proposed change: FTE split adjusted to accommodate the variety of student supports and remain in compliance for caseload standards.

PROGRAM SEGMENTS




Locations:

Exton Elementary-Verbos An Elementary School Building





PROGRAM SEGMENTS



8 to 11 5 0.1

Locations:

Exton Elementary-Rothemich






Locations:

Exton Elementary-Rothemich An Elementary School Building




Locations:

Exton Elementary-Rothemich






PROGRAM SEGMENTS




35

Locations:

Fern Hill Elementary-Sabagal An Elementary School Building




Locations:

Fern Hill Elementary-Sabagal





5 to 8 5 0.1

Locations:

Fern Hill Elementary-Sabagal






PROGRAM SEGMENTS



Locations:

Fern Hill Elementary-Phillips






Locations:

Fern Hill Elementary-Phillips An Elementary School Building




Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: Nothing changed with caseloads above, changed the teacher information.

PROGRAM SEGMENTS



Locations:

36

Fern Hill Elementary-Bird






Locations:

Fern Hill Elementary-Bird An Elementary School Building





PROGRAM SEGMENTS




Locations:

Glen Acres Elementary-DeAngelis





Locations:

Glen Acres Elementary-DeAngelis






PROGRAM SEGMENTS




Locations:

Glen Acres Elementary-McCown





Locations:

37

Glen Acres Elementary-McCown






PROGRAM SEGMENTS




Locations:

Glen Acres Elementary-Starace An Elementary School Building




Locations:

Glen Acres Elementary-Starace






PROGRAM SEGMENTS



Locations:

Hillsdale Elementary-Kaighn





Emotional Support 5 to 8 2 0.1

Locations:

Hillsdale Elementary-Kaighn An Elementary School Building




5 to 8 5 0.1

Locations:

38

Hillsdale Elementary-Kaighn






Locations:

Hillsdale Elementary-Kaighn An Elementary School Building





PROGRAM SEGMENTS



Locations:

Hillsdale Elementary-McClune






Locations:

Hillsdale Elementary-McClune An Elementary School Building





PROGRAM SEGMENTS



Locations:

Hillsdale Elementary-Williams






Locations:

39

Hillsdale Elementary-Williams An Elementary School Building




8 to 11 3 0.1

Locations:

Hillsdale Elementary-Williams





Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: No change to FTE or caseload. Just updated teacher information above.

PROGRAM SEGMENTS



Locations:

Mary C Howse Elementary-Fallon






Locations:

Mary C Howse Elementary-Fallon






PROGRAM SEGMENTS



Locations:

Mary C Howse Elementary-Watson






Locations:

40

Mary C Howse Elementary-Watson





Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: No FTE or caseload change. Just change teacher information above.

PROGRAM SEGMENTS



Locations:

Mary C Howse Elementary-Casey






Locations:






Locations:







Locations:







PROGRAM SEGMENTS



Locations:

Mary C Howse An Elementary School A building in which General Education

41

Elementary-Orth Building programs are operated




Locations:

Mary C Howse Elementary-Orth





Locations:







Locations:






Type: Implementation Date:

PROGRAM SEGMENTS



Locations:

Penn Wood Elementary-Johnson






Locations:

Penn Wood Elementary-Johnson






PROGRAM SEGMENTS

42



Locations:

Penn Wood Elementary-Ray






Locations:

Penn Wood Elementary-Ray An Elementary School Building





PROGRAM SEGMENTS



Locations:

Starkweather Elementary-Johanson






Locations:







Locations:






Locations:






43


PROGRAM SEGMENTS



Multiple Disabilities Support

6 to 9 4 0.5

Locations:

Starkweather Elementary-Low


A special education Center in which no general education programs are operated


Full-Time Special Education Class


6 to 9 4 0.5

Locations:

Starkweather Elementary-Low






PROGRAM SEGMENTS




Locations:

Westtown Thornbury Elementary-Baggely





Locations:

Westtown Thornbury Elementary-Baggely






44

PROGRAM SEGMENTS




Locations:

Westtown Thornbury Elementary-Morasco





Locations:

Westtown Thornbury Elementary-Morasco






PROGRAM SEGMENTS



Locations:

Westtown Thornbury Elementary-Gilliano






Locations:






Locations:







PROGRAM SEGMENTS


45


Locations:

Fugett Middle School-Murawski

A Middle School Building


Type of Support Level of Support

Age Range Caseload FTE


Learning Support

11 to 14 10 0.5

Locations:

Fugett Middle School-Murawski A Middle School Building




Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: No FTE or caseload change. Just changed teacher information above.

PROGRAM SEGMENTS



Locations:

Fugett Middle School-Harrison






Learning Support

11 to 14 10 0.5

Locations:

Fugett Middle School-Harrison A Middle School Building





PROGRAM SEGMENTS




Learning Support

11 to 14 10 0.5

Locations:

Fugett Middle School-Krissinger A Middle School Building


46



Locations:

Fugett Middle School-Krissinger





Type: Class and Position Implementation Date: August 29, 2016 Reason for the proposed change: Aligning support service within feeder pattern to ensure students remain with their peers K-12. This was a move class for the 16-17 school year. The class will remain for the 17-18 school year. I cannot undo this revision for the 17-18 school year, so it has to stay as a move. Present Class Location: 117 Proposed Class Location: C131 Length of time class has been in present location: 14

PROGRAM SEGMENTS




Life Skills Support

11 to 14 20 1

Locations:

Peirce Middle School-Stolnis A Middle School Building





PROGRAM SEGMENTS



Locations:

Fugett Middle School-Carney-Massey






Learning Support

11 to 14 2 0.1

Locations:




47



Locations:






Locations:







PROGRAM SEGMENTS



Locations:

Fugett Middle School-Estrada






Learning Support

11 to 14 10 0.5

Locations:

Fugett Middle School-Estrada A Middle School Building





PROGRAM SEGMENTS



Locations:

Fugett Middle School-Rosen





48


Learning Support

11 to 14 15 0.75

Locations:

Fugett Middle School-Rosen A Middle School Building



Itinerant Physical Support 11 to 14 5 0.1

Locations:

Fugett Middle School-Rosen






PROGRAM SEGMENTS



Locations:

Fugett Middle School-Scolis






Learning Support

11 to 14 10 0.5

Locations:

Fugett Middle School-Scolis A Middle School Building




Type: Class Implementation Date: August 27, 2018 Reason for the proposed change: This is only a teacher name change. Nothing changed with class or caseload.

