Profileand Plan Essentials

LEA Name
	AUN
	
Farrell Area SD
	104432503
	
Address 1
	
1600 Roemer Blvd
	
Address 2

City
	State
	Zip
	
Farrell
	PA
	16121
	
Director of Special Education Name
	
Keirnan Grill
		
Director of Special Education Email
	
kgrill@farrellareaschools.com
		
Director of Special Education Phone Number
	Director of Special Education Ext
	
724-509-1216
		
Chief Administrator Name
	
Dr Lora A Adams-King
	
Chief Administrator Email
	
ladams-king@farrellareaschools.com

SpecialEducation Students

Total Number of Students Receiving Special Education 208 School District Total Student Enrollment 717
Percent of Students Receiving Special Education 29

1

2

Steering Committee

Name
	Position/Role
	Building
	Email
	
Karla Wheeler
	Special Education Teacher
	Farrell Area HS/UMS
	kwheeler@farrellareaschooldistrict.com
	
Keirnan Grill
	Director of Special Education
	Farrell Area SD
	kgrill@farrellareaschools.com
	
Emily Clare
	Director of Curriculum
	Farrell Area SD
	eclare@farrellareaschools.com
	
Lora Adams-King
	Superintendent
	Farrell Area SD
	ladams-king@farrellareaschools.com
	
Brian Veccia
	Other
	Farrell Area HS/UMS
	bveccia@farrellareaschools.com
	
Neall Jones
	Building Principal
	Russell C. Phillips El Sch
	njones@farrellareaschools.com
	
Jennifer Simitoski
	Special Education Teacher
	Russell C. Phillips El Sch
	jsimitoski@farrellareaschools.com
	
Nicolas Hanahan
	General Education Teacher
	Farrell Area HS/UMS
	nhanahan@farrellareaschools.com
	
Nicole Lombardi
	General Education Teacher
	Russell C. Phillips El Sch
	nlombardi@farrellareaschools.com
	
Deanna Thomas
	Parent
	Farrell Area SD
		
Allison Zreliak
	Other
	Farrell Area HS/UMS
	azreliak@farrellareaschools.com
	
Sue Rado
	Board Member
	Farrell Area SD
		
Jordan Snyder
	Other
	Russell C. Phillips El Sch
	jsnyder@farrellareaschools.com
	
Candace Thompson
	Other
	Farrell Area SD
	cthompson@farrellareaschools.com

3

School District Areas of Improvementand Planning -Indicators

Suspension/Expulsion by Race/Ethnicity(Indicator 4B)

Indicator not flagged at this time.

Disproportionate Representation by Race/Ethnicity (Indicator 9)

Indicator not flagged at this time.

Disproportionate Representation by Race/Ethnicity/Disability (Indicator 10)

Indicator not flagged at this time.

Timely Initial Evaluations(Indicator 11)

Indicator not flagged at this time.

4

Secondary Transition (Indicator 13)

Indicator not flagged at this time.

Graduation (Indicator 1)

Indicator not flagged at this time.

Drop Out (Indicator 2)

Indicator not flagged at this time.

Assessment (Indicator 3)

Improvement and Planning Activity
	
ELA 8-The district strives to improve it's plan for make up exams in the case that students are absent during initial testing. Thisincludes increasing communication between parents and guardians when a student is absent during a testing window.

5

Education Environments (Indicator 5)

Improvement and Planning Activity
	
The district hired a new Director of Special Education who is working with staff to examine student schedules to determine where the students can increase their participation in the general education environment.
	
The district has hired a new psychologist to review student records and reevaluate students when necessary to determine if anincrease in general education time or an exit from special education is appropriate.

Parent Involvement (Indicator 8)

Indicator not flagged at this time.

Early Childhood Transition (Indicator 12)

Indicator not flagged at this time.

Post-School Outcomes (Indicator 14)

Indicator not flagged at this time.

6

Resolution Sessions (Indicator 15)

Indicator not flagged at this time.

Mediation (Indicator 16)

Indicator not flagged at this time.

7

School District Areas of Improvementand Planning -Monitoring District has completed all monitoring corrective action/improvement plans.

8

Identification Method

Identify the District's methodfor identifying students with specific learning disabilities

Discrepancy Model

Building Name
	AUN
	Branch Number
	RTI
	Approved RTI Use

9

Non-ResidentStudents Oversight

1. Is your district currently a host district for a 1306 facility?

Yes

24 P.S. §1306 facilities
	
Facility Name
	Facility Type
	Facility Type: Other
	Services Provided By
	Total Students in Facility
	
Crossroads Group Home
	Residential Setting
		Licensed Private Academic
	8

1. Describe the host’s educational oversight toensure students with disabilities are educated in the least restrictive environment while in the 1306 facility? (If not a host,answer as if you were.)
The Farrell Area School District is committed to providing FAPE to any eligible student residing in the District. When the district is made aware of a student who is in need of Special Education, or thought to be in need of Special Education, the District procedures are followed/Chapter 14 procedures are initiated, as they would be for any other student. The evaluation process would be initiated and an Individualized Education Plan (IEP), if required,would be generated, based on the Evaluation Report (ER). Programming, location, related service and Specially Designed Instruction would be addressed to ensure the student’s educational performance is offered in the Least Restrictive Environment (LRE). Farrell Area School District has not encountered any barriers, or obstacles that would limit its obligations of the PA Public School Code under 24 P.S. § 13-1306.
2. Describe the district’s procedures for communicating with 1306 facilities and how the district ensures a successful transition back to school?
Placement considerations are a team decision and based on a student's individual needs; in-house and outside programming are utilized based on individual student needs. TheFarrell Area School District has a procedure for 1306 students to contact the host district and/or facility within 1 business dayof student enrollment. The host district submits PDE 4605 to the school district of residence and requests educational records for enrollment. The host district convenes the IEP team to determine educational placement always considering education in the least restrictive environment (public school) first, unless it is determined by the team that more restrictive environment is needed. The host district is responsible for FAPE, child find, reporting progress,appointing a surrogate and communicating with the school district of residence.

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11

Incarcerated Students Oversight

1. Does the district have anadult correctional facility that houses juveniles within its geographical boundaries? No

1. Describe the system ofoversight 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).

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LeastRestrictive Environment

