Downingtown Area SD
Special Education Plan Report
07/01/2016 - 06/30/2019
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District Profile
Demographics
540 Trestle Place
Downingtown, PA 19335
(610)269-8460
Superintendent: Lawrence Mussoline
Director of Special Education: Louis Chance
Planning Committee
Name
Kelly Whalen
Matthew Barr
Ann Berrios
Jane Bertone
Christine Bryan
Louis Chance
Colleen Cranney
Cheryl Curtis
John Detterline
Marsha DiCecco
Carrie Dickmann
Matthew Dziunycz
Thomas Fitti
Andrew Hoffert
Rachel Immel
Linda MacNeal
Role
Parent : Professional Education Special
Education
High School Teacher - Special Education :
Professional Education Special Education
Administrator : Special Education
Board Member : Professional Education Special
Education
Administrator : Professional Education Special
Education
Administrator : Special Education
Community Representative : Professional
Education Special Education
Elementary School Teacher - Regular Education :
Special Education
Parent : Special Education
Elementary School Teacher - Special Education :
Professional Education Special Education
Administrator : Special Education
Middle School Teacher - Regular Education :
Professional Education Special Education
Administrator : Professional Education Special
Education
Administrator : Professional Education Special
Education
Middle School Teacher - Special Education :
Special Education
Administrator : Professional Education Special
Education
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Michael Manganello
Casey Molitor
Robert Reed
Sally Seidel
Ilana Shipe
David Weidlich
High School Teacher - Regular Education :
Special Education
Administrator : Special Education
Administrator : Professional Education Special
Education
Middle School Teacher – Special Education
Professional Education Special Education
Administrator : Professional Education Special
Education
Administrator : Professional Education Special
Education
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Core Foundations
Special Education
Special Education Students
Total students identified: 2188
Identification Method
Identify the District's method for identifying students with specific learning disabilities.
The Severe Discrepancy Model for Identifying Specific Learning Disabilities
The Downingtown Area School District continues to use the discrepancy model as the final
determination as to whether a student qualifies as a student with a specific learning disability.
However, all ten elementary buildings, K-5, both middle schools and all three high schools are
implementing Response to Instruction and Intervention (RtII) models. It would be remiss on our
part not to mention that the data collected from the various interventions implemented plays a
significant part in our referral and identification process.
When concerns have been raised about a student by that student’s teacher, counselor or family, the
student's historical and current academic and behavioral data is analyzed. Through this process,
information is gathered and regular education interventions are attempted to address the identified
problem(s). The data team discusses the student's progress and makes a determination if the
student should receive RtII. Response to these interventions is regularly assessed and analyzed to
determine whether the problem resulting in the referral has been resolved, whether further or
additional interventions are warranted, or whether testing and assessment through the multidisciplinary team is necessary. When MDT evaluation is recommended, a packet of information is
collected that indicates the areas of concern, the results of the interventions attempted and the
specific areas in which further assessment is indicated. Often, a request to rule out the possibility of
a Specific Learning Disability is a part of this request. When a formal request for an evaluation is
made by the parent, the District examines the existing data and responds in writing to the parents'
request by issuing the Permission to Evaluate.
The “Severe Discrepancy Model” has traditionally been used to assess the presence or absence of a
Specific Learning Disability. This model is used to calculate whether there is a severe discrepancy
between a student’s expected and actual academic achievement. This assessment is completed by
calculating a student’s predicted academic achievement based on the results of a standardized
intelligence test. That expected academic achievement level is then compared to the actual results a
student achieves in standardized academic testing that focuses on the student’s performance in
Reading, Writing and Mathematics. A statistical formula based on the “normal curve” is used to
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determine if the discrepancy between predicted achievement and actual achievement in each major
subject area is a significant one. In addition, the team gathers information on classroom performance
to determine if the student is demonstrating significantly below grade level performance in any area.
Ultimately, if it is found that a significant discrepancy has led to a student's inability to meet gradelevel performance and academic standards, the student is identified as having a Specific Learning
Disability in that subject area. If, as a result of that disability, the student requires specially-designed
instruction, the student is identified as eligible for special education.
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: http://penndata.hbg.psu.edu/BSEReports
No disproportionality exists between the District and State enrollment data.
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?
a.
The Devereux Brandywine School is a 1306 facility in our district boundaries. The District
contracts with the Chester County Intermediate Unit to identify and support the out of district
students attending this residential facility. Through collaboration with the CCIU, the District ensures
that these students are educated in the appropriate educational setting based on their needs. District
administrators are notified each time a student is placed at the facility and meets regularly with IU
staff to ensure appropriate processes, procedures, and programming for all students.
b.
DASD has had some 1306 students attend our public schools. In collaboration with Devereux
and the CCIU, the District teams look at each student and their level of need to ensure that they
receive FAPE in the least restrictive environment. DASD administrators have toured Devereux
school facilities and attended IEP meetings in an effort to develop a relationship and develop a
practice for identifying students who need a less restrictive option.
c.
Some barriers exist which limit DASD’s ability in meeting our obligations to these residential
students. They include, but are not limited to the following:
o
Student severe mental health needs
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o
Lack of parental involvement and transiency of parents.
o
Lack of collaboration with home districts.
o
Lack of appropriate historical educational documentation.
o
Lack of follow up with MA paperwork and documentation
DASD continues to work with the staff at Devereux and the CCIU to fulfill our responsibilities to each
student.
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).
There are no facilities that house incarcerated students located within the boundaries of the
Downingtown Area School District. Under Sections 1306, 1306.1, and 1306.2 of the Pennsylvania
Public School Code of 1949, the school districts in which juvenile and adult detention facilities are
located ("host districts") are responsible for finding, identifying, and providing special education
services to children with disabilities who are committed thereto. The Downingtown Area School
District facilitates this process by ensuring that all education records and other information
necessary to enable the various host districts to conduct evaluations or reevaluations and develop
and implement special education programs for adjudicated residents of the District who are or are
thought to be disabled are transferred in a timely manner. The host district contracts with the
Chester County Intermediate Unit (CCIU) to provide educational services to our adjudicated
students. On-going communication with the CCIU staff continues while the students are incarcerated
to ensure the Downingtown Area School District is knowledgeable of the current status of each
adjudicated youth and maintains parent contact while their child is incarcerated. When students
who are identified as disabled are scheduled to be released from detention, the District makes every
effort to schedule meetings at or near the time of discharge to ensure that these students re-enter
public school programs with minimal disruption to their special education services.
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 nondisabled 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
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disabilities access the general education curriculum in the least restrictive environment
(LRE). (Provide information describing the manner in which the District utilizes site-based
training, consultation and technical assistance opportunities available through PDE/PaTTAN,
or other public or private agencies.)
3. Refer to and discuss the SPP targets and the district's percentages in the Indicator 5 section Educational Environments. Also discuss the number of students placed out of the district and
how those placements were determined to assure that LRE requirements are met.
Regulatory Compliance:
The Individuals with Disabilities Education Act, 2004 (also known as the Individuals with
Disabilities Education Improvement Act), requires …(1) That to the maximum extent appropriate,
children with disabilities, including children in public or private institutions or other care facilities, are
educated with children who are non-disabled; and (2) That special classes, separate schooling or other
removal of children with disabilities from the regular educational environment occurs only if the nature
or severity of the disability is such that education in regular classes with the use of supplementary aids
and services cannot be achieved satisfactorily. [20 USC 1412 Section 612 (a) (5), and its implementing
regulation found at 34 C.F.R. §300.114(a)].
1. The Downingtown Area School District recognizes the legal requirements of Least Restrictive
Environment (LRE), but, more importantly, embraces the philosophy and the reasons for always
looking first at the least restrictive program. The district utilizes a team approach when considering
placements for students with disabilities, beginning with the neighborhood school. Inclusion in the
home school setting is always the first option, and includes a discussion among program staff,
building level administration, and parents to determine whether or not building level supports are
sufficient to meet the student’s needs. If the building is not able to provide sufficient supports and
services, the team looks to other elementary or secondary buildings in the district in order to
determine whether or not specialized in-district programs can meet the student’s needs. Considered
with these options are supplemental supports and related services that can be provided within the
