Tredyffrin/Easttown School District BOARD EDUCATION COMMITTEE

April 16, 2020 7:00 pm Virtual

Agenda

I. Approval of March 11, 2020 Minutes

II. Special Education Update

III. PEG Update

IV. Other

V. Public Comment

Future Meeting Date: May 14, 2020

Board Education Committee Goals 1. Review the recommended administrative changes to the academic program that have impact on curriculum or

budget and communicate recommendations to the full Board. 2. Review all enrollment and staffing numbers and projections for the year to determine the extent to which

educational needs are addressed. 3. Review student assessment results. 4. Recommend informational education presentations to include in the monthly Board meetings as priority

discussions. 5. Receive administrative recommendation for school calendar and make recommendation to the full Board. 6. Review current programming to determine alignment with federal and state mandates including Keystone

Exams content and implementation. 7. Make recommendations to Board committees to communicate appropriate educational positions to legislators. 8. Review current programming at the middle school level.

DRAFT PENDING COMMITTEE APPROVAL

BOARD EDUCATION COMMITTEE MEETING MINUTES

March 11, 2020

Tredyffrin/Easttown Administrative Offices

7:00 p.m.

Attending all or part of the meeting:

Board Committee Members: Tina Whitlow (chair), Kyle Boyer, Scott Dorsey, Stacy

Stone

Other Board Members: Michele Burger, Mary Garrett Itin, Roberta Hotinski, Todd

Kantorczyk, Sue Tiede

TE School District Representatives: Wendy Towle (Administrative Liaison), Richard

Gusick, Horace Rooney, Chris Groppe

Community Members: Jeremy Hampton, Ali Brazunas, Nancy Coradi, Michael Coradi,

Ghada Bistanji, Wendy Brooks, Jill Semmer, Arlene Talley, Heather McConnell, Sophia

Pan, Jian Zhou, Haixiao Chieu, Yeng Zhan, Deana Wang, Jamie Lynch, Nicole Scherer,

Bo Zhang, Liliane Man, Bob Desipio, Talath Nasreen, Kate Murphy, Beth Guistwhite,

Ellen Turk, Amy Alvarez, Kristen Duffy

The meeting was called to order at 7:00 p.m.

Public Comment:

Haixiao Chieu commented on the DRAFT TESD Pandemic Plan.

Kate Murphy commented on the DRAFT TESD Pandemic Plan.

Jill Semmer commented on the DRAFT TESD Pandemic Plan.

Yeng Zhan commented on the DRAFT TESD Pandemic Plan.

Heather McConnell commented on the DRAFT TESD Pandemic Plan.

Wendy Brooks commented on the DRAFT TESD Pandemic Plan.

Deana Wang commented on the DRAFT TESD Pandemic Plan.

Sophia Pan commented on the DRAFT TESD Pandemic Plan.

Jamie Lynch commented on the Proposed Change to Kindergarten Specials Schedule.

Wendy Brooks commented on the Proposed Change to Kindergarten Specials Schedule.

Approval of Minutes:

The February 13, 2020 minutes were approved.

Committee Discussion and Recommendations:

The Committee discussed the DRAFT TESD Pandemic Plan.

Dr. Gusick began the meeting with a report regarding the Pandemic Plan to address COVID-19.

He stated the authorities that were contacted to provide essential information towards the

formulation of the plan and discussed further details explaining the process as well as the

individuals involved in developing the plan. He emphasized that the Chester County Health

Department had, at that time, not recommended that T/E schools close, and had communicated 1

that stance with a statement on their website. He also outlined different aspects of the plan that

included what to do in the event that a student visits a “level 3” country. Later, Dr. Gusick

described the concept of deep cleaning and how the District was implementing that task to effect.

Next, Dr. Gusick discussed the current “level” of the District as it pertained to the Pandemic

Plan. At this time, he explained that the District was in the “Limiting and Postponing” phase. He

also explored various scenarios that would be flexibly addressed, including sports, District travel,

and career week. He noted that decisions would be made based on the level of risk a given event

would present. The Committee inquired if the cleaning/custodial staff had been provided with the

necessary resources to effectively clean and maintain the facilities. Additionally, they inquired

about the District’s ability to deep clean various buildings as well as implement statewide

assessments. Moreover, they discussed the District’s communication processes and how

information will be displayed on the web page. Members suggested that information be placed

on each individual school’s home page and/or be clearly displayed on the main District web

page. They also lauded the efforts of teachers and administrators in dealing with this issue and

inquired about the input of PIAA officials. Dr. Gusick discussed various ideas including holding

sports events that would not include attendance by the public to decrease health risks.

