greenville area sd - pc\|mac

$: Greenville Area SD - PC\|MAC$
Greenville Area SD

Special Education Plan Report

07/01/2019 - 06/30/2022

2

District Profile

Demographics

9 Donation Rd Greenville, PA 16125 (724)588-2500 Superintendent: Brian Tokar Director of Special Education: Connie Timashenka

Planning Committee Name Role

Connie Timashenka Administrator : Professional Education Special

Education

Wendy Alfreno Community Representative : Professional

Education Special Education

Chantal Bidwell Ed Specialist - Other : Special Education

Renee Schilling Ed Specialist - Other : Professional Education

Special Education

Janine Yager Ed Specialist - Other : Special Education

Sarah Pilolli Ed Specialist - School Counselor : Special

Education

Beth Schaller Ed Specialist - School Psychologist : Special

Education

Ashley Beers Elementary School Teacher - Special Education :

Special Education

Jackie Buentello Elementary School Teacher - Special Education :

Special Education

Kayla Hibbard Elementary School Teacher - Special Education :

Special Education

Kara Schreckenghost Elementary School Teacher - Special Education :

Special Education

Emily Skebo Elementary School Teacher - Special Education :

Special Education

Heidi Smith Elementary School Teacher - Special Education :

Special Education

Kristen Wingard Elementary School Teacher - Special Education :

Special Education

Maile Woods Elementary School Teacher - Special Education :

Special Education

3

Megan Yeatts Elementary School Teacher - Special Education :

Special Education

MaryBeth Memo Bauer High School Teacher - Special Education : Special

Education

Renee Calleja High School Teacher - Special Education : Special

Education

Tyler Lanciotti High School Teacher - Special Education : Special

Education

Erin McKinney High School Teacher - Special Education : Special

Education

Heather Stine High School Teacher - Special Education : Special

Education

Katie Williams High School Teacher - Special Education : Special

Education

4

Core Foundations

Special Education

Special Education Students Total students identified: 211

Identification Method

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

The Greenville Area School District utilizes the ability achievement discrepancy model for the

identification of children demonstrating a specific learning disability. The ability (IQ) – achievement

discrepancy model assesses whether there is a significant difference between a student’s scores on a

test of general intelligence (e.g., what they are capable of doing) and the scores obtained on an

achievement test (e.g., the child’s actual performance). There are seven recognized areas of a

learning disability. The seven areas are a specific learning disability in the area of (1) Oral

Expression; (2) Listening Comprehension; (3) Written Expression; (4) Basic Reading Skill; (5)

Reading Comprehension; (6) Mathematics Calculation; and (7) Mathematics Reasoning.

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 the Special Education Data Report for the 2017 - 2018 School Year enrollment data, the

GASD provided services to 216 of 1,304 students for a 16.6% special education percentage. The

state rate is 16.9%. The GASD does not demonstrate a significant disproportionality in the overall

percentage.

The GASD does have an identification percentage for Speech or Language Impairment of 25.9%

versus the state's 14.5%. In 2014 - 2015, the GASD hired a third speech pathologist. Each speech

pathologist provides pre-referral and IEP services to students.

Non-Resident Students Oversight

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

5

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?

The GASD meets its obligations under Section 1306 of the Public School Code by following the BEC -

Enrollment of Students 24 P.S. subsections 13-1301 - subsection 13 - 1306 as outlined. On receipt of

the notification of a student meeting the criteria of Section 1306, the GASD enrolls the student and

implements the identified services ensuring continuity. The GASD Business Manager, Child

Accounting Secretary, Special Education Secretary, and Director of Special Education meet to ensure

the obligations of Section 1306 are met.

Upon the enrollment of any student, the Special Education Secretary contacts the sending district

requesting the special education records be promptly sent ensuring the student receives FAPE in the

LRE. Students records can be transferred via IEPWriter or scanned to our office.

The GASD is persistent in tracking down student records. Barriers that have been identified can be

outdated records, incomplete records, failure of a school district to accept responsibility (4605) as

the student's district of residence. These barriers do not limit the GASD from promptly enrolling a

student defined under Section 1306.

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).

There are no facilities located within the jurisdiction of the GASD. However, upon receipt of

notification of a student being incarcerated, the GASD will forward the most recent Evaluation

Report, Individualized Education Plan, and Notice of Recommended Educational Placement

documentation to the educational entity (e.g. Mercer Area School District – Mercer County Jail).

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

6

(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.

Educational Environments (Ages 6 – 21)

Source: December 1, 2017 Child Count

Special Ed. Inside the Regular

Class 80% or More

Special Ed. Inside the Regular

Class < 40% Special Ed. in Other Settings

61.5%

Greenville

62.0%

State

11.3%

Greenville

9.3%

PA

0%

Greenville

4.9%

PA

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.

There are no students educated in private institutions. At this time, all students with IEPs are

educated within the boundaries of GASD. The least restrictive environment is the first consideration

of GASD IEP teams. IEP teams work collaboratively to build student-centered programs that meet

the needs of learners in the least restrictive environment. Teachers and instructional aides do

provide push-in services to students in their regular ed. classes. Additionally, during FLEX time at

Greenville Elementary School (GES), teachers and instructional aides provide remediation

instruction to students with and without IEPs. At Greenville High School (GHS), students with IEPs

take regular and pull-out classes allowing access to the general education curriculum in the least

restrictive environment. Removal from the regular education environment occurs when education

in that environment cannot be achieved satisfactorily with the addition of supplementary aids and

services. However, it is a continuous review process to focus on increasing the time a student

spends in the general education gaining educational benefit. The IEP team documents the least

restrictive considerations on the Notice of Recommended Educational Placement giving the

parent/guardian the right to accept, decline or request further information being considered for the

child. The Pennsylvania Department of Education – Bureau of Special Education details a

7

comprehensive listing of resources for parents including Resolution Meetings, Mediation and Due

Process proceedings.

Essential to serving students in the least restrictive environment requires we consistently determine

whether the addition or deletion of supplementary aids and services would enable the student to be

successful in a lesser restrictive environment. There are four broad categories in the Teachers’ Desk

Reference documenting the “Framework for Considering the Full Range of Supplementary Aids and

Services”. Several examples of SaS provided to GASD students are listed below.

The GES has designated monthly meeting schedules in which special education teachers participate.

The GHS regular education teachers submit their weekly lesson activity plans to the special

education teachers who then lists the students' expected work completion and provides assistance

to complete the work.

Co-teaching and support from instructional aides occurs at GES and GHS in multiple classes.

Diagnostic, formative, and summative data are utilized to identify students at-risk or in need of

intensive interventions. At Greenville Elementary School, there are daily Flex intervention groups.

Within these groups there are students with and without IEPs receiving skill remediation. At

Greenville High School, Academic Resource is a credited course where students with and without

IEPs or 504 Plans are scheduled to receive additional assistance on homework, in-class work,

projects, quizzes, tests, projects, etc.

