Post on 11-Sep-2020
Wissahickon SD
Special Education Plan Report
07/01/2018 - 06/30/2021
2
District Profile
Demographics
601 Knight Rd Ambler, PA 19002 (215)619-8000 Superintendent: James Crisfield Director of Special Education: Kelle Heim-McCloskey
Planning Committee Name Role
Gary W. Abbamont Administrator : Professional Education Special
Education
Tina Giambattista Administrator : Special Education
Kelle Heim-McCloskey Administrator : Professional Education Special
Education
Anne Miller Administrator : Special Education
Toni Reed Community Representative : Special Education
Toni Reed Community Representative : Professional
Education Special Education
Devin Coen Ed Specialist - Other : Special Education
Heather Merritt Ed Specialist - Other : Special Education
Ryan Wilson Ed Specialist - School Psychologist : Professional
Education Special Education
Michael Mandel Elementary School Teacher - Special Education :
Special Education
Lauren Steinberg Elementary School Teacher - Special Education :
Special Education
Meredith Falatek High School Teacher - Regular Education :
Special Education
Brittney Gambone High School Teacher - Special Education :
Professional Education Special Education
Brian McCabe High School Teacher - Special Education : Special
Education
Marybeth Bauer Middle School Teacher - Special Education :
Special Education
John High Middle School Teacher - Special Education :
Special Education
Heidi Butt Parent : Special Education
3
Core Foundations Special Education Special Education Students Total students identified 853
Identification Method Identify the District's method for identifying students with specific learning disabilities. Across the District, each school conducts weekly Child Study Team meetings to discuss students who may be exhibiting signs of academic weakness and/or behavioral concerns. The process for identifying students who are thought to have a learning disability begins with Child Study and continues until psychoeducational testing is completed. While the District utilizes the Response to Intervention and Instruction model as an intervention and instructional tool, it is not the method used to determine whether students meet the criteria for Specific Learning Disability. The District continues to use the Discrepancy Model. If a student doesn't make adequate progress through RTII, then testing with a Certified School Psychologist is conducted and a discrepancy between cognitive and achievement scores, as well as a pattern of strengths and weaknesses relative to their age, would determine a student's eligibility under SLD. Currently in the district, Specific Learning Disabilities, SLD, is the highest percentage of students among the thirteen eligible IDEA categories. According to the 2016-2017 Penn Data statistics, the District's percentage of students identified with a SLD was 45.8%. This number is slightly above the state average of 41.8%
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 Disability Category Enrollment Autistic Support 7.5% Deaf-Blindness 0% Emotional Disturbance 4.5% Hearing Impairment Including Deafness 0% Intellectual Disability (Mental Retardation) 5.2% Multiple Disabilities 0% Orthopedic Impairment 0% Other Health Impairment 15.7% Specific Learning Disability 45.8% Speech and Language Impairment 19.7% Traumatic Brain Injury 0% Visual Impairment Including Blindness 0% Compared to State averages in all categories, there are no significant disproportionalities.
4
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?
The Wissahickon School District does not have any children's institutions within the district at this time. This question does not apply to the district as it refers to number one. This question does not apply to the district as it refers to number one.
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 Wissahickon School District (WSD) would make every effort to locate, identify and evaluate any students who are potentially eligible for services. We would work with host districts and collaborate with all agencies connected to the students. On the third Friday of every month, the WSD hosts a Safe Schools Committee meeting. Regular participants include an Assistant Principal from the middle and high schools, the Director of Student Services, one Special Education Supervisor, a representative from each of the three local police departments, representatives from alternative schools where our students who are on probation may attend, and two probation officers who have Wissahickon School District students on their caseloads. We receive ongoing information about our students who are currently, or soon to be, incarcerated. Through the Safe Schools Committee we have, and will continue to educate the juvenile justice representatives about the responsibility of the District to evaluate and identify students with disabilities when they are incarcerated. The Montgomery County IU provides educational programs for students who are incarcerated within county facilities. The teachers in this program are special education certified and can recognize and refer students who may need to be evaluated. In addition, there is a Certified School Psychologist assigned to this program to do re-evaluations for students who are disabled and initial evaluations of students who are thought to be in need of special education.
Least Restrictive Environment 1. Describe the District procedures, which ensure that, to the maximum extent appropriate,
children with disabilities, including those in private institutions, are educated with non-disabled children, and that removal from the regular education environment only occurs when education in that setting with supplementary aids and services, cannot be achieved satisfactorily.
2. Describe how the District is replicating successful programs, evidence-based models, and other PDE sponsored initiatives to enhance or expand the continuum of supports/services and education placement options available within the District to support students with disabilities access the general education curriculum in the least restrictive environment (LRE). (Provide information describing the manner in which the District utilizes site-based training, consultation and technical assistance opportunities available through PDE/PaTTAN, or other public or private agencies.)
5
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.