PROGRAM SEGMENTS



Locations:

Peirce Middle School-Oberholtzer






Learning Support

11 to 14 10 0.5

49

Locations:

Peirce Middle School-Oberholtzer






PROGRAM SEGMENTS



Locations:

Peirce Middle School-Fosco






Learning Support

11 to 14 15 0.75

Locations:

Peirce Middle School-Fosco A Middle School Building





PROGRAM SEGMENTS



Locations:

Peirce Middle School-Schell





Emotional Support

11 to 14 3 0.15

Locations:

Peirce Middle School-Schell A Middle School Building




50

Locations:

Peirce Middle School-Schell







Locations:

Peirce Middle School-Schell A Middle School Building





PROGRAM SEGMENTS



Locations:

Peirce Middle School-Fagan






Learning Support

11 to 14 15 0.75

Locations:

Peirce Middle School-Fagan A Middle School Building





PROGRAM SEGMENTS



Locations:

Peirce Middle School-Whittingham



Type of Support Level of Age Range Caseload FTE

51

Support


Learning Support

11 to 14 10 0.5

Locations:

Peirce Middle School-Whittingham






PROGRAM SEGMENTS



Locations:

Peirce Middle School-Dougherty






Learning Support

11 to 14 15 0.75

Locations:

Peirce Middle School-Dougherty A Middle School Building





PROGRAM SEGMENTS



Blind or Visually Impaired Support

11 to 14 2 0.1

Locations:

Stetson Middle School-Jewitt A Middle School Building





Learning Support

11 to 14 10 0.5

Locations:

Stetson Middle School-Jewitt A Middle School A building in which General

52

Building Education programs are operated



Locations:

Stetson Middle School-Jewitt





11 to 14 5 0.1

Locations:

Stetson Middle School-Jewitt






PROGRAM SEGMENTS





Locations:

Stetson Middle School-Smith A Middle School Building





11 to 14 1 0.15

Locations:






Learning Support

11 to 14 8 0.4

Locations:





Locations:

53

Stetson Middle School-Smith





Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: No FTE or caseload change. Just changed the teacher information above.

PROGRAM SEGMENTS



Locations:

Stetson Middle School-Stansbury






Learning Support

11 to 14 10 0.5

Locations:

Stetson Middle School-Stansbury A Middle School Building





PROGRAM SEGMENTS



Locations:

Stetson Middle School-Derp






Learning Support

11 to 14 12 0.6

Locations:

Stetson Middle School-Derp A Middle School Building



Supplemental (Less Than 80% Emotional 11 to 14 2 0.1

54

but More Than 20%) Support

Locations:

Stetson Middle School-Derp A Middle School Building





PROGRAM SEGMENTS



Locations:

Stetson Middle School-Vitello







Locations:

Stetson Middle School-Vitello A Middle School Building




Locations:







Learning Support

11 to 14 2 0.1

Locations:

Stetson Middle School-Vitello A Middle School Building



Itinerant Deaf and Hearing Impaired Support

11 to 14 5 0.1

Locations:






55


PROGRAM SEGMENTS



Locations:

Stetson Middle School-Costin






Learning Support

11 to 14 10 0.5

Locations:

Stetson Middle School-Costin A Middle School Building




11 to 14 5 0.1

Locations:

Stetson Middle School-Costin






PROGRAM SEGMENTS



Locations:

Stetson Middle School-Davolos






Learning Support

11 to 14 10 0.5

Locations:

Stetson Middle School-Davolos A Middle School Building



56



PROGRAM SEGMENTS



Locations:

East High School-Bennett

A Senior High School Building





Locations:

East High School-Bennett A Senior High School Building




14 to 18 5 0.1

Locations:






14 to 18 5 0.1

Locations:







PROGRAM SEGMENTS



Locations:

East High School-Mueller




57



Locations:

East High School-Mueller A Senior High School Building




Locations:

East High School-Mueller






PROGRAM SEGMENTS




Locations:

East High School-Costin A Senior High School Building




Locations:

East High School-Costin






PROGRAM SEGMENTS



Locations:

East High School-May





58

Locations:

East High School-May






Locations:

East High School-May A Senior High School Building





PROGRAM SEGMENTS



Locations:

East High School-Rightmyer






Locations:

East High School-Rightmyer A Senior High School Building




Type: ClassandPosition Implementation Date: August 29, 2016 Reason for the proposed change: We're aligning the programs so that students can be with the same cohort of peers K-12. This was a move class for the 16-17 school year. The class will remain for the 17-18 school year. I can not undo this revision for the 17-18 school year, so it has to stay as a move. Present Class Location: 113 Proposed Class Location: 224 Length of time class has been in present location: 14

PROGRAM SEGMENTS




Locations:

Henderson High School-McMahon



59




PROGRAM SEGMENTS



Locations:

East High School-McLain






Locations:

East High School-McLain A Senior High School Building





PROGRAM SEGMENTS



Locations:

East High School-Phillips





Locations:

East High School-Phillips






Locations:

East High School-Phillips A Senior High School Building




60


PROGRAM SEGMENTS




Locations:

East High School-Zimmerman A Senior High School Building




Locations:

East High School-Zimmerman





Type: Class Implementation Date: August 28, 2016 Reason for the proposed change: No FTE or caseload change. Just change teacher information above.

PROGRAM SEGMENTS



Locations:

East High School-Parry






Locations:

East High School-Parry A Senior High School Building





PROGRAM SEGMENTS

61



Locations:

Henderson High School-Vasquez






Locations:






Locations:







PROGRAM SEGMENTS



Locations:

Henderson High School-Polcini






Locations:

Henderson High School-Polcini A Senior High School Building




Locations:

Henderson High School-Polcini






62

Locations:

Henderson High School-Polcini A Senior High School Building





PROGRAM SEGMENTS




Locations:

Henderson High School-Wilson A Senior High School Building




Locations:

Henderson High School-Wilson






PROGRAM SEGMENTS



Locations:

Henderson High School-Corr






Locations:

Henderson High School-Corr A Senior High School Building





63

PROGRAM SEGMENTS



Locations:

Henderson High School-Dorsey






Locations:

Henderson High School-Dorsey A Senior High School Building





PROGRAM SEGMENTS



Locations:

Henderson High School-Muzi






Locations:

Henderson High School-Muzi A Senior High School Building




Type: Class Implementation Date: August 28, 2018 Reason for the proposed change: This is just a teacher name change. Nothing changed with the classroom or caseload.

PROGRAM SEGMENTS



Locations:

Henderson High School-Stephen



64




Locations:

Henderson High School-Stephen A Senior High School Building





PROGRAM SEGMENTS



Locations:

Henderson High School-Manley






Locations:

Henderson High School-Manley A Senior High School Building





PROGRAM SEGMENTS



Locations:

Henderson High School-Shapard






Locations:






65

Locations:







Locations:






Locations:







PROGRAM SEGMENTS



Locations:

Rustin High School-McVeigh






Locations:

Rustin High School-McVeigh A Senior High School Building




Physical Support 14 to 18 1 0.1

Locations:

Rustin High School-McVeigh A Senior High School Building




Type: Class

66

Implementation Date: August 28, 2016 Reason for the proposed change: FTE split adjusted to accommodate the variety of student supports and remain in compliance for caseload standards.

PROGRAM SEGMENTS



Locations:

Rustin High School-SmithR






Locations:

Rustin High School-SmithR A Senior High School Building




Locations:

Rustin High School-SmithR






PROGRAM SEGMENTS



Locations:

Rustin High School-Bane






Locations:

Rustin High School-Bane A Senior High School Building





67

PROGRAM SEGMENTS



Locations:

Rustin High School-Freese






Locations:

Rustin High School-Freese A Senior High School Building




Deaf and Hearing Impaired Support

14 to 18 1 0.1

Locations:

Rustin High School-Freese A Senior High School Building





PROGRAM SEGMENTS



Locations:

Rustin High School-Jacobs






Locations:

Rustin High School-Jacobs A Senior High School Building





PROGRAM SEGMENTS


68


Locations:

Rustin High School-Doyle






Locations:

Rustin High School-Doyle A Senior High School Building




Locations:

Rustin High School-Doyle






Locations:

Rustin High School-Doyle A Senior High School Building





PROGRAM SEGMENTS




Locations:

Rustin High School-Bickel A Senior High School Building




Locations:

Rustin High School-Bickel





Locations:

69

Rustin High School-Bickel






Locations:






Locations:






PROGRAM SEGMENTS



Locations:

Rustin High School-Harp






Locations:

Rustin High School-Harp A Senior High School Building




Locations:

Rustin High School-Harp






Locations:

Rustin High School-Harp A Senior High School Building


70




PROGRAM SEGMENTS



Locations:

Rustin High School-Tornetta






Locations:

Rustin High School-Tornetta A Senior High School Building





PROGRAM SEGMENTS



Locations:

Starkweather Elementary-Svelling






Locations:






5 to 8 5 0.1

Locations:




71




PROGRAM SEGMENTS


Itinerant Speech and Language Support

5 to 11 52 0.8

Justification: Students are seen either on an itinerant individual or group basis. If students are seen by the therapist in a group setting students will not be outside of the 3 year age range. The 5-11 age range indicated in this segment covers the entire therapists caseload per the specific elementary building.

