Special Education Plan Report

38

Shenango Area SD

Special Education Plan Report

07/01/2015 - 06/30/2018

38

District Profile

Demographics

2501 Old Pittsburgh Rd

New Castle, PA 16101

(724)658-7287, ext. #3

Superintendent: Michael Schreck

Director of Special Services: Christine A. Moon

Core Foundations

Special Education

Special Education Students

Total students identified: 162

Identification Method

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

The Shenango Area School District currently utilizes the discrepancy model between ability and achievement to determine the presence or absence of a learning disability. Student products, comparisons to normative assessments, state assessments and classroom peers may be utilized along with classroom behavior, both observed and reported. Parental input via questionnaires or interviews is sought, and information from related service providers may be used. Evaluations provided by the parents are incorporated. Information provided by the teacher related to classroom behavior and performance is obtained. How the student has responded to classroom and other interventions is incorporated, as appropriate. The following statements are addressed:
1. Whether the child has a specific learning disability;
2. The basis for making the determination (the basis will be predominately based upon whether there is a severe discrepancy between achievement and ability that is not correctable without special education and related services, noting that no single method is always used in making this determination. A team, including a minimum of the student's teacher, a school psychologist, and the student's parent are involved with making this decision);
3. The relevant behavior noted during the observation of the child;
4. The relationship of that behavior to the child's academic functioning;
5. The educationally relevant medical findings, if any;
6. The determination of the team concerning the effects of environmental, cultural, or economic disadvantage.

Based upon the request for evaluation, the following screening protocol may take place:

• Review of school records (attendance, office discipline referrals, and report cards)
• Vision and hearing screenings
• Speech and Language screenings
• Curriculum and performance based assessments (i.e. PSSA, PASA, Keystone Exams, progress

monitoring, Aimsweb, Title 1 assessments)

• Systematic observation of behavior

Pre-referral intervention is currently targeted through intensive Title 1 programming and data garnered through the District Intervention and Enrichment programming (grades K-6). Additionally, grade level teaming occurs where area(s) of concern are identified and systematically monitored and remediated. The elementary Core Teaming process was created to bridge the gap between regular education and special education. The team consists of Director of Special Services, School Psychologist, Elementary Principal, School Counselor, and Inclusion Support Teacher. An intervention plan is created with the teacher and data is garnered to support intervention or to assist in directing alternate paths. In order to gather additional informationthe use of individually administered norm-referenced measures may be used to help rule-outvariable that may be interfering with the student's progress. These are conducted by theSchool Psychologist and with parental permission.

At the high school level (7-12), an Academic Committee comprised of Director of Special Services, School Psychologist, Principal, Assistant Principal, School Counselors, and School Nurse is utilized to identify student concerns (academically, behaviorally, socially). Intervention plans are created much like those at the elementary level. They, too, may include the use of individually administered norm-referenced assessments.

This data is used to help determine the likelihood that a student would or would not qualify for Special Education services. When a multi-disciplinary evaluation is requested by a parent or the school district, the discrepancy model is used to determine a pattern of strengths and weaknesses in performance, achievement or both relative to age, standards or intellectual development.
It is further determined whether or not the student achieves adequately for the student's age in one or more of the following areas when provided with learning experiences and scientifically based instruction appropriate for the student's age and level of English Language proficiency: oral expression, listening comprehension, written expression, basic reading skills, reading fluency skills, reading comprehension, mathematics calculation, and mathematics problem solving.

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: http://penndata.hbg.psu.edu/BSEReports

The two areas that present some concern for disproportionality within the district are: SLD and SLI. The LEAs current enrollment in SLD is 34.4% while the state is at 44.3% and the current enrollment in SLI for the LEA is at 32.5% while the state is at 15.8%. In reviewing the data, the LEA has identified 15.9% OHI while the state has identified only 12.3 % OHI. If the categories of SLD and OHI were to be combined, the LEA would then be within the state target. Over the last several years, the LEA has seen an increase in students who qualify for serviceswith ADHD/ADD and other health impairments which are out of the district's control.