The Wissahickon School District utilizes a co-teaching model as a method to ensure that identified students are educated to the maximum extent possible with non-disabled peers in the general education setting. Paraprofessionals provide support in classes when a special education teacher is not available. All students are included in building level activities and special subject classes. Students are provided with a variety of small group supports both in and outside of the general education classroom setting, K-12. At all IEP meetings, the LEA ensures that participation in the general education classroom with supplementary aids and services was discussed and considered to the extent appropriate for each student. All Special Education teachers have been provided a copy of the PDE publication entitled Supplementary Aids and Services. In special education meetings, the specific list of supplementary aids and services that allow students with disabilities to be successful in the general education environment has been discussed. These supplemental aids and services include: co-planning and team meetings, provision of modified curriculum and assessments, use of assistive technology (speech generating devices, FM systems, etc..), use of readers and scribes, use of research-based supplementary materials and curriculum, adaptive equipment and furniture arrangement as recommended by the OT and/or PT, sensory tool kits and equipment, direct social skills instruction, and Positive Behavior Support Plans based on FBAs , etc. At IEP meetings, teams consider all those appropriate to maintain the student in the LRE. The Wissahickon School District continues to enhance and expand its continuum of services for special education students. This is done through a variety of ways: working with the local intermediate unit, various agency providers, as well as PaTTAN. Each year, the District coordinate with these various resources and schedules professional development days as well as trainings that are offered throughout the school year. The IU and PaTTAN help to facilitate ongoing programs in the District and provide supports for programs such as the Verbal Behavior Project. Additionally, the District continues to provide support and ongoing training to continue to enhance our Inclusive Schools practices. All buildings in the District are provided with ongoing trainings in the areas of Inclusive Practices, Differentiated Instruction, team planning, and planning and preparation to address the needs of our staff. Staff members participate in staff development trainings throughout the year to support these practices. The District coordinates the IU, contracted providers, as well as District staff members on in-service days to provide the trainings. Currently, 73% of our special education students are educated in the general education setting more than 80% of the day. This percentage widely exceeds the state average of 62.4%. Additionally, the District's population of special education students placed in regular education less than 40% of the day is 5%. Again, this percentage is significantly less than the state average. Historically, the District has increased the number of students educated in general education each year, which provides evidence that our practices have been very successful. According to Indicator 5, the District has 3.3% students outplaced compared to the state average of 4.9%. The reasons students are currently outplaced include significant multiple disabilities, mental health, court orders, and violation of the school conduct code (weapons, terroristic threats and drugs). Before considering outside placements, the District proceeds with placements along the continuum of services (including disability-specific classrooms) and utilizes all resources and placements available within District. District personnel remain active participants in the student’s education, progress monitoring, and discussion of LRE throughout the student’s placement.
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).
6
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. The Director of Student Services, the Supervisors of Special Education, and Behavior Specialists review the Behavior Support Policy annually ( see attached.) Ongoing training and consultation occur at individual school buildings throughout the District. The District employs two Board Certified Behavior Analysts to support students with behavior issues in the least restrictive environment. These services include direct services on an as needed basis, consultative services for District staff members, and direct weekly services for AS and ES classrooms. All special education teachers working in AS or ES classes are CPI trained on an annual basis. In addition, all special education, paraprofessionals across all programs in the district are Crisis Prevention Intervention (CPI) trained on an annual basis. Other training includes writing of Positive Behavior Support Plans (PBSP,) updating FBA hypotheses, Social Skills curriculum and implementation, and appropriate completion of restraint forms/procedures. The District's behavior management policy contains the required elements of personnel training on use of PBS, de-escalation techniques, and emergency responses. In addition, the District has procedures in place for Functional Behavioral Assessment(s)(FBAs). An individualized FBA is completed when a student's behavior significantly interferes with the student's learning or that of his/her peers despite the consistent implementation of positive behavior interventions developed from less formal behavior assessment. The referral process includes:
IEP/Educational team reviews student's current records and determines the need for an FBA.
Permission to evaluate/re-evaluate is sent to the parent/guardian. Upon receipt of consent, the Behavior Specialist observes the student across educational
settings, consults with student's teachers, and takes data on the identified behaviors of concern.
Behavior Specialist submits the FBA results to the Certified School Psychologist for inclusion in the evaluation or re-evaluation report.
When the IEP team reconvenes following issuance of the evaluation/re-evaluation, the FBA is included in the Present Levels of Functional Performance with a Positive Behavior Support Plan as appropriate.
The Behavior Specialists include consultation time in the Support for School Personnel section of the IEP to train team members on implementation of the PBSP with fidelity.
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.
7
The Wissahickon School District has provided appropriate programming for all students by allocating District resources as well as contracting with the Montgomery County Intermediate Unit, Alternative Schools, Approved Private Schools, and Out of State Schools when necessary. When a challenging situation arises regarding the provision of FAPE, the District utilizes the Interagency Approach as well as contracting with various independent consultants, Office of Intellectual Disabilities, Montgomery County Children and Youth, and others including parents. The Wissahickon School District supports its own Emotional Support program K-12; Autistic Support program K-12, Life Skills Support program 6-12, and Learning Support program K-12. In the event that a student needs services from an outside agency, the District will hold a team meeting to develop an action plan to access the services needed. If a child is placed in a residential or partial hospitalization setting, the District works with the agency and family to ensure that the child continues to receive educational services in those settings. Homebound Instruction and/or Instruction in the Home is granted for a short period of time with appropriate documentation for a student in order to continue to receive educational services while appropriate placement and/or services are being sought.
Strengths and Highlights Describe the strengths and highlights of your current special education services and programs. Include in this section directions on how the district provides trainings for staff, faculty and parents. The WSD is an average sized district with an enrollment of 4,572 students. The high school, middle school and one elementary school are housed on the same campus with the other three elementary schools located within three to five miles of one another. This close proximity helps foster good communication with the schools and the community. The WSD has an extensive array of services for students in need of special education and related services that allow for students to be educated in the least restrictive environment. Highlights and strengths of the program include:
The majority of the students are included for at least some portion of their day in general education through team teaching opportunities. In order to increase instructional time for students with disabilities in the general education environment, the district provides supports and services along the following dimensions: physical (mobility, seating, room arrangement, etc...) social emotional (behavior plan, social skills training, peer support, etc...) speech and language, instructional (adapted, modified activities, assistive technology, parallel activities, assessment, etc...) and collaborative (1:1 assistant, co-teaching, teacher consultation, teacher training).