Locations:

East Bradford Elementary-Hennigan






PROGRAM SEGMENTS



5 to 11 65 1


Locations:

East Goshen Elementary-Pilko






PROGRAM SEGMENTS



5 to 11 65 1


Locations:

Exton Elementary-Richardson





72

PROGRAM DETAILS Type: Implementation Date:

PROGRAM SEGMENTS



5 to 11 39 0.6


Locations:

Fern Hill Elementary-Benson






PROGRAM SEGMENTS



5 to 11 52 0.8


Locations:

Glen Acres Elementary-Berstecher






PROGRAM SEGMENTS



5 to 11 65 1


Locations:

Hillsdale Elementary-Pauls






73

PROGRAM SEGMENTS



5 to 11 39 0.6


Locations:

Mary C Howse Elementary-Hennigan/Benson






PROGRAM SEGMENTS



5 to 11 39 0.6


Locations:

Penn Wood Elementary-Pumphrey/Berstecher






PROGRAM SEGMENTS



5 to 11 65 1


Locations:

Starkweather Elementary-Condon






PROGRAM SEGMENTS

74



5 to 11 52 0.8


Locations:

Westtown Thornbury Elementary-Yost






PROGRAM SEGMENTS



11 to 14 52 0.8

Locations:

Fugett Middle School-Fricker






PROGRAM SEGMENTS



11 to 14 52 0.8

Locations:

Peirce Middle School-Hogan






PROGRAM SEGMENTS



11 to 14 52 0.8

Locations:

Stetson Middle School-Hetzel




75



PROGRAM SEGMENTS



14 to 18 13 0.2

Locations:

East High School-Fricker






PROGRAM SEGMENTS



14 to 18 13 0.2

Locations:

Henderson High School-Hogan






PROGRAM SEGMENTS



14 to 18 52 0.8

Locations:

Rustin High School-Pumphrey/Hetzel





Type: ClassandPosition Implementation Date: August 28, 2017

PROGRAM SEGMENTS



Locations:

Peirce Middle School-Graff



76




Learning Support

11 to 14 5 0.25

Locations:

Peirce Middle School-Graff A Middle School Building





PROGRAM SEGMENTS




Locations:

East High School-Garvin A Senior High School Building





Locations:

East High School-Garvin A Senior High School Building




Type: ClassandPosition Implementation Date: September 2, 2014

PROGRAM SEGMENTS



Life Skills Support 5 to 8 10 0.5

Locations:

Westtown Thornbury-Walter An Elementary School Building





Locations:

Westtown Thornbury Elementary-Walter




77



PROGRAM SEGMENTS




5 to 8 4 0.5

Locations:

Starkweather Elementary-Loper






5 to 8 4 0.5

Locations:

Starkweather Elementary-Loper






PROGRAM SEGMENTS



Locations:

Fugett Middle School-Keogh





Emotional Support

9 to 13 5 0.25

Locations:

Fugett Middle School-Keogh A Middle School Building




Locations:

Fugett Middle School-Keogh






Learning Support

9 to 13 5 0.25

Locations:

78

Fugett Middle School-Keogh A Middle School Building





PROGRAM SEGMENTS




Locations:

Fern Hill Elementary-Hadfield An Elementary School Building





PROGRAM SEGMENTS





Locations:

Fugett Middle School-Johnson A Middle School Building





Life Skills Support

11 to 14 7 0.5

Locations:

Fugett Middle School-Johnson A Middle School Building


Special Education Support Services

Support Service Location Teacher FTE

Supervisor of Student Services Administration Building 1

Director of Pupil Services Administration Building 1

Supervisor of Special Education Administration Building 3

School Psychologists Across all District School Settings

15.6

School Social Worker Administration Building 1

79

Home, School & Community Workers

Across all District School Settings

7

Personal Care Assistants Across all District School Settings

118

Certified School Nurses & RNs Across all District School Settings

20

Special Education Contracted Services

Special Education Contracted Services

Operator Amt of Time per Week

Vision Intermediate Unit 39.64 Hours

Orientation & Mobility Intermediate Unit 13.42 Hours

Hearing Intermediate Unit 15.69 Hours

Personal Care Assistants Outside Contractor 434 Hours

Occupational Therapy Outside Contractor 296.82 Hours

Physical Therapy Outside Contractor 94.18 Hours

School Psychologists Outside Contractor 15.52 Hours

80

District Level Plan

Special Education Personnel Development

Autism Description

Autistic support teachers will participate in professional development training

with Special Education Liaisons, and the Training and Consultation Team (TaC)

from CCIU and PaTTAN. Future trainings include:

Successful inclusion for students with low incidence disabilities

Language Essentials for Teachers of Reading and Spelling (LETRS)

Autism Initiative Professional Development

Continue to provide training through the PaTTAN consultants for teachers

participating in the autism initiative for the 2017-2018 school year. In order to

provide a continuum of services using verbal behavior strategies, additional

teachers at the elementary and middle school level will be trained.

2018-2019- For teachers trained in 2017-2018 school year, teachers will

continue to consult in person with PaTTAN and the internal WCASD coach on a

monthly basis. Teachers will be able to contact PaTTAN via telephone or by

email for additional consultations. Provide 2- half day collaborative

opportunities for teacher participating in the Autism Initiative.

2019-2020- For teachers trained, provide opportunity to consult in person with

PaTTAN and the internal WCASD coach on a monthly basis. Teachers will be

able to contact PaTTAN via telephone or by email for additional consultations.

At least 1 additional elementary and middle school teacher will have applied to

be part of the Autism Initiative and begin training.

2020-2021- For teachers trained, provide opportunity to consult in person with

PaTTAN and the internal WCASD coach on a monthly basis. Teachers will be

able to contact PaTTAN via telephone or by email for additional consultations.

81

Evidence of results will be the implementation of verbal behavior/intensive

teaching techniques incorporated into the teacher’s instruction. Program

implementation scores on the end of year site review compared to fall scores

will have increased.

Literacy Instruction for students with autism in intensive programs:

2017-2018- Elementary, middle and high school teachers will receive three full

days of instruction through the CCIU in Language Essentials for Teachers of

Reading and Spelling (LETRS) relative to students with autism in intensive

programs. CCIU instructors will consult with teachers during the school year

through three ½ day rally sessions and individual consultation opportunities.

2018-2019- Teachers trained in 2017-2018 will continue to work on additional

LETRS modules.

