4/3/2019	Special Education Personnel Development – Comprehensive Planning

Farrell Area SD / District Level Plan /

Special Education Personnel Development

Autism Hide Details

Description:

Autism Spectrum Disorder (ASD) is a range of complex neurodevelopment disorders, characterized by social impairments, communication difficulties, and restricted, repetitive, and stereotyped patterns of behavior. Autistic disorder, sometimes called autism or classical ASD, is the most severe form of ASD, while other conditions along the spectrum include a milder form known as Asperger syndrome, and childhood disintegrative disorder and pervasive developmental disorder not otherwise specified (usually referred to as PDD-NOS). Although ASD varies significantly in character and severity, it occurs in all ethnic and socioeconomic groups and affects every age group.

The TaC Educational Consultants can assist teams through training, classroom consultation and individual student consultation. Please contact us for more information or to request support from the TaC Educational Consultants.

Person Responsible: Start Date:
End Date:

Program Area(s):

Director of Special Education 8/30/2019
6/30/2022

Professional Education, Special Education

PROFESSIONAL DEVELOPMENT DETAILS

Hours Per Session: # of Sessions:
# of Participants Per Session: Provider:
Provider Type: PDE Approved: Knowledge Gain:

Research & Best Practices Base:

1.0 3 75
Intermediate Unit 4/staff who attended training through the IU4 Other: IU 4 and district staff
No

Aspects of autism and how to meet the needs of autistic students in LRE.

Through implementation of research based techniques and through the use of best practices (effective strategies) to ensure the success of students that are identified in the category of Autism.

For classroom teachers, school counselors and education specialists:

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

Training Format:

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.

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.

LEA Whole Group Presentation

Series of Workshops

https://www.paplanning.org/District/176/ActionStep/Topics	1/7

4/3/2019

Participant Roles:

Grade Levels:

Follow-up Activities:

Evaluation Methods:

Reading Hide Details

Description:

Person Responsible:

Start Date:

Special Education Personnel Development – Comprehensive Planning

Classroom teachers Principals / Asst. Principals School counselors Paraprofessional
New Staff

Other educational specialists Related Service Personnel Parents

Elementary - Primary (preK - grade 1) Elementary - Intermediate (grades 2-5) Middle (grades 6-8)
High (grades 9-12)

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

Creating lessons to meet varied student learning styles Joint planning period activities
Journaling and reflecting

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

Standardized student assessment data other than the PSSA Classroom student assessment data
Other: CDTs/Keystones

The Farrell Area School District pruchased a new reading program for the special education programs. Reading Horizons is a phonics-based direct instruction approach to meet the needs of students with learning disabilities. Teachers and paraprofessionals were provided training on the implementation of the program. Resources were provided to all special educaiton teachers at all grade levels.

Evidence of implementation of practice will be through walkthroughs/observations and clinical conferences within the classrooms. Analysis of assessment data and lexile scores will reflect the effectiveness of the program, along with analysis of CDT results.

District wide the themes/objectives for the student target and educational priorities are:

1. teachers mastery of three core instrucitnal strategies 1. marking the text 2. think aloud 3. upper level questioning (DOK) while maintaining focus on Exit Tickets and Do Now.

2. effective bell to bell teaching with active student engagement

3. evidence based professional collaboration and common assessments

The district has Study Island 3-12 which they utilize in a lab for instruction, remediation, and test prep. It is standards based and geared to individual student levels. Progress is monitored through the program and students progress at their own pace.

The district will work towards RTI Tier 2 and 3 through the collaborative effort of Title 1 and IST. Currently the TItle 1 teachers work with the students who need the most intensive interventions. IST is in place but due to the time needed to meet with grade level teachers it has been difficult to meet so meetings have been taking place with individual teachers to discuss struggling students and interventions/strategies needed with individual students within the classroom. Through progress monitoring students scores should reflect increased academic achievement. If students are not making progess the team will discuss what other interventions can be implemented or if the interventions are not effective after a 4 1/2 or 9 week period of time and the student is still struggling the student will be referred for evaluation.

Director of Special Education and administration

8/30/2019

https://www.paplanning.org/District/176/ActionStep/Topics	2/7

4/3/2019

End Date:

Program Area(s):

Special Education Personnel Development – Comprehensive Planning

6/30/2022

Professional Education, Special Education

PROFESSIONAL DEVELOPMENT DETAILS

Hours Per Session: # of Sessions:
# of Participants Per Session: Provider:
Provider Type: PDE Approved: Knowledge Gain:

Research & Best Practices Base:

1.0 3 75
Performance Fact, IU4, school district adminstrators and staff, outside agencies Other: school entity, IU4, Performance Fact, and college/university instructors No
Enhances the educator's content knowledge through the collaborative effort of all providers listed focusing on student growth for every student academically and
behaviorally therefore improving professional practices.