The District currently employs 44 certified Special Education teachers, eight Speech-Language Pathologists who hold PDE and American Speech & Hearing Association certifications, and two Board Certified Behavior Analysts, two Occupational Therapists, one Physical Therapist, and one Transition Coordinator. Forty-one of the Special Education teachers are highly-qualified in at least one subject area. In addition, the District employs 44 Classroom Assistants all of whom have met the criteria for highly qualified. Child-Specific Assistants are employed based on students' IEPs; these assistants also have met the criteria for highly-qualified. The District provides the required 20 hours of training annually to maintain the assistants' certifications.
Two of the District's Certified School Psychologists are members of the Montgomery County Crisis Response Team.
The District employs four Certified School Psychologists who, in addition to their daily roles and responsibilities, participate in school building CST, SAP, and CMT weekly meetings.
8
Extensive staff development has focused on collaboration and co-teaching, differentiated instruction, standards-aligned IEPs, researched-based programs, progress monitoring, behavior management, and assistive instructional technology.
The majority of special education students are assessed with the same instruments that are used for all general education students. These include: Dibels screening, Developmental Reading Assessment, Measure of Academic Progress, open-ended math items, writing prompts, common assessments in subject areas, PSSA, and Keystones. In addition, the PASA is administered. Supplementary assessments are used to obtain achievement levels in the five main components of reading and in math computation and problem-solving. In addition, the District uses standardized progress monitoring probes for assessing progress on IEP goals.
The District employs two National Board Certified Behavior Specialists who support programs for students who need behavioral and social remediation. Both National Board Certified Behavior Specialists are instructional trainers for non-violent crisis intervention (CPI Trainers).
The District employs a full-time Home and School visitor to assist families with a whole array of services to support the students during and outside the school day. The full time Home and School Visitor is also an instructional trainer for non-violent crisis intervention (CPI Trainers).
The District's full time Home and School Visitor provides weekly services to small groups of secondary students who require support with truancy, attendance, and social skills.
The District employs two full-time Occupational Therapists and one part-time Physical Therapist to provide direct service and consultation in the areas of fine and gross motor, visual-motor and sensory integration. One Occupational Therapist has earned a doctoral level degree and the other is currently in a program to earn the same.
The District's two full time Occupational Therapists and one part-time Physical Therapist have been trained and are knowledgeable in the techniques and strategies used to support students with Autism.
The Transition Coordinator provides services to students of transition-age and their parents. She serves as a liaison between the District and community-based agencies serving young adults. Another responsibility includes: oversight of students who attend vocational and technical training school.
Nurses and staff nurses are available to assist all students and collaborate with IEP teams on students with individualized health needs or treatment plans.
The District currently provides a K-12 Autistic Support Program. The K-12 Autistic Support
classrooms are part of the Pennsylvania Department of Education's Autism Initiative. The District currently provides all Autistic and Life Skills programs K-12 with activities of
daily living, community-based instruction weekly at the secondary level and monthly at the elementary level, and reverse inclusion.
Counseling services are in place in grades K-12. The District employs a college counselor at
the high school level to support and assist students in the preparation and processing of college applications, college scholarships, and financial aid. An additional counselor is employed at the high school for crisis/resource intervention. The middle school has one counselor per grade level plus a special needs guidance counselor for students who have
9
more significant counseling needs. In addition, the district has a SAP Student Assistance Program and drop-in counselor from Aldersgate at the middle and high school levels.
Instructional technology is a major district initiative. Each teacher is equipped with a laptop
computer. There are 301 Smartboards, approximately 2,449 student one-to-one laptops, and approximately 1,200 student laptops available for use on mobile carts.
K-12 Autistic Support and Life Skills programs are equipped with seven one-to-one student
iPads and 50 classroom iPads. Students in Autistic Support Programs utilize assistive technology applications for
communication across all district activities and instruction. Child Study Teams exist in every school and are part of the pre-referral process. They are
designed to implement academic and behavioral interventions and monitor progress. Programs exist District-wide for all students who need Learning Support, Emotional Support,
Autistic Support, and Life Skills Support. All District Speech and Language pathologists are trained to facilitate SETT meetings and
have knowledge and experience with Assistive Technology. The District's Autistic and Life Skills programs implement sensory integration strategies on a
daily basis. The Special Education Department has collaborated with the MCIU in adopting and
implementing a research based language arts/math program for students requiring a supplementary method of instruction.
Implementation of Lexia Reading program school and home based to provide extra
reinforcement of skills and improve reading skills. The District has at miminum two teachers certified in Wilson Reading System per building. The District's high school teachers were trained on best practices of co-teaching in 2016.
This professional development was provided to general and special education teachers at the high school level.
Differentiated Instruction is a major district initiative. The District's secondary level teachers have been going through professional development training in Differentiated Instruction. The training consists of pre-meetings, four full day instructional sessions with Dr. Pete Grande, as well as follow-up opportunities with staff to ensure best practices are being implemented.
The District has implemented Project Search into transition programming. Project Search is a one year internship program that transitions students from school to work and focuses on classroom instruction, job skills training, and career exploration.
The District's special education department works with the North Montco Technical Career Center to offer the VOWS (Vocational Opportunities=Working Success) program. Students in the program receive career exploration opportunities and are provided with the safety and social skills necessary for competitive employment in the community. To date, four students out of 18 have been invited to attend the vocational and technical training program full time.
10
In September 2016, the District started its 10 year "Achievement Gap Ten Year Attack Plan" which targets reducing gaps in the following ten areas: attendance, wellness, confidence, communication, transfer, engagement, enrichment, special education, behavior, and entrance levels. The plan of attack is to gradually reduce the gaps particularly with historically underperforming subgroups of students.
Wissahickon High School was named a National Blue Ribbon School in 2016. Blue Ribbons are awarded to schools for overall academics and performance on state assessments, as well as narrowing achievement gaps over the previous five years.
