bloomsburg area sd · special education students total students identified: 225 identification...

Bloomsburg Area SD

Special Education Plan Report

07/01/2020 - 06/30/2023

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District Profile

Demographics

728 E 5th St Bloomsburg, PA 17815-2305 570-784-5000 Superintendent: Donald Wheeler Director of Special Education: Brandee Faust (K-5) Kaitlyn Hall (6-12)

Planning Committee Name Role

Cheri Balmer Ed Specialist - School Psychologist : Professional

Education Special Education

Ashley Marsicano Middle School Teacher - Special Education :

Special Education

Karen Radice Parent : Special Education

Brandee Faust Special Education Director/Specialist :

Professional Education Special Education

Kaitlyn Hall Special Education Director/Specialist :

Professional Education Special Education

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Core Foundations

Special Education

Special Education Students Total students identified: 225

Identification Method

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

The District utilizes the following regulatory components for identification of a Specific Learning

Disability:

1. When provided with adequate learning experiences and scientifically-based instruction, the child

does not achieve adequately for the child's age or meet State-approved grade-level standards in one

or more of the following areas: Oral Expression, Listening Comprehension, Written Expression, Basic

Reading Skills, Reading Comprehension, Mathematics Problem Solving, or Mathematics Calculation,

and

2. A severe discrepancy exists between the child's intellectual ability and measured achievement,

and

3. Vision, hearing, or motor problems, intellectual disability, emotional disturbance, cultural and/or

environmental issues, and limited English proficiency have been ruled out as primary causes of the

child's academic difficulties, and

4. Underachievement is not a result of a child's lack of instruction in reading or mathematics, and

repeated assessments/screening of achievement were conducted by the District, at regular

intervals.

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

There were two significant disproportionalities. The first disproportionality is in the category of

Autism. The percentage of students with disabilities is rapidly changing and unpredictable. The

second disproportionality is in the category of speech and language. Speech and language is a known

area of discrepancy.The district recognizes this disportionality and will evaluate the process of

identification and implementation of a variety of Tier 2 strategies.

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

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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?

1. The District does not currently have any 1306 facilities under our location.

2. The District ensures compliance with students receiving a free and appropriate education (FAPE)

in the least restrictive environment by participating and utilizing an IEP team approach and

considering the full continuum of services. The individual needs of each student are considered as

well as all available supplemental aids and services. The district is informed through training about

the latest technological supports to include some of the following considerations: iPads, notebook

computers, iPod nanos with books, FM Amplification devices, smartboards, talk to text readers, and

Earobics. In addition, all options are explored such as modifications to the class/assignments, and

remedial support.

3. Barriers to ensuring FAPE in the LRE are communication with team members and the host

district. Physical distance with the residence and host district is also a barrier.

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 District contracts with the Central Susquehanna Intermediate Unit to locate, identify, evaluate,

and provide incarcerated youth with a free and appropriate public education. The CSIU maintains

daily communication with the Columbia County Prison to confirm if any eligible student has been

detained in the facility. The facility will continually post the annual child find and services notice in a

public place. The CSIU will make personal contact to any school age eligible youth for assessment of

special education services. The Director of Special Education for the District acts as LEA and holds

IEP meetings at the Prison for eligible students. The CSIU accompanies the Director to said meetings

and plans for implementation of the IEP.

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

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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. The district ensures that children with disabilities are educated with children without disabilities

through the participation of the IEP team meeting. The team discusses and considers the full

continuum and range of services available to ascertain that the student with disabilities is educated

to the greatest extent possible with students without disabilities. The district holds monthly special

education meetings to inform staff of all available technology and supports. The district staff attends

professional conferences to maintain knowledge of the most advanced supports/services available.

The Directors of Special Education completed the state Leadership Program on special education to

improve knowledge and services for students without disabilities in the Bloomsburg Area School

District.

2. Monthy meetings are available to the Supervisors of Special Education at the local Intermediate

Unit to remain advised of impending issues in special education. The Intermediate Unit has provided

indicator 13 training to the district with yearly follow-ups. To improve transition services for

students with disabilities, the district has partnered with the Office of Vocational Rehabilitation, held

transition clinics with local agencies and created partnerships with local businesses for student

workplace participation.