The MIU 4 Assistive Technology TaC, Hearing Support Teacher, Vision Support Teacher, and

Dysphagia Consultant provide extensive support to students' IEP team members and students on a

regular basis.

GASD has many supportive parents. However, we have a significant number who have been

reluctant to get involved. This is a barrier we are working to make a change in our student's

engagement and attitudes.

Curriculum maps receive periodic updates as we work to use our assessment data to monitor

student learning and make program adjustments and implement instructional strategies.

If a student's IEP identifies the need for test modifications, the modifications are available. At the

recent PDE Special Ed. Conference, the session "A Legal Look at the Confused, Complex, and Just

Plain Confounding Reality of Today's SDIs" was excellent. Erin Gilsbach, Esq. discussed pitfalls to

avoid such as roll-over accommodations, discretionary accommodations, and special considerations

that need to be made before automatically listing the SDI. This will be an inservice focus for regular

education and special education teachers.

Upon notification of a student moving into the district with an AT need, we contact the sending

school to identify the specific need. When alternate materials and/or assistive technology are

needed, the GASD works with the MIU 4 to obtain a device as quickly as possible.

Teachers use multiple methods of presentation which include hands-on activities, read alouds,

discussions, use of visuals/picture schedules, SmartBoards, Promethian Boards, guided notes that

can be highlighted, demonstrations, lectures, computer programs, front-loading, projects, etc.

8

Teachers use evidence-based instructional resources such as Fundations, RAVE-O, Sonday Reading,

Wilson Reading System, Writing Matters, LLI readers to support students efforts in learning to read.

A few teachers utilize CRA (concrete, representational, abstract) in their mathematics instruction.

GES has been recently renovated and is ADA compliant. Two classrooms have Sensory Rooms for

calming and/or de-escalation. A Playground Committee has been formed to build an ADA

playground for all children to enjoy.

Adaptive seating is available in several classrooms at GES and GHS. Throughout the district, there

are many forms of adaptive equipment available including adaptive eating utensils, bath seat, toilet

rails, fidgets, chewable pencil toppers, chewable oral facial massagers, massagers, weighted

blankets, weighted vests, PenAgain Ergo-Sof Grip pencils, beanbag seating, Easi-grip scissors,

trampolines, Go Talk devices, Kore Wobble Chairs, Sensory Bubble Liquid Drop Timers Set, count

down timers, sensory hugs, heavy duty swing frame, bi-color teaching shoe laces, fidgeting foot

bands, variety of pencil grips, mini time tracker, classroom light filters, bookmark size reading

guides, dressing caterpillar, multisensory magnatab alphabet letters set (upper and lower), slant

boards, highlighter tape, ear muffs, therapy balls, tactile therapy ball, fitball wedge cushions, fitball

seating discs, Boinks marble fidgets, therapy putty, sensory fidget tool clips, peanut ball, full support

swing seat, soft comfort swing chair, Snug Hug Cosy Swing, adaptive toys and switches, rocking

chairs, ect.

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.)

GES celebrates year three of School-wide Positive Behavior Support. Every child has earned a Trojan

Ticket. Check-in/check-outs have been a positive and essential component of SWPBS. MIU 4

Behavior Consultants provide guidance as our program expands and refines its' practices.

GHS does not have a formal SWPBS program but does have clear expectations, incentives, and

recognition of students achieving success in many areas. GHS has a wonderfully successful peer

supports program.

The Lion's Quest social emotional learning curriculum is in its' second year of implementation for

students in kindergarten through the twelvth grade.

GES and GHS have successful SAP supports for all students which includes school-based counseling

when appropriate and with parental permission.

9

Students experiencing homeless instability are identified, provided with needed supplies (e.g.free

breakfast and lunch, hygiene products, clothing, shoes, gloves, hats, scarves, backpacks, school

supplies, waivers to take the SAT/ACT/school application fees, etc.). Several students have also

taken advantage of the offer to take a hot shower and/or do their laundry here at school.

Students at-risk of dropping out of school work with our Transition Coordinators following the

RENEW process. The Transition Coordinators plan trips which have included a community college,

trade and technical schools, a four year college, work sites so the students gain exposure to career

opportunities. A primary goal is to provide all students with the foundational skills necessary to

pursue rewarding careers following their graduation from high school.

GES is in its' third year of Verbal Behavior Program implementation. PATTAN Pittsburgh TaC

provide monthly consultations to give feedback and ensure program implementation fidelity. As the

student's develop their language skills, TaC have recommended implementing Language for

Learning, Connecting with Mathematics, and Reading Mastery. Site evaluations and monthly

consultations provide recommendations for us to improve our program and better meet the needs of

the students.

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.

In the School Year 2016 - 2017, Indicator 5: Educational Environments (Ages 6 - 21) the data

revealed the following ... based on the December 1, 2016 total special education enrollment of 219

students.

o GASD ......................SE Inside the Regular Class 80% or More = 67.3%

o State ........................SE Inside the Regular Class 80% or More = 62.4%

o SPP/APR Target ..... SE Inside the Regular Class 80% or More = 63.6%

o Summary: There was a 3.7% difference between the GASD and SPP/APR Target for

students served inside the regular class 80% or more. One hundred forty-seven students were

served.

GASD ......................SE Inside Regular Class Less than 40% = 10.6%

State ........................SE Inside Regular Class Less than 40% = 9.0%

SPP/APR Target ..... SE Inside Regular Class Less than 40% = 8.3%

10

Summary: There was a 2.3% difference between the GASD and SPP/APR Target for students

provided their special education services inside the regular class less than 40%. Twenty-three

students were served.

GASD ......................SE in Other Settings = 0.0%

State ........................SE in Other Settings = 4.9%

SPP/APR Target ......SE in Other Settings = 4.6%

Summary: All GASD students with IEPs are served within their home district.

No students were served out of district which was determined to be appropriate and met the

least restrictive environment requirements.

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.

Greenville Elementary School is in its' third year of School-wide Positive Behavior Support. SWIS

data indicates focus areas of the school, e.g. cafeteria, school bus

Student Assistance Program for students in kindergarten - 12th grade offering school-based

counseling.

Implementation of the Lion's Quest social emotional learning curriculum K - 12

Guidance lessons on specific topics (e.g. dealing with social media, bullying, making friends)

Safe2Say for all students in grades 5 - 12

Peer Buddies for "Night to Shine"

Peer Tutors

Safety Care

CPI

Consultations from the MIU 4 Behavior TaC

The Greenville Area School District implements the following policies related to behavior.

11

113.1. DISCIPLINE OF STUDENTS WITH DISABILITIES

Purpose

The district shall develop and implement positive Behavior Support Plans and programs for students

with disabilities who require specific interventions to address behaviors that interfere with learning.

Students with disabilities who violate the Code of Student Conduct, or engage in inappropriate

behavior, disruptive or prohibited activities and/or actions injurious to themselves or others, which

would typically result in corrective action or discipline of students without disabilities, shall be

disciplined in accordance with state and federal laws and regulations and Board policy and, if

applicable, their Individualized Education Program (IEP) and Behavior Support Plan.