buildings in order to maximize inclusion, including IU supports through the Training and
Consultation department for student-specific training in areas like behavioral interventions, autism,
assistive technology or vision/hearing. If the team determines that the student’s needs are such that
inclusion in the neighborhood school building would be inappropriate, the team may then review
programs outside of the district’s buildings, which may include IU programs in specialized centers,
cross-district classrooms, or in some cases, APS placements. In all of these extreme situations,
district Special Education Supervisors are closely involved with the process in order to ensure that
every effort is made to include the student in the neighborhood school where appropriate.
2. In the past three years, the district has opened or planned to open a number of new programs in
an effort to expand the continuum of services offered within the district buildings:
New Programs for 2011-12
Elementary MDS
Beginning in the 2011-12 School year, the district opened a primary Multiple Disability Support
classroom at the East Ward Elementary Center. There are currently eight students enrolled in the
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program. Students were enrolled through both Early Intervention Services, as well as through
transition from IU programs and Out of District Placements. During the first year of the program's
existence it was staffed by an IU employee. The District currently staffs the program.
Elementary Autistic Support
Due to increasing caseloads, it was determined that an additional Elementary Autistic Support
Classroom was necessary, and the result was an additional program at the Brandywine Wallace
Elementary School, which has since been transitioned to Springton Manor Elementary.
Itinerant Autistic Support
Additionally, the district hired an Itinerant Autistic Support Teacher to work with students at all ten
elementary buildings who are higher functioning and can remain in their home schools with
support. This was a position previously contracted through the Intermediate Unit for its first year of
operation with the District taking control the second year. This itinerant teacher initially rotated
between all ten elementary schools and provides needed social skill instruction and consultation to
students and staff. Beginning in 2015-2016, this teacher will travel to only five elementary schools in
an attempt to maximize instructional time and minimize travel time.
Secondary Autistic Support
At the high school level, it was determined that the number of students with a primary Autistic
designation was rising to the point that we needed an Autistic Support teacher to manage the
growing caseload. Previously, the students’ needs were serviced through courses in social skills
offered by the learning support department. One of the existing learning support positions was
transitioned to an Autistic Support position in order to accommodate this growing caseload, which
includes 12 students at the present time.
New Programs for 2012-13
Secondary Supplemental Emotional Support
In 2012-2013, the Secondary Special Education program included one Itinerant level Emotional
Support program at each of the high school buildings, and one combined Supplemental Level
Emotional Support classroom that was staffed by two teachers in order to allow for direct
instruction of all academic areas in a self-contained classroom based on student needs. Students
with severe behavioral needs that include smaller class size and a structured learning environment
currently attend this classroom as written in their individual IEPs.
Elementary Autistic Support
One of the Elementary Autistic Support Programs was moved, and the result was an additional
program at the Brandywine Wallace Elementary Center. Currently, 8 students are enrolled in the
program, which is staffed by a DASD teacher and now located at Springton Manor Elementary
School.
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New Programs for 2013-2014
Itinerant Elementary/Middle Emotional Support
The District created another itinerant position to service all ten elementary/ 3 middle school
buildings. The focus of this teacher was to oversee the completion of FBA and BSPs for students
exhibiting behaviors that impede his/her learning or that of others. The vision was that with well
written behavior plans and consultation from a teacher specialized in successfully remediating
behaviors, students would be able to remain in their home buildings before looking to be moved to
one of our Emotional Support classrooms in another school. Currently this position services 5 of our
elementary schools.
Itinerant Middle School Autistic Support
Additionally, the district hired an Itinerant Autistic Support Teacher to work with students at all 3
middle school buildings who are higher functioning and can remain in their home schools with
support. This was a position previously contracted through the Intermediate Unit for its first year of
operation with the District taking control the second year. This itinerant teacher is currently
assigned to Lionville Middle School.
New Programs for 2014-2015
Elementary Autistic Support
One of the Elementary Autistic Support Programs was moved from Brandywine Wallace Elementary
School to Springton Manor Elementary School. There are a total of 11 students and 2 teachers and
two program aides.
Secondary Life Skills (Transition)
Another trend that we are experiencing with the reduction in out of district placements has been the
number of students continuing in our life skills programs past age 18. Referred to as “Post
Graduates,” these students require a more intentional level of transition planning, which includes a
combination of community based programming, functional academics, and vocational skill training.
As our numbers continue to increase, it will become necessary to extend our Life Skills Staff to
include another professional in order to work specifically with this population.
Elementary Language Support Program
Language Learning Support Plan
This program is a collaborative effort in which speech and language skills will be embedded in the
lessons and activities throughout the school day. There will be a focus on speech articulation,
providing students with models and cues for placement as well as rate. Opportunities will be
available for students to practice composing complete, grammatically correct sentences, both orally
and in writing.
Students will practice following multi-step directions with embedded concepts in various ways
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throughout the day. This might occur while transitioning from one activity to another or during a
specific activity. Quantity concepts such as: more, less, greater, fewer, same, and equal may be
targeted during a small group activity with the Speech-Language Pathologist and then reinforced
during math time with the teacher.
Pragmatic language skills, which encompass social and conversational language, will be a constant
focus of this program. Whole group language instruction offers the opportunity for students to
practice greeting, establishing and maintaining eye contact, as well as initiating conversation,
responding and commenting. Cooperative learning groups will be set up to facilitate the transfer of
these social skills. This is where the “small talk” of the whole group language lesson develops into
conversations and discussions.
The ELA block consists of both reading and language centers. It is here where services will overlap
the most, giving students optimal instruction as well as the support they needs to increase their skill
sets. Direct instruction in both decoding and comprehension will occur, with the ever present focus
being on the building blocks of language as students move from expressing themselves orally,
discussing and responding to text verbally, and finally in writing. Students will focus on visual letter
and sound patterns to not only increase word recognition and oral reading fluency, but to also
support in the areas of vocabulary and comprehension.
The Speech-Language Pathologist and Language Learning Support Teacher not only collaborate, but
co-teach, each bringing their area of expertise to the equation. Pre-teaching of vocabulary, including
defining words by class and function, is essential to understanding novel text. Word associations
and relationships will be explored, including naming synonyms and antonyms for a given word.
Defining and describing unfamiliar vocabulary prior to encountering it in a story, not only assists
with comprehension, but helps to build confidence in our young learners.
Students will be firmly supported in this environment as they work to achieve speech/language and
reading goals. Strategies for word retrieval will continue to be provided and reinforced as needed.
Students will be taught and encouraged to advocate for themselves in a variety of settings
throughout their day.
New Programs for Future Consideration 2016-2019
Middle School (7/8) and High School Language Support Program
In order to meet the needs of secondary students with language based learning disabilities and
provide a continuum of programming options for students as they progress through grades K-12, the
District is considering the creation of a secondary language support program. The philosophy and
program structure would be identical to those of the elementary program created last school year.
Full-Time Emotional Support 6th Grade Center/Middle School
This program will allow for students to remain in their home school, receive direct instruction in
some or all academic areas, and social skills instruction in a self-contained classroom based upon
individual students' needs. Students with severe behavioral needs that require a smaller class size
and a structured learning environment will attend this classroom as delineated in their individual
education plans.
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Supplemental Emotional Support at the High School (East)
Currently, there is a supplemental emotional support program at Downingtown High School West.
Developing a similar program at Downingtown High School East will allow for students to remain in
their home high school and receive direct instruction in some or all academic areas and social skills
instruction in a self-contained classroom based upon on individual students' needs. Students with
severe behavioral needs that require a smaller class size and a structured learning environment will
attend this classroom as delineated in their individual education plans. Students at Downingtown
High School East who need a smaller class size, behavioral supports, and a structured learning
environment will attend this classroom as written in their IEPs.
Full-Time Autistic Support High School East/West and LMS
Currently there are 7 full-time autistic support classrooms at the elementary level. As the students
transition to the middle and high school level, full-time autistic support classrooms will be necessary
to continue to program for the students’ needs within the least restrictive environment. Therefore, it
is critical for programming to be established on both the east and west side of the district. The
middle level will focus on incorporating Verbal Behavior and the high school level will focus on