Person Responsible Lisa Phifer

Start Date 7/1/2018

End Date 6/30/2021

Program Area(s) Special Education

Professional Development Details

Hours Per Session 4.0

# of Sessions 60

# of Participants Per Session 12

Provider PaTTAN, CCIU

Provider Type Pattan and IU

PDE Approved Yes

Knowledge Gain This is an optional narrative for Special Education.

Research & Best Practices Base This is an optional narrative for Special Education.

82

For classroom teachers, school

counselors and education specialists

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

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

Provides leaders with the ability to access and use appropriate data to inform decision-making.

Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.

Training Format Series of Workshops

Participant Roles Classroom teachers

Paraprofessional Related Service Personnel

Grade Levels Elementary - Primary (preK - grade 1)

Elementary - Intermediate (grades 2-5)

Middle (grades 6-8)

High (grades 9-12)

Follow-up Activities Peer-to-peer lesson discussion Lesson modeling with mentoring

Evaluation Methods Annual Site Review by PaTTAN, Monthly Consult Notes, mentoring reviews with CCIU LETRS trainers

Behavior Support Description In order to prevent crisis situations from occurring, the District will continue to

provide a series of trainings in Crisis Prevention. The West Chester Area School

District utilizes the curriculum, restraint practices, and crisis prevention model

of the Crisis Prevention Institute, Inc. Costs for Instructor Renewal program will

be budgeted by Office of Pupil Services. CPI instructors will maintain a master

list of certification records maintained by the District. The certification is valid

for two years and certificates will be issued to all certified staff upon

83

completion of the course.

The District will be requiring building level administration to identify a core

team of CPI certified staff that consists of at least 5 personnel from a variety of

disciplines. This may include: Building Admin; Counselor; Psychologist; Regular

Education Staff; Special Education Staff; Nurse and Student/Class Specific Staff

as needed. Upon the identification of staff and/or completion of training,

building teams will meet on a regular basis to review Crisis Prevention

guidelines and practice. The CPI trainers will meet two times per school year

with trained building staff for a general review of Crisis Prevention guidelines

and offer relevant feedback. In addition to the CPI materials covered during

initial trainings, the district will provide a sample restraint form, school board

policy, and other specific WCASD documents for presentation to appropriate

staff members.

In addition to CPI, all special education teachers in the West Chester Area

School District have received training in the area of Functional Behavior

Assessment, and the implementation of Positive Behavior Support Plans. The

District has utilized Epic Developmental Services, the Chester County

Intermediate Unit, and District personnel to accomplish this. Over the course

of the next 3 years, the District plans to continue this work by further

establishing policies and procedures, and using professional development to

maximize consistency.

Person Responsible Supervisors of Special Education

Start Date 7/1/2018

End Date 6/30/2021




84

# of Sessions 9


Provider Epic Developmental Service Group, CCIU, and District Personnel

Provider Type IU, for Profit Company, School Entity

PDE Approved Yes


Research & Best Practices Base This is an optional narrative for Special Education.


counselors and education specialists



Provides leaders with the ability to access and use appropriate data to inform decision-making.


Training Format LEA Whole Group Presentation

Series of Workshops

Department Focused Presentation


Principals / Asst. Principals

School counselors

New Staff

Related Service Personnel



Middle (grades 6-8) High (grades 9-12)

Follow-up Activities On-going application and implementation of Positive

Behavior Support Plans; monitoring of building teams'

responses to crisis situations

85

Evaluation Methods collection of behavioral data from behavior plans; feedback from CPI instructors

Paraprofessional Description All paraprofessionals will be highly qualified as demonstrated by the

completion of 20 hours of professional development annually. Training

opportunities will be provided by district and intermediate unit staff with a

variety of topics related to their individual positions. The District uses multiple

sources of trainers when conducting the paraprofessional trainings. Topics

expected to be included, but not limited to: 1. use of de-escalation

techniques, 2. use of prompt hierarchy, 3. social skills strategies for

generalization, 4. wellness, 5. disability awareness, 6. use of strategies to

support learning of skills, 7. behavior management.

Person Responsible Supervisor of Special education

Start Date 7/1/2018

End Date 6/30/2021

Program Area(s) Professional Education, Special Education



# of Sessions 9


Provider District staff as well as contracted agencies to include but not limited

to: CCIU, Epic Developmental, PTS, etc.

Provider Type Combination of CCIU, for profit companies, PaTTAN

PDE Approved Yes

Knowledge Gain To continue to gain knowldege in the required 10 competency areas

for paraprofessionals per PDE:

1. Foundations of Special Education

2. Development and Characteristics of Learners

3. Individual Learning Differences

4. Instructional Strategies

5. Learning Emvironments and Social Interactions

86

6. Language

7. Instructional Planning

8. Assessment

9. Professional and Ethical Practice

10. Collaboration

Research & Best Practices Base All professional development facilitators will be highly qualified in the

content area for each session. The information presented will be

current and in aligned with the competencies as outlined by the state.


counselors and education

specialists

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





Series of Workshops

School Whole Group Presentation


Participant Roles Paraprofessional

Parents

87



Middle (grades 6-8)

High (grades 9-12)

Follow-up Activities Peer-to-peer lesson discussion

Journaling and reflecting

Paraprofessional observations

Evaluation Methods Participant survey

Administrator observations in accordance with the district evaluation system for paraprofessionals

Reading NCLB #1 Description Special education teachers who teach language arts will participate in district

professional development regarding the English/Language Arts curriculum and

all follow-up professional development for the duration of the Special

Education Plan. Select special education teachers will receive training in Wilson

Reading, LETRS, RAVE-O, Linda Mood Bell methodology in order to be able to

implement the reading strategies.

Person Responsible Special education supervisor

Start Date 7/1/2018

End Date 6/30/2021




# of Sessions 4


Provider District

Provider Type School Entity and IU

PDE Approved No


Research & Best Practices

Base

This is an optional narrative for Special Education.

88

For classroom teachers,

school counselors and

education specialists



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

Training Format Series of Workshops




Middle (grades 6-8)

High (grades 9-12)

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

Follow up consultation opportunities with trainers

Evaluation Methods Classroom student assessment data

Transition Description The District will continue with Secondary Transition improvement practices

across the district.

Action Steps for 2018-2021

1. Continue participation in the Secondary Transition Cohort being led by the

CCIU Transition Specialist.

2. Identify and provide training in the resources available to IEP teams to meet

the transition needs of our students. This will include school resources,

89

community agencies, local businesses, and the Office of MH/IDD in Chester

County.

3. Provide training in effective writing and implementation of the IEP that

involve transition services to the special education staff

4. Transition representatives from each middle and high school will develop

and publish a coordinated set of activities and services that could be utilized

for students based on their individual needs.

5. For the 2018-2019 School year, each high school will offer a transition

course for students that will support and assist them in meeting their post-

secondary goals.

Person Responsible Supervisors of Special Education

Start Date 7/1/2018

End Date 6/30/2021




# of Sessions 9


Provider CCIU

Provider Type IU

PDE Approved Yes

Knowledge Gain Teachers will gain a stronger knowledge of the transition process

and available resources to assist the IEP teams in the development

of effective transition plans for individual students.

Research & Best Practices Base Trainings will be based on presentations conducted by CCIU and

other private transition specialists.


counselors and education

specialists

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

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

Empowers educators to work effectively with parents and

90

community partners.



Instructs the leader in managing resources for effective results.