Definitions Pol. 113

Students with disabilities - school-aged children within the jurisdiction of the district who have been

evaluated and found to have one or more disabilities as defined by law, and who require, because of

such disabilities, special education and related services.

Suspensions from school - disciplinary exclusions from school for a period of one (1) to ten (10)

consecutive school days.

Expulsions from school - disciplinary exclusions from school by the Board for a period exceeding ten

(10) consecutive school days and may include permanent exclusion from school.

Interim alternative educational settings - removal of a student with a disability from his/her current

placement. Interim alternative educational settings may be used by school personnel for up to forty-

five (45) school days for certain infractions committed by students with disabilities. The IEP team

shall determine the interim alternative educational setting; however, this does not constitute a

change in placement for a student with a disability.

The Board directs that the district shall comply with provisions and procedural safeguards of the

Individuals With Disabilities Education Act (IDEA) and federal and state regulations when

disciplining students with disabilities for violations of Board policy or district rules or regulations.

No student with a disability shall be subjected to a disciplinary change in placement if the student’s

particular misconduct is a manifestation of his/her disability. However, under certain circumstances

a student with a disability may be placed in an interim alternative educational setting by school

personnel or the IEP team could, if appropriate, change the student’s educational placement to one

which is more restrictive than the placement where the misconduct occurred.

Provision of Education During Disciplinary Exclusions

12

During any period of expulsion, or suspension from school for more than ten (10) cumulative days in

a year, or placement in an interim alternative educational setting for disciplinary reasons, a student

with a disability shall continue to receive a free and appropriate education, in accordance with law.

Guidelines Suspension From School

A student with a disability may be suspended for ten (10) consecutive and fifteen (15) cumulative

days of school per school year, for the same reasons and duration as a student without a disability.

Such suspension shall not constitute a change in the student’s educational placement.

Changes In Educational Placement/Manifestation Determinations

For disciplinary exclusions which constitute a change in educational placement, the district shall

first determine whether the student’s behavior is a manifestation of his/her disability. Expulsion, or

exclusion from school for more than fifteen (15) cumulative days in a year, or patterns of

suspensions for substantially identical behaviors constitute changes in educational placements

requiring a manifestation determination. For students with intellectual disability, any disciplinary

suspension or expulsion is a change in educational placement.

A student with a disability whose behavior is not a manifestation of his/her disability may be

disciplined in accordance with Board policy, district rules and regulations in the same manner and to

the same extent as students without disabilities.

Parent/Guardian Appeals From Disciplinary Actions/Request For Hearing By District For Students

Who Are A Danger To Themselves Or Others

A due process hearing may be requested by a parent/guardian of a student with a disability who

disagrees with a disciplinary placement or manifestation determination, or by the district if the

district believes that the current placement is substantially likely to result in injury to the student or

others. On parent/guardian appeal, or when the district requests a due process hearing, the hearing

officer may return the student to the placement from which s/he was removed or order his/her

removal to an appropriate interim alternative educational setting for up to forty-five (45) school

days if the hearing officer determines that maintaining the child’s current placement is substantially

likely to result in an injury to the student or others.

Placement during appeals of disciplinary actions shall be in the interim alternative educational

setting pending the decision of the hearing officer or expiration of the time period set for the

disciplinary exclusion from the student’s regular placement unless the district and the

parent/guardian agree otherwise.

Students Not Identified As Disabled/Pending Evaluation

Students who have not been identified as disabled may be subject to the same disciplinary measures

13

applied to students without disabilities if the district did not have knowledge of the disability. If a

request for evaluation is made during the period the student is subject to disciplinary measures, the

evaluation shall be expedited.

Administrative Removal To Interim Alternative Educational Setting For Certain Infractions

School personnel may remove a student with a disability, including intellectual disability, to an

interim alternative educational setting for not more than forty-five (45) school days without regard

to whether the behavior is determined to be a manifestation of the student’s disability if the student:

1. Carries a weapon to or possesses a weapon at school, on school property, or at school functions

under the jurisdiction of the district. For purposes of this provision, weapon is defined as a weapon,

device, instrument, material, or substance, animate or inanimate, that is used for, or is readily

capable of, causing death or serious bodily injury, except that such term does not include a pocket

knife with a blade of less than two and one-half (2 ½) inches in length.

2. Knowingly possesses or uses illegal drugs, as defined by law, or sells or solicits the sale of a

controlled substance, as defined by law, while at school, on school property, or at school functions

under the jurisdiction of the district.

3. Has inflicted serious bodily injury upon another person while at school, on school property, or at

school functions under the jurisdiction of the district. For purposes of this provision, serious bodily

injury means bodily injury which involves a substantial risk of death, extreme physical pain,

protracted and obvious disfigurement, or protracted loss or impairment of the function of a bodily

member, organ or mental faculty.

Referral To Law Enforcement And Reporting Requirements

For reporting purposes, the term incident shall mean an instance involving an act of violence; the

possession of a weapon; the possession, use, or sale of a controlled substance or drug paraphernalia

as defined in the Pennsylvania Controlled Substance, Drug, Device and Cosmetic Act; the possession,

use, or sale of alcohol or tobacco; or conduct that constitutes an offense listed under the Safe Schools

Act.

The Superintendent or designee shall immediately report required incidents and may report

discretionary incidents committed on school property, at any school-sponsored activity or on a

conveyance providing transportation to or from a school or school- sponsored activity by a student

with a disability, including a student for whom an evaluation is pending, to the local police

department that has jurisdiction over the school’s property, in accordance with state and federal

laws and regulations, the procedures set forth in the memorandum of understanding with local law

enforcement and Board policies. The Superintendent or designee shall respond to such incidents in

accordance with the district’s Special Education Plan and, if applicable, the procedures, methods and

techniques defined in the student’s Behavior Support Plan.

14

For a student with a disability who does not have a Behavior Support Plan, subsequent to

notification to law enforcement, the district shall convene the student’s IEP team to consider

whether a Behavior Support Plan should be developed to address the student’s behavior, in

accordance with law, regulations and Board policies.

When reporting an incident committed by a student with a disability to the appropriate authorities,

the district shall provide the information required by state and federal laws and regulations and

shall ensure that copies of the special education and disciplinary records of the student are

transmitted for consideration by these authorities. The district shall transmit copies of the student’s

special education and disciplinary records only to the extent that the transmission is permitted by

the Family Educational Rights and Privacy Act.

In accordance with state law, the Superintendent shall annually, by July 31, report to the Office for

Safe Schools on the required form all new incidents committed by students with disabilities,

including students for whom an evaluation is pending, which occurred on school property, at any

school-sponsored activity or on a conveyance providing transportation to or from a school or school-

sponsored activity.