functional academics and skills.
Elementary/ Middle/ High School Multiple Disabilities Program
Beginning in the 2011-12 School year, the district opened a primary Multiple Disability Support
classroom at the East Ward Elementary School. The number of students who require these services
and supports has continued to grow since the 2011 school year. Another MDS classroom will need
to be created to meet the needs of these diverse learners. This will provide both and primary and
intermediate class within which to target students' individual needs.
As students transition to the middle and high school, a multiple disabilities program will be created
in order to provide a continuum of services for the students within the school district. When the
secondary multiple disabilities programs are implemented, students in IU programs and Out of
District Placements can also transition back to their home buildings if their needs are able to be met
in that setting.
Secondary Mental Health Services
There is a growing need for mental health services and supports at all high school buildings. There is
an increasing number of students being educated in public separate settings in order to receive the
necessary mental health services. In the first year, the district is considering contracting with a
mental health therapist from the CCIU to provide therapeutic counseling in individual and group
settings to help meet the mental health needs of our students. Students in out-of-district placements
will be able to transition back to their neighborhood school to receive academic instruction and
mental health support in the least restrictive environment. After the first year, the district will look
to extend the mental health services to the middle school level based upon student need.
Elementary and Secondary BCBA
Currently there is one BCBA who consults for all sixteen buildings as well as conducts FBAs for
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students in out-of-district placements. Due to the number of requests for the BCBA’s expertise, there
is a need for additional support from a behavior analyst across the District.
Augmentative AT consultant for DistrictGiven the District initiatives to increase the use of technology for all students and the intense need
for our population of students with low-incidence disabilities to increase their communication skills
and access to the general education environment, the District may consider a consultant or coach
dedicated to supporting the assistive technology needs of our students. This consultant would
provide supports and trainings for all staff and students which would allow all students to receive
support in all aspects of the school environment.
3. Out of District Placements
The attached table lists all Out of District Placements by school year and grade level. Excluded are
placements in short term treatment facilities, which typically last from 3-7 days, as well as private
placements chosen unilaterally by parents, including Charter Programs. As evidenced by this data,
the percentage of special education students who are placed in other settings has continued to
decline and consistently falls below the state average. Not only has the percentage of students being
placed in other settings declined, but the total number of students placed out of district has declined
as well from a total of 129 in 2013-2014 to 98 in 2015-2016.This is the result of our continued effort
to provide a full continuum of programming options and supports within our District schools and a
focus on providing gradually more restrictive interventions in an attempt to support students rather
than moving immediately to highly restrictive alternate placements. Further analysis indicates that
this trend is likely to continue or remain stable if our out of district placement rate continues at this
pace. Eighty-six percent of our students placed in other settings are in grade 7 or above and 39% are
in grade 12 or beyond. This data illustrates the need to continue to expand our continuum of
program offerings at the secondary level to ensure that as students progress through the grade
levels that they are able to access their programs and services within our secondary buildings.
Percentages
School Year
SE in Other Settings (%)
Change (%)
2009-10
7%
2010-11
5.8%*
-1.2%
2011-12
5.2%
-.6%
2012-2013
4.5%
-.7%
2013-2014
3.4$
-1.1%
2014-2015
4.5%
1.1%
*Adjusted to exclude non-District students in 1306 facility within District boundaries
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Totals
December, 2013
Grade Level
12 – 12+
11
10
9
8
7
6
Out of District
Placements
54
10
18
10
7
7
5
Grade Level
5
4
3
2
1
K
Out of District
Placements
9
4
3
1
1
0
Total
129
Grade Level
Out of District
Placements
December 2014
Grade Level
12 – 12+
11
10
9
8
7
6
Out of District
Placements
35
18
10
8
5
9
11
5
4
3
2
1
K
Total
1
6
2
2
2
0
109
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December 2015
Grade Level
12 – 12+
11
10
9
8
7
6
Out of District
Placements
38
13
8
7
8
10
4
Grade Level
5
4
3
2
1
Out of District
Placements
4
0
2
3
0
K
1
Total
98
Settlement vs. District offered FAPE
Of the 98 total students placed out of district, nine of the students placed on this list are the result of
Settlement Agreements reached in an effort to avoid Due Process, or as a result of a Hearing Officer
Decision. These placements can include Approved Private Schools, but also include Non-Approved
Private Placements at the discretion of the parents. Unilateral and Parochial placements are not
included in the attached chart.
Type of Program
Of the 98 total students placed, 69 are currently participating in programs run by the Chester County
Intermediate Unit, which are considered programs in a Separate Public Facility. Approved Private
School Placements take up 22 slots, with the majority of those students receiving reimbursement
through a 4010 designation.
Behavior Support Services
Provide a summary of the District policy on behavioral support services including, but not limited to,
the school wide positive behavior supports (PBS). Describe training provided to staff in the use of
positive behavior supports, de-escalation techniques and responses to behavior that may require
immediate intervention. If the district also has School-Based Behavioral Health Services, please
discuss it.
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Summarized School District Policy:
Board Policy No. 113.2 incorporates all of the requirements and limitations of Section 14.133 of the
regulations of the State Board of Education, 22 Pa. Code Sec. 14.133, as the policy of the District and
ensures that the Superintendent or his or her designee "shall provide for the regular training and retraining, as needed, of personnel in the use of specific procedures, methods, and techniques that
those personnel will be expected to employ in the implementation of behavior supports or
interventions in accordance with the IEP[s] of ... child[ren] with disabilities." The District requires
that all IEPs developed for children with learning-interfering behaviors include goals and/or
specially designed instruction for the development of appropriate replacement behaviors
and behavior interventions and strategies that emphasize the use of positive behavior teaching and
shaping techniques. Use of physical restraining methods is permitted only when necessary to
control acute or episodic behaviors that present a danger to the child or others and only when less
restrictive measures have proven to be or are ineffective. Such restraints are never used for the
convenience of staff, as a substitute for an educational program, or as punishment. Behavior
interventions and strategies are based on functional behavioral assessments in all cases where a
student's behavior interferes with their learning or that of others. Use of mechanical restraints is
strictly prohibited except when necessary to control involuntary movement or to stabilize the lack of
muscle control, when such conditions are the result of organic conditions and are prescribed by a
medical professional. All staff members are educated in the contents of the Board policy. Any staff
member who may have to restrain a student must be certified in Non-Violent Crisis Intervention
(NCI).
Currently, all students with disabilities who have behaviors that impede his/her learning or that of
others have carefully designed goals addressing those behaviors. A team of professionals and the
parent conducts a Functional Behavior Assessment (FBA) to determine the target behaviors of
concern. Once the behaviors are identified, the team analyzes the antecedent conditions that most
frequently exist prior to the behavior being exhibited. Data is also collected concerning the
consequent variables that may be maintaining the student's problem behavior. The team then
analyzes the information and develops a functional hypothesis statement which is relied upon in the
development of strategies that are indicated for the particular function of the student's behavior.
Upon completion of the FBA, the team creates a Positive Behavior Support Plan (PBSP). This plan
systematically addresses the behaviors of concern and reinforces newly learned, functionally
equivalent replacement skills. The PBSP is shared with all staff working with the student to ensure
consistent implementation of the plan across all environments. The District contracts with a Board
Certified Behavior Analyst (BCBA) to support our students who present with more intense behavior
needs and to support our teachers in building capacity relative to classroom and behavior
management. Our BCBA models behavioral techniques for our staff and observes the
implementation of behavioral strategies to ensure proper delivery in addition to providing
professional development to staff and parents.
Regulatory Compliance:
Pennsylvania Chapter 14, §14.133 Positive Behavior Support
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Rationale - Philosophical/Moral Belief:
The Downingtown Area School District (DASD) believes that all children, regardless of their
disability, should be educated in the least restrictive environment to the maximum extent possible
with nondisabled peers. The District fully embraces the responsibility to meet the individual
behavioral needs of students to ensure they make meaningful progress. Schools are implementing
school-wide positive behavior support programs as well as creating individual positive behavior
support plans to reinforce appropriate behavior and teach positive replacement skills that will be
generalized throughout the learning environment.
School Wide Positive Interventions and Support (SWPBIS) is a proactive approach to discipline that
promotes appropriate student behavior and increased learning. Traditionally, models of school
discipline tend to be reactive (i.e., student misbehavior results in punitive consequences). The word
“approach” is key in that SWPBIS provides direction, not a canned program, for developing a
comprehensive system of behavior support tailored to individual school needs. Schools are
incorporating this approach in their building plans.
This three-tiered approach does not require less effort than current, non-SWPBIS practices, but it
channels and focuses school-based efforts, making them more efficient and effective. Characteristics
of SWPBIS:

Interventions are planned and positive rather than reactive and punitive

Conditions (antecedents) contributing to inappropriate behavior are carefully managed or
eliminated

Multiple opportunities for positive, corrective feedback are created while negative critical
feedback is limited or eliminated

Prosocial behaviors are taught directly, practiced frequently, and routinized so that they
become automatic
The District recognizes that research supports that a positive, direct instructional approach is more
effective than traditional punishment-based alternatives in improving student academic success and
improving overall school climate
BCBA services provide evidence-based behavior analytic services to learners with autism and other
developmental disabilities through direct instruction and training of educators/staff. BCBA’s
establish competencies in staff that allow them to provide individually specified teaching procedures
using Applied Behavior Analysis and the Analysis of Verbal Behavior to improve communication,
social, academic, and other relevant skills for students with needs. Services can include: Guided
practice to assistants, teachers, and other related staff

Assist in construction of materials derived from appropriate curricula (i.e. ABLLS/VB-MAPP)

Initial and ongoing consultation and feedback/recommendations to teams through modeling,
descriptions, observation
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
Training in ABA/VB to team members

Assist teachers with assessments, FBA development, and behavior intervention plans

Attend and participate in IEP meetings when appropriate

Assist teachers in creating program books and data collection methods

Monitor and evaluate progress through data based decision making

In-service/staff training as needed
Intensive Interagency/Ensuring FAPE/Hard to Place Students
1. If the LEA is having difficulty ensuring FAPE for an individual student or a particular
disability category, describe the procedures and analysis methods used to determine gaps in
the continuum of special education supports, services and education placement options
available for students with disabilities.
2. Include information detailing successful programs, services, education placements as well as
identified gaps in current programs, services, and education placements not available within
the LEA. Include an overview of services provided through interagency collaboration within
the LEA.
3. Discuss any expansion of the continuum of services planned during the life of this plan.
1. We are fortunate in Chester County that a multitude of services and programming opportunities
are available in a very close radius. In Downingtown, we have established successful relationships
with the Chester County Intermediate Unit as well as Approved Private Schools and local mental
health and other service providers that have allowed us to be creative and comprehensive in
providing FAPE to our students. The process of ensuring FAPE for individual students or disability
categories begins with an examination by each student's IEP team of the individual needs of the
student. Data compiled from the student's evaluation report, progress in the general or special
education curriculum, and results of curriculum-based and standardized assessments are all used to
inform these decisions. In addition, input from teachers and parents provides anecdotal information
which can further clarify the accommodations, modifications, services, and environment that are
most appropriate for the student. Based on all of this collective information, placement
recommendations are made at that time. Currently, Downingtown possesses a wide continuum of
programming and service options within our District. At the K-5 level, Autistic Support, Multiple
Disabilities Support, Emotional Support, Learning Support, and Life Skills Support classroom
services are available to students with those specific needs. With the exception of Multiple
Disabilities Support, the same programming options are available to our students in grades 6-12. We
have also recently added in-house community-based instruction programming opportunities for our
students ages 18-21 who are in need of services beyond graduation age to meet their transition
outcomes. If there are situations where it becomes difficult to place a student or specific disability
category, the District would rely on the interagency process with the support of the Chester County
Intermediate Unit to explore additional service options to that which is already readily available.
18
The interagency process includes a facilitator from the CCIU and the consideration of services in and
around Chester County that may be appropriate depending on student need.
2. Successful placements and services-The District utilizes a variety of outside services and
programs to meet the unique needs of our learners. The District does not operate its own partial
hospitalization programs and therefore, some DASD students with severe mental health needs
attend Chester County Intermediate Programs (CCIU) such as CARE and REACH.
The CARE program is a school-based, partial hospitalization program that provides a clinical and
alternative education environment for children, ages six through ten years old, who have been
diagnosed with a significant mental health disorder, such as an oppositional defiant disorder, a
conduct disorder, a mood disorder, an anxiety disorder and/or an attention deficit/hyperactivity
disorder.
The Reach program is an adolescent, school-based, partial hospitalization program that provides a
clinical and alternative education environment for students who have been diagnosed with
significant mental health disorders such as oppositional defiant disorders, conduct disorders, mood
disorders and anxiety disorders.
The District also used other CCIU programs when IEP teams have found the individual needs of
students are better met in a different learning environment. Some DASD students attend the
following programs:
The TEACH program is a school-based, therapeutic program that provides a clinical and alternative
education environment for children, ages 6 through 13 years old, who have been diagnosed with a
significant mental health disorder, such as oppositional defiant disorder, a conduct disorder, a mood
disorder, an anxiety disorder and/or an attention deficit/hyperactivity disorder.
The Gateway program is another therapeutic placement option for students with mental health
needs that is operated by the CCIU. The Gateway program provides access for students to a licensed
mental health professional for group or individualized therapy as needed as well as standards-based
academic instruction. Many students also participate in the Technical College High School which
shares its campus with the Gateway program in order to meet transition needs and outcomes.
The Changes program is an alternative high school program that addresses the academic, social,
emotional, and behavioral needs of students who are not succeeding in a traditional high school
setting due to substance abuse. The Changes program provides an opportunity for students to
receive an integrated program of treatment for substance abuse with individualized, rigorous
academics in a small, caring, personalized setting. The primary goal of the program is to provide
students with the skills to maintain sobriety, achieve academic success, transition into the
19
community, and return to the regular school setting.
DASD also collaborates with the Child Guidance Resource Center and Chester County Children and
Youth Agency as part of the interagency process and partners with the CCIU Training and
Consultation (TAC) team for on-going professional development, coaching, and support across our
special education programs.
3. The District recognizes the increasing mental health needs of its students and continues to explore
avenues for addressing the social-emotional needs of all students. Efforts are underway to provide
additional mental health supports to our emotional support programs at the secondary level in the
form of an on-site mental health therapist to provide individual and group counseling services. In
addition, the District is planning to expand its continuum of services at the secondary level to
include Multiple Disabilities Support. Students currently in our elementary multidisabilities support
classroom are beginning to reach secondary age which has required that we examine ways that we
can successfully program for these students as they reach middle and high school.
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 Downingtown Area School District provides a continuum of programs within its sixteen
elementary, middle and high schools to ensure each student is placed in the Least Restrictive
Environment. The District has focused on LRE and always considers the neighborhood school first
when determining educational placement which include:
Elementary Level:
Learning Support:
DASD offers a continuum of supports and services to meet the needs of students with an identified
disability or disabilities under Pennsylvania Chapter 14 regulations. Learning Support Services
primarily address academic needs in areas such as literacy and math but also support students with
behavioral, organizational, and/or social-emotional needs. Data informed decisions support the
development of Individualized Education Programs that specifically address identified areas of
need. Direct, explicit instruction is provided to remediate skill deficits and promote independence.
Technology is integrated throughout our classrooms and helps engage young learners.
Eligible students participate in an itinerant, supplemental, or full-time program and are included
with age & grade level peers to the maximum extent possible as determined by the IEP team to be
appropriate. Currently we have 25.5 Learning Support Classrooms for eligible K-5 students in each
of our 10 elementary schools.
20
Emotional Support:
DASD offers a continuum of supports and services to meet the needs of students with significant
behaviors that interfere with their ability to learn. When student behaviors are so significant that
they cannot make meaningful progress within their school program, students are often placed in the
BRIDGES Emotional Support Program. Through direct explicit instruction in self-awareness, selfregulation, coping strategies and daily use of system hierarchies, positive reinforcement strategies,
and token economy systems, students are able to learn and apply skills necessary to develop
independence across all settings, progress academically, overcome negative perceptions, and
acquire meaningful friendships. Ultimately the goal is for the students to return to their home school
and successfully rejoin their peers within the regular education setting.
Currently we have one Primary Emotional Support Class (Grades K-3) and one Intermediate
Emotional Support Class (Grades 4-5). These two classes service students within our 10 elementary
schools. Students in these classrooms are offered different levels of support including: Itinerant,
Supplemental and Full Time.
In 2015-2016, the Itinerant Emotional Support and Itinerant Autistic Support Teachers roles have
changed. These two positions will no longer be segregated according to Emotional and Autistic
Support. The teachers will be working with students who require social skills instruction based on
need not label. Each teacher will be assigned to 5 buildings allowing for more continuity and
supports for students and staff. The function of these positions include but is not limited to:
assisting teachers with Functional Behavioral Assessments (FBA) for students with identified
learning interfering behaviors; assisting teachers in the Creation of individualized behavior plans
reflective of FBA data; working with team review of behavioral data and progress monitoring of
student response to interventions; providing parent and staff development to address behavioral
strategies for specific student needs; providing on-site student observations, work directly with
students and provide recommendations to IEP teams regarding interventions and strategies;
providing on-site direct instruction with students, modeling and coaching to teachers on the
implementation of research-based strategies and methodologies to address specific student
behaviors; assisting IEP teams and work directly with students to facilitate seamless transitions
when students transition within District programs; assisting IEP teams and work directly with
students when transitioning students from outside placements back to the District.
Autistic Support:
DASD offers a continuum of supports and services to meet the needs of students with Autism.
Teachers in our specialized Autistic Support Classrooms are trained in techniques of Applied
Behavior Analysis. These techniques include the use of the principles of reinforcement, shaping,
generalization (across materials, individuals and skill domains), etc. These techniques are then
utilized to maximize learning opportunities for the students serviced. Techniques of applied
behavior analysis are utilized to teach language, academic, social skills and learning readiness skills.
Our teachers are also trained in Skinner’s Analysis of Verbal Behavior. The Analysis of Verbal
behavior involves breaking language down not only into receptive and expressive language but into
21
its functional uses and targets the development of language from a developmental and functional
sequence. The Analysis of Verbal Behavior breaks language down into mands/requests, tacting/
labeling skills of different complexity, ability to follow directions of different complexity, being able
to echo or vocally imitate language of different complexity, being able to answer questions, discuss a
topic or have a conversation. It also examines a student’s textual behavior (ability to read text) and
transcription behaviors (being able to write). Teachers have training in the implementation and use
of the VB-MAPP (Verbal Behavior Milestones Assessment and Placement Program) assessment. This
assessment is a criterion-referenced assessment that is based on the analysis of verbal behavior.
The assessment measures a student’s use of language and compares to developmental milestones
that occur at different stages in typical language development. The use of the assessment studies
how a student is using the language that they have and also identifies areas of language development
in need of intervention to develop language in a natural and functional sequence that generalizes to
different environments and uses of that language. Teachers are provided training in Positive
Behavior Support and the Use of Functional Behavioral Assessments. This involves collection of data
on the antecedents and a consequence of student’s challenging behaviors to identify the function of
that problem behavior (the purpose that the behavior serves for the student). Once the function is
determined through supporting data that information is utilized to develop a positive behavior
support plan that will contains environmental modifications, teaching replacement behaviors to the
problem behavior and arranging consequences to support the replacement behavior and decrease
the effectiveness of the problem behavior.
Currently we have nine Autistic Support classrooms within our District elementary buildings. These
classes service students within the 10 elementary schools school district. Students in these
classrooms are offered different levels of support including: Itinerant, Supplemental and Full Time.
Life Skills Support:
DASD offers a continuum of supports and services to meet the needs of students with intellectual
disabilities. Students receive a highly individualized program as determined by their identified
areas of need in self-care, language development, motor development and functional academics.
Through direct explicit instruction in activities of daily living, language, literacy, and mathematics
students are able to learn and apply skills necessary to develop independence, progress
academically, and acquire meaningful friendships. Eligible students participate in an itinerant,
supplemental, or full-time program and are included with age and grade level peers as determined
by the IEP team to be appropriate.
Currently we have one Life Skills Support Class (Grades K-5). This class services students within the
10 elementary schools in our district. Students in this classroom are offered different levels of
support including: Itinerant, Supplemental and Full Time.
Multiple Disabilities Support:
DASD offers a continuum of supports and services to meet the needs of students with two or more
disabling conditions that affect learning or other important life functions. Currently we have one
Multiple Disabilities Class (Grades K-5). This class services students within the 10 elementary
schools in our district. Students in this classroom are offered different levels of support including:
22
Itinerant, Supplemental and Full Time.
School-Based Occupational Therapy
The District contracts with Pediatric Therapeutic Services (PTS) to provide occupational therapy
services. Occupational Therapists (OTs) and Certified Occupational Therapy Assistants (COTAs)
work with students to the reduce barriers that limit their ability to learn and participate in the
school environment. Our school-based OTs address the wide range of functional disabilities which
result from underlying motor, sensory, and visual-perceptual impairments. OT services address the
following general areas:




Child has difficulty with manipulative tools such as scissors, and it is judged that this
difficulty will improve with occupational therapy services.
Child has difficulty with drawing and writing legibly.
Child has a diminished ability to attend to tasks and organize work due to sensory
processing problems.
Child has difficulty performing self-care skills that are necessary in the school setting.
Many of the issues listed above are addressed during implementation of the unique PTS process:
The Therapy Achievement Approach™. Viewing the school environment holistically empowers our
therapists to consider a continuum of often-underutilized intervention options. Our model engages a
broad perspective rooted in function; providing students and teachers with a more seamless
experience of related services. Unlike a traditional staffing model, PTS views OTs as a resource for
the entire building, as they contribute to the overall quality of instruction.
School-Based Speech/Language Pathology
PTS Speech/Language Pathologists (SLPs) play an integral role on the Special Education team.
Acting as either a primary service coordinator or a related service provider, the role of the speech
pathologist facilitates the development of a key skill…communication.
Over the last decade, the role and responsibilities of the Speech/Language Pathologist have
increased along with the expanding scope of practice, as the lines between language and literacy
have become blurred. Inclusive practices and opportunities for the education of students with
significant needs in their neighborhood schools have resulted in unprecedented diversity in
caseloads. Standards-based educational reform, with a greater emphasis on accountability, has
required that Speech/Language Pathologists understand the legal basis for service decision-making.
As schools have changed, the workloads and responsibilities of the profession have changed. In
order to provide relevant supports that make a difference, PTS clinicians focus attention on linking
interventions to the curriculum. Building partnerships with parents and collaborating with teachers
23
are important components in designing instructional interventions. Our Speech/Language
Pathologists are required to integrate their knowledge of communication disorders with the
knowledge of the scope and developmental sequence of the curriculum.
School-Based Physical Therapy
PTs physical therapists (PTs) provide an education-based model of service delivery, in contrast to
the medical model implemented by many ‘rehab services’ companies. Our physical therapists focus
on how gross motor function is impacting a child’s ability to access the general school environment.
This includes getting on and off the school bus, as well as accessing outdoor playground equipment,
stairs, curves, and ramps.
In addition, school-based physical therapy looks at how motor impairment is impacting a student’s
ability to learn and to participate in physical education. For example, a child who has very low
muscle tone may need adaptive seating or require options for position changes due to fatigue. Our
PT’s regularly consult with physical education teachers to discuss ways to improve a child’s motor
skills and adapt activities to build confidence and ensure safety.
In many cases, students require only consultative services from a physical therapist, enabling
teachers and other professionals to strategize on how best to overcome any learning obstacles that
have resulted from a motor impairment. What differentiates PTS physical therapy services is our
exclusive focus on school performance. Our teacher resources and free in-services facilitate
carryover of therapeutic strategies and help empower teachers with skills and a deeper
understanding of the connection between movement and learning.
Secondary Programs:
The Downingtown Area School District provides a multitude of supports and services within its five
secondary school buildings. These include:

Autistic Support:
Specific supports provided for students across a variety of function levels on the Autism Spectrum.
At the secondary level, specific instruction is provided in social skills related to peer relationships,
work place readiness, situational appropriateness, and executive function skills in preparation for
Post-Secondary Education or Employment. DASD offers a continuum of supports and services to
meet the needs of students with Autism. Teachers in our specialized Autistic Support Classrooms
are trained in techniques of Applied Behavior Analysis. These techniques include the use of the
principles of reinforcement, shaping, generalization (across materials, individuals and skill
domains), etc. These techniques are then utilized to maximize learning opportunities for the
students serviced. Techniques of applied behavior analysis are utilized to teach language, academic,
social skills and learning readiness skills. Currently at the middle level, teachers are also trained in
Skinner’s Analysis of Verbal Behavior. The Analysis of Verbal behavior involves breaking language
down not only into receptive and expressive language but into its functional uses and targets the
24
development of language from a developmental and functional sequence. The Analysis of Verbal
Behavior breaks language down into mands/requests, tacting/ labeling skills of different complexity,
ability to follow directions of different complexity, being able to echo or vocally imitate language of
different complexity, being able to answer questions, discuss a topic or have a conversation. It also
examines a student’s textual behavior (ability to read text) and transcription behaviors (being able
to write). Teachers have training in the implementation and use of the VB-MAPP assessment: The
VB-MAPP (Verbal Behavior Milestones Assessment and Placement Program). This assessment is a
criterion-referenced assessment that is based on the analysis of verbal behavior. The assessment
measures a student’s use of language and compares to developmental milestones that occur at
different stages in typical language development. The use of the assessment studies how a student is
using the language that they have and also identifies areas of language development in need of
intervention to develop language in a natural and functional sequence that generalizes to different
environments and uses of that language. This practice will be continued at the high school level
beginning with the 2016-2017 school year. Teachers across the secondary level are provided
training in Positive Behavior Support and the use of Functional Behavioral Assessments. This
involves collection of data on the antecedents and a consequence of student’s challenging behaviors
to identify the function of that problem behavior (the purpose that the behavior serves for the
student). Once the function is determined through supporting data that information is utilized to
develop a positive behavior support plan that will contains environmental modifications, teaching
replacement behaviors to the problem behavior and arranging consequences to support the
replacement behavior and decrease the effectiveness of the problem behavior. Currently we have
two full-time autistic support classrooms and three itinerant autistic support teachers at the middle
level. At the high school level, we have two itinerant autistic support teachers and will create two
full-time autistic support classrooms as the currently serviced students transition to the high school
setting.

Emotional Support:
The district offers a wide range of types and levels of support for students with
Emotional/Behavioral difficulties. Students are provided with behavioral monitoring, as well as
instruction and reinforcement of emotional regulation skills, social skills, and problem solving
strategies, in settings that span from an itinerant level to self-containment in a full time classroom if
necessary. The team works closely with mental health providers and counselors to assist students
with accessing the supports and services that they require in order to be successful. The district
pushes to hire professional employees who hold their BCBA (BOARD Certified Behavior Analyst)
certification to support our students with emotional support needs. Currently we have 3 Emotional
Support Teachers at the middle level and 6 Emotional Support Teachers, with one teacher holding
her BCBA, at the high school level for eligible grade 6-12 students.

Learning Support:
DASD offers a continuum of supports and services to meet the needs of students with an identified
disability or disabilities under Pennsylvania Chapter 14 regulations. Learning Support Services
primarily address academic needs in areas such as literacy and math but also support students with
behavioral, organizational, and/or social-emotional needs. Data informed decisions support the
development of Individualized Education Programs that specifically address identified areas of
25
need. Direct, explicit instruction is provided to remediate skill deficits and promote independence.
Technology is integrated throughout our classrooms and helps engage young learners. In addition,
the LS department provides a Freshman Seminar course designed to orient all incoming freshmen to
the building, the high school schedule, basic study and organizational skills, self-determination and
self-advocacy skills, and transition planning in preparation for post-secondary programming or
employment. Eligible students participate in an itinerant, supplemental, or full-time program and
are included with age and grade level peers to the maximum extent possible as determined by the
IEP team to be appropriate. Currently we have 20 Learning Support Teachers at the middle level
and 20 Learning Support Teachers at the high school level for eligible grade 6-12 students.

Life Skills Support:
The life skills program has continued to increase its participation in opportunities for community
based instruction on a regular basis. As students progress through the program, they are provided
with classroom instruction in functional academic skills, which is then reinforced and practiced
through community based experiences in order to maximize generalization. In addition, students
are provided with vocational opportunities through volunteer and internship positions at
community business locations. Currently, students who are diagnosed with multiple disabilities are
serviced in the life skills classroom or in out-of-district placements. With this increased need, it is
necessary for future programming to include the addition of multiple disabilities classrooms at the
secondary level.

Occupational Therapy:
OT services are provided when recommended by the IEP team to address a variety of student needs
in the classroom and community/vocational settings. Therapists collaborate with professional and
paraprofessional staff to provide instruction and support for sensory needs, fine motor skills,
organization and executive function skills across settings.

Physical Therapy:
PT services are provided where prescribed or requested by the IEP team to address gross motor
deficits for students in the high school setting. Activities are designed to be implemented
throughout the school day in order to provide students with increased access to the school and
community settings.