Series of Workshops

Live Webinar



Related Service Personnel

Grade Levels Middle (grades 6-8)

High (grades 9-12)

Follow-up Activities Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers

IEP writing

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

Review of part 3 of the IEP for secondary students

91

Special Education Affirmations

We also affirm our understanding that any requests for any deviations from the Chapter 14

regulations, standards, policies, and procedures must be made in writing to the Pennsylvania

Department of Education. The school district understands that the Special Education Component of

the District Level Plan will be approved by PDE in accordance with the following criteria as set forth

in 22 Pa. School Code § 14.104 and as part of the District Level Plan:

1. There are a full range of services, programs and alternative placements available to the

school district for placement and implementation of the special education programs in the

school district.

2. The school district has adopted a child find system to locate, identify and evaluate young

children and children who are thought to be a child with a disability eligible for special

education residing within the school district's jurisdiction. Child find data is collected,

maintained, and used in decision-making. Child find process and procedures are evaluated

for its effectiveness. The school district implements mechanisms to disseminate child find

information to the public, organizations, agencies, and individuals on at least an annual basis.

3. The school district has adopted policies and procedures that assure that students with

disabilities are included in general education programs and extracurricular and non-

academic programs and activities to the maximum extent appropriate in accordance with an

Individualized Education Program.

4. The school district will comply with the PA Department of Education, Bureau of Special

Education's revision notice process.

5. The school district follows the state and federal guidelines for participation of students with

disabilities in state and district-wide assessments including the determination of

participation, the need for accommodations, and the methods of assessing students for

whom regular assessment is not appropriate.

6. The school district affirms the Pennsylvania Department of Education that funds received

through participation in the medical assistance reimbursement program, ACCESS, will be

used to enhance or expand the current level of services and programs provided to students

with disabilities in this local education agency.

We affirm that the school district has completed a 28 day public inspection and comment period as

required under 22 PA Code § 4.13 (d) prior to the school entity's governing board approval and

submission to the Department of Education (Bureau of Special Education).

No signature has been provided

Board President

92

No signature has been provided

Superintendent/Chief Executive Officer

SPECIAL EDUCATION PLAN 7/1/2018-6/30/2021

Pupil Services Committee Meeting

April 9, 2018

IDENTIFICATION METHOD

• RTII/MTSS Process

• Collection of data including intervention information

• Use of the Flag form to track progress

• Use of On Hands to review baseline data

• Standardized assessment

• Parent, teacher, student input

• Rating Scales

• Observations

LEAST RESTRICTIVE ENVIRONMENT (LRE)

• Utilizing a continuum of programs and services to meet student individual needs

• Offering more programs in the district:

• Multiple Disabilities (currently K-8)

• School Based Mental Health Program HS

• Proposed expansion in the plan:

• Mental Health therapists at the MS in 2018-19

• Transition for ages 18-21 in 2019-20

ENROLLMENT-LRE

SE Inside Reg

Ed 80% or

more

SE Inside

Regular Class

< 40%

SE in Other

Settings

Year LEA State LEA State LEA State

2013-14 60.9 62.4 4.9 8.9 6.5 4.8

2014-15 59.4 62 4.9 9.5 5.6 4.8

2015-16 59.1 61.8 4.8 9.5 5.7 4.9

2016-17 57.3 62.4 4.5 9 6.7 4.9

DISABILITY-ENROLLMENTLEA

2013-14

State

2013-14

LEA

2014-15

State

2014-15

LEA

2015-16

State

2015-16

LEA

2016-17

State

2016-17

Sped enrollment 1504 269349 1490 270848 1512 276185 1533 283145

% enrollment 12.8 15.4 12.7 15.6 13.1 15.9 13.2 16.5

Autism 11.9 9.4 11.5 9.9 12.1 10.3 13 10.7

Deaf-Blindness --- 0 --- 0 --- 0 --- 0

Emotional

Disturbance5.9 8.4 6.8 8.5 6.3 8.5 6.2 8.5

Hearing

Impairment/deaf1.3 1 1.4 1 1.6 1 1.3 1

Intellectual

Disabilities2.7 6.7 3.2 6.6 3.2 6.5 3.8 6.5

Multiple

Disabilities1.5 1.1 1.5 1.1 1.5 1.1 1.3 1.1

Orthopedic

Impairment--- .3 --- .3 --- .3 --- .2

Other Health

Impairment22.3 12.3 25.2 13.2 26.3 14.1 26 14.9

Specific Learning

Disability36.6 44.3 33.8 43.3 33.6 42.6 34 41.8

Speech or

Language

Impairment

16.8 15.8 15.3 15.4 13.9 15 12.5 14.7

Traumatic Brain

Injury--- .3 --- .2 --- .2 --- .2

Visual

Impairment/blind

ness

.7 .4 --- .4 .9 .4 1 .4

BEHAVIOR SUPPORTS

• CCIU TaC team

• EPIC

• School wide behavior plans

• CPI Teams

DISTRICT STAFF

• Administration-6

• Teachers including liaisons- 98

• Speech Therapists-12

• School Counselors-31

• Intervention Specialists-3

• Psychologists-15.6

• Social Work Coordinator and Case Workers-8

• Nurses and Nurse Coordinator- 20

• PCAs-118

CONTRACTED STAFF

CCIU

• Vision 1.0

• Orientation and Mobility 1.0

• Hearing 2.0

PTS

• OT 7.91

• PT 2.51

AUTISM PROFESSIONAL DEVELOPMENT

• Verbal Behavior initiative

• PaTTAN

• Teams:

• East Goshen

• Exton

• Fern Hill

• Fugett

• East

BEHAVIOR PROFESSIONAL DEVELOPMENT

• Crisis Prevention Intervention (CPI)

• Functional Behavioral Analysis/Positive Behavior Support Plans

• Expansion of the school wide behavior plans

TRANSITION PROFESSIONAL DEVELOPMENT

• Secondary Transition Cohort

• Participate in Indicator 13 Transition training through PaTTAN

• Focusing on the development of effective individual plans in an IEP

• Develop an 18-21 year old district transition plan

STAFF INPUT STRENGTHS AND HIGHLIGHTS

• Our supervisors are always there and respond promptly when we reach out for assistance. Additionally, our supervisors are receptive to our requests.

• I feel that everyone works together as a team. We also have a great support system.

• Special education teachers receive extensive professional development each year.

• Teachers do a wonderful job collecting data and reporting on data. Decisions are made based on data collected.

• Caseloads are manageable, majority of special education teachers at my school have the best interest of the kids in mind and work together cohesively, an overall positive experience with parent communication and established relationships

• I appreciate the support provided from all levels of the SPED in the district. I feel like I can always get a question answered professionally and promptly from all levels.

• IEP writing days; Liaisons; ESY Program; Monthly IEP Writer Workshops

STAFF SURVEY

• Comprehensive transition services= 65% rated 4-5

• Behavior support training= 41%

• Effective resources to meet students on the Autism Spectrum= 59%

• Offers relevant PD to staff= 51%

• Executive Functioning= 39%

• Support students with complex needs in an inclusive environment= 28

PARENT TRAINING OPPORTUNITIES

• Monthly TEAM meetings

• Monthly Padres Latinos meetings

• Stress Management

• Technology Safety

• NOPE

• QPR

PARENT SURVEY

• Case manager includes me in the IEP= 89% 4-5

• Communication is clear and prompt= 79%

• Enjoy working with special ed teacher= 80%

• Resources available for parents= 65%

STRENGTHS & HIGHLIGHTSPARENT INPUT

• This district, in comparison to others, is very accommodating. Decisions seem based on my child's needs rather than the cost of meeting those needs. We're very happy with the current state of affairs.