References:

School Code – 24 P.S. Sec. 510, 1302.1-A, 1303-A

PA Controlled Substance, Drug, Device and Cosmetic Act – 35 P.S. Sec. 780-102 State Board of

Education Regulations – 22 PA Code Sec. 10.2, 10.21, 10.22, 10.23,10.25, 12.6, 14.104, 14.133,

14.143

Crimes Code, Possession of Firearms and Dangerous Weapons – 18 U.S.C. Sec. 930

Crimes Code, Definition, Serious Bodily Injury – 18 U.S.C. Sec. 1365(h)(3) Individuals With

Disabilities Education Act – 20 U.S.C. Sec. 1400 et seq.

Controlled Substances Act – 21 U.S.C. Sec. 812

Individuals With Disabilities Education Act, Title 34, Code of Federal Regulations – 34 CFR Part 300

Board Policy – 103.1, 113, 113.2, 113.3, 113.4, 216, 218, 218.1, 218.2, 222, 227,233, 805.1

No. 113.2 - BEHAVIOR SUPPORT

Purpose

Students with disabilities shall be educated in the least restrictive environment and shall only be

placed in settings other than the regular education class when the nature or severity of the student’s

disability is such that education in the regular education class with the use of appropriate

supplementary aids and services cannot be achieved satisfactorily. The IEP team for a student with a

disability shall develop a positive behavior support plan if the student requires specific intervention

to address behavior that interferes with learning. The identification, evaluation, and plan or program

shall be conducted and implemented in accordance with state and federal laws and regulations.

15

The Board directs that the district’s behavior support programs shall be based on positive rather

than negative behavior techniques to ensure that students shall be free from demeaning treatment

and unreasonable use of restraints or other aversive techniques. The use of restraints shall be

considered a measure of last resort and shall only be used after other less restrictive measures,

including de-escalation techniques. Behavior support programs and plans shall be based on a

functional assessment of behavior and shall include a variety of research-based techniques to

develop and maintain skills that will enhance students’ opportunity for learning and self-fulfillment.

Definitions Title 22 Sec. 14.133 - The following terms shall have these meanings, unless the context

clearly indicates otherwise.

Aversive techniques - deliberate activities designed to establish a negative association with a specific

behavior.

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

systematic application of behavior change techniques.

Behavior Support Plan or Behavior Intervention Plan - 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

reinforcements, other positive techniques and related services required to assist a student with a

disability to benefit from special education.

Positive techniques - methods that utilize positive reinforcement to shape a student's behavior,

ranging from the use of positive verbal statements as a reward for good behaviors to specific

tangible rewards.

Restraints - application of physical force, with or without the use of any device, designed to restrain

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.

16

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.

Seclusion - confinement of a student in a room, with or without staff supervision, in order to provide

a safe environment to allow the student to regain self-control.

Students with disabilities - school-aged children within the jurisdiction of the district who have been

evaluated and found to have one or more disabilities as defined by law, and who require, because of

such disabilities, special education and related services.

Delegation of Responsibility

The Superintendent or designee shall ensure that this Board policy is implemented in accordance

with federal and state laws and regulations.

The Superintendent or designee shall develop administrative regulations to implement this policy.

The Superintendent or designee shall provide regular training, and retraining as needed, of staff in

the use of specific procedures, methods and techniques, including restraints and seclusions, that will

be used to implement positive behavior supports or interventions in accordance with students’ IEPs

and Board policy.

The Superintendent or designee shall maintain and report data on the use of restraints, as required.

Such report shall be readily available for review during the state’s cyclical compliance monitoring.

Procedures shall be established requiring reports be made to the district by entities educating

students with disabilities who attend programs or classes outside the district, including private

schools, agencies, intermediate units and vocational schools.

Guidelines

Development of a separate Behavior Support Plan is not required when appropriate positive

behavioral interventions, strategies and supports can be incorporated into a student’s IEP.

When an intervention is necessary to address problem behavior, the types of intervention chosen for

a student shall be the least intrusive necessary.

Physical Restraints

Restraints to control acute or episodic aggressive behavior may be used only when the student is

acting in a manner that presents a clear and present danger to the student, other students or

employees, and only when less restrictive measures and techniques have proven to be or are less

effective.

17

The Director of Special Education or designee shall notify the parent/guardian as soon as practicable

of the use of restraints to control the aggressive behavior of the student and shall convene a meeting

of the IEP team within ten (10) school days of 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.

The use of restraints shall not be included in the IEP for the convenience of staff, as a substitute for

an educational program, or employed as punishment. Restraints may be included in an IEP only if:

1. The restraint is used with specific component elements of a positive Behavior Support Plan.

2. The restraint is used in conjunction with teaching socially appropriate alternative skills or

behaviors.

3. Staff are authorized to use the restraint and have received appropriate training.

4. Behavior Support Plan includes efforts to eliminate the use of restraints.

Mechanical Restraints

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.

Seclusion

The district permits involuntary seclusion of a student in accordance with the student’s IEP or in an

emergency to prevent immediate or imminent injury to the student or others, but the seclusion must

be the least restrictive alternative.

The district prohibits the seclusion of students in locked rooms, locked boxes and other structures or

spaces from which the student cannot readily exit.

Aversive Techniques

The following aversive techniques of handling behavior are considered inappropriate and shall not

be used in educational programs:

18

1. Corporal punishment.

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

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

7. Treatment of a demeaning nature.

8. Electric shock.

9. Methods implemented by untrained personnel.

10. Prone restraints, which are restraints by which a student is held face down on the floor.

Referral To Law Enforcement

The Superintendent or designee shall immediately report required incidents and may report

discretionary incidents committed on school property, at any school- sponsored activity or on a

conveyance providing transportation to or from a school or school-sponsored activity by a student

with a disability, including a student for whom an evaluation is pending, to the local police

department that has jurisdiction over the school’s property, in accordance with state and federal

laws and regulations, the procedures set forth in the memorandum of understanding with local law

enforcement and Board policies. The Superintendent or designee shall respond to such incidents in

accordance with the district’s Special Education Plan and, if applicable, the procedures, methods and

techniques defined in the student’s Behavior Support Plan.

Subsequent to notification to law enforcement, an updated functional behavioral assessment and

Behavior Support Plan shall be required for students with disabilities who have 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 designee shall ensure that the

responsible school district or intermediate unit is informed of the need to update the student’s

functional behavioral assessment and Behavior Support Plan.

19

For a student with a disability who does not have a Behavior Support Plan, subsequent to

notification to law enforcement, the district shall convene the student’s IEP team to consider

whether a Behavior Support Plan should be developed to address the student’s behavior, in

accordance with law, regulations and Board policy.

Relations With Law Enforcement

The district shall provide a copy of its administrative regulations and procedures for behavior

support, developed in accordance with the Special Education Plan, to each local police department

that has jurisdiction over school property. Updated copies shall be provided each time the

administrative regulations and procedures for behavior support are revised by the district.

The district shall invite representatives of each local police department that has jurisdiction over

school property to participate in district training on the use of positive behavior supports, de-

escalation techniques and appropriate responses to student behavior that may require intervention,

as included in the district’s Special Education Plan and positive behavior support program.