1. Review the district’s most recent data for Least Restrictive Environment. Highlight areas of improvement.

The Farrell Area School District is constantlyworking towards achieving performance targets ofstudents in the regular education setting to reach the Future Ready Index standards in elementary, middle andhigh school. The district has been addressing this through data review meetings held with the teachers, administration, meetings within grade-levels, content areas, and cross-curricular areas with discussions focused on analyzing student performance data collected from MAP and other local assessments. Interventions are planned and monitoredat each level. The Farrell Area School District is looking closely at student growth data to continuegrowth from the performance levels previously achieved. Professional Development is an on-going initiative throughout the district, providing teachers, specialists, and paraprofessionals with the tools and strategies needed to instruct each student individually. Moreover, and more specifically to special education services, the target for performance of students 80% ormore receiving services, 40% or less receiving services is progress monitored closely. The state average for students with special needs educated in regular education environments forover 80% of the school day is 61.6%. The district's percentage, in comparison, is 62.4%. For students with IEPs educated in regular education settings less than 40% of the school day is 10.9%. The district's percentage, in comparison, is9.6%. These comparisons show that the Farrell Area School District was just shy of meeting the requirement.
2. What universal practices does the district utilize to address the academic and social/emotional needs of all students in needof accommodations to their learning environments?
The Farrell Area School District adheres to the guidelines and procedures as outlined in Chapter 14 for servicing students inthe Least Restrictive Environment (LRE) to the maximumextent appropriate. Coordinated within the general education setting are accommodations, modifications, Child Study Team (CST) interventions, ESAP, SAP, Community-Based Supports, School-Wide Positive Behavior Program supports, SEL (Tier 1 and 2) supports, and Leveled-Interventions, prior to any referral for multi-disciplinary evaluation/re-evaluation. Upon a student qualifying as eligible for Special Education services, the IEP Team begins to systematically discuss possible placements beginning with the incorporation of Special Education supports within the general education classroom. The team reviews both the benefits and the non-benefits of each incremental level of restriction, including the consideration of any unanticipated consequences. An open discussion ensues of the student’s needs, parental concerns, goals, and expectations, including the district’s continuum of services including supplementary supports and aids. Before a student would receive services outside of the general education classroom, there must be a demonstration that education in that setting could not satisfactorily be met even with supplementary aids. IDEA’s full requirement for identifying the supplementary aids and services a child will need will bespecified in his or her IEP. This appears at§300.320(a)(4)and stipulates that each child’s IEP must contain: A statement of the special education and related services and supplementaryaids and services, based on peer-reviewed research to the extent practicable, to be provided to the child, or on behalf of the child, and a statementof the program modifications or supports for school personnel that will beprovided to

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enable the child—(i) To advance appropriately towardattaining the annual goals; (ii) To be involved in and make progress in the general education curriculum in accordance with paragraph (a)(1) of this section, and to participate in extracurricular and other 14 nonacademic activities; and (iii) To be educated and participate with other children with disabilities and non-disabled children in the activities described in this section… [§300.320(a)(4)] The IEP team considers what services the child needs and the detail with which the team specifies them in the IEP.
3. Describe the academic programming and training efforts the LEA utilizes to ensure meaningful participation of students with disabilities in the general education curriculum.
The Farrell Area School District currently supports students at the Itinerant, Supplemental, and Full-time Levels. Prior to any student placement outside of the Farrell Area District, all district resources, including specialized services, evaluations, and consultation provided by the Midwestern Intermediate Unit IV, have been completely exhausted. The district has students placed in Intermediate Unit operated multi-district programs, as well as students placed in Approved Licensed Private Academic Schools. Regardless of the student’s program the district encourages participation with same age peers in the general education setting for nonacademicand
extra-curricularactivities. Decisions, by everymember of the IEP Team, are data-based. The Director of Special Education makes every attempt toattend each IEP meeting. If the Director should become unavailable the principal, or Assistant Superintendent would then act as the LEA. The Farrell Area School District employs highly qualified teachers and staff and assurance of continuing education and professional development is maintained. Professional Development on inclusive practices, Partnership with PATTAN and MIU IV, who works with students, teachers, paraprofessionals and families provides on-going training in co-teaching, behavioral interventions, and inclusive practices, differentiated instruction, and meeting student’s needs within the various disability categories ensurethat students receive FAPE in the LRE.
4. Describe the supplementary aids and services the LEA utilizes to ensure meaningful participation of students with disabilities in extracurricular activities.
Supplementary aids and services are often critical elements in supporting the education of children with disabilities in regular classes and their participation in a range of another school activities. IDEA’s definition of this term (at §300.42) reads: Supplementary aids and services means aids, services, and other supports that are provided in regular education classes, other education-related settings, and in extracurricular andnonacademic settings, to enable children with disabilities to be educated with non-disabled children to the maximum extent appropriate. To ensure that students receive services while being educated in regular education settings, with non-disabled children to the maximum extent appropriate, the fact that supplementary aids and services often play a decisive rolein whether or not the child can be satisfactorily educated in the regular educational environment makes it all the more important that the school provide this. If the IEP team has determined that the child can be satisfactorily educated in the regular classroom, with the support of a given supplementaryaid or service, those aids or services must be specified in the child’s IEP and must be provided to the

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child. (71 Fed Reg. 46588) Supplementary aidsand services can be accommodations and modifications to the curriculum under study or the manner in which that content is presented, or a child’s progress is measured. Supplementary aids and services can alsoinclude: Direct services and supports to the child, support and training for staff who work with that child, and this would always include the parent/guardian. The IEP team determines which SupplementaryAids and services are required for the student. Supplementaryaids and services can include, but are not limited to the following: Supports to address environmental needs (e.g., preferential seating; chair height; planned seating on the bus or van, in the classroom, at lunch, in the auditorium, and in other locations; altered physical room arrangement) Levels of staff support (e.g., consultation, stop-in support, classroom companion, one-on-one assistance; type of personnel support: behavior specialist, personal care assistant, instructional supportassistant, CNA, LPN, co-teaching, instructional coaches, MIU IV related service providers for Physical and Occupational Therapy, Dysphagia Consultants, Vision Specialists, Hearing Impairment) Planning time provided for collaboration by staff, specialized equipment (e.g., wheelchair, standers, computer,software, voice synthesizers, augmentative communication devices, eye-gaze devices, Velcro-strips, pencil-grips, weighted equipment, wiggle seats, fidgets, headphones, resistance bands,utensils/cups/plates, restroom equipment, adaptive physical education equipment, furniture arrangement, seating arrangements, adjustments to sensory inputs (lights, sounds, fabrics, etc.),environmentalaids such as, acoustics, heating, ventilation) Pacing of instruction (e.g., breaks,extended time, materials for home use, picture schedules, home set of materials, alternative presentation methods)Presentation of subject matter (e.g., Google Classroom access, taped lectures, sign language, primary language, paired reading and writing, researched-basedsupplementary materials, provisionof ESL services), Materials (e.g., tests and assignments through Google classroom, scanned tests and notes into computer, material on tape, shared notetaking, large print or Braille, Assistive technology, such as, touch screens, iPads, kindles, netbooks,chrome books, laptops, think pads, study guides, and adaptive computers), Assignment modification (e.g.,shorter assignments, chunked assignments, taped lessons, instructions broken down into steps, allow student to record or type assignment, allow oralverses written responses, access to teacher notes through Google classroom) Self-management and/or follow-through (e.g., student planner, Dojo, parent/teacher communication journal, checklists, positive behavior charts, school website, calendars, Parent Square, teach study skills, functional skills presented in context of typical daily routines in general education setting) Testing adaptations (e.g., read test to child, modify format, extend time, separate setting, small group, transcribing, scribing, alternative assessment) Social interaction support (e.g., cooperative learning groups, teach social skills, social-emotional learning, Lion's Quest, PATHS, counseling supports, Behavioral Improvement Plans (BIPs), modifications of rules/expectations, School-Wide Positive Behaviors) Training for all staff to continue to develop and deliver Standards Aligned Systems (SAS) in the Least Restrictive Environment. Also, bullying prevention lessons, suicide prevention, ALICE training, ACT 126-mandated reporter training. Extracurricular andnonacademic--Consistent with the inclusive nature of the legislation, regulations have added the phrase“in extracurricular and nonacademic settings” to the definition of supplementary aids and services and, thus, enlarged the scope of where supplementary aids and services must be provided, as appropriate tothe