Increases the educator's professional practices through the use of best practices and instructional strategies, the implementation of RTI Tier 2 and 3, and aligning the curriculum to the common core through backward mappng. Staff will analyze data drilling down to individual students and teach skills based on individual student needs.

For classroom teachers, school counselors and education specialists:

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

Training Format:

Participant Roles:

Grade Levels:

Follow-up Activities:

Evaluation Methods:

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.

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.

LEA Whole Group Presentation School Whole Group Presentation Department Focused Presentation

Classroom teachers Principals / Asst. Principals Other educational specialists

Elementary - Primary (preK - grade 1) Elementary - Intermediate (grades 2-5) Middle (grades 6-8)
High (grades 9-12)

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 Creating lessons to meet varied student learning styles Joint planning period activities

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

Standardized student assessment data other than the PSSA

Classroom student assessment data

Behavior Support

https://www.paplanning.org/District/176/ActionStep/Topics	3/7

4/3/2019

Hide Details

Description:

Person Responsible: Start Date:
End Date:

Program Area(s):

Special Education Personnel Development – Comprehensive Planning

A reduction in the number of discipline referrals by 10%.

Director of Special Education, Administration and Staff 8/30/2019
6/30/2022

Professional Education, Special Education

PROFESSIONAL DEVELOPMENT DETAILS

Hours Per Session: # of Sessions:
# of Participants Per Session: Provider:
Provider Type: PDE Approved: Knowledge Gain:

Research & Best Practices Base:

1.0 20 64
team (6) and district personnel (whole school) Other: IU4/School entity
No

Legal requirements of IDEA for students being serviced in special education and geared to help all students in the full continuum of support through the tier system, FBA's and BIP's.

SWPBS was begun years ago but not with fidelity district wide so the process has begun again as an initiative,. It is a three to five year process. A team of teachers are leading the implementation. SWPBS is a team based process, a proactive approach to teach, monitor, and support appropriate school behavior for all students with a focus on preventing problem behaviors for all students at the school wide classroom non-classrrom and individual levels. Schools implementing SWPBS with fidelity have resported a 20 to 60 % reduction in discipline referrals, improved staff satisfaction and improved administrator perceptions of school safety. The seven components are a common and agreed upon approach to discipline, positive statement of purpose, teaching expectations and continnum of procedures (matrix), continnum for discouraging rule violation and monitoring and evaluating effectiveness of the program. The emphasis is on positives reinforcement and replacing negatives with positives Tier 2 targeted interventions for students at risk 10 to 15 % and tier 3 intensive interventions for students who have chronic intense behavior problems 3 to 5 %.

Farrell Elementary is currently at Tier 1 with a goal of completing Tier 2 by the end of the 2019-20 school year.

three to five year initiative: school wide positive behavior support focusing on tier 2 and 3 to reduce challenging behaviors utilizing multiple approaches: changing systems, altering environments and appreciating behavioral support.

For classroom teachers, school counselors and education specialists:

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

Training Format:

Participant Roles:

Grade Levels:

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

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.

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.

LEA Whole Group Presentation School Whole Group Presentation Department Focused Presentation

Classroom teachers Principals / Asst. Principals School counselors Paraprofessional
Other educational specialists

Elementary - Primary (preK - grade 1) Elementary - Intermediate (grades 2-5) Middle (grades 6-8)
High (grades 9-12)

https://www.paplanning.org/District/176/ActionStep/Topics	4/7

4/3/2019

Follow-up Activities:

Evaluation Methods:

Paraprofessional Hide Details

Description:

Person Responsible: Start Date:
End Date:

Program Area(s):

Special Education Personnel Development – Comprehensive Planning

Other: collaboration with IU4, ongoing team meetings, and district meetings, monitoring for effectiveness of program

Other: Documentation of the number of referrals and the number of behavioral reports

Evidence that all paraprofessionals have completed 20 hours of training per year.