Wissahickon High School ranked #1 on the Pennsylvania School Performance Profile in 2015 with a score of 101.8. The score was reflective of state test scores, as well as college readiness, indications of closing the achievement gap, the graduation rate, and the attendance rate.
11
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 There are no facilities. Least Restrictive Environment Facilities
Facility Name Type of Facility Type of Service Number of Students Placed
Montgomery County Intermediate Unit
Special Education Centers
Autistic Support, Emotional Support, Mutli-Disablities Support, Transition
6
George Crothers Approved Private Schools
Court Placement for Ajudicated Youth
1
Pathway Approved Private Schools
Specific Learning Support/Autistic Support
2
Wordsworth Approved Private Schools
Emotional Support 1
Vanguard School Approved Private Schools
Specific Learning Support
3
Melmark Approved Private Schools
Emotional Support 1
Lakeside Special Education Centers
Specific Learning Disability
11
Lifeworks/Foundations Special Education Centers
Emotional Support 4
12
Bucks County Intermediate Unit
Special Education Centers
Autistic Support/Multi-Disabled
2
Martin Luther Approved Private Schools
Emotional Support 2
New Hope Academy Special Education Centers
Learning Support/Emotional Support
2
Special Education Program Profile Program Position #1
Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 13 to 15 25 0.5
Locations: Wissahickon High School
A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support
13 to 15 10 0.5
Locations:
Wissahickon High School A Senior High School Building
A building in which General Education programs are operated
Program Position #2
Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Emotional Support 14 to 16 25 0.5
Locations: Wissahickon High School
A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Emotional Support 14 to 17 10 0.5
Locations:
Wissahickon High School
A Senior High School Building
A building in which General Education programs are operated
13
Program Position #3 Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 14 to 16 25 0.5
Locations:
Wissahickon High School
A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support
14 to 16 10 0.5
Locations:
Wissahickon High School A Senior High School Building
A building in which General Education programs are operated
Program Position #4
Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 14 to 17 25 0.5
Locations:
Wissahickon High School
A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support
14 to 17 10 0.5
Locations:
Wissahickon High School A Senior High School Building
A building in which General Education programs are operated
14
Program Position #5 Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Emotional Support 14 to 17 25 0.5
Locations:
Wissahickon High School
A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Emotional Support
14 to 17 10 0.5
Locations:
Wissahickon High School A Senior High School Building
A building in which General Education programs are operated
Program Position #6
Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 14 to 17 25 0.5
Locations: Wissahickon High School
A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support
14 to 17 10 0.5
Locations:
Wissahickon High School A Senior High School Building
A building in which General Education programs are operated
15
Program Position #7 Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 15 to 18 25 0.5
Locations:
Wissahickon High School
A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support
15 to 18 10 0.5
Locations:
Wissahickon High School A Senior High School Building
A building in which General Education programs are operated
Program Position #8
Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 16 to 19 25 0.5
Locations:
Wissahickon High School
A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support
16 to 19 10 0.5
Locations:
Wissahickon High School A Senior High School Building
A building in which General Education programs are operated
16
Program Position #9 Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Emotional Support 16 to 19 25 0.5
Locations:
Wissahickon High School
A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Emotional Support
16 to 19 10 0.5
Locations:
Wissahickon High School A Senior High School Building
A building in which General Education programs are operated
Program Position #10 Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 17 to 20 25 0.5
Locations:
Wissahickon High School
A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support
17 to 20 10 0.5
Locations:
Wissahickon High School A Senior High School Building
A building in which General Education programs are operated
Program Position #11 Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 14 to 18 50 1 Locations:
Wissahickon High School
A Senior High School Building
A building in which General Education programs are operated
17
Program Position #12 Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Full-Time Special Education Class
Life Skills Support 14 to 17 7 0.5
Locations: Wissahickon High School
A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of
Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support
14 to 17 10 0.5
Locations:
Wissahickon High School A Senior High School Building
A building in which General Education programs are operated
Program Position #13
Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Life Skills Support
17 to 21 10 0.5
Locations:
Wissahickon High School A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support
Age Range Caseload FTE
Full-Time Special Education Class
Learning Support
17 to 21 6 0.5
Locations:
Wissahickon High School A Senior High School Building
A building in which General Education programs are operated
18
Program Position #14 Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Autistic Support 14 to 21 10 0.5
Justification: District exceeds the 4 years age gap in the Autistic Support Program. The primary reason for this discrepency is low enrollment. The District has a very small percentage of students who fall into this catergory and therefore exceeds the 4 year age requirement.