Afterwards, Dr. Gusick shared information regarding school closings. His report included

scenarios to prepare for one or more school closing days. He also discussed Act 80 days that

could count as school days. Dr. Gusick explained a framework of how Distance Learning would

be implemented on a day-to-day basis, including the timeframe for learning activities, as well as

the means to take attendance. Lastly, other topics were considered such as addressing the needs

of students with IEPs, parent access to technology, differentiation of assignments, Spring Break

days, the dispensation of food to families in need, transportation, community outreach, student

absenteeism, and overcoming barriers. At the completion of the discussion, the Committee

recommended that an emergency inservice day be installed on Monday, March 16 to implement

the training sessions and develop the strategies associated with Distance Learning.

The Committee discussed the Proposed Change to Kindergarten Specials Schedule.

Dr. Towle reported on the need to change aspects of the Kindergarten specials area program.

These factors included increased enrollment and increased demand for space within classrooms.

She specified concerns associated with the schedules of the media specialists, as well as the fact

that there are four art teachers in five buildings, which limits flexibility. Given that there will be

a need to increase the elementary special area staffing by one FTE to accommodate the increased

enrollment, she proposed hiring an additional art teacher, increasing the number of kindergarten

art classes to 2 per cycle and decreasing the number of kindergarten library classes to 1 per cycle.

These adjustments would allow for greater flexibility in the overall scheduling of special classes

and would simultaneously negate the need for certain media specialists to leave their buildings

and teach classes in other schools, giving them increased access to the students in their own

schools. Dr. Towle shared that this proposed change was discussed with the Elementary

Principals, Art Teachers and Media Specialists, all of whom supported the plan. When concerns

were shared regarding the decrease in the students’ exposure to literature, Dr. Towle noted that

various aspects of art classes included opportunities for literacy connections. At the conclusion

of the report the Committee recommended that the proposed change be implemented.

The meeting was adjourned at 10:00 p.m.

Future Meeting Dates: April 16, 2020; May 14, 2020

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T/E Student Services 

Education Committee 

April 16, 2020

Individualized Student Services

We serve students

Pre‐referral Interventions

Special Education (K‐21) ‐‐

Health & Medical Services

Homebound, Home Schooling

Mental Health Specialists

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Pre‐referral interventions

Collaboration with regular education staff

Student Intervention Teams (SIT) in the elementary schools.

Services provided by reading specialists, math specialists, guidance counselors, and behavior specialists. 

Multi‐tiered intervention teachers at the secondary level

CARE team/Student Assistance Program at secondary level to provide supports to students regarding mental health, drug & alcohol use

Students receiving MIT support 

Referred to MIT Continuing in MIT Exited from MIT IEP qualified

17‐18 18‐19 19‐20 17‐18 18‐19 19‐20 17‐18 18‐19 19‐20 17‐18 18‐19 19‐20

Middle School

107 126 100 45 71 66 32 32 22 22 23 12

High School

160 129 119 66 64 53 51 41 40 38 24 16

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If pre‐referral intervention is not sufficient

Identifying a Need:    

Team or parent identify a concern or share a diagnosis

Pre‐referral interventions

Permission for assessment through the PWN (Prior Written Notice)

Formal assessment 

Multidisciplinary evaluation to determine special education eligibility

The IEP is developed with the family

Individualized Education Program

Strengths, Needs, Goals, Specially Designed Instruction, Placement

NOREP provided to family to obtain consent to the proposed IEP

Cannot begin services without signed consent.

If the IEP is declined, the previous IEP stays in effect until the conflict is resolved.

Annual IEP review, Re‐Evaluations, Progress Monitoring

Meet with the IEP team at least once annually to review progress and update the IEP

You can also request an IEP meeting at any time throughout the school year if you feel there is an issue that must be resolved by the IEP team.

Re‐Evaluations occur every three (3) years,; every two (2) years for a student with an Intellectual Disability

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504 Accommodation 

plans 

• For students with a disability who need accommodationsto access the general education setting.

• School counselors and school nurses are case managers.