In the area of SLI the District continues to be diligent in their efforts to identify children early for services. Screening and Early Intervention numbers continue to demonstrate a need for these services and are not found to be unwarranted. Additionally, it should be noted that SLI services are provided K-12 as warranted.

At the elementary level, a 30-minute period is dedicated in helping all studentsachieve at a higher level. Gaps are identified and remediation is provided to close these gaps. A new reading series,Journeys,was implementedat the beginning of the 2014-2015 academic year K-6 for both regular and special education settings. This has allowed for more consistency and the ability for transition and inclusion in regular education. At the high school level several programmatic changes have taken place in an attempt to remediate student's needs. ALunch Study Group has been implemented to work with students in classesin which they are struggling. An Open Study which is teacher supervised is offered after school three days a week, and structured study halls exist for any student who isfailing a core academic course.

The LEA will continue to monitor all available data. Currently it is the belief of the LEA that students are being identified appropriately and are receiving those services that are necessary and warranted given current state and federal guidelines and regulations.

Non-Resident Students Oversight

1. How does the District meet its obligation under Section 1306 of the Public School Code as the host District at each location?
2. How does the District ensure that students are receiving a free appropriate public education (FAPE) in the least restrictive environment (LRE)?
3. What problems or barriers exist which limit the District's ability to meet its obligations under Section 1306 of the Public School Code?

This section is not applicable to our District at this time as there are currently no non-educational institutions within District boundaries.

Incarcerated Students Oversight

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

The Shenango Area School District works diligently to utilize Child Find procedures and provide FAPE to all eligible students that reside within the District. This includes those who may be incarcerated. Once the District has knowledge that a student who is in need of special education is incarcerated, the same regulations and laws governing special education of non-incarcerated youth areemployed. An IEP would be generated based upon the results of the Evaluation Report, and would outline the specific program and location, along with the related services, and specially designed instruction that this student wouldrequire to be successful.

Least Restrictive Environment

1. Describe the District procedures, which ensure that, to the maximum extent appropriate, children with disabilities, including those in private institutions, are educated with non-disabled children, and that removal from the regular education environment only occurs when education in that setting with supplementary aids and services, cannot be achieved satisfactorily.
2. Describe how the District is replicating successful programs, evidence-based models, and other PDE sponsored initiatives to enhance or expand the continuum of supports/services and education placement options available within the District to support students with disabilities access the general education curriculum in the least restrictive environment (LRE). (Provide information describing the manner in which the District utilizes site-based training, consultation and technical assistance opportunities available through PDE/PaTTAN, or other public or private agencies.)
3. Refer to and discuss the SPP targets and the district's percentages in the Indicator 5 section - Educational Environments. Also discuss the number of students placed out of the district and how those placements were determined to assure that LRE requirements are met.

1. At Shenango a child's needs are not predetermined because of his/her disability. Students that are in more restrictive settings are placed there only after careful consideration by the IEP team. A child withan intellectual disabilityis just as likely to be placed in regular education programming as a child with a specific learning disability if the placement is deemed appropriate by the IEP team. The full range of services on the continuum is always evaluated prior to making any decision on a child's appropriate educational placement, and the discussion always begins with considerations for the option of service delivery in the regular education classroom with appropriate supplementary aids and services. These services include but are not limited to: counseling supports, social skills instruction, individualized behavior support plans, structural aids, environmental aids, adjustments to sensory input, specific seating arrangements, instructional adaptations, providing alternate materials and/or assistive technology, test modifications, alternate ways for students to demonstrate learning, modified curricular goals, opportunities for parental collaboration, professional development related to collaboration, schedule time for team meetings, after-school and lunchtime tutoring, paraprofessional support, school-wide positive behavior support, and peer supports. Movement to a more restrictive setting outside of regular education would be determined appropriate only when services could not be beneficial and/or appropriately delivered in the regular education setting.