15

child’s needs. Considering the supplementaryaids and supports thata child wouldneed should take into account the academic, extracurricular, and nonacademic environments available to, and of interest to, the child. The Farrell Area School District covers the gamut of school settings where children mightbe engaged in learning, interaction, and development for every student receiving services.
5. Describe the District procedures, which ensure that, to the maximum extent appropriate, children with disabilities placedin private institutions are educated with non-disabled children and have the opportunity toparticipate in district lead extracurricular activities?
Farrell Area School District students are strongly encouraged to participate in and compete in nonacademic and extracurricular activities. Students with IEPs have the same opportunity to participate in academic and extracurricularactivities as peers who are non-disabled. This topic has been discussed at IEP team meetings. Students are informed by the teachers and other staff regardingthe participation of activities as they become available for extracurricular activities. Students with disabilities participate along with their general education peers in schoolathletics, clubs, organizations, the school play and talent show, as well as before and after school programs as they may desire.No child is denied an equal opportunity to participate.
6. Discuss the district’s need to build capacity and expand programs and services in an effort to provide a continuum of services. (Consider the out of district placement chart)
The Farrell Area School District utilizes several out of district placements for students in need of intensive support. Challenging behaviors and other circumstances may warrant exploration of these facilities when the home school is not able tomeet the student's needs. A needfor consideration is behavior support which is closer in distance to the home school. Currently, the districtutilizes facilities located in Beaverand Butler counties. The ultimate goal when students are placed outside of the district is to get the students to a point where the Farrell Area School District is able to meet the needs and provide a Free Appropriate Public Education at the home school.

Out of District Placements

16

Facility Name
	
Facility Type
	
Other
	
Operated By
	
Service Type
	Number of Students Placed

Glade Run
	Licensed Private Academic
		Glade Run Lutheran Services
	
Emotional Support
	
5
	
Crossroads Group Home
	Licensed Private Academic
		
Crossroads, Inc.
	
Emotional Support
	
0

New Horizons
	
Other
	Center School
	
Beaver Valley IU #27
	
Autistic Support
	
3
	
Sharpsville Autism Support
	
Other
	Public School
	
Sharpsville Area SD
	
Autistic Support
	
2

New Horizons
	
Other
	Center School
	
Beaver Valley IU #27
	Multiple Disabilities Support
	
1

New Horizons
	
Other
	Center School
	
Beaver Valley IU #27
	
Emotional Support
	
3

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Positive Behavior Support Date of Approval
2013-10-14

Uploaded Files

Behavior Support_6523bf8d.pdf

1. How does the district support the emotional, social needs of students with disabilities?

The district has emotional support programs in both the elementaryand high school levels. Students receive behavioral and academic support as per student IEP for those who qualify. For students who demonstrate a greaterneed for behavioral support where the district is unable to support himor her, outside placements are utilized as needed. AtFarrell positive behavior support plans (PBSP) for students with disabilities and eligible young children who require effective practices, specific interventions, and strategies to address behavior that interferes with learning are developed by a team. They are written based on a Functional BehavioralAssessment(FBA): interviewing people that observed the behaviors, data collection, and analysis of information.A FBA is also used to determine the nature and extent of the special education and related services that a child needs, including a need for a BIP. A plan is then written (BIP) which includes methods that utilize positive reinforcement and other positive techniques to shape a child’s behavior. The goal is to replace the negative behavior with a positive behavior through the use of positive reinforcement and positive techniques. A FBA/BIP is done if the team decides that the behavior is impeding thechild’s ability to learn or impedes the learning of others. The team reviews the evaluation, re-evaluation, the IEP present educational levels, and input from the parent and teachers to see if the behavior is impeding the child’s learning. If behavior issues are identified a PBSP is completed. If it is decided by the team the PBSP is not required to receive FAPE the reasons are documented in the IEP’s present educational levels.
2. Describe training provided to staff in the use of positive behavior supports, de-escalationtechniques and responses to behavior that may require immediate intervention.
Training for special education staff includes Safety Care Management, where de-escalation strategies are utilized. When a change of placement due to disciplinary removal of a student occurs, the district holds a team meeting (manifestation determination todetermine if the behavior was due to the child’s disability or to the IEP not being implemented), conducts an FBA and develops a PBSP or if a plan is in place, reviews and modifies the plan to prevent a recurrence of the behavior. The disciplinary change of placement occurswhen a student is removed for more than 10 consecutive days, 15 cumulative days in a school year, even one day for a student with ID, up to 45

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days toan interim placement due to violations involving weapons, drugs or serious bodily injury. A hearing is also scheduled. At the secondary level the district employs the use of progressive discipline. Reassignment is used as an alternative setting for students who are continually disruptive. Every attempt is made to keep students in the school setting before a more restrictive exclusionof students is employed. Special education students are always provided the services of a certifiedspecial education teacher when receivingeither in or out of school suspension. Students receive in school suspension with the services of a special education teacher orout of school suspension onlyafter a manifestation determination has been done to determine if the students behavior was due to his/her disability and if it was due to the districts failure to implement the IEP. If a student is IDthey cannot be suspended without the permission from the state/chief state advisor. If the student has brought a weapon, drugs or is a threat tohimself orothers a manifest must bedone to determine placement (45 days) . The district has a policy number 218. Board policies and the student code of conduct are in place. Also in the handbook there is a section for bullying which states any cases of bullying, intimidation, or harassment should be reported to an administrator.Proven cases can result in warnings, detention, parent phone calls, suspensions, disciplinary hearings, andeven charges being filed with the police department.
3. Describe the district positive school wide support programs.

The district participates in the School-Wide Positive Behavior Support initiative. A SWPBS team is in place, and data is reviewed periodically so that interventions may be implemented. This also includes students with disabilities. The district has been in the process of implementing a School Wide Positive Behavior Support program. The elementary has successfully completed Tier 1. The high school continues to build its program to meet Tier 1 requirements. To date the district has established a team, had several meetingswith the IU4, had a meeting with staff to present and to get a buy in, came up with an acronym for the district (BLUE and Gold, B BeRespectful, L Live responsible, U Uphold integrity, Encourage others), completed a behaviormatrix, presented to the PTO, and worked on the discipline referral so all is aligned to the plan. The system is reviewed in behavior data meetings on a regular basis to analyze effectiveness, identify target areas, and to make modifications as necessary. As part of the SchoolWide Posisitve BehaviorProgram, students have the opportunity to earn Living Blue tickets in both the Elementary and High school. In the Elementary school,each teacher is given 5 tickets a week to be handed out throughout the week. Students can earn these by "Living Blue" and upholding the values of the program. The names of the students get entered into a random drawingand each student earns a small reward (Prize or Snack Shack Coupon). Each month 10 names are pulled at random for a Party with the Principal (activities vary each month). Atthe end of the nine week, the class with the highest amount of tickets on each floor get to choose a class party (Donuts, cookies, etc). The student in the nine weeks that has earned the most golden tickets gets prize ($5 in Snack Shack, McDonald's gift card, etc).The names of the winners are posted on a bulletin board in the main hall, as well as shown in a slide show in the classrooms. At thehigh school, each day 2 teachers on the 1st floor as well as 2 teachers on the 2nd floorare given 2 tickets to handout. Students can earn these by "Living Blue" and upholding the values of the program. The students who earn tickets are given a small prize of their choice(Pencils,

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water bottles, key chains, chap stick, snackshack coupons, etc) and their name is put ontoa large "Living Blue" board. Thestudents also sign the "100Club" book. At then endof each month, there is a "Party with the Principal" (Pizza and Bingo) with 10random names chosen from the board through a name generator. Winners are announced over the announcements and an personal invite is sent to the students. In addition, a teacher is chosen randomly based off of the 10random chosen students. The teacher gets a gift cardor is invited to the "Party with the Principal".
4. Describe the district school-based behavior health services.