Speech and Language Services:
Speech and Language Services are provided in consultation with the special education teaching staff,
in a way that promotes generalization of skills across settings, with functional skills being
specifically targeted.

Partnership with outside counseling services to provide space for intensive outpatient
therapy

Partnership with CCIU to provide many services and supports including; hearing, vision,
assistive technology, behavior, and orientation/mobility

Transition coordinators at two of our high schools
26
Other initiatives:
Strengths for 2014-2015/2015-2016
District Level Academic Programming
•Scholastic Read 180 Training/Collaboration
•System 44 Training/Collaboration
•Fundations Training/Collaboration
•Wilson Training/Collaboration
•SRA Training/Collaboration
•Visualizing and Verbalizing
•Seeing the Stars
•Math and Focus Training/Collaboration
•Connecting Math Concepts/Collaboration
•Do the Math
•Math 180
•Moving with Math
•Step up to Writing
•Co-teaching
District Supports for Programming
•PaTTAN Autism Initiative
•Continuum of services in low incidence classrooms
•Building Data meetings/Student Progress Monitoring
•Administrative Data meetings
•Transition Meetings within all levels
•Fidelity Walk Throughs
•BCBA contracted by the DASD, provides on-going consultation and training to all staff
•Supervisors provide office hours in buildings
•Ongoing professional development in and outside of the district based on teacher and student
needs
•IU consultant support for co-teaching
Providing Opportunities for Parent Trainings
One of the District's Vision Planks is Communication. The District embraces the power of
communication and in that effort the Special Education Department has offered Parent Meetings. We
have had several parent trainings over the last few years, some of which we have brought in experts
in the field to present. The goal of these trainings is to support our parents by informing and
educating them on programs, changes and issues that may concern them in regards to their
27
children's education. Most of these trainings cover new and on-going curriculum, state and local
testing, transition, and post-graduation. Below is a list of a few of the trainings we have held for
parents over the last three years.
•Verbal Behavior Training
•Trainings on current program in place: Scholastic programs, Vizzle program, Fast Forward
•Resiliency
•Behavioral Supports - Summer Strategies
•PSSA Testing - What is Text-Dependent Analysis?
•Transition Camps
•Technology Camps - one-on-one initiative at Marsh Creek Sixth Grade Center
•Pre-school Parent Outreach Program
•5th to 6th Grade and 6th to 7th Grade Transitions
•Trainings on Autism - Understanding your Youngster's sensibilities
•Keystone Testing - What does it mean in terms of graduation?
•OVR and Transitioning to Adult Life
Our plan is to continue offering opportunities to share information with our parents and build ongoing relationships.
Paraprofessionals
Currently there are 187 highly qualified paraprofessionals within the Downingtown Area School
District. We have developed four paraprofessional job descriptions, which are specific to their daily
job duties. The following are essential functions for each position:

Attain and maintain current CPR/First Aid certification

Complete staff development on an annual basis as required by the district or state mandates

Provide individual and/or small group support to implement specific academic, behavioral,
and/or physical accommodations as outlined by the Individualized Education Plan.

Provide assistance in the development and preparation of instructional materials and
adaptive strategies.

Support inclusion, socialization, and independence within the school setting/and or in the
community.
28



Provide transportation for small groups of students in district vehicles to community sites as
directed.
Maintain confidentiality of student records and information.
Collect and maintain data as required by the student plan for medical assistance logs, daily
communication logs, and anecdotal records
The four positions are E1, E2, E3 and Job Coach. The E1 job summary states that the aide will work
with teachers and other educational professionals in supporting student achievement and
facilitating independence. The E2 job summary adds the requirement of providing direct student
assistance with monitoring of medical condition, physical needs, personal care, feeding, and/or
toileting. They may be exposed to bodily fluids and provide intensive program level support to
students in specialized classes. The E3 job summary contains all from above as well as providing
intensive behavioral support to students in the ACCESS Program. The Job Coach summary also
includes facilitating independence in both the classroom and Community/Vocational setting and
providing communication between vocational sites and the classroom teacher regarding student
experiences and progress.
In accordance with Chapter 14 regulations all of our paraprofessionals have completed at least 2
years of postsecondary study OR possess an associate degree or higher OR have met a rigorous
standard of quality as demonstrated through the Pennsylvania’s Paraprofessional Credential of
Competency; 10 Standards. Each of our paraprofessionals is given a staff development guidebook
annually which contains all mandatory requirements for employment as well as a professional
development calendar for the current school year. Downingtown Area School District provides
evidence of 20 hours annually of staff development activities related to the paraprofessional’s
assignment.
Highlights and Plans for 2015-2018
Parent Engagement
The Downingtown Area School District recognizes the need to improve communication with and
engagement of parents of students with disabilities in the District. During the life of this special
education plan, the District plans to create formalized structures to support parent engagement.
First, the District desires to partner with parents in creating a special education parent support
group. The purpose of the group would be for parents to have the opportunity to collaborate with
one another and engage with District administration concerning special education issues. In
addition, the District intends to create training opportunities for parents concerning special
education processes and procedures to ensure that parents have a full understanding of the special
education system within the school setting. Considerations for accomplishing this goal include
utilizing the District’s learning management system to provide links, documents, and videos. Finally,
parents have expressed the need for more frequent and/or more thorough communication
regarding individual student progress and programming. The District will work with teachers during
professional development opportunities concerning ways in which communication with parents can
29
be enhanced while balancing instructional and paperwork responsibilities.
Mental Health Supports and Services
The District also recognizes an increasing need among students for therapeutic supports and
services to address mental and social-emotional health. In addition to the possibility of fortifying our
emotional support programs with additional therapeutic supports, in the next three years the
District will strive to provide professional development for all staff regarding mental health and
more tier 1 interventions for all students. The District has already established a district-level
wellness committee which could serve as a platform for mental health initiatives. In addition, the
District is currently undergoing a comprehensive review of its elementary schedules, allowing for an
examination of time within the day where instruction and support can be provided for all
elementary students concerning social-emotional skills.
30
Assurances
Special Education Assurances
The Local Education Agency (District) has verified the following Assurances:

Implementation of a full range of services, programs and alternative placements available to
the school district for placement and implementation of the special education programs in
the school district.

Implementation of a child find system to locate, identify and evaluate young children and
children who are thought to be a child with a disability eligible for special education residing
within the school district's jurisdiction. Child find data is collected, maintained and used in
decision-making. Child find process and procedures are evaluated for its effectiveness. The
District implements mechanisms to disseminate child find information to the public,
organizations, agencies and individuals on at least an annual basis.

Assurances of students with disabilities are included in general education programs and
extracurricular and non-academic programs and activities to the maximum extent
appropriate in accordance with an Individualized Education Program.

Compliance with the PA Department of Education, Bureau of Special Education's report
revision notice process.

Following the state and federal guidelines for participation of students with disabilities in
state and district-wide assessments including the determination of participation, the need
for accommodations, and the methods of assessing students for whom regular assessment is
not appropriate.