• Mrs. Starace has been wonderful the last two years with our son. Moving into this school district has changed our lives in general. I can say with 100% certainty that she's part of the reason that he enjoys learning. She has changed his attitude towards school, and has helped give him the confidence he needed to succeed. (As his parents, we knew the potential was there). He will continue to succeed because of her support and guidance. He is our 'rockstar'.

• The communication between the professionals is exceptional at the school and I appreciate it immensely. Katie has been able to coordinate Jakes care in the most sometimes trying times and has helped Jake improve immensely. There is even coordination with his outside professionals which helps too reinforce his learning.

• Communication and willingness to hear and apply parent concerns and make changes to programming, interventions and strategies that best support your child!

• The biggest strength that we have experienced is the recognition for a needed change. There is never hesitation, just a quick and innovative enactment.

4/3/2018 BoardDocs® PL

https://www.boarddocs.com/pa/wche/Board.nsf/Private?open&login# 1/7

Book Policy Manual

Section 200 Pupils

Title Copy of Enrollment of Students

Number 200

Status Second Reading

Adopted August 1, 2015

Last Revised November 27, 2017

Last Reviewed December 15, 2014

Authority The district shall enroll eligible school age students in accordance with Board policy and applicable lawsand regulations. The entitlement and requirements to secure enrollment shall apply equally to residentstudents residing with their parents/legal guardians; emancipated minors; nonresident students livingwith district residents who are supporting children gratis, including students residing in the district asthe result of the military deployment of parents/guardians; children living with preadoptive parents whoreside in the district; nonresident students living in facilities or institutions within the district; andnonresident students living in foster homes.[1][2][3][4] Definitions School age shall be defined as the period from the earliest admission age for the district's kindergartenprogram until graduation from high school or the end of the school term in which the student reachesthe age of twenty-one (21) years, whichever occurs first.[1][5] District of residence shall be defined as the school district in which a student's parent/legal guardianresides.[2][3] An emancipated minor shall be defined as a student under the age of twenty-one (21) who hasestablished a domicile apart from the continued control and support of a parent/guardian. Emancipationof a minor is a question of fact, which is not presumed, and is not solely dependent upon theemployment status of the minor. The burden of establishing emancipation is on the student seekingemancipated status. Homeless students may reside in shelters, hotels, motels, cars, tents or be temporarily doubled-upwith a resident family because of a lack of housing. Homeless students lack a fixed, regular, andadequate nighttime residence. Included within the definition of homeless students are youthawaiting foster care placement and unaccompanied homeless youth.[6] Unaccompanied homeless youth shall be defined as any child who is not in the physical custody of aparent/guardian, including a student who has run away from home, been thrown out of a home,abandoned, or separated from a parent/guardian.

http://www.legis.state.pa.us/cfdocs/legis/LI/uconsCheck.cfm?txtType=HTM&yr=1949&sessInd=0&smthLwInd=0&act=14&chpt=13&sctn=1&subsctn=0










Guidelines School Age Requirements Kindergarten – Children are eligible for admission to kindergarten if they have attained the age of five (5) years on orbefore September 1.[7] First Grade – Children are eligible for admission to the first grade if they have attained the age of six (6) years on orbefore September 1.[8][9] They shall be admitted to school during the first two (2) weeks of the annual school term, andthereafter at the district’s discretion, except (a) children who are eight (8) years of age may beginschool at any time during the school year; and (b) children who are above the age of six (6) but belowthe age of eight (8) who have entered primary school in another public or private school and havetransferred to a district public school may be admitted at any time during the school year.[8][10] Early Admission The Board may admit into the first grade a child who is five (5) years old and demonstrates readinessfor entry by the first day of the school term, upon the written request of the parent/guardian,recommendation of the district psychologist, and approval of the Superintendent.[11] The Board is not required to admit into first grade any child whose age is less than the district'sestablished admission age for first grade.[11] Special exceptions may also be made for students not meeting the age requirements for admission, whotransfer from programs in other school districts, in accordance with administrative guidelines. Special Education District residents who (a) are eligible for special education in accordance with Chapter 14 of theregulations of the State Board of Education, or any successor regulations thereto; (b) are under the ageof twenty-one (21) and have a Graduation Equivalency Diploma (GED) and have not graduated from anaccredited public or private high school program, shall remain eligible to receive free public educationfrom the school district through the end of the school term of their twenty-first year.[12][13] Enrollment Requirements of Resident Students School age children shall be entitled to attend the schools of their district of residence.[1][2][3][14] The district shall normally enroll eligible school age students the next business day, but no later thanfive (5) business days after application.[3] The district shall not enroll a student until the parent/guardian has supplied:[1][2][3][15][16]

1. Proof of child’s age Acceptable documentation includes: birth certificate, notarized copy of a birth certificate,baptismal certificate, copy of the record of baptism – notarized or duly certified and showing thedate of birth, statement from the parents or another relative indicating the date of birth, a validpassport, or a prior school record indicating the date of birth.








http://www.pacode.com/secure/data/022/chapter14/chap14toc.html












2. Immunizations required by law Acceptable documentation includes: either the child’s immunization record, a written statementfrom the former school district, or from a medical office that the required immunizations havebeen administered, or that a required series is in process, or verbal assurances from the formerschool district, or a medical office that the required immunizations have been completed, withrecords to follow.

3. Proof of residency Acceptable documentation includes: a deed, a lease, current utility bill, current credit card bill,property tax bill, vehicle registration, driver’s license, or DOT identification card. The district mayrequire that more than one (1) form of residency confirmation be provided. In verifying residency,the district shall require only such information as is deemed reasonable in light of a family’scircumstances.

4. Parental Registration Statement A sworn statement or affirmation attesting to whether the student has been or presently issuspended or expelled for offenses involving drugs, alcohol, or weapons; willful infliction of injuryto another person; or any act of violence committed on school property must be provided for astudent to be admitted to any school entity.[17][18] However, the district shall not deny or delay a student’s enrollment based upon informationcontained in the student’s certified disciplinary record or Parental Registration Statement, but mayprovide alternative education services to students who have committed weapons offenses, inaccordance with applicable law.[19]

5. Home Language Survey The district shall administer a home language survey to all students enrolling in the district’sschools for the first time.[3][20]

Upon enrollment, the district shall contact the student’s former school and request a certified copy ofthe student’s education and, if applicable, the student’s discipline records. The district shall enrolleligible students within five (5) business days of application regardless of receipt of records fromprevious districts.[18] Documentation that will be requested from former districts may include: (a) picture identification; (b)health or physical examination records; (c) academic records; (d) attendance records; (e) IndividualizedEducation Program; and (f) other special education records. Items that will not be requested are: (a) social security number; (b) the reason for the child’splacement if not living with natural parents; (c) child’s or parent’s visa; (d) agency records; or (exceptfor the limited circumstances below) (e) a court order or records relating to a dependency proceeding. Homeless Students In the case of homeless students, traditional concepts of residence and domicile do not apply. Thedistrict shall immediately enroll identified homeless students, even if the student or parent/guardian isunable to produce the required documents, in accordance with Board policy and applicable law.[6] Emancipated Minor Emancipated minors and unaccompanied homeless students may enroll without any additionalassistance from a parent/guardian. Immigrant Students