Farrell has a SAP team and has begun a pre-referral process and a SCORE program, strengthening concepts and opportunities with re-education. It is a collaborative effort between the district and Mercer County Behavioral Health. Goals are to promote behavioral change in the classroom, increase academic performance, enhance selfesteem, build upon strengths, foster and cultivate relationships, reduce disciplinary problems, integrate families and improve coping skills. A psychiatric staffing is held for a student whenthere is a concern (behavioral) which could warrant a change of placement. The SAP liaison is usually present as the liaison between thedistrict and parents. The district has also provided Social Emotional Learning to all elementary students through the hiring ofa teacher to teach a Social Emotional Learning class within the weekly specials rotation. The district has also continued it's contract for a full time Tier 2 Social Emotional Learning (SEL) teacher to float between the elementaryand middle schools. This teacher works with targetedstudents in need of additional behavioral support. In addition, the district hired a social worker who provides individual counseling. Students are often referred through the SAP program, guidance counselors, teachers, parents, and self-referrals. Another role of the social worker is providing crisis-response within the school building.
5. Describe the district restraint procedure.

Restraints are used as a last resort in order to keep students and staff safe. When a student becomes a danger tohim/herselfor to that of others, physical restraints may be used to as a response to the safety and welfare of all involved. Restraints-application ofphysical force, with or without the use of any device, designed to restrain free movementof a student’s body, excluding thefollowing: 1) Briefly holding a student, without force, to calm or comfort him/her. 2) Guiding a student to an appropriate activity. 3) Holding a student’s hand to escort him/her safely fromone area toanother. 4) Hand-over-hand assistance with feeding or task completion. 5) Techniques prescribed by a qualified medical professional for reasons of safety or for therapeutic or medical treatment, as agreed to bythe student’s parents/guardians and specified in the IEP. 6) Mechanical restraints governed by thispolicy, such as devices usedfor physical or occupational therapy, seatbelts in wheelchairs or on toilets used for balance and safety, safety harnesses in buses, and functional positioning devices. If a Safety-Care level of restraint is initiated, the parents are notified by theend of the school day, a restraint form is filled out by the participating staff, and it is logged for state reporting.

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21

Intensive Interagency

Please address anyareas of concern with students who are placed on Instruction Conducted in the Home or who are at a substantial risk of waiting more than 30 days for an appropriate educational placement.
In cases where severe behavior is not able to be supported in the home district, the IEP team considers options outside of the regular school environment. These options include, but are not limited to, Crossroads Group Home (APS), Glade Run (APS), or New Horizons (Center-based). In circumstances where placement options are not available, assistance is sought through the Midwestern IU #4 for Intensive Interagency Coordination. 1. If the LEA is having difficulty ensuring FAPE for an individual student or a particular disability category the Farrell School District will elicitthe support of Midwestern Intermediate Unit IV in Grove City, Pennsylvania. Services thatare available within our District include, itinerant, supplemental, and full-time learning support, itinerant, supplemental, and full-time life skills support, itinerant, supplemental and full time emotionalsupport, and itinerant speech and language support. With the assistance of the Midwestern Intermediate Unit IV we have also been able to provide itinerant, and supplemental vision support, itinerant and supplementalhearing support, along with itinerant, supplemental and full-time interpreter services when necessary. The District also utilizes the Midwestern IU IV to service our Occupational and Physical Therapy needs. When specific needs of our students cannot be met through the District or the support of the Midwestern Intermediate Unit IV,we contract with other educational entities. Allplacement and programming decisions are a team approach. For mental health needs, the district refers students to Bethesda or Pathfinders (Partial Hospitalization). Ifa student is accepted to this program, the district provides transportation to and from the facility. At this time,Farrell Area SchoolDistrict has one student who is on Instruction in the Home. There has not been any concerns for students waiting more than 30 days for an appropriate educational placement.

22

Education Program (CaseloadFTE)

FTE ID
	Classroom Location
	Full-time or Part-time Position?
	Revised
	
Position #5
	Elementary
	Full-time (1.0)
	02/21/2025 03:25 PM

Building Name
	
Russell C. Phillips El Sch
	
Support Type
	
Learning Support
	
Support Sub-Type
	
Learning Support
	
Level of Support
	Case Load
	
Itinerant (20% or Less)
	0
	
Identify Classroom
	Classroom Location
	Age Range
	
School District
	Elementary
	5 to 12
	
Age Range Justification
	FTE %
	
Parents of students outside of age-range are notified and waivers signed
	0

FTE ID
	Classroom Location
	Full-time or Part-time Position?
	Revised
	
Position #14
	Elementary
	Full-time (1.0)
	02/21/2025 03:12 PM

Building Name
	
Russell C. Phillips El Sch
	
Support Type
	
Life Skills Support

23

Support Sub-Type
	
Life Skills Support (Grades K-6)
	
Level of Support
	Case Load
	
Supplemental (Less Than 80% but More Than 20%)
	7
	
Identify Classroom
	Classroom Location
	Age Range
	
School District
	Elementary
	5 to 10
	
Age Range Justification
	FTE %
	
Parents of students outside of age-range are notified and waivers signed
	0.35

Building Name
	
Russell C. Phillips El Sch
	
Support Type
	
Life Skills Support
	
Support Sub-Type
	
Life Skills Support (Grades K-6)
	
Level of Support
	Case Load
	
Full-Time (80% or More)
	2
	
Identify Classroom
	Classroom Location
	Age Range
	
School District
	Elementary
	5 to 10
	
Age Range Justification
	FTE %
	
Parents of students outside of age-range are notified and waivers signed
	0.17

FTE ID
	Classroom Location
	Full-time or Part-time Position?
	Revised
	
Position #8
	Secondary
	Full-time (1.0)
	02/21/2025 12:59 PM

Building Name
	
Farrell Area HS/UMS
	
Support Type

24

Life Skills Support
	
Support Sub-Type
	
Life Skills Support (Grades 7-12)
	
Level of Support
	Case Load
	
Full-Time (80% or More)
	1
	
Identify Classroom
	Classroom Location
	Age Range
	
School District
	Secondary
	13 to 19
	
Age Range Justification
	FTE %
	
Parents of students outside of age-range are notified and waivers signed
	0.07

Building Name
	
Farrell Area HS/UMS
	
Support Type
	
Life Skills Support
	
Support Sub-Type
	
Life Skills Support (Grades 7-12)
	
Level of Support
	Case Load
	
Supplemental (Less Than 80% but More Than 20%)
	9
	
Identify Classroom
	Classroom Location
	Age Range
	
School District
	Secondary
	13 to 19
	
Age Range Justification
	FTE %
	
Parents of students outside of age-range are notified and waivers signed
	0.45

FTE ID
	Classroom Location
	Full-time or Part-time Position?
	Revised
	
Position #2
	Elementary
	Full-time (1.0)
	02/21/2025 12:57 PM

Building Name
	
Russell C. Phillips El Sch

25

Support Type
	
Learning Support
	
Support Sub-Type
	
Learning Support
	
Level of Support
	Case Load
	
Supplemental (Less Than 80% but More Than 20%)
	12
	
Identify Classroom
	Classroom Location
	Age Range
	
School District
	Elementary
	8 to 11
	
Age Range Justification
	FTE %
	
Parents of students outside of age-range are notified and waivers signed
	0.6

Building Name
	
Russell C. Phillips El Sch
	
Support Type
	
Learning Support
	
Support Sub-Type
	
Learning Support
	
Level of Support
	Case Load
	
Itinerant (20% or Less)
	13
	
Identify Classroom
	Classroom Location
	Age Range
	
School District
	Elementary
	8 to 11
	
Age Range Justification
	FTE %
	
Parents of students outside of age-range are notified and waivers signed
	0.26

FTE ID
	Classroom Location
	Full-time or Part-time Position?
	Revised
	
Position #13
	Multiple
	Full-time (1.0)
	02/21/2025 12:45 PM

Building Name

26

Farrell Area SD
	
Support Type
	
Speech And Language Support
	
Support Sub-Type
	
Speech And Language Support

Level of Support
	Case Load
	
Itinerant (20% or Less)
	29

Identify Classroom
	
Classroom Location
	Age Range
	
School District
	Multiple
	5 to 12
	
Age Range Justification
	FTE %
	
IEP age waivers are signed by parents in acknowledgement that their child will be serviced in this classroom along with other students outside of the age range. It is also noted in present levels of functional performance in each child's IEP. Academic scheduling is completed with age differences in mind to prevent students from receiving instruction with peers outside of theage range.