References:

School Code – 24 P.S. Sec. 1302.1-A, 1303-A

State Board of Education Regulations – 22 PA Code Sec. 10.2, 10.21, 10.22, 10.23, 10.25, 14.104,

14.133, 14.143, 14.145

Individuals With Disabilities Education Act – 20 U.S.C. Sec. 1400 et seq. Individuals With Disabilities

Education Act, Title 34, Code of Federal Regulations –

34 CFR Part 300

Pennsylvania Training and Technical Assistance Network, Questions and Answers on the Restraint

Reporting Requirements and System,June 2009 – www.pattan.net

Board Policy – 000, 103.1, 113, 113.1, 113.3, 218, 218.1, 218.2, 222, 227, 805.1

113.3. SCREENING AND EVALUATIONS FOR STUDENTS WITH DISABILITIES

Purpose

The Board adopts this policy to define the minimum requirements for screening; educational

evaluations conducted to determine eligibility for special education services, instructional levels and

programming requirements for students with disabilities, including functional behavioral

assessments; and requirements for independent educational evaluations.

The Board shall adopt a system of screening that may include early intervening services and must be

designed to accomplish identification and initial screening for students prior to district referral for a

special education evaluation. The system shall provide support to staff to improve working

effectively with students in the general education curriculum, identify students who may require

special education services and programs, and must include hearing and vision screening and

20

screening at reasonable intervals to determine whether students are performing at grade

appropriate levels in core academic subjects.

Early intervening services shall comply with the requirements of state and federal law and

regulations in order to address academic concerns or behaviors that may be impeding success, but

which can be resolved through research-based intervention programs in the regular education

setting.

The Board authorizes the use of functional behavioral assessments (FBAs) as an evaluation to gather

information to understand the purpose of the student’s behaviors and to assist with developing a

positive Behavior Support Plan. FBAs must be conducted when:

1. A student’s behavior interferes with his/her learning or the learning of others and information is

necessary to provide appropriate educational programming.

2. A student’s behavior violates the Code of Student Conduct and is determined to be a

manifestation of a student’s disability.

3. A student is placed in an interim alternative educational placement for a qualifying reason

permitting such placement for up to forty-five (45) school days for certain offenses.

4. The school contacts law enforcement regarding a student who already has a positive Behavior

Support Plan.

FBAs may also constitute part of the initial evaluation to determine eligibility for special education.

The district shall comply with requirements of state and federal laws and regulations when

conducting evaluations.

An appropriate evaluation of a student, whether conducted by district staff or individuals not

employed by the district, shall consist of the administration of all testing and the use of all

assessment procedures required to determine the existence of all legally defined disabilities

reasonably suspected by district staff, parents/guardians, or the evaluator. An appropriate

evaluation shall assist in determining the content of the IEP to enable a student with a disability to

be involved in and progress in the general curriculum.

A student shall be assessed in all areas related to the suspected disability including, as appropriate,

health, vision, hearing, social and emotional status, general intelligence, academic performance,

communicative status and motor abilities.

A re-evaluation of a student who currently has an IEP shall be conducted as required by state and

federal law and regulations.

21

Guidelines

Parent/Guardian Requests

Parents/Guardians may request an evaluation at any time. The parent/guardian request must be in

writing. If a request is made orally to any professional employee or administrator, that individual

shall provide a copy of the permission to evaluate form to the parents/guardians within ten (10)

calendar days of the oral request.

The evaluation shall be completed and a copy of the evaluation report presented to

parents/guardians no later than sixty (60) calendar days after receipt of written parent/guardian

consent for an evaluation, exclusive of the period following the last day of the spring school term to

the first day of the subsequent fall term.

Appropriate Evaluations

An appropriate evaluation shall use a variety of assessment tools and strategies to gather relevant

functional, developmental and academic information about a student.

An appropriate evaluation shall include:

1. Testing and assessment techniques required in light of information currently available from

previous evaluations.

2. Information from parents/guardians and school staff familiar with the performance of the

student.

3. The student’s education records.

The evaluator shall review all such sources of information prior to conducting testing and

assessment. The evaluator shall review assessments conducted by others that indicate how the

student is responding to early intervening services and scientific research-based instruction and/or

include such assessments as part of his/her evaluation.

To the extent that the results of such instructional assessments are inconsistent with the results of

norm or criterion-referenced testing and assessments that the evaluator has administered, the

evaluator shall explain the reason for the inconsistency in his/her report, if possible.

When assessing the presence of a specific learning disability, the evaluation shall be consistent with

procedures adopted by the district and comply with state and federal law and regulations.

Testing and assessment procedures shall be selected and administered to yield valid measurement

or assessment of the construct or quality they purport to measure or assess. The evaluator shall

22

administer any testing or assessment procedures in a manner consistent with the requirements and

recommendations of the publisher of the test or procedure and in compliance with applicable and

authoritatively recognized professional principles and ethical tenets. S/He shall report any factor

that might affect the validity of any results obtained.

All assessments and evaluation materials shall be selected and administered so as not to be

discriminatory on a racial or cultural basis. Where feasible, assessments and evaluations shall be

administered in a language and form most likely to provide accurate information about the student.

The evaluation shall include an observation of the student in an educational setting, unless the

student is not currently in such a setting. The evaluator shall obtain information concerning the

performance of the student directly from at least one (1) current teacher of the student, unless s/he

does not have a current teacher.

The evaluator shall hold an active certification that qualifies the evaluator to conduct that type of

evaluation. If certification is not issued for the particular area of professional practice in which the

evaluator is lawfully engaged, the evaluator shall hold such license or other credentials as required

for the area of professional practice under state law.

The evaluator shall prepare and sign a full report of the evaluation containing:

1. Clear explanation of the testing and assessment results.

2. Complete summary of all test scores, including, for all standardized testing administered, all

applicable full scale or battery scores; domain or composite scores; and subtest scores reported in

standard, scaled, or T-score format.

3. Complete summary of all information obtained or reviewed from sources other than testing

conducted by the evaluator.

4. Identification of all special education and related services needs and relevant information that

directly assists persons in determining the educational needs of the student.

5. Specific, individualized recommendations for consideration by the IEP team for educational

programming and placement to enable the student to participate as appropriate in the general

education curriculum in the least restrictive environment, as defined by federal and state law and

regulations.

Re-Evaluations

Re-evaluations shall be conducted within the timeframes required by state and federal laws and

regulations unless the parent/guardian and the district agree in writing that a re-evaluation is

unnecessary. The group of qualified professionals that reviews the evaluation materials to

23

determine whether the child is a student with a disability shall include a certified school

psychologist when evaluating a student for autism, emotional disturbance, mental retardation,

multiple disabilities, other health impairment, specific learning disability and traumatic brain injury.

Copies of the re-evaluation report shall be disseminated to parents/guardians at least ten (10) days

prior to the meeting of the IEP team unless this requirement is waived in writing.