At present, the District utilizes a comprehensive array of programs and services. These services are available within the district, at locations in neighboring districts either through the neighboring district itself or the Midwestern Intermediate Unit IV, or through the participation in MIU IV operated multiple-district programs located within the tri-county area. It should be noted that programming is also provided through locally operated private institutions. All decisions regarding the appropriateness of the Special Education programs and/or services for any student fall under the placement continuum beginning with programs and services at the student's home school building.
2. The stance of the Shenango Area School District is that when we know better, we do better. More and more students with disabilities are being served alongside their regular education peers. Collaboration amongst regular education and special education staff continues to show progress. The environment of the District has become one of a more inclusive nature over the years, providing appropriate and necessary training, funds, and supports to all faculty and staff so as to ensure success of the movement towards more inclusive opportunities for all students. Several district initiatives support student inclusion. At the elementary level, a thirty minute block of time each day continues to allow for both intervention opportunities as well as enrichment opportunities. AIMSweb continues to be utilized in grades K-6 to assess students' current reading and math levels and pinpoint areas of concern that may require remediation.Additionally, Study Island has been implemented to assist students in mastering the content specified in state and Common Core Standards and improved performance in core skill areas. Student Learning Objectives have been implemented district-wide to assess teacher's contributions to student growth. The immediate focus has been to monitor student's growth within state-wide testing and provide remediation accordingly. Collaboration amongst specialty areas and regular education has been yet another benefit of these changes.

District-wide there have also been some clear paradigm shifts. Both buildings have Professional Learning Communities whereeducational staff come together to freely dialogue and discuss concerns and celebrate that which is working. This is also a time for professional development withinboth environments. Both buildings also haveShared Decision MakingCommittees. Responsibilities include but are not limited to disseminating pertinent information to the grade level/departmentsthat are represented. Special projects, such as curriculum is also addressedalong with making shared decisions on key agenda items that schools mustdeal with on a daily basis (ex. discipline, behavior, policies, andregulations). Both buildings have developedCore Support Teams that have brought even further focus to learning and behavioral concerns.
Children are active participants in their education throughout the District. It is the district's goal to work diligently to provide the appropriate training and supports to parents, students, and staff so that students have a voice that is heard. The IEP team may help to guide a student in elective and course options; however, at the heart of the decision-making process is what the student is passionate about. The student's best interests are paramount to scheduling and programming decisions. The participation of children with disabilities in non-academic programs and extra curricular activities is encouraged by the District. Many children with disabilities participate alongside their non-disabled peers in athletics, clubs, organizations, and before and after school programs, as they desire. Transition services are key to life-long success as students begin to navigate their futures post secondary education. Whether it be the world of work, trade schools, or higher education, educational teams work with the student, families, and outside agencies to plan for this event.

3. Indicator 5 in 2013-2014 stated that the SASD had 58.6% of its special education students inside regular education for at least 80% of their day. In a review of our current data, it should be noted that this number has increased to 59% of special education students included for at least 80% of their day. There are many ways that the District is attempting to include students in the regular education setting for more time. A new reading curriculum has been adopted K-6 in both regular education and special education with the hopes of closing the gap and reintroducing students to the regular education programming. The GROW period was implemented in the 2014-2015 year as a means to assist students not only in the area of achievement but also as a measure of their academic growth. Additionally, the District continues to house their own Community Based Instruction program. The District score for students being educated in other settings was 9.2%, but in looking at current data it is now 6% of special education students being educated outside of the district. However, it should be noted that the IEP team exhausts all programs within the school building before making a determination that a student is in need of an out-of-district placement. As a small district, our outside placements often reflect services that we are unable to provide due to the minimal number of students needing those services at an intense level. When students are placed out of district, our IEP team monitors the student progress with the goal of student re-entry into the district as soon as possible.Our numbers for students being educated inside the regular education setting less than 40% isnon-reportable.