0.45

FTE ID
	Classroom Location
	Full-time or Part-time Position?
	Revised
	
Program Position #3
	Elementary
	Full-time (1.0)
	02/21/2025 03:23 PM

Building Name
	
Russell C. Phillips El Sch
	
Support Type
	
Learning Support
	
Support Sub-Type
	
Learning Support
	
Level of Support
	Case Load
	
Supplemental (Less Than 80% but More Than 20%)
	6

27

Identify Classroom
	Classroom Location
	Age Range
	
School District
	Elementary
	5 to 8
	
Age Range Justification
	FTE %
	
Parents of students outside of age-range are notified and waivers signed
	0.3

Building Name
	
Russell C. Phillips El Sch
	
Support Type
	
Learning Support
	
Support Sub-Type
	
Learning Support
	
Level of Support
	Case Load
	
Itinerant (20% or Less)
	11
	
Identify Classroom
	Classroom Location
	Age Range
	
School District
	Elementary
	5 to 8
	
Age Range Justification
	FTE %
	
Parents of students outside of age-range are notified and waivers signed
	0.22

FTE ID
	Classroom Location
	Full-time or Part-time Position?
	Revised
	
Position #7
	Secondary
	Full-time (1.0)
	02/21/2025 01:50 PM

Building Name
	
Farrell Area HS/UMS
	
Support Type
	
Emotional Support
	
Support Sub-Type
	
Emotional Support
	
Level of Support
	Case

28

	Load
	
Supplemental (Less Than 80% but More Than 20%)
	11

Identify Classroom
	
Classroom Location
	Age Range
	
School District
	Secondary
	13 to 19
	
Age Range Justification
	FTE %
	
IEP age waivers are signed by parents in acknowledgement that their child will be serviced in this classroom along with other students outside of the age range. It is also noted in present levels of functional performance in each child's IEP. Academic scheduling is completed with age differences in mind to prevent students from receiving instruction with peers outside of theage range.

0.55

Building Name
	
Farrell Area HS/UMS
	
Support Type
	
Emotional Support
	
Support Sub-Type
	
Emotional Support
	
Level of Support
	Case Load
	
Itinerant (20% or Less)
	8
	
Identify Classroom
	Classroom Location
	Age Range
	
School District
	Secondary
	13 to 19
	
Age Range Justification
	FTE %
	
Parents of students outside of age-range are notified and waivers signed
	0.16

Building Name
	
Farrell Area HS/UMS
	
Support Type
	
Emotional Support
	
Support Sub-Type
	
Emotional Support
	
Level of Support
	Case Load
	
Full-Time (80% or More)
	2

29

Identify Classroom
	Classroom Location
	Age Range
	
School District
	Secondary
	13 to 19
	
Age Range Justification
	FTE %
	
Parents of students outside of age-range are notified and waivers signed
	0.17

FTE ID
	Classroom Location
	Full-time or Part-time Position?
	Revised
	
Position #10
	Secondary
	Full-time (1.0)
	02/21/2025 01:52 PM

Building Name
	
Farrell Area HS/UMS
	
Support Type
	
Learning Support
	
Support Sub-Type
	
Learning Support
	
Level of Support
	Case Load
	
Supplemental (Less Than 80% but More Than 20%)
	10
	
Identify Classroom
	Classroom Location
	Age Range
	
School District
	Secondary
	13 to 19
	
Age Range Justification
	FTE %
	
Parents of students outside of age-range are notified and waivers signed
	0.5

Building Name
	
Farrell Area HS/UMS
	
Support Type
	
Learning Support
	
Support Sub-Type
	
Learning Support
	
Level of Support
	Case Load

30

Itinerant (20% or Less)
	9
	
Identify Classroom
	Classroom Location
	Age Range
	
School District
	Secondary
	13 to 19
	
Age Range Justification
	FTE %
	
Parents of students outside of age-range are notified and waivers signed
	0.18

FTE ID
	Classroom Location
	Full-time or Part-time Position?
	Revised
	
Position #4
	Elementary
	Full-time (1.0)
	02/21/2025 01:55 PM

Building Name
	
Russell C. Phillips El Sch
	
Support Type
	
Life Skills Support
	
Support Sub-Type
	
Life Skills Support (Grades K-6)
	
Level of Support
	Case Load
	
Full-Time (80% or More)
	1
	
Identify Classroom
	Classroom Location
	Age Range
	
School District
	Elementary
	8 to 12
	
Age Range Justification
	FTE %
	
Parents notified via waivers of age differences, reflected in IEPs
	0.08

Building Name
	
Russell C. Phillips El Sch
	
Support Type
	
Life Skills Support
	
Support Sub-Type
	
Life Skills Support (Grades K-6)

31

Level of Support
	Case Load
	
Supplemental (Less Than 80% but More Than 20%)
	7
	
Identify Classroom
	Classroom Location
	Age Range
	
School District
	Elementary
	8 to 12
	
Age Range Justification
	FTE %
	
Parents notified via waivers of age differences, reflected in IEPs
	0.35

Building Name
	
Russell C. Phillips El Sch
	
Support Type
	
Life Skills Support
	
Support Sub-Type
	
Life Skills Support (Grades K-6)
	
Level of Support
	Case Load
	
Itinerant (20% or Less)
	1
	
Identify Classroom
	Classroom Location
	Age Range
	
School District
	Elementary
	8 to 12
	
Age Range Justification
	FTE %
	
Parents of students outside of age-range are notified and waivers signed
	0.05

FTE ID
	Classroom Location
	Full-time or Part-time Position?
	Revised
	
Position #9
	Secondary
	Full-time (1.0)
	02/21/2025 03:14 PM

Building Name
	
Farrell Area HS/UMS
	
Support Type
	
Learning Support
	
Support Sub-Type

32

Learning Support

Level of Support
	Case Load
	
Supplemental (Less Than 80% but More Than 20%)
	11

Identify Classroom
	
Classroom Location
	Age Range
	
School District
	Secondary
	12 to 16
	
Age Range Justification
	FTE %
	
IEP age waivers are signed by parents in acknowledgement that their child will be serviced in this classroom along with other students outside of the age range. It is also noted in present levels of functional performance in each child's IEP. Academic scheduling is completed with age differences in mind to prevent students from receiving instruction with peers outside of theage range.