Independent Educational Evaluations

A parent/guardian who disagrees with the results or content of an evaluation performed or obtained

by the district may request an independent educational evaluation at district expense. A

parent/guardian is entitled to only one (1) independent educational evaluation at public expense

each time the district conducts an evaluation with which the parent/guardian disagrees. The

independent educational evaluation must arise from parents’/guardians’ disagreement with the

district’s most recent evaluations or re-evaluations of the student. The district shall be entitled to a

copy of all results of independent educational evaluations conducted at public expense. If an oral

request for an independent educational evaluation is made to a professional employee or

administrator, that person shall inform the parent/guardian that the request must be in writing. If

the native language of the parent/guardian is other than English, the requirement that the

parent/guardian make his/her request in writing shall be conveyed by whatever means practicable

and, where feasible, in the native language of the parent/guardian.

A written request for an independent educational evaluation at district expense shall be immediately

forwarded to the Director of Special Education, who may, upon receipt of the written

parent/guardian request, ask that the parent/guardian state his/her reasons for disagreement with

the evaluation conducted or proposed by the district. The district cannot require the

parent/guardian to do so, and the refusal of the parent/guardian shall not delay the process

required by this policy.

The criteria under which the independent educational evaluation at public expense is obtained must

be the same as the criteria used by the district in conducting an appropriate evaluation, including the

location of the evaluation and the qualifications of the examiner, to the extent those criteria are

consistent with the parent’s/guardian’s right to an independent educational evaluation at public

expense. The qualified examiners who conduct the independent educational evaluation may not be

employed by the public agency responsible for the education of the student.

Within ten (10) school days of receipt of a request for an independent educational evaluation in

writing from a parent/guardian, the Director of Special Education shall either initiate a due process

hearing to show that the district’s evaluation is appropriate and notify the parent/guardian in

writing that s/he has done so or issue to the parent/guardian correspondence containing:

1. Assurance that the district will pay for an independent educational evaluation as long as the

evaluation meets all of the requirements of an appropriate evaluation and is in compliance with this

24

policy.

2. Statement that the district will not pay for the evaluation until it receives directly from the

evaluator a complete copy of a report of that evaluation and determines that the evaluation is in

compliance with this policy.

3. Request that the parents/guardians consider accessing reimbursement for all or part of the

evaluation from public or private sources of insurance or reimbursement, together with a clear

assurance that the parent/guardian is not required to do so and that the district will pay any cost not

covered by such sources.

4. Directions that the parent/guardian is responsible for arranging for the evaluation and ensuring

that the evaluator contacts the Director of Special Education to arrange for payment of the

evaluation.

Upon request, the district shall provide to parents/guardians information about where an

independent educational evaluation may be obtained.

If the evaluation has already been conducted and paid for, the district shall issue correspondence

advising the parent/guardian that the district will not reimburse the parent/guardian for the

evaluation until it receives a complete and unredacted copy of the report of the evaluation and

determines that the evaluation is in compliance with this policy. The district shall require

documentation substantiating that the parents/guardians paid for or incurred the obligation to pay

for the evaluation without reimbursement from a public or private source of insurance or

reimbursement.

The Director of Special Education shall send the correspondence to the parent/guardian by certified

mail or by other independently verifiable means of conveyance and enclose a copy of this policy.

The Director of Special Education shall maintain a list of qualified independent evaluators in each of

the various disciplines commonly relied upon to provide education-related evaluations and

assessments and shall promptly make that list available to any parent/guardian who requests it.

References:

State Board of Education Regulations – 22 PA Code Sec. 14.122, 14.123, 14.124,14.125, 14.133

Individuals With Disabilities Education Act – 20 U.S.C. Sec. 1400 et seq. Individuals With Disabilities

Education, Title 34, Code of Federal Regulations – 34 CFR Part 300

Board Policy – 113, 113.1, 113.2, 209

Intensive Interagency/Ensuring FAPE/Hard to Place Students

25

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 GASD has not had difficulty ensuring FAPE for an individual student or particular disability

category. If difficulties were identified, the GASD would consult with the MIU 4, PATTAN – Western

Region, and/or contact the PDE – Bureau of Special Education’s Special Point of Contact.

Students receiving Homebound Instruction are monitored. Work assignments and instruction are

provided by district personnel. There are no students receiving Instruction in the Home services.

The GASD has participated in interagency approach trainings offered during the Special Ed. Contact

meetings at the MIU 4. Several agencies (mental health, disability specific {Tourette Syndrome,

Autism, MDA, MCAR}, Children & Youth services, Juvenile Probation, Office of Vocational

Rehabilitation) provide resources and consultations enabling the GASD to provide a comprehensive

educational program for students. Agency personnel are welcomed to student specific meetings

ensuring a collaborative, integrated approach is utilized. School personnel complete requested

student input documents in a timely manner and participate in interagency meetings. Student

service systems are frequently in the GASD buildings providing direct service to students. Parental

permissions are obtained when needed. Positive working relationships exist with outside agency

service providers. There are no unmet needs at this time.

26

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

Keystone Adolescent Center

Nonresident Male residents court-ordered to the Keystone Adolescent Center may attend

5

27

Greenville Area School District or the Keystone Education Center Charter School.

Keystone Female Shelter

Nonresident Female residents who are permitted to attend public school are enrolled and attend the Greenville Area School District.

2

Least Restrictive Environment Facilities There are no facilities.

Special Education Program Profile Program Position #1

Operator: School District

PROGRAM DETAILS

Type: Class

Implementation Date: March 10, 2015

Reason for the proposed change: The needs of the students had changed.

PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

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

Learning Support 5 to 7 2 0.5

Justification: The needs of the children have changed resulting in needed update to this roster.

Locations:

Greenville Elementary School An Elementary School Building

A building in which General Education programs are operated


Itinerant Learning Support 5 to 7 5 0.5

Justification: The needs of the children have changed resulting in needed update to this roster.

Locations:

Greenville Elementary School

An Elementary School Building


Program Position #2

Operator: School District PROGRAM DETAILS

Type: Class Implementation Date: March 10, 2015

28

Reason for the proposed change: Needs of the students had changed. More inclusive programming.

PROGRAM SEGMENTS



Autistic Support 5 to 10 1 0.25

Justification: This is a kindergarten through fifth grade building. Needs of the students have changed. Verbal Behavior is implemented. Increased inclusive opportunities are also provided.

Locations:




Full-Time Special Education Class


Justification: The needs of the students have changed. Each students receives individualized instruction.

Locations:






Life Skills Support 5 to 10 1 0.25

Justification: The needs of the students have changed. Instruction is individualized.

Locations:






Justification: Needs of the students have changed. Instruction is individualized.

Locations:




Program Position #3


Type: Class Implementation Date: August 29, 2017 Reason for the proposed change: This is an update to the roster for the Special Ed. Plan update.

PROGRAM SEGMENTS


Itinerant Speech and Language Support

5 to 10 14 0.5

Justification: Students are served in 1:1 or small groups that do not exceed the age range variance.

Locations:

29






12 to 21 3 0.5

Justification: Students are provided services in a 1:1 or small group setting in which the age range variance is not violated.