3. The SPP target was met for indicator 5 with 81.9% of SE inside the regular class for 80% or more,

and 5.1% of SE inside the regular class for less than 40%. SE in other settings was 5.6%. These

options were proposed through collaboration with the district and the family in order to best meet

the needs of the student. These decisions were based on school record review, classroom based

assessments, observations and parent/teacher input.

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.

Each of the five buildings within the school district utilize a positive behavior support policy. The

district ensures that the Positive Behavior Support plans are able to be met through the students'

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teachers, special edcuation caselaod manager, and the Supervisors of Special Education. This is

accomplished through the use of specially designed instructional practices. The Supervisors of

Special Education works with all special education staff to ensure the use of positive behavioral

support implementation and support for teachers who service students receiving special education.

Board enacted policy direct that the "district's behavior support programs shall be based on positive

rather than negative techniques" and the use of restraints is only a last resort. All behavior support

is based on a functional assessment of the student's behavior (s) and a positive behavior support

plan. Aversive techniques, to include prone restraints, are prohibited.

Intensive Interagency/Ensuring FAPE/Hard to Place Students

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

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

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

1. In the event of having difficulties ensuring FAPE for an individual student or a particular disability

category, the district has procedures in place to utilize the full continuum of services.

The procedures would include but not be limited to the following: A referral to the state intensive

interagency at the Pennsylvania Department of Education, an evaluation from the technological

support specialist at the local Intermediate Unit, an IEP team meeting, a meeting with the school

Psychologist, and a CASSP interagency meeting.

2. Successful programs within the LEA include the High School Transition program with students

participating in vocational experiences at local businesses. Additionally, the district provides

support for students with Autism through the use of our inclusive learning support program or

through the direct supervision and advisment of the respective Supervisor of Special Education.

Behavioral services are available for all district students receiving special education services as

needed. The district has added a Crisis Intervention Guidance Counselor with direct clinical

experience for individuals with more intensive needs. Successful programs not available within the

LEA include: an approved private school, which can be utilized to fill in identified gaps in the

district's current programs. The LEA also utilizes CASSP meetings for interagency collaboration with

regard to the provision of services for students receiving special education.

3. The LEA will expand on the continuum of services during the life of this plan by incorporating

indicator 13 training that is provided by the local intermediate unit.

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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

Columbia County Prison Incarcerated Central Susquehanna Intermediate Unit 1

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Least Restrictive Environment Facilities

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

New Story Approved Private Schools

Emotional Support

8

BSI Other LS/ES 3

Millville Area School District

Neighboring School Districts

AS/ES 3

Beacon Light Other ES 1

Five Star Special Education Centers

ES 4

Lehighton Area School District

Other ES 1

Hoffman Academy Other ES 1

Special Education Program Profile Program Position #1 - Proposed Program

Operator: School District

PROPOSED PROGRAM INFORMATION

Type: Class

Implementation Date: February 6, 2016

PROGRAM SEGMENTS

Type of Support Level of Support Age Range Caseload FTE

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

Life Skills Support 5 to 11 6 1

Justification: The age range is exceeded for valid educational reasons and this information is included in the IEP (s) of the student (s) that exceed this age range.

Locations:

Bloomsburg/Memorial Elementary Building

An Elementary School Building

A building in which General Education programs are operated

Program Position #2 - Proposed Program

Operator: School District PROPOSED PROGRAM INFORMATION

Type: Class Implementation Date: February 6, 2016

PROGRAM SEGMENTS


Itinerant Learning Support 5 to 12 14 1

Justification: The students are in the special education classroom only with other student in their same age range. During these times, all other students are in their regular education classrooms.