0.55

Building Name
	
Farrell Area HS/UMS
	
Support Type
	
Learning Support
	
Support Sub-Type
	
Learning Support
	
Level of Support
	Case Load
	
Itinerant (20% or Less)
	5
	
Identify Classroom
	Classroom Location
	Age Range
	
School District
	Secondary
	12 to 19
	
Age Range Justification
	FTE %
	
Parents of students outside of age-range are notified and waivers signed
	0.1

FTE ID
	Classroom Location
	Full-time or Part-time Position?
	Revised
	
Position #1
	Elementary
	Full-time (1.0)
	02/21/2025 03:16 PM

33

Building Name
	
Russell C. Phillips El Sch
	
Support Type
	
Learning Support
	
Support Sub-Type
	
Learning Support
	
Level of Support
	Case Load
	
Supplemental (Less Than 80% but More Than 20%)
	9
	
Identify Classroom
	Classroom Location
	Age Range
	
School District
	Elementary
	8 to 12
	
Age Range Justification
	FTE %
	
Parents of students outside of age-range are notified and waivers signed
	0.45

Building Name
	
Russell C. Phillips El Sch
	
Support Type
	
Learning Support
	
Support Sub-Type
	
Learning Support
	
Level of Support
	Case Load
	
Itinerant (20% or Less)
	9
	
Identify Classroom
	Classroom Location
	Age Range
	
School District
	Elementary
	8 to 12
	
Age Range Justification
	FTE %
	
Parents of students outside of age-range are notified and waivers signed
	0.18

FTE ID
	Classroom Location
	Full-time or Part-time Position?
	Revised
	
Position #12
	Elementary
	Full-time (1.0)
	02/21/2025 03:18 PM

34

Building Name
	
Farrell Area SD
	
Support Type
	
Speech And Language Support
	
Support Sub-Type
	
Speech And Language Support

Level of Support
	Case Load
	
Itinerant (20% or Less)
	13

Identify Classroom
	
Classroom Location
	Age Range
	
School District
	Elementary
	5 to 13
	
Age Range Justification
	FTE %
	
IEP age waivers are signed by parents in acknowledgement that their child will be serviced in this classroom along with other students outside of the age range. It is also noted in present levels of functional performance in each child's IEP. Academic scheduling is completed with age differences in mind to prevent students from receiving instruction with peers outside of theage range.

0.2

FTE ID
	Classroom Location
	Full-time or Part-time Position?
	Revised
	
Position #6
	Elementary
	Full-time (1.0)
	02/21/2025 03:24 PM

Building Name
	
Russell C. Phillips El Sch
	
Support Type

35

Emotional Support
	
Support Sub-Type
	
Emotional Support
	
Level of Support
	Case Load
	
Itinerant (20% or Less)
	15
	
Identify Classroom
	Classroom Location
	Age Range
	
School District
	Elementary
	5 to 12
	
Age Range Justification
	FTE %
	
Parents of students outside of age-range are notified and waivers signed
	0.3

Building Name
	
Russell C. Phillips El Sch
	
Support Type
	
Emotional Support
	
Support Sub-Type
	
Emotional Support
	
Level of Support
	Case Load
	
Full-Time (80% or More)
	1
	
Identify Classroom
	Classroom Location
	Age Range
	
School District
	Elementary
	5 to 13
	
Age Range Justification
	FTE %
	
Parents of students outside of age-range are notified and waivers signed
	0.08

Building Name
	
Russell C. Phillips El Sch
	
Support Type
	
Emotional Support
	
Support Sub-Type
	
Emotional Support
	
Level of Support
	Case Load
	
Supplemental (Less Than 80% but More Than 20%)
	3
	
Identify Classroom
	Classroom Location
	Age Range

36

School District
	Elementary
	5 to 12
	
Age Range Justification
	FTE %
	
Parents of students outside of age-range are notified and waivers signed
	0.15

FTE ID
	Classroom Location
	Full-time or Part-time Position?
	Revised
	
Position #11
	Elementary
	Full-time (1.0)
	02/21/2025 03:23 PM

Building Name
	
Russell C. Phillips El Sch
	
Support Type
	
Autistic Support
	
Support Sub-Type
	
Autistic Support

Level of Support
	Case Load
	
Full-Time (80% or More)
	5

Identify Classroom
	
Classroom Location
	Age Range
	
Intermediate Unit
	Elementary
	5 to 12
	
Age Range Justification
	FTE %
	
IEP age waivers are signed by parents in acknowledgement that their child will be serviced in this classroom along with other students outside of the age range. It is also noted in present levels of functional performance in each child's IEP. Academic scheduling is completed with age differences in mind to prevent students from receiving instruction with peers outside of theage range.

0.62

37

38

Special Education Facilities

Building Name
	Room #
	
Farrell Area HS/UMS
	114
	
School Building
	Building Description
	
	A building in which general education programsare operated
	
Classroom Measurements
	Classroom Area Measurement
	Max # ofstudents in classroom
	
30 feet, 0 inches x 22 feet, 0 inches
	660sqft
	23
	
Implementation Date
	
2022-06-10
	
Uploaded Files

1Assurance Check

Assurance Check
	Yes
	No
	
The class is maintained as close as appropriate to the ebb and flow of usual school activities
	Yes
		
The class is located where noise will not interfere with instruction
	Yes
		
The class is located only in space that is designed for purposes of instruction
	Yes
		
The class is readily accessible
	Yes
		
The class is composed of at least 28 square feet per student
	Yes
		
The location of the class has been maintained for at least 3 school years.
	Yes

Building Name
	Room #
	
Russell C. Phillips El Sch
	316
	
School Building
	Building Description
	
	A building in which general education programsare operated
	
Classroom Measurements
	Classroom Area Measurement
	Max # ofstudents in classroom
	
30 feet, 0 inches x 22 feet, 0 inches
	660sqft
	23
	
Implementation Date

39

2022-06-10
	
Uploaded Files

2Assurance Check

Assurance Check
	Yes
	No
	
The class is maintained as close as appropriate to the ebb and flow of usual school activities
	Yes
		
The class is located where noise will not interfere with instruction
	Yes
		
The class is located only in space that is designed for purposes of instruction
	Yes
		
The class is readily accessible
	Yes
		
The class is composed of at least 28 square feet per student
	Yes
		
The location of the class has been maintained for at least 3 school years.
	Yes

Building Name
	Room #
	
Farrell Area HS/UMS
	223
	
School Building
	Building Description
	
	A building in which general education programsare operated
	
Classroom Measurements
	Classroom Area Measurement
	Max # ofstudents in classroom
	
30 feet, 0 inches x 22 feet, 0 inches
	660sqft
	23
	
Implementation Date
	
2022-06-10
	
Uploaded Files

3Assurance Check

Assurance Check
	Yes
	No

40

The class is maintained as close as appropriate to the ebb and flow of usual school activities
	Yes
		
The class is located where noise will not interfere with instruction
	Yes
		
The class is located only in space that is designed for purposes of instruction
	Yes
		
The class is readily accessible
	Yes
		
The class is composed of at least 28 square feet per student
	Yes
		
The location of the class has been maintained for at least 3 school years.
	Yes

Building Name
	Room #
	
Russell C. Phillips El Sch
	112
	
School Building
	Building Description
	
	A building in which general education programsare operated
	
Classroom Measurements
	Classroom Area Measurement
	Max # ofstudents in classroom
	
30 feet, 0 inches x 22 feet, 0 inches
	660sqft
	23
	
Implementation Date
	
2022-06-10
	
Uploaded Files

4Assurance Check

Assurance Check
	Yes
	No
	
The class is maintained as close as appropriate to the ebb and flow of usual school activities
	Yes
		