The district shall not inquire as to the immigration status of a student as part of the enrollment process.A child’s right to be admitted to school may not be conditioned on the child’s immigration status.Students are to be enrolled following the same guidelines above.[3] Custody Agreements A student may only have one (1) school district of residence. If the parents of a child share jointcustody and the child’s time is evenly divided between the residences of each parent, the parents mayselect one (1) of the school districts and enroll the child in that district.[3] When the parents of a student reside in different school districts, the student may attend the schooldistrict of residence of the parent with whom the student lives for a majority of the time, unless a courtorder or court approved custody agreement specifies otherwise.[3] If the individual enrolling the child is relying on a court order or custody agreement as the basis forenrolling the child, the district may require submission of the court order or custody agreement. Thedistrict shall not require submission of a custody order or agreement as a condition of enrollment underany other circumstance. Enrollment and Placement of Twins and Higher Order Multiple Siblings Twins or higher order multiple siblings shall be enrolled in the district in the same manner as all otherstudents. Placement of twins or higher order multiple siblings in particular classrooms within the districtshall be determined in accordance with applicable law.[21][22] Preadoptive and Adoptive Students Students living with preadoptive parents who are receiving adoption assistance subsidies, preadoptivefoster payments, Supplemental Security Income (SSI), or Transitional Assistance for Needy Families(TANF), are entitled to attend public school within the district. Students living in preadoptive or adoptivesituations are considered residents of the district and are entitled to all free school privileges accordedto resident students.[2] Students of Military Personnel When residents are military personnel who are deployed and their children are living with relativeswithin the district, the students are entitled to attend school in the district. The students should beenrolled following the same guidelines as nonresident guardianship situations. See Students Living WithResident Adult Other Than Parent below for registration procedures.[2] Students and Families With Limited English Proficiency Students and families with limited English proficiency will be provided translation and interpretationservices to the extent needed to help the family understand the enrollment process and enroll thestudents properly.[20] Address Confidentiality Program (ACP) Some families may enroll a student using an ACP card which lists a post office box as their address. Thisis their legal address and school districts shall not require additional information regarding theirresidence. School records from the student’s former school will be forwarded through the ACP. If thereare questions about the family’s eligibility for enrollment, contact the ACP at 1-800-563-6399. Enrollment Requirements of Nonresident Students









The Board shall require that appropriate legal documentation showing dependency or guardianship or asworn statement of full residential support be filed with the Superintendent’s designee before an eligiblenonresident student may be accepted as a student in the district. The Board may require a resident tosubmit additional, reasonable information to substantiate a sworn statement, in accordance withguidelines issued by the Department of Education.[2][23] The Board reserves the right to verify claims of residency, dependency and guardianship, and to removefrom school attendance a nonresident student whose claim is invalid.[2] If information contained in the sworn statement of residential support is found to be false, the studentshall be removed from school after notice is given of an opportunity to appeal the student's removal, inaccordance with Board policy.[2][24] The Board shall not be responsible for the transportation to or from school of any student residingoutside of school district boundaries. Tuition rates shall be determined in accordance with statute, if applicable.[25][26][27] Students Living With Resident Adult Other Than Parent When a student is living with a district resident, who is supporting the child without personalcompensation (gratis), the child may attend the district’s public schools of that resident.[2] Before enrolling a new student who lives with a relative or friend of the family, the building principal orhis/her designee shall refer the relative/other adult to the Assistant Superintendent. The AssistantSuperintendent or his/her designee shall discuss the status of the unofficial guardianship with thatperson. If the Assistant Superintendent or his/her designee believes that the official/unofficialguardianship establishes the child’s legal domicile in the district, s/he will ask the person to follow therequirements of this policy and complete and sign the necessary forms/affidavits. The person shallpresent the completed documentation to the Assistant Superintendent or his/her designee for reviewand approval before the student may be enrolled. Once the documentation is provided, the district willenroll the child and permit him/her to begin to attend school without delay, but in no case more thanfive (5) days.[2][23] A resident’s receipt of Supplemental Security Income (SSI), Transitional Assistance for Needy Families(TANF), preadoptive or adoptive support, maintenance on public or private health insurance, supportfrom the United States military or military personnel or child support payments shall not be deemed tobe personal compensation or gain. Students Placed in Resident’s Home/Foster Care Any child placed in the home of a district resident by a court or government agency shall be admitted todistrict schools and shall receive the same benefits and be subject to the same responsibilities asresident students.[28] In addition, this includes students in foster care or awaiting foster care placement; although, thedistrict will contact the Chester County Department of Children, Youth & Families to determine ifstudents meet the qualifications of a student awaiting foster care placement. for a BestInterest Determination (BID) meeting. Students as Residents of Institutions A child who is living in or assigned to a facility or institution for the care or training of children locatedwithin this district is not a legal resident of the district by such placement; but s/he shall be admitted todistrict schools, and a charge shall be made for tuition in accordance with statute.[26][29][30][31][32][33][36][37]





















Students Incarcerated in Adult Facilities A juvenile who is eligible for educational services and is confined to an adult local correctional institutionfollowing conviction for a criminal offense shall receive educational services from the school district inthe same manner and extent as an expelled student.[34][35] A juvenile who is eligible for educational services and is confined to an adult local correctional institutionfollowing a charge for a criminal offense shall receive educational services from the school district in thesame manner and extent as a student placed in an alternative education program for disruptivestudents.[34] Students returning from a delinquency placement are entitled to an informal hearing prior to beingplaced in an alternative education program. The purpose of the hearing is to determine whether thestudent is currently fit to return to the regular classroom or meets the definition of a disruptive student. Future Residents All nonresident students entering school in September who will become residents by November 1 of thesame school year shall be admitted tuition free for the months of September and October. In the eventsuch students do not become residents until after November 1, the Superintendent shall waive tuitionpayments for the month during which the student becomes a resident of the area.[25] Parents of students who claim admission on the basis of future residency shall be required todemonstrate proof of the anticipated residency. The Board reserves the right to verify such claims and to remove from school a nonresident studentwhose claim is invalid.[2] Former Residents All resident students who cease to live within the boundaries of the district after April 1 shall be allowedto finish the school year at no tuition charge.[25] All resident students who cease to live within the boundaries of the district before April 1 may beallowed to finish the school year at no tuition charge, upon approval of the Superintendent or designee. Any member of the senior class who ceases to be a resident before April 1 may be permitted tocomplete his/her senior year, tuition free, upon approval of the Superintendent or designee. Delegation of Responsibility The Superintendent or designee shall annually notify students, parents/guardians, and staff about thedistrict’s policy on student enrollment and admissions by publishing such policy in the studenthandbook, parent newsletters, district website, and other efficient methods.[4]