• Examples:

• Student with ADHD and requires seating away fromdistractions, testing accommodations such as a smallgroup and extended time.

• Student with a physical disability and requiresphysical therapy, occupational therapy, and increasedsupervision getting on and off the bus and on theplayground.

• Student with a life‐threatening allergy who requires ahealth plan incorporated into their plan.

• Approximately 110 students have active 504plans within T/E

Nursing services

• State mandate requires a Certified School Nurse for every 1500 students,and includes serving private schools within our boundaries that requestthis service.

• We have a combination of Certified School Nurses and Health Roomnurses so that student medical needs are supported during the schoolday.

• Nursing support on field trips continues to be a need that is impactingour use of contracted agency providers for this service.

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Mental Health Specialists

• Services provided:• Consultation with school staff regarding studentissues.

• Provide counseling to identified students, bothlong term and short term

• Conduct clinical interviews of students who maybe in danger of harming themselves or others

• Assist with transition of students to/fromoutside health facilities.

• Facilitate family access of community basedmental health resources.

• Participate on school‐based pre‐referralintervention teams such as CARE.

• Support when making CYF referrals.• 4.0 District staff are supplemented bycontracted provider

2017‐18 2018‐19(end of year)

2019‐20(as of March)

Counseling ServiceK‐8CHS

3529

4145

4235

Clinical InterviewsK‐8CHS

5085

103129

103118

SAIPK‐8CHS

632

1212

911

Hospitalization PlacementsK‐8CHS (not collected) 17

572165

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Special Education 

• For students with disabilities who requirespecially designed instruction

• Our obligation is to provide FAPE (FreeAppropriate Public Education) in the LeastRestrictive Environment.

• Approximately 15% of T/E students have anIEP. This aligns with state and nationalaverages.

• Approximately 75% of students with IEPs areeducated in the regular education environmentfor 80% or more of their school day. This ishigher than state and national averages.

• The process is highly regulated and designed toprotect the rights of the person with a disability.

IDEA and CHAPTER 14

IDEA

PA Chapter 14 

TESD Policies and Procedures

Federal RegulationsEnsures all children with a disability have a FAPE and that the rights of these children and their families are protected

State RegulationsIn PA School Code, articulates the school district’s responsibility to provide a FAPE for students with disabilities. Includes regulations that are specific to Pennsylvania…above and beyond IDEA

Local ProceduresThe District’s responsibility and commitment to meet the individual needs of all students…above and beyond IDEA and Chapter 14 

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Special education students

968 975953 1008 978 982 1022 1043 1137

1174

0

200

400

600

800

1000

1200

1400

IEPs

Number of students with IEPs

2010‐11 2011‐12 2012‐13 2013‐14 2014‐15 2015‐16 2016‐17 2017‐18 2018‐19 2019‐20

Percentage (and Number) of Special Education Students Within Each Disability Category 2019‐20 

* Other – Deaf/Blind; Hearing Impairment; Multiple Disabilities; Orthopedic Impairment; Traumatic Brain Injury.

Autism12% (145 students, ‐5 from 18‐19)

Emotional Disturbance10% (121 students, +5 from 18‐19)

Intellectual Disability3% (34 students, +4 from 18‐19)

**Other Health Impairment29% (344 students, +7 from 18‐19)

Specific Learning Disability31% (358 students, +31 from 18‐19)

Speech or Language Impairment13% (147 students, ‐2 from 18‐19)

*Other2% (27 students, +4 from 18‐19)

** Other health impairment is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome; and adversely affects a child’s educational performance.

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Caseload limits

• All students with an IEP must have a case manager. The size of the caseload is limited by state mandates.  This is not the same as class size.

• Level of support refers to amount of time in special education. 

• Maximum number of students by caseload. 

Itinerant Supplemental Full‐Time 

Autistic Support 12 8 8

Emotional Support 50 20 12

Learning Support 50 20 12

Life Skills Support 20 20 12

Speech & Language Support

65 8

Type of support totals

Type of Support 2017‐18 2018‐19 2019‐20 Change from 18‐19 to 19‐20

Autistic Support 64 75 79 +5

Blind/Visually Impaired Support 2 3 2 ‐1

Deaf/Hearing Impaired Support 5 4 4 0

Emotional Support 170 232 238 +6

Learning Support 637 661 685 +24

Life Skills Support 27 30 32 +2

Multiple Disabilities Support 9 14 13 ‐1

Physical Support 0 0 0 0

Speech & Language Support 108 118 121 ‐3

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Disproportionality update

• For the period 2015‐2018 we were flagged in two areas for African‐American students:identification of Specific Learning Disability, and Total Removals (out of schoolsuspensions). This means our risk ratio exceeded the threshold for three consecutiveyears.