The class is located where noise will not interfere with instruction
	Yes
		
The class is located only in space that is designed for purposes of instruction
	Yes
		
The class is readily accessible
	Yes
		
The class is composed of at least 28 square feet per student
	Yes
		
The location of the class has been maintained for at least 3 school years.
	Yes

41

Building Name
	Room #
	
Farrell Area HS/UMS
	206
	
School Building
	Building Description
	
	A building in which general education programsare operated
	
Classroom Measurements
	Classroom Area Measurement
	Max # ofstudents in classroom
	
30 feet, 0 inches x 28 feet, 0 inches
	840sqft
	30
	
Implementation Date
	
2022-06-10
	
Uploaded Files

5Assurance Check

Assurance Check
	Yes
	No
	
The class is maintained as close as appropriate to the ebb and flow of usual school activities
	Yes
		
The class is located where noise will not interfere with instruction
	Yes
		
The class is located only in space that is designed for purposes of instruction
	Yes
		
The class is readily accessible
	Yes
		
The class is composed of at least 28 square feet per student
	Yes
		
The location of the class has been maintained for at least 3 school years.
	Yes

Building Name
	Room #
	
Russell C. Phillips El Sch
	110
	
School Building
	Building Description
	
	A building in which general education programsare operated

42

Classroom Measurements
	Classroom Area Measurement
	Max # ofstudents in classroom
	
30 feet, 0 inches x 22 feet, 0 inches
	660sqft
	23
	
Implementation Date
	
2022-06-10
	
Uploaded Files

6Assurance Check

Assurance Check
	Yes
	No
	
The class is maintained as close as appropriate to the ebb and flow of usual school activities
	Yes
		
The class is located where noise will not interfere with instruction
	Yes
		
The class is located only in space that is designed for purposes of instruction
	Yes
		
The class is readily accessible
	Yes
		
The class is composed of at least 28 square feet per student
	Yes
		
The location of the class has been maintained for at least 3 school years.
	Yes

Building Name
	Room #
	
Russell C. Phillips El Sch
	215
	
School Building
	Building Description
	
	A building in which general education programsare operated
	
Classroom Measurements
	Classroom Area Measurement
	Max # ofstudents in classroom
	
22 feet, 0 inches x 10 feet, 0 inches
	220sqft
	7
	
Implementation Date
	
2022-06-10
	
Uploaded Files

43

7Assurance Check

Assurance Check
	Yes
	No
	
The class is maintained as close as appropriate to the ebb and flow of usual school activities
	Yes
		
The class is located where noise will not interfere with instruction
	Yes
		
The class is located only in space that is designed for purposes of instruction
	Yes
		
The class is readily accessible
	Yes
		
The class is composed of at least 28 square feet per student
	Yes
		
The location of the class has been maintained for at least 3 school years.
	Yes

Building Name
	Room #
	
Russell C. Phillips El Sch
	311
	
School Building
	Building Description
	
	A building in which general education programsare operated
	
Classroom Measurements
	Classroom Area Measurement
	Max # ofstudents in classroom
	
30 feet, 0 inches x 22 feet, 0 inches
	660sqft
	23
	
Implementation Date
	
2022-06-10
	
Uploaded Files

8Assurance Check

Assurance Check
	Yes
	No
	
The class is maintained as close as appropriate to the ebb and flow of usual school activities
	Yes
		
The class is located where noise will not interfere with instruction
	Yes
		
The class is located only in space that is designed for purposes of instruction
	Yes
		
The class is readily accessible
	Yes
		
The class is composed of at least 28 square feet per student
	Yes
		
The location of the class has been maintained for at least 3 school years.
	Yes

44

Building Name
	Room #
	
Farrell Area HS/UMS
	208
	
School Building
	Building Description
	
	A building in which general education programsare operated
	
Classroom Measurements
	Classroom Area Measurement
	Max # ofstudents in classroom
	
30 feet, 0 inches x 30 feet, 0 inches
	900sqft
	32
	
Implementation Date
	
2022-06-10
	
Uploaded Files

9Assurance Check

Assurance Check
	Yes
	No
	
The class is maintained as close as appropriate to the ebb and flow of usual school activities
	Yes
		
The class is located where noise will not interfere with instruction
	Yes
		
The class is located only in space that is designed for purposes of instruction
	Yes
		
The class is readily accessible
	Yes
		
The class is composed of at least 28 square feet per student
	Yes
		
The location of the class has been maintained for at least 3 school years.
	Yes

Building Name
	Room #
	
Russell C. Phillips El Sch
	217
	
School Building
	Building Description
	
	A building in which general education programsare operated

45

Classroom Measurements
	Classroom Area Measurement
	Max # ofstudents in classroom
	
22 feet, 0 inches x 10 feet, 0 inches
	220sqft
	7
	
Implementation Date
	
2022-06-10
	
Uploaded Files

10Assurance Check

Assurance Check
	Yes
	No
	
The class is maintained as close as appropriate to the ebb and flow of usual school activities
	Yes
		
The class is located where noise will not interfere with instruction
	Yes
		
The class is located only in space that is designed for purposes of instruction
	Yes
		
The class is readily accessible
	Yes
		
The class is composed of at least 28 square feet per student
	Yes
		
The location of the class has been maintained for at least 3 school years.
	Yes

Building Name
	Room #
	
Russell C. Phillips El Sch
	207
	
School Building
	Building Description
	
	A building in which general education programsare operated
	
Classroom Measurements
	Classroom Area Measurement
	Max # ofstudents in classroom
	
30 feet, 0 inches x 22 feet, 0 inches
	660sqft
	23
	
Implementation Date
	
2022-06-10
	
Uploaded Files

46

11Assurance Check

Assurance Check
	Yes
	No
	
The class is maintained as close as appropriate to the ebb and flow of usual school activities
	Yes
		
The class is located where noise will not interfere with instruction
	Yes
		
The class is located only in space that is designed for purposes of instruction
	Yes
		
The class is readily accessible
	Yes
		
The class is composed of at least 28 square feet per student
	Yes
		
The location of the class has been maintained for at least 3 school years.
	Yes

Building Name
	Room #
	
Russell C. Phillips El Sch
	109
	
School Building
	Building Description
	
	A building in which general education programsare operated
	
Classroom Measurements
	Classroom Area Measurement
	Max # ofstudents in classroom
	
30 feet, 0 inches x 22 feet, 0 inches
	660sqft
	23
	
Implementation Date
	
2022-06-10
	
Uploaded Files

12Assurance Check

Assurance Check
	Yes
	No
	
The class is maintained as close as appropriate to the ebb and flow of usual school activities
	Yes
		
The class is located where noise will not interfere with instruction
	Yes
		
The class is located only in space that is designed for purposes of instruction
	Yes
		
The class is readily accessible
	Yes
		
The class is composed of at least 28 square feet per student
	Yes
		
The location of the class has been maintained for at least 3 school years.
	Yes

47

Building Name
	Room #
	
Russell C. Phillips El Sch
	107
	
School Building
	Building Description
	
Elementary
	A building in which general education programsare operated
	
Classroom Measurements
	Classroom Area Measurement
	Max # ofstudents in classroom
	
30 feet, 0 inches x 22 feet, 0 inches
	660sqft
	23
	
Implementation Date
	
2024-08-26
	
Uploaded Files

13Assurance Check

Assurance Check
	Yes
	No
	
The class is maintained as close as appropriate to the ebb and flow of usual school activities
	Yes
		
The class is located where noise will not interfere with instruction
	Yes
		
The class is located only in space that is designed for purposes of instruction
	Yes
		