Locations:

Bloomsburg/WW Evans An Elementary A building in which General

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Elementary School School Building Education programs are operated




PROGRAM SEGMENTS

Type of Support Level of Support

Age Range Caseload FTE

Itinerant Learning Support

11 to 14 21 1

Locations:

Bloomsburg/Bloomsburg Middle School

A Middle School Building





PROGRAM SEGMENTS



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

Life Skills Support

14 to 18 6 1

Justification: The age range requirement is exceeded for valid educational reasons and this information is included in the IEP (s) of the student (s) who exceed the age range requirements.

Locations:

Bloomsburg/Bloomsburg High School

A Senior High School Building





PROGRAM SEGMENTS



Locations:

Bloomsburg/Memorial Elementary School






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PROGRAM SEGMENTS


Itinerant Speech and Language Support

5 to 11 42 1

Justification: There is one speech and language therapist serving this elementary building. Students with age ranges greater than 3 years are not serviced at the same time or in the same session.

Locations:







PROGRAM SEGMENTS



Locations:







PROGRAM SEGMENTS




12 to 15 22 1

Locations:







PROGRAM SEGMENTS



Full-Time Special Education Class

Life Skills Support

11 to 15 6 1


Locations:

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Operator: Intermediate Unit PROPOSED PROGRAM INFORMATION


PROGRAM SEGMENTS


Itinerant Deaf and Hearing Impaired Support

7 to 18 4 0.25

Justification: Teacher of the deaf and hard of hearing serving cross-district.

Locations:







PROGRAM SEGMENTS



Justification: All attending high school students

Locations:

Bloomsburg/Bloomsburg High School






PROGRAM SEGMENTS


Itinerant Speech and Language Support

5 to 18 21 1

Justification: This speech and language therapist supports several buildings. There are no students serviced outside of the age range at the same time.

Locations:

Bloomsburg/Middle, WW Evans, and Beaver Main





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Type: ClassandPosition Implementation Date: August 19, 2014

PROGRAM SEGMENTS




11 to 15 14 1

Locations:

Middle School/Bloomsburg Middle School





Type: ClassandPosition Implementation Date: August 23, 2017

PROGRAM SEGMENTS




Locations:

Bloomsburg High School



Special Education Support Services

Support Service Location Teacher FTE

Supervisor of Special Education Elementary Buildings 1

School psychologist All buildings 1

Paraprofessional Secondary Complex 0.5

Paraprofessional Secondary Complex 1

Paraprofessional Secondary Complex 0.5



Paraprofessional Bloomsburg High School 1



Special Education Secretary/Access Coordinator All buildings 1


Paraprofessional Bloomsburg Middle School 1

Paraprofessional Memorial Elementary School 1

Supervisor of Special Education Secondary Complex 1


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Paraprofessional Memorial Elementary Building 1

Paraprofessional W.W. Evans 1

Paraprofessional W.W Evans 1

Special Education Contracted Services

Special Education Contracted Services Operator Amt of Time per Week

Occupational Therapist Outside Contractor 2 Days

Physical Therapist Outside Contractor 1 Days

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District Level Plan

Special Education Personnel Development

Autism Description The district employs special education staff to meet the needs of students with

Autism. The Supervisors of Special Education and chosen special education

staff, will attend the National Autism Conference via webinar through Penn

State. The district annually supports Autism awareness month with fundraisers

and information presented at public school board meetings.

Person Responsible Brandee Faust (Elementary Supervisor) and Kaitlyn Hall (Secondary Supervisor)

Start Date 7/1/2020

End Date 6/30/2023

Program Area(s) Professional Education, Special Education, Student Services

Professional Development Details

Hours Per Session 3.0

# of Sessions 10

# of Participants Per Session 1

Provider National Autism Conference

Provider Type Non-profit Organization

PDE Approved Yes

Knowledge Gain Autism awareness, instructional strategies for students with Autism,

research on Autism, technological advances in the field of Autism.

Research & Best Practices

Base

Research through National Autism Organizations and local Universities.

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.

• Empowers educators to work effectively with parents and community partners.

For school or LEA administrators, and other

• Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional

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educators seeking leadership roles

education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards.