Locations:
Wissahickon High School A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 14 to 17 25 0.5
Locations:
Wissahickon High School
A Senior High School Building
A building in which General Education programs are operated
Program Position #15
Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Speech and Language Support
15 to 18 52 0.8
Locations:
Wissahickon High School
A Senior High School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Speech and Language Support
12 to 15 13 0.2
Locations: Wissahickon Middle School
A Middle School Building
A building in which General Education programs are operated
19
Program Position #16 Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 11 to 14 13 0.25
Locations:
Wissahickon Middle School
A Middle School Building
A building in which General Education programs are operated
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Emotional Support
11 to 14 15 0.75
Locations:
Wissahickon Middle School A Middle School Building
A building in which General Education programs are operated
Program Position #17
Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support
11 to 14 15 0.75
Locations:
Wissahickon Middle School A Middle School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 11 to 14 13 0.25 Locations:
Wissahickon Middle School
A Middle School Building
A building in which General Education programs are operated
20
Program Position #18 Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support
11 to 14 15 0.75
Locations:
Wissahickon Middle School A Middle School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 11 to 14 13 0.25
Locations:
Wissahickon Middle School
A Middle School Building
A building in which General Education programs are operated
Program Position #19
Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Emotional Support
12 to 15 10 0.75
Locations:
Wissahickon Middle School A Middle School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Full-Time Special Education Class
Emotional Support
12 to 15 3 0.25
Locations:
Wissahickon Middle School
A Middle School Building
A building in which General Education programs are operated
21
Program Position #20 Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support
12 to 15 15 0.75
Locations:
Wissahickon Middle School A Middle School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 12 to 15 13 0.25
Locations:
Wissahickon Middle School
A Middle School Building
A building in which General Education programs are operated
Program Position #21
Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support
12 to 15 15 0.75
Locations:
Wissahickon Middle School A Middle School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 12 to 15 13 0.25 Locations:
Wissahickon Middle School
A Middle School Building
A building in which General Education programs are operated
22
Program Position #22 Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support
13 to 16 15 0.75
Locations:
Wissahickon Middle School A Middle School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 13 to 16 13 0.25
Locations:
Wissahickon Middle School
A Middle School Building
A building in which General Education programs are operated
Program Position #23
Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Emotional Support
13 to 16 10 0.5
Locations:
Wissahickon Middle School A Middle School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Full-Time Special Education Class
Emotional Support
13 to 16 6 0.5
Locations:
Wissahickon Middle School
A Middle School Building
A building in which General Education programs are operated
23
Program Position #24 Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support
Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support
13 to 16 15 0.75
Locations:
Wissahickon Middle School A Middle School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 13 to 16 13 0.25
Locations:
Wissahickon Middle School
A Middle School Building
A building in which General Education programs are operated
Program Position #25
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 28, 2017 Reason for the proposed change: To offer a continuum of service.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 13 to 16 25 0.5
Locations: Wissahickon Middle School
A Middle School Building
A building in which General Education programs are operated
Type of Support Level of
Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Emotional Support
13 to 16 12 0.5
Locations:
Wissahickon Middle School A Middle School Building
A building in which General Education programs are operated
24
Program Position #26 Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 28, 2017 Reason for the proposed change: Teacher services full-time AS students only.
PROGRAM SEGMENTS
Type of Support Level of Support
Age Range Caseload FTE
Full-Time Special Education Class
Autistic Support 13 to 16 6 1
Locations: Wissahickon Middle School
A Middle School Building
A building in which General Education programs are operated
Program Position #27
Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support
Age Range Caseload FTE
Full-Time Special Education Class
Life Skills Support
13 to 16 12 1
Locations:
Wissahickon Middle School
A Middle School Building
A building in which General Education programs are operated
Program Position #28
Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Speech and Language Support
11 to 14 65 1
Locations:
Wissahickon Middle School
A Middle School Building
A building in which General Education programs are operated
25
Program Position #29 Operator: School District PROGRAM DETAILS
Type: Position Implementation Date: August 28, 2017 Reason for the proposed change: Coverage of services needed at elementary level.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Speech and Language Support
11 to 14 26 0.4
Locations:
Lower Gwynedd Elementary School
An Elementary School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Speech and Language Support
5 to 8 26 0.4
Locations:
Shady Grove Elementary
An Elementary School Building
A building in which General Education programs are operated
Program Position #30
Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 5 to 8 25 0.5
Locations: Blue Bell Elementary
An Elementary School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Emotional Support 8 to 11 10 0.5
Locations:
Blue Bell Elementary An Elementary School Building
A building in which General Education programs are operated
26
Program Position #31 Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Full-Time Special Education Class
Emotional Support 6 to 9 12 1
Locations: Blue Bell Elementary An Elementary
School Building A building in which General Education programs are operated
Program Position #32
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: March 30, 2017 Reason for the proposed change: Service delivery model was changed.
PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 8 to 11 25 0.5
Locations:
Blue Bell Elementary
An Elementary School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 8 to 11 10 0.5
Locations: Blue Bell Elementary An Elementary
School Building A building in which General Education programs are operated
Program Position #33
Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Speech and Language Support
5 to 11 65 1
Justification: As the only speech and language pathologist in the building, she is responsible for providing services K through 5. However, services provided to the students in groups do not exceed the 3 year age limit.
Locations:
Blue Bell Elementary
An Elementary School Building
A building in which General Education programs are operated
27
Program Position #34 Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 8 to 11 20 1
Locations: Lower Gwynedd Elementary
An Elementary School Building
A building in which General Education programs are operated
Program Position #35
Operator: School District PROGRAM DETAILS
Type: Position Implementation Date: September 2, 2014 Reason for the proposed change: Student's inclusion opportunities put them at supplementary level of service.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Full-Time Special Education Class
Learning Support 5 to 11 6 0.5
Justification: District exceeds the 3 years age gap in the Full-time Learning Support Program. The primary reason for this discrepancy is low enrollment. The District has a very small percentage of students who fall into this category and therefore exceeds the 3 year age requirement.
Locations:
Lower Gwynedd Elementary
An Elementary School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 5 to 11 10 0.5
Justification: District exceeds the 3 years age gap in the Supplemental Learning Support. However, the services provided to the students in groups/class do not exceed the 3 year age limit.
Locations:
Lower Gwynedd Elementary
An Elementary School Building
A building in which General Education programs are operated
28
Program Position #36 Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 8 to 11 25 0.5
Locations:
Lower Gwynedd Elementary
An Elementary School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 5 to 7 10 0.5
Locations:
Lower Gwynedd Elementary
An Elementary School Building
A building in which General Education programs are operated
Program Position #37
Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Speech and Language Support
5 to 11 65 1
Justification: As the only speech and language pathologist in the building, she is responsible for providing services K through 5. However, services provided to the students in groups do not exceed the 3 year age limit.
