Special Education Plan Training Bureau of Special Education Pat Scanlon & Cortney Verner PA Planning Team- CAIU Jill Neuhard & Kelly Fortney PaTTAN Pittsburgh November 6, 2015 PaTTAN Harrisburg - November 12, 2015 PaTTAN King of Prussia - November 13, > Authority> > 22 Pa Code Special education plans. Each school district shall develop and implement a special education plan aligned with the strategic plan The special education plan shall be developed every 3 years Each school district's special education plan must specify the special education programs that operate in the district and those that are operated in the district by intermediate units, area vocational technical schools and other agencies 3 Special Education Plan Requirements> > Local Education Agency Plans must describe: Early Intervening Services, if the services are provided Identification of children with specific learning disabilities Examples of supplementary aids and services Access to a full continuum of educational placements Policies and procedures designed to prevent the inappropriate over-identification or disproportionate representation by race and ethnicity of children with disabilities, for those school districts identified with significant disproportionality 5 > Local Education Agency Plans must describe: Positive Behavior Support services / de-escalation techniques Parent Training Procedures for the education of all students with disabilities who are residents of the district, including those receiving special education in approved private schools and students with disabilities who are nonresidents placed in private homes or institutions 6 > Bureau of Special Education approval must affirm: Services and programs are designed to meet the needs of students with disabilities A full range of services and programs are available to students with disabilities Placement of students with disabilities in settings other than regular education settings may not be based on lack of resources, facilities, staff or for administrative convenience Meets the specifications and the format, content and time for submission 7 > Bureau of Special Education approval must affirm: Meets the specifications and the format, content and time for submission AND, the Bureau of Special Education must implement a formal tiered approval/disapproval procedure 8 History and Timelines> > History In the past, the Plan was submitted through the electronic Special Education Plan (eSP) Currently completed within the Comprehensive Plan web-based tool Timelines Requirements per Chapter 4 (Public Review) Due to the Bureau of Special Education, including electronic signatures, no later than May 1, Comprehensive Plan> > Contents Professional Education Plan Teacher Induction Plan Student Services Plan Special Education Plan Gifted Plan (school districts) Pre-K Program Plan (if applicable) Approval and Disapproval notifications Editing features Process for submitting SEPRNs 12 Comprehensive Plan Web Application> > 1.Go to:2.Click on Access my PDE Applications (Click register if you need a PDE portal account). 3.Enter username and password, click Log in. 4.Click View/Join Groups. 5.Click Join Group at the bottom. 6.Type in Comp Plan in the search bar and click Search. 7.Depending on your school/district level rights, click one of the following groups: Planning Leader, Author, or Viewer. Click Select. 8.Select an Institution. Click Select 9.To complete your registration, click Create Membership. 10.Your district LSA will receive notification regarding your registration request. 14 15> 1.Go to:2.Click Access my PDE Suite 3.Enter username and password, click Log in. 4. Click on the Comp Plan application. > 16 > 17 To identify the CP components that must be completed for Special Education Special Education Plan> > Demographics District Address Phone Number Superintendent Nameaddress Director of Special Education Nameaddress 19 > Planning Committee It is recommended that the Planning Committee for the Special Education Plan Report include: One Administrator One Special Education Teacher One General Education Teacher One Parent 20 > Special Education Students Total unduplicated count of students enrolled by the LEA who are eligible for special education. 21 > Identification Method Identify the Districts method for identifying students with Specific Learning Disabilities (SLD) Federal Regulations are supporting both the discrepancy model and the Response to Intervention model (RTI) for the identification of students with Specific Learning Disabilities, school districts must identify which model is being utilized by the district. If the district is not utilizing one method district- wide, the district must identify which model is being utilized in each individual building. In order to use RtII, a district must have PDE approval. You must have submitted a Using Response to Instruction and Intervention (RtII) for SLD Determination: Application for Approval and have been approved. If you have not been approved, describe your evaluation process for the discrepancy model. 22 > Enrollment The enrollment figures have been pre-populated. The program will automatically identify any disability categories that are disproportionate with state data. If identified as significantly disproportionate, a narrative is required that describes actives to address the specific categories. 23 > Non-Resident Student Oversight 24 P.S. Nonresident Students in Institutions Students who are residing in "children's institutions" whose parents are not residents of the school district in which the institution is located are identified as "1306" students. These students may be in a variety of residential centers, homes or institutions, such as Drug and Alcohol Treatment Centers, homes for orphans or other "institutions for the care and training for orphans or other children." 24 > Non-Resident Student Oversight 24 P.S. Nonresident Students in Institutions IMPORTANT - - Respond to all three questions 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? 25 > Incarcerated Student Oversight 24 P.S. Juveniles Incarcerated in Adult Facilities 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). 