Assurance of funds received through participation in the medical assistance reimbursement
program, ACCESS, will be used to enhance or expand the current level of services and
programs provided to students with disabilities in this local education agency.
24 P.S. §1306 and §1306.2 Facilities
Facility Name
Devereux
Brandywine School
Facility Type
Nonresident
Student Count
Services Provided By
The Devereux
Foundation,
Downingtown Area
School District, Chester
County Intermediate
Unit
96
31
Least Restrictive Environment Facilities
Facility Name
Child and Career
Development Center
Camphill Special
School
Milagre School
PA School for the
Deaf
CCIU CHAAMP
Program
Instruction in the
Home
CARE
Special Education
Centers
Approved Private
Schools
Special Education
Centers
Approved Private
Schools
Approved Private
Schools
Approved Private
Schools
Approved Private
Schools
Approved Private
Schools
Special Education
Centers
Instruction in the
Home
Other
Options
Other
Changes
Special Education
Centers
Other
Melmark School
Devereux Schools
Elwyn Davidson
School
Vanguard School
Gateway
ES, LS, AS, LSS, MDS
Number of Students
Placed
42
LSS. AS, MDS
11
AS
1
MDS,LS
2
AS, ES, LSS
5
AS
3
AS
1
Deaf services
1
AS
5
LS,S/L
2
Supplemental
Emotional
Support/Partial
Hospitalization
Supplemental
Emotional Support
Drug & Alcohol Partial
Hospitalization
Supplemental
Emotional Support
Full Time Autistic
Support
1
1
4
1
1
Type of Facility
Type of Service
Preparing
Adolescents for Adult
Life (PAAL)
Pilot School
REACH
Special Education
Centers
TALK Institute
Other
Hilltop Preparatory
School
Benchmark
TEACH
Other
LS,S/L
Supplemental
Emotional Support
Full Time Autistic
Support
Learning Support
Other
Other
Learning Support
Supplemental
Other
Other
3
2
11
1
1
1
32
Emotional
Support/Partial
Hospitalization
Special Education Program Profile
Program Position #1
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: January 25, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Age
Range
Caseload
FTE
Learning
Support
12 to
15
8
0.5
Learning
Support
12 to
15
15
0.5
Age
Range
Caseload
FTE
Grade
Building
Type
Support
Service
Type
Downingtown
Middle School
A Middle
School
Building
Supplemental
(Less Than 80%
but More Than
20%)
Downingtown
Middle School
A Middle
School
Building
A building in
which General
Education
programs are
operated
A building in
which General
Education
programs are
operated
Itinerant
Program Position #2
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: January 25, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Building
Type
Support
Service
Type
Downingtown
Middle School
A Middle
School
Building
Supplemental
(Less Than 80%
but More Than
20%)
Learning
Support
12 to
15
18
0.9
Downingtown
Middle School
A Middle
School
Building
A building in
which General
Education
programs are
operated
A building in
which General
Education
programs are
operated
Itinerant
Learning
Support
12 to
15
5
0.1
Program Position #3
Operator: School District
PROGRAM DETAILS
33
Type: Class and Position
Implementation Date: January 25, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Building
Type
Marsh Creek 6th
Grade Center
A Middle
School
Building
Marsh Creek 6th
Grade Center
A Middle
School
Building
A building in
which General
Education
programs are
operated
A building in
which General
Education
programs are
operated
Support
Service
Type
Age
Range
Caseload
FTE
Itinerant
Learning
Support
11 to
14
12
0.5
Supplemental
(Less Than 80%
but More Than
20%)
Learning
Support
11 to
14
7
0.5
Age
Range
Caseload
FTE
Program Position #4
Operator: School District
PROGRAM DETAILS
Type: Class and Position
Implementation Date: January 25, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Building
Type
Downingtown
Middle School
A Middle
School
Building
Marsh Creek 6th
Grade Center
A Middle
School
Building
A building in
which General
Education
programs are
operated
A building in
which General
Education
programs are
operated
Support
Service
Type
Itinerant
Learning
Support
11 to
14
9
0.4
Supplemental
(Less Than 80%
but More Than
20%)
Learning
Support
11 to
14
12
0.6
Age
Range
Caseload
FTE
Program Position #5
Operator: School District
PROGRAM DETAILS
Type: Class and Position
Implementation Date: January 25, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Building
Type
Marsh Creek 6th
Grade Center
A Middle
School
Building
Marsh Creek 6th
Grade Center
A Middle
School
Building
A building in
which General
Education
programs are
operated
A building in
which General
Education
Support
Service
Type
Itinerant
Learning
Support
11 to
14
7
0.2
Supplemental
(Less Than 80%
but More Than
Learning
Support
11 to
14
14
0.8
34
programs are
operated
20%)
Program Position #6
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: January 25, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Age
Range
Caseload
FTE
Learning
Support
12 to
15
8
0.5
Learning
Support
12 to
15
20
0.5
Age
Range
Caseload
FTE
Grade
Building
Type
Support
Service
Type
Downingtown
Middle School
A Middle
School
Building
Supplemental
(Less Than 80%
but More Than
20%)
Downingtown
Middle School
A Middle
School
Building
A building in
which General
Education
programs are
operated
A building in
which General
Education
programs are
operated
Itinerant
Program Position #7
Operator: School District
PROGRAM DETAILS
Type: Class and Position
Implementation Date: January 25, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Building
Type
Support
Service
Type
Downingtown
Middle School
A Middle
School
Building
Supplemental
(Less Than 80%
but More Than
20%)
Learning
Support
12 to
15
7
0.5
Downingtown
Middle School
A Middle
School
Building
A building in
which General
Education
programs are
operated
A building in
which General
Education
programs are
operated
Itinerant
Learning
Support
12 to
16
14
0.5
Age
Range
Caseload
FTE
Program Position #8
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: January 25, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Building
Type
Support
Service
Type
35
Downingtown
Middle School
A Middle
School
Building
Downingtown
Middle School
A Middle
School
Building
A building in
which General
Education
programs are
operated
A building in
which General
Education
programs are
operated
Supplemental
(Less Than 80%
but More Than
20%)
Life
Skills
Support
12 to
16
1
0.5
Full-Time Special
Education Class
Life
Skills
Support
12 to
16
6
0.5
Age
Range
Caseload
FTE
Program Position #9
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: January 25, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Building
Type
Support
Service
Type
Downingtown
Middle School
A Middle
School
Building
Supplemental
(Less Than 80%
but More Than
20%)
Emotional
Support
11 to
15
4
0.4
Downingtown
Middle School
A Middle
School
Building
A building in
which
General
Education
programs are
operated
A building in
which
General
Education
programs are
operated
Itinerant
Emotional
Support
11 to
15
15
0.6
Age
Range
Caseload
FTE
Program Position #10
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: January 25, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Building
Type
Support
Service
Type
Downingtown
Middle School
A Middle
School
Building
Supplemental
(Less Than 80%
but More Than
20%)
Learning
Support
11 to
15
10
0.6
Downingtown
Middle School
A Middle
School
Building
A building in
which General
Education
programs are
operated
A building in
which General
Education
programs are
operated
Itinerant
Learning
Support
11 to
15
15
0.4
Program Position #11
Operator: School District
36
PROGRAM DETAILS
Type: Position
Implementation Date: January 25, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Building
Type
Lionville Middle
School
A Middle
School
Building
Lionville Middle
School
A Middle
School
Building
A building in
which General
Education
programs are
operated
A building in
which General
Education
programs are
operated
Support
Service
Type
Age
Range
Caseload
FTE
Itinerant
Learning
Support
11 to
15
18
0.4
Supplemental
(Less Than 80%
but More Than
20%)
Learning
Support
11 to
15
11
0.6
Age
Range
Caseload
FTE
Program Position #12
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: January 25, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Building
Type
Support
Service
Type
Lionville Middle
School
A Middle
School
Building
Supplemental
(Less Than 80%
but More Than
20%)
Learning
Support
11 to
15
4
0.4
Lionville Middle
School
A Middle
School
Building
A building in
which General
Education
programs are
operated
A building in
which General
Education
programs are
operated
Itinerant
Learning
Support
11 to
15
16
0.6
Age
Range
Caseload
FTE
Program Position #13
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: January 25, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Building
Type
Support
Service
Type
Lionville Middle
School
A Middle
School
Building
Supplemental
(Less Than 80%
but More Than
20%)
Learning
Support
12 to
16
11
0.6
Lionville Middle
School
A Middle
School
A building in
which General
Education
programs are
operated
A building in
which General
Itinerant
Learning
Support
12 to
16
14
0.4
37
Building
Education
programs are
operated
Program Position #14
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: January 25, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Building
Type
Lionville Middle
School
A Middle
School
Building
Lionville Middle
School
A Middle
School
Building
A building in
which General
Education
programs are
operated
A building in
which General
Education
programs are
operated
Support
Service
Type
Age
Range
Caseload
FTE
Itinerant
Learning
Support
11 to
15
22
0.6
Supplemental
(Less Than 80%
but More Than
20%)
Learning
Support
11 to
15
6
0.4
Age
Range
Caseload
FTE
Program Position #15
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: January 25, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Building
Type
Support
Service
Type
Lionville Middle
School
A Middle
School
Building
Supplemental
(Less Than 80%
but More Than
20%)
Learning
Support
11 to
15
7
0.5
Lionville Middle
School
A Middle
School
Building
A building in
which General
Education
programs are
operated
A building in
which General
Education
programs are
operated
Itinerant
Learning
Support
11 to
15
18
0.5
Age
Range
Caseload
FTE
Program Position #16
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: January 25, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Building
Type
Support
Service
Type
38
Lionville Middle
School
A Middle
School
Building
Lionville Middle
School
A Middle
School
Building
A building in
which General
Education
programs are
operated
A building in
which General
Education
programs are
operated
Supplemental
(Less Than 80%
but More Than
20%)
Learning
Support
11 to
15
6
0.4
Itinerant
Learning
Support
11 to
15
22
0.6
Age
Range
Caseload
FTE
Program Position #17
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: January 25, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Building
Type
Support
Service
Type
Downingtown
Middle School
A Middle
School
Building
Supplemental
(Less Than 80%
but More Than
20%)
Learning
Support
11 to
15
10
0.6
Downingtown
Middle School
A Middle
School
Building
A building in
which General
Education
programs are
operated
A building in
which General
Education
programs are
operated
Itinerant
Learning
Support
11 to
15
14
0.4
Age
Range
Caseload
FTE
Program Position #18
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: January 25, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Building
Type
Support
Service
Type
Marsh Creek 6th
Grade Center
A Middle
School
Building
Supplemental
(Less Than 80%
but More Than
20%)
Learning
Support
11 to
13
9
0.6
Marsh Creek 6th