Training Format • Series of Workshops

• Live Webinar

• Offsite Conferences

Participant Roles • Classroom teachers

• Parents

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

• Middle (grades 6-8)

• High (grades 9-12)

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

• Analysis of student work, with administrator and/or peers

Evaluation Methods • Participant survey

Behavior Support Description Staff will be trained in Safe Crisis Management to include behavior prevention

strategies. The district will maintain a minimum of two administrators and/or

teachers, to be certified trainers for other employees. The district will provide

training in this method to teachers and support staff for annual and initial

certification.


Start Date 7/1/2020

End Date 6/30/2023




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# of Sessions 2


Provider Bloomsburg Area School District

Provider Type School Entity

PDE Approved Yes

Knowledge Gain Preventative behavioral strategies, antecedent to problem behaviors,

proper usage of physical interventions.


Base

Safe Crisis Management is research based. Preventative behavior

strategies are best practice.






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


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.

Training Format • LEA Whole Group Presentation


• Principals / Asst. Principals • Supt / Ast Supts / CEO / Ex Dir

• School counselors

• Paraprofessional

• New Staff

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• Related Service Personnel

Grade Levels • Elementary - Primary (preK - grade 1)

• Elementary - Intermediate (grades 2-5)





Paraprofessional Description The paraprofessionals employed by the district are mandated to receive

twenty hours of educational training annually. In addition, the

paraprofessionals are mandated to receive annual training for first aid and CPR

certification. The district provides annual training in conjunction with other

districts. The district utilizes the PaTTAN website for paraprofessionals to

access training videos.


Start Date 7/1/2020

End Date 6/30/2023




# of Sessions 4


Provider Bloomsburg Area School District

Provider Type School Entity

PDE Approved Yes

Knowledge Gain Educational practices for Paraprofessionals, First aid/CPR training.


Base

All training is either research based or best practice

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• School Whole Group Presentation

• Online-Asynchronous

Participant Roles • Paraprofessional


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



• Meetings with Paraprofessionals.


Reading Description Teachers will utilize the following research based assessments: Gray Oral

Reading Test, Orton-Gillingham Reading Program, i-Ready Reading, and Fast

Forword.


Start Date 7/1/2020

End Date 6/30/2023

Program Area(s) Professional Education, Special Education, Student Services, Educational

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Technology



# of Sessions 4


Provider Curriculum Associates for iReady

Provider Type For Profit Company

PDE Approved Yes

Knowledge Gain Teachers will gain instruction in implementing remediation and assessing

student's reading progress.


Base

Programs utilized are research based.










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


• Instructs the leader in managing resources for effective results.


• School Whole Group Presentation

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• Principals / Asst. Principals

• Supt / Ast Supts / CEO / Ex Dir

• School counselors

• Related Service Personnel


• Elementary - Intermediate (grades 2-5)




Evaluation Methods • Student PSSA data

• Standardized student assessment data other than the PSSA

• Classroom student assessment data

Transition Description The Intermediate Unit will conduct indicator 13 transition training to the

District. There will be a pre-assessment of compliance, an initial training day,

and two follow up assessments to ensure post-training improvement. The

Supervisors of Special Education will attend conferences at PaTTAN or via

webinar for transition training.


Start Date 7/1/2020

End Date 6/30/2023




# of Sessions 3


Provider Central Susquehanna Intermediate Unit

Provider Type IU

PDE Approved Yes

Knowledge Gain Education in indicator 13 training. Improvement of transition knowledge

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and resources. Compliance with IEP documents.


Base

Indicator 13 and all interagency transition activities are research based or

best practice.











• Instructs the leader in managing resources for effective results.

Training Format • LEA Whole Group Presentation

• Series of Workshops

• Offsite Conferences

Participant Roles • Classroom teachers • Principals / Asst. Principals

• Classified Personnel

Grade Levels • Middle (grades 6-8)


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

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peers


• Monthly special education meetings.

Evaluation Methods • Discussion at monthly special education meetings. IU consultant completes a check of documents.

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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

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No signature has been provided

Superintendent/Chief Executive Officer

bloomsburg area sd · special education students total students identified: 225 identification...

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