Locations:

Greenville High School

A Junior/Senior High School Building


Program Position #4


Type: Class Implementation Date: March 10, 2015 Reason for the proposed change: This has been updated for the Special Ed. Plan.

PROGRAM SEGMENTS



5 to 12 21 1

Justification: Students are provided services in a 1:1 or small group setting

Locations:




Program Position #5


Type: Class Implementation Date: March 24, 2019 Reason for the proposed change: Hempfield Elementary and East Elementary consolidated. This room location was approved by Nancy Stanley but not updated until now. Present Class Location: New section of the building addition. Proposed Class Location: Room 202 Length of time class has been in present location: 7 months

PROGRAM SEGMENTS



Justification: We have third and fourth graders within this range.

Locations:







30


Locations:



Program Position #5



PROGRAM SEGMENTS




Locations:








Locations:

East Elementary An Elementary School Building


Program Position #5



PROGRAM SEGMENTS




Locations:

Greenville An Elementary School A building in which General Education

31

Elementary School Building programs are operated





Locations:

East Elementary An Elementary School Building


Program Position #6


Type: Class Implementation Date: March 24, 2019 Reason for the proposed change: The room change occurred because of the consolidation of Hempfield Elementary & East Elementary. Nancy Stanley had approved the location, but it is just being recorded now. Present Class Location: New section of the building addition. Proposed Class Location: Room 207 Length of time class has been in present location: 7 months

PROGRAM SEGMENTS



Locations:







Locations:



Program Position #7


Type: Class Implementation Date: August 29, 2017 Reason for the proposed change: Updated the caseload size.

PROGRAM SEGMENTS



Locations:




32




Locations:



Program Position #8


Type: Class Implementation Date: March 10, 2015 Reason for the proposed change: Needs of the population changed and the consolidation of Hempfield Elementary and East Elementary Schools

PROGRAM SEGMENTS




Justification: Instruction is individualized. The six students are supported by their special education teacher, an instructional aide, and their regular education teachers.

Locations:








Justification: Instruction is individualized. The six students are supported by their special ed. teacher, an instructional aide, and their regular ed. teachers.

Locations:




Itinerant Autistic Support 8 to 13 2 0.2

Justification: Instruction is individualized. Six students are supported by a special ed. teacher, instructional aide, and their regular ed. teachers.

Locations:




Program Position #9


Type: Class Implementation Date: August 29, 2017 Reason for the proposed change: Caseload reflects the current roster numbers.

PROGRAM SEGMENTS

33



5 to 10 13 1

Justification: Students are seen individually or in small groups.

Locations:




Program Position #10


Type: Class Implementation Date: August 24, 2015 Reason for the proposed change: The classroom is being relocated just down the hall to accommodate a co-teaching ELA model to be implemented for our junior high students. Present Class Location: Room 110 Proposed Class Location: Room 120 Length of time class has been in present location: several years

PROGRAM SEGMENTS



Locations:







Locations:

Greenville High School A Junior/Senior High School Building




Type: Class Implementation Date: March 10, 2015 Reason for the proposed change: Caseloads were updated.

PROGRAM SEGMENTS



Locations:

Greenville Jr. Sr. High School






34

Locations:

Greenville Jr. Sr. High School A Junior/Senior High School Building





PROGRAM SEGMENTS



Justification: The caseload has the ninth and twelfth grade students who are receiving Learning Support services.

Locations:







Justification: This caseload has the ninth and twelfth graders who receive Learning Support services.

Locations:






PROGRAM SEGMENTS



Justification: This roster includes students in grades 9 through 12.

Locations:







Justification: This roster includes students in grades 9 through 12.

Locations:


A building in which General Education programs are

35

operated



Type: Class Implementation Date: March 10, 2015 Reason for the proposed change: We have no students in need of itinerant Life Skills Support.

PROGRAM SEGMENTS




Justification:

Locations:






Locations:





Type: Class Implementation Date: August 29, 2017 Reason for the proposed change: Update is provided.

PROGRAM SEGMENTS


Itinerant Emotional Support 12 to 21 5 0.2

Justification: The students are provided 1:1 or in a small group instruction.

Locations:






Emotional Support 12 to 21 9 0.6

Justification: The students are provided small group or 1:1 instruction.

Locations:



36




Justification: Students are provided small group or 1:1 instruction.

Locations:





Type: ClassandPosition Implementation Date: January 6, 2014 Reason for the proposed change: The needs of the students have changed. There have been increased opportunities for inclusion with peers.

PROGRAM SEGMENTS




Justification: This program meets the individual needs of four students and is staffed with a full-time teacher and two full-time aides.

Locations:

Greenville Area School District






Justification: This program provides individualized instruction for four students. It is staffed with a full-time teacher and two-full time aides.

Locations:





Type: Position Implementation Date: March 24, 2019 Reason for the proposed change: The regular education classroom were moved and this room was moved to be nearby. Present Class Location: Room 410 Proposed Class Location: a room previously used for several years for special education services Length of time class has been in present location: 7 months - relocation because of the consolidation and relocation of regular ed. classrooms

PROGRAM SEGMENTS



37

Locations:

Hempfield Elementary






Locations:





Type: Class Implementation Date: March 24, 2019 Reason for the proposed change: Consolidation of Hempfield Elementary and East Elementary; anticipated increasing growth in student numbers in need of Emotional Support Services. Present Class Location: This was a new classroom because we anticipated a growth in our K - 3 Emotional Support student population. Proposed Class Location: Room 502 Length of time class has been in present location: This had been a kindergarten classroom. Nancy Stanley provided approval but the identification on the Program Profile is now made.

PROGRAM SEGMENTS


Itinerant Autistic Support 5 to 8 2 0.2

Justification: This teacher's roster serves students in grades K, 1,2, and 3. Small group and 1:1 instruction are provided.

Locations:







Justification: This teacher's roster serves students in grades K, 1,2, and 3. Small group and 1:1 instruction are provided.

Locations:





Locations:




38




Locations:




Operator: Intermediate Unit PROGRAM DETAILS

Type: Position Implementation Date: August 28, 2014

PROGRAM SEGMENTS


Itinerant Deaf and Hearing Impaired Support

9 to 11 2 0.06

Justification: .10

Locations:

Hempfield Elementary





Type: ClassandPosition Implementation Date: September 19, 2017

PROGRAM SEGMENTS



Locations:







Locations:




Operator: Intermediate Unit PROGRAM DETAILS

Type: Position Implementation Date: March 20, 2019 Justification: Compliance for proximity to home, classroom design (for instruction), classroom accessibility, classroom location, classroom size was marked as inappropriate.

39

Explain any unchecked boxes for facilities questions: The Vision Teacher meets with the student in a conference room. We have one student with a visual impairment including blindness. His family recently moved into the district.