Locations:
Lower Gwynedd Elementary
An Elementary School Building
A building in which General Education programs are operated
29
Program Position #38 Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 5 to 8 10 0.5
Locations: Shady Grove Elementary School
An Elementary School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Full-Time Special Education Class
Learning Support 5 to 7 6 0.5
Locations:
Shady Grove Elementary School
An Elementary School Building
A building in which General Education programs are operated
Program Position #39
Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 8 to 11 10 0.5
Locations: Shady Grove Elementary School
An Elementary School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Full-Time Special Education Class
Learning Support 8 to 11 6 0.5
Locations:
Shady Grove Elementary School
An Elementary School Building
A building in which General Education programs are operated
30
Program Position #40 Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 6 to 8 10 0.5
Locations: Shady Grove Elementary School
An Elementary School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 9 to 11 25 0.5
Locations:
Shady Grove Elementary
An Elementary School Building
A building in which General Education programs are operated
Program Position #41
Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 9 to 11 10 0.5
Locations:
Shady Grove Elementary School
An Elementary School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 8 to 10 25 0.5 Locations:
Shady Grove Elementary School
An Elementary School Building
A building in which General Education programs are operated
31
Program Position #42 Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Full-Time Special Education Class
Autistic Support 5 to 8 8 1
Locations: Shady Grove Elementary School
An Elementary School Building
A building in which General Education programs are operated
Program Position #43
Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Full-Time Special Education Class
Autistic Support 9 to 12 8 1
Locations:
Shady Grove Elementary School
An Elementary School Building
A building in which General Education programs are operated
Program Position #44
Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Speech and Language Support
5 to 11 65 1
Justification: As the only speech and language pathologist in the building, she is responsible for providing services K through 5. However, services provided to the students in groups do not exceed the 3 year age limit.
Locations:
Shady Grove Elementary School
An Elementary School Building
A building in which General Education programs are operated
32
Program Position #45 Operator: School District PROGRAM DETAILS
Type: Position Implementation Date: August 28, 2017 Reason for the proposed change: Change position to provide services to all Autistic Support programs.
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Speech and Language Support
5 to 11 33 0.5
Justification: As the only speech and language pathologist in the Autistic Support Program, she is responsible for providing services K through 5. However, services provided to the students in groups do not exceed the 3 year age limit. .
Locations:
Shady Grove Elementary
An Elementary School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Speech and Language Support
13 to 16 16 0.25
Locations:
Wissahickon Middle School
A Middle School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Speech and Language Support
17 to 20 16 0.25
Locations:
Wissahickon High School
A Senior High School Building
A building in which General Education programs are operated
33
Program Position #46
Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 5 to 7 25 0.5
Justification: Locations:
Stony Creek Elementary
An Elementary School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 5 to 7 10 0.5
Locations:
Stony Creek Elementary School
An Elementary School Building
A building in which General Education programs are operated
Program Position #47
Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 8 to 10 10 0.5
Locations:
Stony Creek Elementary An Elementary School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 8 to 10 25 0.5
Locations:
Stony Creek Elementary School
An Elementary School Building
A building in which General Education programs are operated
34
Program Position #48 Operator: School District PROGRAM DETAILS
Type: Implementation Date:
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Speech and Language Support
5 to 11 65 1
Justification: As the only speech and language pathologist in the building, she is responsible for providing services K through 5. However, services provided to the students in groups do not exceed the 3 year age limit. Locations:
Stony Creek Elementary School
An Elementary School Building
A building in which General Education programs are operated
Program Position #49
Operator: School District PROGRAM DETAILS
Type: ClassandPosition Implementation Date: September 2, 2014
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 6 to 9 20 1
Locations:
Stony Creek Elementary School
An Elementary School Building
A building in which General Education programs are operated
Program Position #50
Operator: School District PROGRAM DETAILS
Type: Class Implementation Date: August 31, 2015
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 15 to 18 50 1
Locations:
Wissahickon High School
A Senior High School Building
A building in which General Education programs are operated
35
Program Position #51 Operator: School District PROGRAM DETAILS
Type: Position Implementation Date: September 1, 2016
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 6 to 9 50 1
Locations:
Shady Grove Elementary
An Elementary School Building
A building in which General Education programs are operated
Program Position #52
Operator: School District PROGRAM DETAILS
Type: Position Implementation Date: September 1, 2016
PROGRAM SEGMENTS
Type of Support
Level of Support Age Range Caseload FTE
Itinerant Learning Support 5 to 8 25 0.5
Locations:
Blue Bell Elementary
An Elementary School Building
A building in which General Education programs are operated
Type of Support Level of Support Age Range Caseload FTE
Supplemental (Less Than 80% but More Than 20%)
Learning Support 5 to 8 10 0.5
Locations: Blue Bell Elementary An Elementary
School Building A building in which General Education programs are operated
Program Position #53
Operator: School District PROGRAM DETAILS
Type: Position Implementation Date: September 1, 2016
PROGRAM SEGMENTS
Type of Support Level of Support Age Range Caseload FTE
Itinerant Learning Support 7 to 9 25 0.5
Locations:
Lower Gwynedd Elementary
An Elementary School Building
A building in which General Education programs are operated
36
Special Education Support Services
Support Service Location Teacher FTE
Classroom Assistant Blue Bell Elementary School 4
Classroom Assistant Lower Gwynedd Elementary School
3
Classroom Assistant Shady Grove Elementary School 9
Classroom Assistant Stony Creek Elementary School 2
Classroom Assistant Wissahickon Middle School 11 Classroom Assistant Wissahickon High School 14
One-to-One Assistant Blue Bell Elementary School 7
One to-One Assistant Lower Gwynedd Elementary School
7
One-to-One Assistant Shady Grove Elementary School 8
One-to-One Assistant Stony Creek Elementary School 7
One-to-One Assistant Wissahickon Middle School 9
One-to-One Assistant Wissahickon High School 7
Special Education Contracted Services
Special Education Contracted Services
Operator Amt of Time per Week
Shared Services Plan Intermediate Unit 184 Days
North Montco Technical Career Center0
Area Vocational Technical Schools
182 Days
37
District Level Plan Special Education Personnel Development
Autism Description The Wissahickon School District will reach Pennsylvania Training and Technical
Assistance Network's (PaTTAN) model status Verbal Behavioral classroom. During the course of the three year plan, the District will improve K-12 AS staffings' skill level in implementation of the verbal behavioral manding program and data collection tied to classroom schedule. Evidence: Reaching model status by PaTTAN Spring 2018 - Each classroom will increase 10% from baseline determined by PaTTAN in 2017 as measured by end of year site review. Spring 2019 - Each classroom will increase 10% from baseline determined by PaTTAN in 2018 as measured by end of year site review.. Spring 2020 - Each classroom will increase 10% from baseline determined by PaTTAN in 2019 as measured by end of year site review..