Director of Special Education and administration 9/3/2015
6/30/2018

Special Education

PROFESSIONAL DEVELOPMENT DETAILS

Hours Per Session: # of Sessions:
# of Participants Per Session: Provider:
Provider Type: PDE Approved: Knowledge Gain:

Research & Best Practices Base:

2.0 10 11
District

Other: PATTAN webinars, School entity PD Yes
Supporting students in culturally diverse classrooms through district run PD and webinars held at PATTAN

Topics offered are:

The paraprofessionals role in supporting students in reading for meaning

Using technology to support students in reading and writing

Supporting students with vision and hearing loss

Supporting instruction for students who are deaf blind an introduction to combined hearing and vision loss

PA system for accountability

Supporting students in mathematics using concrete representation abstract approach

Credential of competency standard number 3: individual learning differences cultural considerations

Credential of competency standard number 5: learning environments and social interactions: creating positive classrooms

Supporting students with disabilities through research based best practices, effective strategies, and intensive interventions (academic and behavioral) and School Wide Positive Behavioral Support..

Many of our paraprofessionals are certifed as teachers.

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.

For school or LEA administrators, and Empowers leaders to create a culture of teaching and learning, with an emphasis on other educators seeking leadership	learning.
roles:

Training Format:

Participant Roles:

LEA Whole Group Presentation School Whole Group Presentation Live Webinar

Paraprofessional

https://www.paplanning.org/District/176/ActionStep/Topics	5/7

4/3/2019

Grade Levels:

Follow-up Activities: Evaluation Methods:

Transition Hide Details

Description:

Person Responsible: Start Date:
End Date:

Program Area(s):

Special Education Personnel Development – Comprehensive Planning

Elementary - Primary (preK - grade 1) Elementary - Intermediate (grades 2-5) Middle (grades 6-8)
High (grades 9-12)

Other: Documentation of hours Other: Documentation of hours

A high school learning support teacher has been assigned the duties of transition coordinator. The teacher, along with a paraprofessional, have established various community-based and vocational-based learning sites where students go to practice learned concepts. The goal is to create appropriate social skills and work-place skills that the
students may take with them upon completing high school. Transportation and supervision is provided to the sites, and a paraprofessional monitors student progress and collects data while there.

The coordinator attends transtion fairs and other meetings held at the IU. Collaborative meetings with vocational and/or other agency involvement are held during the IEP meeting (or other times when appropriate). Approrpriate services and activities are outlined in student transition sections of the IEP.

The plan for the next 3 years is to have students broaden their knowledge in fields of study/work environments and go out to view opportunities that are within their realm of interest, go into the work force (job shadow, work in the community, field experiences) to better prepare them to make the best choice for their future and work in collaboration with colleagues to have applications, resumes, interview skills etc completed upon graduation.

Director of Special Education 8/30/2019
6/30/2022

Special Education

PROFESSIONAL DEVELOPMENT DETAILS

Hours Per Session: # of Sessions:
# of Participants Per Session: Provider:
Provider Type: PDE Approved: Knowledge Gain:

Research & Best Practices Base:

1.0 3
5

school entity and IU4 (support)

Other: school entity and support from IU4 No
Attends transtion meetings at IU4 and college fair at GCC.

There is also a college and technical fair held once a year in the district.

Transition section for staff middle high school written in IEPs (defendable IEP) and as required in Chapter 14 regs : Assessment, present levels, partnerships and transition grid, measurable annual goals and progress monitoring.

Research college and career (placements) to fulfill life long dreams so students are prepared to transition into a rewarding future and set up field experiences for juniors/seniors. .

All areas within the IEP that address transition will be met so students will successful transition upon graduation

For classroom teachers, school counselors and education specialists:

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

Empowers educators to work effectively with parents and community partners.

For school or LEA administrators, and Empowers leaders to create a culture of teaching and learning, with an emphasis on other educators seeking leadership	learning.
roles:

Training Format:	Department Focused Presentation

https://www.paplanning.org/District/176/ActionStep/Topics	6/7

4/3/2019

Participant Roles: Grade Levels:

Follow-up Activities:

Evaluation Methods:

Special Education Personnel Development – Comprehensive Planning

Classroom teachers

Elementary - Primary (preK - grade 1) Elementary - Intermediate (grades 2-5)
Middle (grades 6-8) High (grades 9-12)

Journaling and reflecting

Other: Meetings with director of special education to ensure IEP's are 100% compliant (transition section) and that students are meeting with the coordinator each year to ensure they are progressing towards their future goals and successful upon graduation

Other: documentation of ongoing meetings with students and progress towards goals set within IEP and successful transition as seniors to a rewarding future

https://www.paplanning.org/District/176/ActionStep/Topics	7/7