26 > 24 P.S. Juveniles Incarcerated in Adult Facilities A person under twenty-one (21) years of age who is confined to an adult local correctional institution following conviction for a criminal offense who is otherwise eligible for educational services as provided under this act shall be eligible to receive educational services from the board of school directors in the same manner and to the same extent as a student who has been expelled pursuant to section 24 P.S. > 24 P.S. Juveniles Incarcerated in Adult Facilities For purposes of this section, a "local correctional institution" shall include any jail, prison or detention facility operated by a county or jointly by more than one county or by a municipality. The term does not include any facility used for the detention or confinement of juveniles. 28 > Least Restrictive Environment Respond to all three prompts 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. ** Include a description of the types of supplementary aids and services that are utilized within the district. 29 > Least Restrictive Environment 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.) 30 > Least Restrictive Environment 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. 31 > Behavior Support Services Respond to all three prompts 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. 32 > Intensive Interagency/Ensuring FAPE/Hard to Place Students Respond to all three prompts 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. 33 > Intensive Interagency/Ensuring FAPE/Hard to Place Students 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. 34 > Strengths and Highlights Describe the strengths and highlights of your current special education services and programs. Include in this section directions on how the district provides trainings for staff, faculty and parents. Although there are no minimum requirements in completing this section, be aware of the importance of articulating the strengths of the programs in a public document. Discuss the continuum of placement options, the qualifications of district staff, special initiatives, summaries of exemplary data, etc. 35 > Special Education Assurances Full range of services, programs and placements Child find Least Restrictive Environment (LRE) Special Education Plan Revision Notice (SEPRN) Participation of students with disabilities in state and district- wide assessments Assurance that ACCESS funds will be used to enhance or expand the current level of services and programs 36 > 24 P.S. and 24 P.S. Facilities Table Building - Identify: Facility Name Facility is used for: non-resident students (1306) Incarcerated students (1306.2) Provider of Educational Services Number of Students Receiving Services as of Dec. 1 37 > Least Restrictive Environment Facilities Table Building - Identify: Facility Name Type of Facility See drop-down menu Type of Service Number of Students Placed 38 > Special Education Program Profile Program Position #1 Operator: School District Program Details PROGRAM INFORMATION PROGRAM SEGMENTS 39 Location/BuildingGrade Building Type Support Service Type Age RangeCaseloadFTE High School A Junior/Senior High School Building A building in which General Education programs are operated Supplemental (Less Than 80% but More Than 20%) Learning Support12 to Elementary School An Elementary School Building A building in which General Education programs are operated Supplemental (Less Than 80% but More Than 20%) Learning Support6 to > 40 After the Districts Special Education Plan has been approved and archived a Special Education Plan Revision Notice (SEPRN) will only be required when changes to the Program Profile are necessary. All SEPRN revisions are to be completed in the Program Profile section of the web application. > Special Education Support Services Table Building - Identify: Title Location Full Time Equivalent (FTE) List all Support Services such as, Special Education Director, Supervisors of Special Education, School Psychologists, Social Workers, Paraprofessionals, Personal Care Assistants, etc. that are employed by the district. 41 > Special Education Contracted Services Table Building - Identify: Title Operator See drop-down menu Amount of Time per Week List the Special Education Contracted Services information into the chart. These are support services that are contracted through the Intermediate Unit, outside agencies, or under individual contract to provide support services to district students. (Occupational Therapy, Physical Therapy, School Psychologist, Supervision, etc.) 42 > Special Education Contracted Services IMPORTANT NOTE Special Education Contracted Services do not include programs that must be identified on the Program Profile. Do not list contracted programs such as Speech and Language Support, Hearing Impaired Support, Vision Impaired Support, Autistic Support, etc. that are contracted through the Intermediate Unit. 43 > Special Education Personnel Development Five Required Topical Areas Autism Reading NCLB #1 Behavior Support Paraprofessional Transition 44 > Special Education Affirmations The Superintendent/Chief Executive Officer will affirm the statements similar to the ones listed in the Assurances section of the plan. In addition, the affirmation verifies that the School Board President reviewed the District Level Plan and affirms the appropriate statements. Affirmations require Electronic Signatures Superintendent/Chief Executive Officer School Board President 45 > 46 Signers must have a PDE Portal account and must have at least Author access to the entitys plan. > 47 In order to ask the web app to check the plan for completion, and to see the SUBMIT button, a user must have Planning Leader Access. > 48 Reports can be selected and printed using this page. > 49 > 50 > 51 Join the Listserv Click PA Planning Click on Subscribe Comprehensive Planning Support > 52 For content and/or planning related assistance contact your Special Education Adviser > 53 Secretary of Education Pedro A. Rivera Office of Elementary and Secondary Education Matthew Stem, Deputy Secretary Bureau of Special Education Patricia Hozella, Director The mission of the department is to academically prepare children and adults to succeed as productive citizens. The department seeks to ensure that the technical support, resources and opportunities are in place for all students, whether children or adults, to receive a high quality education.