Person Responsible Kelle Heim-McCloskey Start Date 7/1/2018 End Date 6/30/2021 Program Area(s) Professional Education, Teacher Induction, Special Education, Student Services Professional Development Details Hours Per Session 3.0
# of Sessions 9
# of Participants Per Session
15
Provider WSD
Provider Type School Entity
PDE Approved No
Knowledge Gain Running an effective and efficient manding (requesting) program and data-driven decision making based on data collected across various components of a student's day.
Research & Best Practices Base
PaTTAN Verbal Behavioral Program through the Autism Initiative.
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.
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.
38
Training Format LEA Whole Group Presentation
Series of Workshops
School Whole Group Presentation
Department Focused Presentation
Professional Learning Communities
Offsite Conferences
Participant Roles Classroom teachers
Paraprofessional
New Staff
Other educational specialists
Related Service Personnel
Parents
Grade Levels Elementary - Primary (preK - grade 1)
Elementary - Intermediate (grades 2-5)
Middle (grades 6-8)
High (grades 9-12)
Follow-up Activities Analysis of student work, with administrator and/or peers
Creating lessons to meet varied student learning styles
Peer-to-peer lesson discussion
Lesson modeling with mentoring
Joint planning period activities
Journaling and reflecting
Evaluation Methods Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.
Classroom student assessment data
Review of participant lesson plans
Review of written reports summarizing instructional activity
Portfolio
Behavior Support Description The Wissahickon School District will increase the knowledge base of basic
behavior strategies and techniques to increase appropriate school wide behaviors (academic and social) and reduce problem behavior. The District will teach proactive and reactive evidence based behavioral interventions. Fall 2018 - Behavior specialists will attend ongoing workshops hosted by PaTTAN and MCIU. Create and disseminate, to elementary special education teachers, a survey to identify behavioral intervention needs. Behavior specialists will conduct professional development trainings to all elementary special education staff, including related service personnel, based on survey results. Spring 2019 - Consultation with elementary special education staff to reflect on the implementation of taught strategies. Fall 2019 - Behavior specialists will attend ongoing workshops hosted by PaTTAN and MCIU. Create and disseminate, to secondary special education teachers, a survey to identify behavioral intervention needs. Behavior specialists will conduct professional development trainings to all secondary special education staff, including related service personnel, based on survey results.
39
Spring 2020 -Consultation with secondary special education staff to reflect on the implementation of taught strategies. Fall 2020 - Follow-up special education survey conducted. Provide building-level professional development opportunities to all special education teachers and related services personnel to collaborate on basic behavior strategies and techniques and the effectiveness of implementation.
Person Responsible Kelle Heim-McCloskey Start Date 7/1/2018 End Date 6/30/2021 Program Area(s) Professional Education, Special Education, Student Services Professional Development Details Hours Per Session 3.0
# of Sessions 3
# of Participants Per Session
30
Provider PATTAN
Provider Type School Entity
PDE Approved No
Knowledge Gain Improve knowledge base on basic behavioral strategies and techniques to use by special education personnel.
Research & Best Practices Base
This is an optional narrative for Special Education.
For classroom teachers, school counselors and education specialists
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 other educators seeking leadership roles
Empowers leaders to create a culture of teaching and learning, with an emphasis on learning. Instructs the leader in managing resources for effective results.
Training Format LEA Whole Group Presentation
Series of Workshops
School Whole Group Presentation
Live Webinar
Department Focused Presentation
Offsite Conferences
Participant Roles Classroom teachers
Principals / Asst. Principals
Paraprofessional
Related Service Personnel
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
Peer-to-peer lesson discussion
Lesson modeling with mentoring
40
Evaluation Methods Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.
Mastery of implementation of various behavioral strategies and techniques in each school building by special education personnel.
Paraprofessional Description The Special Education Department will provide training to all paraprofessionals
K-12 in the area of crisis prevention and safety. Paraprofessionals will be able to implement learned strategies if necessary in order to support teachers and other staff members in the buildings. Fall 2018 - Forty-six special education paraprofessionals will participate in a certified training on Crisis Prevention Intervention. New paraprofessionals to the District, paraprofessionals in the Emotional Support, Autistic Support and Life Skills Support classrooms K-12. Fall 2019- Forty-six special education paraprofessionals will participate in a certified training on Crisis Prevention Intervention. New paraprofessionals to the District, paraprofessionals in the Learning Support both part-time and full-time, will participate. Fall 2020 - Ninety-two special education paraprofessionals will participate in a re-certification training on Crisis Prevention Intervention. All new and current paraprofessionals in the district, will participate.
Person Responsible Kelle Heim-McCloskey Start Date 7/1/2018 End Date 6/30/2021 Program Area(s) Special Education, Student Services
Professional Development Details Hours Per Session 6.0
# of Sessions 3
# of Participants Per Session
33
Provider WSD
Provider Type School Entity
PDE Approved No
Knowledge Gain Paraprofessionals will receive this training and become certified in the area of Crisis Prevention Intervention. It will enable paraprofessionals the ability to help facilitate crisis plans and be members of building crisis teams.