PROGRAM SEGMENTS


Itinerant Blind or Visually Impaired Support

7 to 7 1 0.1

Locations:




Special Education Support Services

Support Service Location Teacher FTE

Special Education Supervisor Greenville High School, Greenville Elementary School

1

School Psychologist Greenville High School, Greenville Elementary School

1

Instructional Aide Greenville Elementary School 1






Instructional Aide Greenville High School 1






Instructional Aide Greenvillle High School 1





Special Education Secretary Greenville High School 1

Audiological Services Greenville Elementary School 0


40

Special Education Contracted Services

Special Education Contracted Services

Operator Amt of Time per Week

Occupational Therapy Intermediate Unit 7 Hours

Physical Therapy Intermediate Unit 0.5 Days

41

District Level Plan

Special Education Personnel Development

Autism Description The GASD is successfully implementing the Verbal Behavior programming and

TEACCH programming at Greenville High School. The programs are

continuously monitored. The teachers, instructional assistants, and support

staff are provided training to meet the needs of students with complex

behavioral, communication, social, and educational needs. Staffing,

professional development, and resource needs are reviewed routinely.

One of the greatest challenges with implementing these programs can be the

student demonstrating aggressive behaviors. When needed, the GASD has

requested the assistance of the MIU 4's Behavior Specialist TaC for the

completion of Complex Functional Behavioral Assessments. Parents have been

satisfied with this programming, and we hope to continue to demonstrate its'

value.

Staff turn-over and the need for consistency in program delivery make these

programs high management proirities.

As Early Intervention students enter school-based services, we have a

responsiblity to share with parents the benefits of remaining in-district to

receive the Verbal Behavior programming.

Person Responsible Director of Special Education

Start Date 7/1/2019

End Date 7/30/2022

Program Area(s) Professional Education, Special Education

Professional Development Details

Hours Per

Session

1.0

# of Sessions 4

# of Participants

Per Session

25

Provider PaTTAN, MIU 4 Consultant, or District Staff

Provider Type School Entity

PDE Approved Yes

42

Knowledge Gain

Research & Best

Practices Base

Resources from MIU 4, PATTAN, and the PDE - BSE will be utilized. Training topics will

include Verbal Behavior, School-wide Positive Behavior Support, and the benefit of

education along side their peers.

For classroom

teachers, school

counselors and

education

specialists

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

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

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

Empowers educators to work effectively with parents and community partners.

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

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

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

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

Instructs the leader in managing resources for effective results.

Training Format Series of Workshops

Department Focused Presentation

Professional Learning Communities

Participant Roles

Classroom teachers

Principals / Asst. Principals

Supt / Ast Supts / CEO / Ex Dir

School counselors

Paraprofessional

New Staff Other educational specialists

Related Service Personnel

Parents

43

Grade Levels Elementary - Primary (preK - grade 1)

Elementary - Intermediate (grades 2-5)

Middle (grades 6-8)

High (grades 9-12)

Follow-up Activities

Joint planning period activities

Increased time in general education setting having meaningful participation

Evaluation Methods

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

Portfolio

Behavior Support Description A GASD faculty is certified in CPI and will provide this training to all Special

Education Department staff. Administrators will also invite general ed. staff.

This will be a 1 1/2 day training to fully cover de-escalation strategies.

Greenville Elementary School is completing its' third year of School-wide

Positive Behavior Support in grades K - 6. The analysis of SWIS data enables

administrators and faculty to focus on targeted areas. With upcoming staff

retirements, the administrators may need to train additional members for its'

core team.

Person Responsible Principals and Director of Special Education

Start Date 7/1/2019

End Date 6/30/2022



Hours Per Session 12.0

# of Sessions 2

# of Participants Per Session 50

Provider Heidi Smith, ES Teacher


PDE Approved Yes

Knowledge Gain This is an optional narrative for Special Education.

44

Research & Best Practices

Base

SWPBS is a PDE evidence-based initiative.

For classroom teachers,

school counselors and

education specialists










Training Format LEA Whole Group Presentation



Participant Roles Classroom teachers


School counselors

Paraprofessional New Staff

Other educational specialists



Elementary - Intermediate (grades 2-5)

Middle (grades 6-8)

45

High (grades 9-12)

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

ongoing data review

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

Portfolio

End-of-the-year Data Review

Paraprofessional Description Paraprofessionals will receive the mandated 20 hours of professional

development per year.


Start Date 7/1/2019

End Date 6/30/2022




# of Sessions 10


Provider PaTTAN, MIU 4 or District Staff


PDE Approved Yes



Base

This is an optional narrative for Special Education.





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

46

students.






Live Webinar


Participant Roles Paraprofessional


Elementary - Intermediate (grades 2-5) Middle (grades 6-8)

High (grades 9-12)

Follow-up Activities Peer-to-peer lesson discussion

Journaling and reflecting

Observation

Evaluation Methods Participant survey Review of written reports summarizing instructional activity

Book Study

Reading Description Students are demonstrating success learning to read using the Sonday Reading

Systems when provided this instruction with fidelity. Decoding and encoding

skills are improving. This program will be expanded to Greenville High School

in the 2019/2020 school year. However, those students receiving Wilson

Reading will continue in that program. In 2019/2020, the Special Ed.

Department will pilot Read Naturally Live to improve upon reading fluency,

47

phonics, comprehension, and vocabulary upon passage of the 2019 school

burdget.


Start Date 7/1/2019

End Date 6/30/2022

Program Area(s) Special Education, Educational Technology



# of Sessions 3


Provider PaTTAN and MIU 4

Provider Type For Profit Company

PDE Approved Yes

Knowledge Gain Read Naturally is an evidence-based program.


Base

Children learn to read, spell, write, and comprehend through a series of

stages. Read Naturally Live provides the additional opportunities for

practicing these critical skills.













48

Training Format Live Webinar

Online-Asynchronous




School counselors

Paraprofessional New Staff


Grade Levels Elementary - Primary (preK - grade 1) Elementary - Intermediate (grades 2-5)

Middle (grades 6-8)


Analysis of student work, with administrator and/or peers

Creating lessons to meet varied student learning styles

Peer-to-peer lesson discussion

Review of progress monitoring data each student earns

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

Student PSSA data

Classroom student assessment data

Review of written reports summarizing instructional activity

Transition Description The Greenville Area School District will follow the A-TSI Improvement Plan

drafted by the Steering Committee due to PDE by June 30, 2019.


Start Date 7/1/2019

End Date 6/30/2022

49

Program Area(s) Special Education



# of Sessions 4


Provider MIU 4

Provider Type IU

PDE Approved Yes



Base

GASD is a mandated participant in the A-TSI process to improve outcomes

for students receiving special education services at Greenville High

School.














School Whole Group Presentation



50

Offsite Conferences




School counselors

Paraprofessional

New Staff

Other educational specialists Related Service Personnel

Parents

Grade Levels Middle (grades 6-8)

High (grades 9-12)


Analysis of student work, with administrator and/or peers

Peer-to-peer lesson discussion

Joint planning period activities

Evaluation Methods Participant survey

Student growth

51

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

52

No signature has been provided

Superintendent/Chief Executive Officer

greenville area sd - pc\|mac

Documents