• For the period 2016‐2019 we are no longer flagged in Total Removals, and in warningstatus for SLD identification.

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Disproportionality

• IDEA requires States to collect and examine data todetermine if significant disproportionality based on race andethnicity is occurring within LEAs.  This includes:

• Identification of disabilities• Placement in particular types of settings• Discipline incidents

• Identified using a risk ratio to analyze disparities; states mayuse data from three consecutive years.

• Remedy: • Review, and if appropriate, revise policies, proceduresand practices

• Set aside 15% of IDEA flow‐through funds forCoordinated Early Intervening Services ($158,000).These funds are being used for additional behaviorsupport and working with Pacific Education Group.

• Publicly report on the review and revision of thesepolicies, procedures, and practices

Professional Staffing2015‐16 2016‐17 2017‐18 2018‐19 2019‐20 2020‐2021 

(proposed)

Special Education Teachers

Elementary 15 14.5 16 17 19 20

Middle 12.5 13 13 14 15 18

High School 11.5 11.5 12 14 16 16

Speech Therapists 4.0 4.0 4.0 4.0 4.5 5.5

Mental Health Specialists 4.0 4.0 4.0 4.0 4.0 5.0

Certified School Nurses 6.0 6.0 6.0 6.0 6.8 6.8

Health Room Nurses 3.75 3.75 3.75 3.75 3.75 4.75

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Specialized program locations

• Proposed locations in 2020‐2021

• Facilities impact:

• Elementary: identify aclassroom at DevonElementary (pending, basedon pre‐school specialeducation impact)

• Middle school:  AutisticSupport anticipated at TEMS

• High school: no impact

Autistic Support

Emotional Support

Life Skills Support

Elementary Beaumont, Devon, Hillside

New Eagle VF Elementary

Middle School VFMS & TEMS 

TEMS & VFMS 

VFMS

High School CHS CHS CHS

Out of district programming

• IEP teams may recommendprograms not implementedwithin TESD.   The family has toagree to changes in placement.The District is responsible fortransporting the student.

• The average monthly cost forout of district transportation is$155,143.60

Approved Private Schools, Separate Public 

Facility

Alternate Regular Education Setting

Secondary Transition program (18‐21)

TCHS programs 

What are the names of some of 

these schools or progams?

CCIU Child & Career 

Development Center, Vanguard 

School, Timothy School, Elwyn

Gateway, Reach, Teach, 

Lifeworks, Buxmont, Options 

CCIU Aspire, Transitional 

Living Program, 

Project Search

Technical College High School –

Pickering or Brandywine

Current # of TESD 

students

37 22 12 17

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Special Education Students by Cost Range

Range 15‐16 16‐17 17‐18 18‐19Change

(17‐18 to 18‐19)

$1 ‐ $24,999 913 937 1026 1118 +92

$25,000 ‐ $49,999 98 201 194 127 ‐67

$50,000 ‐ $74,999 31 26 51 54 +3

$ 75,000 and above 16 15 36 39 +3

Total students 1058 1179 1307 1338 +31

Educational service 

agreements 

• At times we enter into agreement with a family in which the parents waivetheir rights to the legal protections under IDEA in exchange for tuition reimbursement.  These are only entered into with the recommendation of our solicitor, and with the approval of the School Board.  The cost is often roughly equivalent to the cost of educating the student under their IEP.

Cost Range 18‐19 19‐20

$1 ‐ $24, 999 7 5

$25,000 ‐ $49,999 20 24

$50,000 ‐ $74,999 5 5

$75,000 and higher 3 5

35 39

Number of Students

14

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Conestoga Class of 2019 outcomes

Most frequently occurring colleges

Delaware County Community  13

West Chester University 9

Temple University 7

Penn State (any) 4

Cabrini University 3

University of Pittsburgh 3

Elon University 3

Widener University 2

113 graduates* with an IEP

2 – year college 16

4 – year college 78

Employment 14

Military enlistment 1

Community programs (adult serving agencies such as OVR)

4

*Includes only students taking their diplomas from CHS.  Doesnot include students continuing in 18‐21 services, or those enrolled in Approved Private Schools.