Research & Best Practices Base
The latest research advocates for this type of program in order to reduce the number of restraints that are conducted on students.
For classroom teachers, school counselors and education specialists
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 other educators seeking leadership roles
Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.
Instructs the leader in managing resources for effective results.
41
Training Format Series of Workshops
Department Focused Presentation
Professional Learning Communities
Participant Roles Paraprofessional
New Staff
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
Team meetings to discuss and debrief on strategies learned and implemented within the school settings.
Evaluation Methods Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.
Review of written reports summarizing instructional activity
Data on restraint forms
Reading NCLB #1 Description The Special Education Department will purchase and implement a research-
based supplementary early-literacy program to be used with students with decoding needs. This program will be used with students for whom decoding instruction is no longer a component of the general education curriculum, based on grade level, and/or for students requiring additional reinforcement of skills taught. Evidence: The purchase of materials and training of teachers in the use of the Fundations early literacy program. Fall 2018 – Purchase of materials, and training of at least one special education teacher (who can provide support to others in the building,) at one of the District’s elementary buildings. Students whose needs in reading would be supported/supplemented with this program will be identified. Fall 2019 – Purchase of materials, and training of at least one special education teacher (who can provide support to others in the building,) at second and third District elementary buildings. Students whose needs in reading would be supported with this program will be identified. Fall 2020 - Purchase of materials, and training of at least one special education teacher (who can provide support to others in the building,) at the fourth District elementary building. Students whose needs in reading would be supported with this program will be identified. Ongoing purchase of student materials and additional trainings as appropriate.
Person Responsible Kelle Heim-McCloskey Start Date 7/1/2018 End Date 6/30/2019 Program Area(s) Special Education, Student Services
42
Professional Development Details Hours Per Session 3.0
# of Sessions 3
# of Participants Per Session
4
Provider Vendor of products
Provider Type For Profit Company
PDE Approved No
Knowledge Gain Implementation of Fundations at the elementary buildings for decoding skills.
Research & Best Practices Base
Fundations is research based and part of the Wilson Reading Program.
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.
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.
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.
Instructs the leader in managing resources for effective results.
Training Format LEA Whole Group Presentation
Series of Workshops
Live Webinar
Department Focused Presentation
Professional Learning Communities
Offsite Conferences
Participant Roles Classroom teachers
Paraprofessional
Related Service Personnel
Grade Levels Elementary - Primary (preK - grade 1)
Elementary - Intermediate (grades 2-5)
Follow-up Activities 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
Peer-to-peer lesson discussion
Joint planning period activities
Evaluation Methods 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
Review of written reports summarizing instructional activity
43
Transition Description The Wissahickon School District will prepare all students of transition age for
postsecondary education, employment and/or independent living. Maintaining compliance and navigating ever changing legislation, such as WIOA (Workforce Innovation and Opportunity Act) necessitates strong relationships with the Office of Developmental Programs (ODP), Office of Vocational Rehabilitation (OVR) and subsequent service providers of the family’s' choice. Wissahickon School District continues to broaden community based learning opportunities by partnering with the Montgomery County Intermediate Unit (MCIU), neighboring school districts and local businesses. Enrolling children with Intellectual Disabilities with ODP at the elementary level starts the transition process and affords families services outside of the school building that subsequently support a strong transition out of school age services. Educating families about these agencies and the service each can provide, is a foundational step in the process. Fall 2018 Establish District sponsored work programs pending School Board approval Meet with local businesses to partner for job/training placements for students with disabilities Appoint and train job coaches within the community Continue to partner with neighboring school districts and share resources for better services Fall 2019 - Provide all students with Intellectual Disabilities (K-12) personal consultation on how to register a child with Office of Developmental Programs (ODP) Provide parent workshops at the Elementary Schools to explain importance of registration and disseminate information Consultation at IEP meeting and information provided to family on how to obtain services Follow up within 1 year to track progress of each student Staff will continue to attend conferences/professional development opportunities to increase knowledge Fall 2020 - Parent trainings separating pre-transition age and transition age families old parent seminars at each Elementary School (4 schools) highlighting transition to middle school and explanation of programs (Pre-Transition age) Provide parent workshops on Social Security funds, Life Share, and OVR; Invite parents of graduates to present to present to current parents Develop a resource guide for parents on branch of transition services-post secondary education, employment and independent living
Person Responsible Kelle Heim-McCloskey Start Date 7/2/2018 End Date 6/30/2021 Program Area(s) Professional Education, Special Education
44
Professional Development Details Hours Per Session 3.0
# of Sessions 5
# of Participants Per Session
25
Provider Wissahickon School District
Provider Type IU
PDE Approved Yes
Knowledge Gain To broaden community based learning opportunities.
Research & Best Practices Base
Community Based Learning is a research based instructional method.
For classroom teachers, school counselors and education specialists
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.
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.
Instructs the leader in managing resources for effective results.
Training Format LEA Whole Group Presentation
Series of Workshops
Department Focused Presentation
Professional Learning Communities
Offsite Conferences
Participant Roles Classroom teachers
Paraprofessional
Classified Personnel
Other educational specialists
Related Service Personnel
Parents
Grade Levels Elementary - Primary (preK - grade 1)
Elementary - Intermediate (grades 2-5)
Middle (grades 6-8)
High (grades 9-12)
Follow-up Activities Analysis of student work, with administrator and/or peers
Creating lessons to meet varied student learning styles
Peer-to-peer lesson discussion
in-services provided;
Evaluation Methods Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism.
Review of written reports summarizing instructional activity
Observations of work programs, completion of OVR forms, ect...
45
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 No signature has been provided Superintendent/Chief Executive Officer