The class is readily accessible
	Yes
		
The class is composed of at least 28 square feet per student
	Yes
		
The location of the class has been maintained for at least 3 school years.
		No

Building Name
	Room #
	
Russell C. Phillips El Sch
	202
	
School Building
	Building Description
	
Elementary
	A building in which general education programsare operated

48

Classroom Measurements
	Classroom Area Measurement
	Max # ofstudents in classroom
	
22 feet, 0 inches x 40 feet, 0 inches
	880sqft
	31
	
Implementation Date
	
2025-03-12
	
Uploaded Files

14Assurance Check

Assurance Check
	Yes
	No
	
The class is maintained as close as appropriate to the ebb and flow of usual school activities
	Yes
		
The class is located where noise will not interfere with instruction
	Yes
		
The class is located only in space that is designed for purposes of instruction
	Yes
		
The class is readily accessible
	Yes
		
The class is composed of at least 28 square feet per student
	Yes
		
The location of the class has been maintained for at least 3 school years.
		No

49

Special Education Support Services 15SpecialEducation Support Services

Special Education Support Services
	
Numerical Value
	
Primary Location
	
Contractor or District
	
Director of Special Education
	1
	District Wide
	District
	
Transition Coordinator
	1
	Secondary
	District
	
Paraprofessionals
	6
	District Wide
	District
	
School Psychologist
	2
	District Wide
	District
	
Physical Therapist
	1
	District Wide
	Contractor
	
Occupational Therapist
	1
	District Wide
	Contractor
	
Social Worker
	1
	District Wide
	District
	
Guidance Counselor
	2
	District Wide
	District
	
Other
	1
	District Wide
	District
	
Paraprofessionals
	3
	District Wide
	Contractor

50

Special Education PersonnelDevelopment

Autism

Description of Training
	
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, andchildhood 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 EducationalConsultants can assist teams through training, classroom consultation and individual student consultation. Pleasecontact us for more information or to request support from the TaC Educational Consultants.
	
Lead Person/Position
	Year of Training

Director of Special Education
	2027
	
Hours Per Training
	Number of Sessions
	Provider
	Audience

3

1
	
Intermediate Unit Other
	Building Administrators General Education Teachers Paraprofessionals
Special Education Teachers

Positive Behavior Support

Description of Training
	
Staff will learn the use of appropriate de-escalation techniques and Safe Care Management, along with implementation and proper maintenance of the SchoolWide Positive Behavior Program. The District plans to have special education staff trained in the use of Safe Care Managementat Midwestern Intermediate Unit which instructs on proper de-escalation and restraint techniques. The initial training is a two-day in-service. Participants then need to go yearly for updated training. The District has a schedule of events that occur to implement the School Wide Positive Behavior Program: • Monthly data teammeetings • Fall/Winter/Spring AllStaff "refreshers" • Monthlygrade level refreshers with grade level team members • School Safety Evaluations/Survey and results review (team meeting) • Benchmarksof Quality (BOQ)assessment (data team) • Yearly student refreshers (4x per year) in the form of assemblies • NewStaff Orientation
	
Lead Person/Position
	Year of Training

51

Director of Special Education
	2025 2026 2027 2028
	
Hours Per Training
	Number of Sessions
	Provider
	Audience

1

35

District
	Building Administrators General Education Teachers Paraprofessionals
Special Education Teachers

Description of Training
	
Understanding what an FBA is and what they can tell us. Functional Behavioral Assessment (FBA) is a process for identifying problem behaviors and developing interventions to improve or eliminate those behaviors. A FBA consists of information-gathering procedures that result in a hypothesis about the function(s) thatthe behavior is serving for the student.
	
Lead Person/Position
	Year of Training

Director of Special Education
	2026
	
Hours Per Training
	Number of Sessions
	Provider
	Audience

3
	
1
	
Intermediate Unit
	Paraprofessionals
Special Education Teachers

Paraprofessional

Description of Training
	
Understanding what an FBA is and what they can tell us. Functional Behavioral Assessment (FBA) is a process for identifying problem behaviors and developing interventions to improve or eliminate those behaviors. A FBA consists of information-gathering procedures that result in a hypothesis about the function(s) thatthe behavior is serving for the student.

52

Lead Person/Position
	Year of Training

Director of Special Education
	2026
	
Hours Per Training
	Number of Sessions
	Provider
	Audience

3
	
1
	
Intermediate Unit
	Paraprofessionals
Special Education Teachers

Transition

Description of Training
	
SEL Curriculum -New SEL curriculum to be implemented in the elementary life skills and emotional support classrooms, with yearly refreshers and additional supplemental
	
Lead Person/Position
	Year of Training

Director of Special Education
	2025 2026 2027 2028
	
Hours Per Training
	Number of Sessions
	Provider
	Audience

1
	
4
	
District
	Paraprofessionals
Special Education Teachers

Description of Training
	
Parent training
	
Lead Person/Position
	Year of Training

Director of Special Education
	2025 2026 2027

53

	2028
	
Hours Per Training
	Number of Sessions
	Provider
	Audience

1
	
1
	District
	Paraprofessionals

Science of Literacy

Description of Training
	
Scarborough's Reading Rope Refresher-he Science of Reading uncovers the intricate ways that our brains learn to read. Scarborough’s Reading Rope is one of the most approachable ways to better understand the complex processes of what is happening in our brains as we are learning to read. The Reading Rope model offers a clear framework to help us better understand the intricacies of reading.
	
Lead Person/Position
	Year of Training

Director of Curriculumand Instruction
	2025 2026 2027 2028
	
Hours Per Training
	Number of Sessions
	Provider
	Audience

1

1

District
	Building Administrators General Education Teachers Paraprofessionals
Special Education Teachers

Parent Training

Description of Training
	
Overview of special education process and school/parent responsbilities

54

Lead Person/Position
	Year of Training

Director of Special Education
	2025 2026 2027 2028
	
Hours Per Training
	Number of Sessions
	Provider
	Audience

1
	
1
	District
	Parents

IEP Development

Description of Training
	
Scarborough's Reading Rope Refresher-he Science of Reading uncovers the intricate ways that our brains learn to read. Scarborough’s Reading Rope is one of the most approachable ways to better understand the complex processes of what is happening in our brains as we are learning to read. The Reading Rope model offers a clear framework to help us better understand the intricacies of reading.
	
Lead Person/Position
	Year of Training

Dr. Emily Clare / Director of Curriculum and Instruction
	2026
	
Hours Per Training
	Number of Sessions
	Provider
	Audience

1

1
	
District Other
	General Education Teachers Paraprofessionals
Special Education Teachers

55

56

Signatures &Affirmations Approval Date

Uploaded Files

• There are a full range of services, programs andalternative placements available to the schooldistrict for placement and implementation of the special education programs in the school district.
• The school district has adopted a child find system to locate, identify and evaluateyoung 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 iscollected, maintained, and used in decision-making. Child find process and procedures areevaluated for its effectiveness. Theschool district implements mechanisms to disseminate child find information to the public, organizations, agencies, and individuals on at least an annual basis.
• The school district has adopted policies and procedures that assure that students with disabilities are included in general education programs and extracurricularand non-academic programs and activities to the maximum extent appropriate in accordance with an Individualized Education Program.
• The school district will comply with the PA Department of Education, Bureau of Special Education’s revision notice process.

• The school district follows the state and federalguidelines 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 studentsfor whom regularassessment is not appropriate.
• 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.

Superintendent/Chief Executive Officer

Date

57

58