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TESD and Pacific Educational GroupAn Update on Racial Equity Work

Provided to the Education Committee 

April 2020

Introduction

In the spring of 2018, the District began a partnership with Pacific Educational Group (PEG) specifically to enhance the polices and practices around racial equity.

As stated by PEG, the goal is to “engage in sustained partnerships with educational organizations to transform beliefs, behaviors, and results so people of all races can achieve at their highest levels and live their most empowered and powerful lives.”

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Components of the Work

• Beyond Diversity

• District Executive Equity Leadership Team (DELT)

• Leadership for Racial Equity Team (LEADS)

• Site Equity Leadership Teams (E‐Teams)

• PEG Affiliate Practitioners

• Students Organized for Anti‐Racism (SOAR)

Beyond Diversity

• Provides a foundation for all other work

• 2‐day seminar designed to foster thoughtfulexploration of how race influences the cultureand climate of our schools and to practicestrategies for engaging in conversations aroundissues related to race

• Offered August of 2018 and 2019

• Approximately 150 participants to date –faculty, administrators, support staff and SchoolBoard members

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District Executive 

Equity Leadership 

Team (DELT)

• DELT is focused on building executive capacityand accountability for leading andimplementing district equity transformation

• Includes Superintendent, Directors and TeacherAffiliates

• All members participated in Beyond Diversitytraining

• DELT has participated in 8 full day seminars

• Areas of focus have included examination ofpolices and practices, student achievementdata, strategic initiatives

Leadership for Racial Equity Team (LEADS) 

• LEADS is focused on deepening the will, skill,knowledge and capacity of administrators tolead, oversee, and manage the dynamic processof system‐wide racial equity transformation

• Includes Superintendent, Directors, Principalsand Assistant Principals

• All members participated in Beyond Diversitytraining

• LEADS has completed 6 full day seminars

• The LEADS curriculum is designed to assist inreaching the goal of establishing building levelEquity Teams

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Site Equity Leadership Teams (E‐

Teams)

• E‐Teams examine their school’s policies,practices, programs, structures, climate andculture to identify barriers to equity andexcellence and lead systemic change efforts thatresult in high levels of achievement for allstudents.

• Includes Building Administrators and 5‐8Teachers from each building

• All members participated in Beyond Diversitytraining

• E‐teams will complete two sessions of trainingas a group by the end of this year with a goal ofbeginning building‐level implementation

PEG Affiliate Practitioners

• The Affiliate Program is designed to enableparticipants to serve as CourageousConversations About Race Practitioners,Facilitators, and Coaches within their ownschool districts

• A group of seven – 5 teachers and 2administrators – are certified as Affiliates

• Affiliates received 50 hours of additionaltraining and on‐going coaching

• Currently, the Affiliates are engaged in the nextlevel of training with the goal of becomingfacilitators of the Beyond Diversity training inTESD

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Students Organized for Anti‐Racism 

(SOAR)

• SOAR is designed to empower young people of all racesto become catalysts for change through leadership forracial equity.

• Focused currently on Conestoga

• First session took place in Spring 2019 and continuesthrough this school year

• Students were recommended by teachers, counselorsand administrators

• Approximately 50 student members in SOAR –representing many diverse perspectives

• Students receive training in Beyond Diversity that issimilar to what is provided to adults

• Training is provided by PEG consultant

• Intersessions are designed and facilitated by CHS SOARAdvisers

Examples of Additional 

Work

• Affiliates prepared and delivered inservicesessions for those who had participated inBeyond Diversity and for those who had not yethad the chance but had a strong interest inequity

• Ongoing review and revision of ELA and SocialStudies curriculum through the lens of equityand social justice

• Dialogue using the Courageous Conversationsprotocol incorporated into Diversity Committee

• The development of a lending library ofprofessional resources related to equity

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Moving Forward

• Consideration of equity as a component of thenext Strategic Plan

• Continue discussion around District policies andpractices that impede or support equity

• Implementation of E‐Teams at all schools

• Next sessions of Beyond Diversity TBD

• Consideration of how SOAR might beestablished at the middle schools and whatconnections can be made to elementary

• Develop a plan for parent involvement in theinitiative

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