Legal 1. 24 P.S. 1301

2. 24 P.S. 1302

3. 22 PA Code 11.11

4. 22 PA Code 11.41

5. 22 PA Code 11.12

6. Pol. 251

7. 22 PA Code 11.14

8. 24 P.S. 1304

9 22 PA Code 11 15


















9. 22 PA Code 11.15

10. 24 P.S. 1326

11. 22 PA Code 11.16

12. 22 PA Code 14.101 et seq

13. Pol. 113

14. 22 PA Code 12.1

15. 24 P.S. 1303a

16. Pol. 203

17. 24 P.S. 1304-A

18. Pol. 216.1

19. 24 P.S. 1317.2

20. Pol. 138

21. 24 P.S. 1310.1

22. Pol. 206

23. 22 PA Code 11.19

24. Pol. 906

25. 24 P.S. 1316

26. 24 P.S. 2561

27. Pol. 607

28. 24 P.S. 1305

29. 24 P.S. 1306

30. 24 P.S. 1307

31. 24 P.S. 1308

32. 24 P.S. 1309

33. 22 PA Code 11.18

34. 24 P.S. 1306.2

35. 24 P.S. 1318

36. 24 P.S. 1310

37. 24 P.S. 2562

22 PA Code 4.41

24 P.S. 501

24 P.S. 502

24 P.S. 503

24 P.S. 2503

Last Modified by Linda Cherashore on April 3, 2018




http://www.pacode.com/secure/data/022/chapter14/chap14toc.html


























Book Policy Manual

Section 200 Pupils

Title Copy of Homeless Students

Number 251

Status Second Reading

Adopted August 1, 2015

Last Reviewed September 28, 2015

Authority The Board recognizes its obligation to ensure that homeless students have access to the sameeducational programs and services provided to other district students. The Board shall make reasonableefforts to identify homeless children within the district, encourage their enrollment, and eliminateexisting barriers to their attendance and education, in compliance with federal and state law andregulations.[1][2][3] The Board may waive policies, procedures, and administrative regulations that create barriers forenrollment, attendance, transportation, and success in school of homeless students, based on therecommendation of the Superintendent. Definitions Homeless students are defined as individuals lacking a fixed, regular, and adequate nighttimeresidence, which may include the following conditions, as determined by the Superintendentor his/her designee:[4]

1. Sharing the housing of other persons due to loss of housing, economic hardship, orsimilar reason.

2. Living in motels, hotels, trailer parks, or camping grounds due to lack of alternativeadequate accommodations.

3. Living in emergency, transitional, or domestic violence shelters.

4. Abandoned in hospitals.

5. Awaiting foster care placement.

6. 5. Using public or private places not designed for or ordinarily used as regular sleepingaccommodations for human beings, as a primary nighttime residence.

7. 6. Living in cars, parks, public spaces, abandoned buildings, substandard housing,transportation stations, or similar settings.



http://www.law.cornell.edu/uscode/text/42/chapter-119/subchapter-VI/part-B

http://www.law.cornell.edu/uscode/text/42/11434a



8. 7. Living as migratory children in conditions described in previous examples.

9. 8.Living as run-away children, abandoned, or forced out of homes by parents/guardiansor caretakers, or separated from parents/guardians for any other reason.

10. 9. Living as school age parents/guardians in houses for school age parents/guardians ifthey have no other living accommodations.

(i) children and youths who are sharing the housing of other persons due to loss ofhousing, economic hardship or a similar reason; are living in motels, hotels, trailer parksor camping grounds due to the lack of alternative adequate accommodations; are livingin emergency or transitional shelters; are abandoned in hospitals; (ii) children and youths who have a primary nighttime residence that is a public orprivate place not designed for or ordinarily used as a regular sleeping accommodation forhuman beings; (iii) children and youths who are living in cars, parks, public spaces, abandonedbuildings, substandard housing, bus or train stations, or similar settings; (iv) “migratory children” who qualify as homeless under federal law because the childrenare living in circumstances described in clauses (i) through (iii) above. The term"migratory children" means children who are (or whose parent(s) or spouse(s) are)migratory agricultural workers, including migratory dairy workers or migratoryfishermen, and who have moved from one school district to another in the preceding 36months, in order to obtain (or accompany such parents or spouses in order to obtain)temporary or seasonal employment in agricultural or fishing work; and, (v) "Unaccompanied homeless youth" including any child who is "not in the physicalcustody of a parent or guardian." This includes youth who have run away from home,been thrown out of their home, been abandoned by parents or guardians, or separatedfrom their parents for any other reason. School of origin is defined as the school the student attended when permanently housed or the schoolin which the student was last enrolled. Delegation of Responsibility The Board designates the Superintendent or his/her designee to serve as the district's liaison forhomeless students and families. The district's liaison shall coordinate with:[5]

1. Local service agencies that provide services to homeless children and youth and families.

2. Other school districts on issues of records transfer and transportation.

3. State and local housing agencies responsible for comprehensive housing affordability strategies.

The district's liaison shall provide public notice of the educational rights of homeless students in schools,family shelters, and soup kitchens.[5] Guidelines Students shall not be discriminated against, segregated nor stigmatized based on their status ashomeless.[5] Enrollment/Placement






To the extent feasible, and in accordance with the student's best interest, a homeless student shallcontinue to be enrolled in his/her school of origin while s/he remains homeless or until the end of theacademic year in which s/he obtains permanent housing. Parents/Guardians of a homeless student mayalso request enrollment in the school in the attendance area where the student is actually living orother schools. If a student is unaccompanied by a parent/guardian, the district liaison will consider theviews of the student in determining where s/he will be enrolled.[5] The selected school shall immediately enroll the student and begin instruction, even if the student isunable to produce records normally required for enrollment pursuant to district policies. However, thedistrict may require a parent/guardian to submit contact information. The district liaison may contactthe previous school for oral confirmation of immunizations, and the school shall request records fromthe previous district, pursuant to Board policy.[5][6][7][8][9][10] If the district is unable to determine the student's grade level due to missing or incomplete records, thedistrict shall administer tests or utilize appropriate means to determine the student's placement. If a dispute arises over school selection or enrollment, the student shall be immediately enrolled in theschool in which enrollment is sought, pending resolution of the dispute. The parents/guardians shall beprovided with a written explanation of the district's decision, their right to appeal and the procedures touse for the appeal. Services Homeless students shall be provided services comparable to those offered to other district studentsincluding, but not limited to, transportation services; school nutrition programs; vocational programs,and technical education; preschool programs; programs for students with limited English proficiency;and educational services for which students meet eligibility criteria, such as programs for disadvantagedstudents, students with disabilities, and gifted and talented students.[1][5] Transportation The district shall provide transportation for homeless students to their school of origin or the schoolthey choose to attend within the school district. within their current attendance area. [1][5] If the school of origin is outside district boundaries or homeless students live in another district but willattend their school of origin in this district, the school districts shall agree upon a method to apportionthe responsibility and costs of the transportation.[5]










Legal 1. 24 P.S. 1306

2. 22 PA Code 11.18

3. 42 U.S.C. 11431 et seq

4. 42 U.S.C. 11434a

5. 42 U.S.C. 11432

6. Pol. 200

7. Pol. 203

8. Pol. 204

9. Pol. 209

10. Pol. 216

20 U.S.C. 6301 et seq

22 PA Code 403.1

34 CFR Part 99

67 Fed. Reg. 10698

PA Education for Homeless Children and Youth State Plan

Pol. 000

Pol. 810

Last Modified by Linda Cherashore on April 3, 2018



http://www.law.cornell.edu/uscode/text/42/chapter-119/subchapter-VI/part-B

http://www.law.cornell.edu/uscode/text/42/11434a


http://www.law.cornell.edu/uscode/text/20/chapter-70/subchapter-I


http://www.law.cornell.edu/cfr/text/34/part-99

https://www.federalregister.gov/articles/2002/03/08/02-5737/mckinney-vento-education-for-homeless-children-and-youths-program

Documents

WEST CHESTER AREA SCHOOL DISTRICT Pupil … · Pupil Services Meeting Minutes March 12, 2018 Pupil Services Committee Meeting Attended: Attending Committee Members: Joyce Chester,