Grade Center
A Middle
School
Building
A building in
which General
Education
programs are
operated
A building in
which General
Education
programs are
operated
Itinerant
Learning
Support
11 to
13
10
0.4
Program Position #19
Operator: School District
PROGRAM DETAILS
39
Type: Position
Implementation Date: January 25, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Building
Type
Lionville Middle
School
A Middle
School
Building
Marsh Creek 6th
Grade Center
A Middle
School
Building
A building in
which General
Education
programs are
operated
A building in
which General
Education
programs are
operated
Support
Service
Type
Age
Range
Caseload
FTE
Itinerant
Learning
Support
11 to
13
11
0.4
Supplemental
(Less Than 80%
but More Than
20%)
Learning
Support
11 to
13
9
0.6
Age
Range
Caseload
FTE
Program Position #20
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: January 25, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Building
Type
Support
Service
Type
Lionville Middle
School
A Middle
School
Building
Supplemental
(Less Than 80%
but More Than
20%)
Emotional
Support
11 to
15
4
0.25
Lionville Middle
School
A Middle
School
Building
A building in
which
General
Education
programs are
operated
A building in
which
General
Education
programs are
operated
Itinerant
Emotional
Support
11 to
15
7
0.75
Service
Type
Age
Range
Caseload
FTE
Supplemental
(Less Than 80%
but More Than
20%)
Autistic
Support
11 to
15
3
0.5
Itinerant
Autistic
11 to
6
0.5
Program Position #21
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: January 25, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Building Type
Lionville Middle
School
A Middle
School
Building
Lionville Middle
A Middle
A building in
which General
Education
programs are
operated
A building in
Support
40
School
School
Building
which General
Education
programs are
operated
Support
15
Program Position #22
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: January 25, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Downingtown
West High School
A Senior
High
School
Building
Downingtown
West High School
A Senior
High
School
Building
Age
Range
Caseload
FTE
Learning
Support
14 to
18
3
0.25
Learning
Support
14 to
18
20
0.75
Age
Range
Caseload
FTE
Building
Type
Support
Service
Type
A building in
which
General
Education
programs are
operated
A building in
which
General
Education
programs are
operated
Supplemental
(Less Than 80%
but More Than
20%)
Itinerant
Program Position #23
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: January 25, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Downingtown
West High School
A Senior
High
School
Building
Downingtown
West High School
A Senior
High
School
Building
Building
Type
Support
Service
Type
A building in
which General
Education
programs are
operated
A building in
which General
Education
programs are
operated
Supplemental
(Less Than 80%
but More Than
20%)
Learning
Support
14 to
18
2
0.2
Itinerant
Learning
Support
14 to
18
24
0.8
Program Position #24
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: January 25, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
41
Location/Building
Grade
Building Type
Downingtown West
High School
A Senior
High School
Building
Downingtown West
High School
A Senior
High School
Building
A building in
which General
Education
programs are
operated
A building in
which General
Education
programs are
operated
Support
Service
Type
Age
Range
Caseload
FTE
Itinerant
Autistic
Support
14 to
18
8
0.9
Itinerant
Learning
Support
14 to
18
4
0.1
Age
Range
Caseload
FTE
Program Position #25
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: January 25, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Downingtown
West High School
A Senior
High
School
Building
Downingtown
West High School
A Senior
High
School
Building
Building
Type
A building in
which General
Education
programs are
operated
A building in
which General
Education
programs are
operated
Support
Service
Type
Itinerant
Learning
Support
14 to
18
17
0.5
Supplemental
(Less Than 80%
but More Than
20%)
Learning
Support
14 to
18
6
0.5
Age
Range
Caseload
FTE
Program Position #26
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: January 25, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Downingtown
West High School
A Senior
High
School
Building
Downingtown
West High School
A Senior
High
School
Building
Program Position #27
Building
Type
A building in
which General
Education
programs are
operated
A building in
which General
Education
programs are
operated
Support
Service
Type
Itinerant
Learning
Support
14 to
18
18
0.4
Supplemental
(Less Than 80%
but More Than
20%)
Learning
Support
14 to
18
9
0.6
42
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: January 25, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Building Type
Downingtown West
High School
A Senior
High School
Building
A building in
which General
Education
programs are
operated
Support
Service
Type
Itinerant
Learning
Support
Age
Range
Caseload
FTE
14 to
18
26
1
Age
Range
Caseload
FTE
14 to
18
24
1
Age
Range
Caseload
FTE
Program Position #28
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: January 25, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Building Type
Downingtown West
High School
A Senior
High School
Building
A building in
which General
Education
programs are
operated
Support
Service
Type
Itinerant
Learning
Support
Program Position #29
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: January 25, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Downingtown
West High School
A Senior
High
School
Building
Downingtown
West High School
A Senior
High
School
Building
Building
Type
A building in
which General
Education
programs are
operated
A building in
which General
Education
programs are
operated
Program Position #30
Operator: School District
PROGRAM DETAILS
Support
Service
Type
Itinerant
Learning
Support
14 to
18
21
0.6
Supplemental
(Less Than 80%
but More Than
20%)
Learning
Support
14 to
18
6
0.4
43
Type: Position
Implementation Date: January 25, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Downingtown
West High School
A Senior
High
School
Building
Downingtown
West High School
A Senior
High
School
Building
Building
Type
A building in
which General
Education
programs are
operated
A building in
which General
Education
programs are
operated
Support
Service
Type
Age
Range
Caseload
FTE
Itinerant
Learning
Support
14 to
18
24
0.9
Supplemental
(Less Than 80%
but More Than
20%)
Learning
Support
14 to
18
1
0.1
Age
Range
Caseload
FTE
Program Position #31
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: January 25, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Downingtown
West High School
A Senior
High
School
Building
Downingtown
West High School
A Senior
High
School
Building
Building
Type
A building in
which General
Education
programs are
operated
A building in
which General
Education
programs are
operated
Support
Service
Type
Itinerant
Learning
Support
14 to
18
20
0.7
Supplemental
(Less Than 80%
but More Than
20%)
Learning
Support
14 to
18
3
0.3
Program Position #32
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: January 25, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Downingtown
West High School
A Senior
High
School
Building
Downingtown
West High School
A Senior
High
School
Building
Type
Support
Service
Type
Age
Range
Caseload
FTE
A building in
which General
Education
programs are
operated
A building in
which General
Education
Supplemental
(Less Than 80%
but More Than
20%)
Life
Skills
Support
14 to
18
4
0.25
Full-Time
Special
Education Class
Life
Skills
Support
14 to
18
7
0.75
44
Building
programs are
operated
Program Position #33
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: January 25, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Downingtown
West High School
A Senior
High
School
Building
Downingtown
West High School
A Senior
High
School
Building
Building
Type
A building in
which
General
Education
programs are
operated
A building in
which
General
Education
programs are
operated
Support
Service
Type
Age
Range
Caseload
FTE
Itinerant
Emotional
Support
14 to
18
8
0.5
Supplemental
(Less Than 80%
but More Than
20%)
Emotional
Support
14 to
18
4
0.5
Age
Range
Caseload
FTE
Program Position #34
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: January 25, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Downingtown
West High School
A Senior
High
School
Building
Downingtown
West High School
A Senior
High
School
Building
Building
Type
Support
Service
Type
A building in
which
General
Education
programs are
operated
A building in
which
General
Education
programs are
operated
Supplemental
(Less Than 80%
but More Than
20%)
Emotional
Support
14 to
18
3
0.5
Itinerant
Emotional
Support
14 to
18
8
0.5
Program Position #35
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: January 25, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
45
Location/Building
Grade
Downingtown
West High School
A Senior
High
School
Building
Downingtown
West High School
A Senior
High
School
Building
Age
Range
Caseload
FTE
Emotional
Support
14 to
18
8
0.8
Emotional
Support
14 to
18
5
0.2
Age
Range
Caseload
FTE
Building
Type
Support
Service
Type
A building in
which
General
Education
programs are
operated
A building in
which
General
Education
programs are
operated
Supplemental
(Less Than 80%
but More Than
20%)
Itinerant
Program Position #36
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: January 25, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Downingtown East
High School
A Senior
High
School
Building
Downingtown East
High School
A Senior
High
School
Building
Building
Type
A building in
which General
Education
programs are
operated
A building in
which General
Education
programs are
operated
Support
Service
Type
Itinerant
Learning
Support
14 to
18
26
0.9
Supplemental
(Less Than 80%
but More Than
20%)
Learning
Support
14 to
18
1
0.1
Age
Range
Caseload
FTE
Program Position #37
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: January 25, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Downingtown East
High School
A Senior
High
School
Building
Downingtown East
High School
A Senior
High
School
Building
Building
Type
Support
Service
Type
A building in
which General
Education
programs are
operated
A building in
which General
Education
programs are
operated
Supplemental
(Less Than 80%
but More Than
20%)
Learning
Support
14 to
18
2
0.2
Itinerant
Learning
Support
14 to
18
24
0.8
46
Program Position #38
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: January 25, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Downingtown East
High School
A Senior
High
School
Building
Downingtown East
High School
A Senior
High
School
Building
Age
Range
Caseload
FTE
Learning
Support
14 to
18
4
0.3
Learning
Support
14 to
18
25
0.7
Age
Range
Caseload
FTE
14 to
18
19
1
Age
Range
Caseload
FTE
Building
Type
Support
Service
Type
A building in
which General
Education
programs are
operated
A building in
which General
Education
programs are
operated
Supplemental
(Less Than 80%
but More Than
20%)
Itinerant
Program Position #39
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: January 25, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Downingtown East
High School
Grade
Building Type
A Senior
High School
Building
A building in
which General
Education
programs are
operated
Support
Service
Type
Itinerant
Learning
Support
Program Position #40
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: January 25, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Downingtown East
High School
A Senior
High
School
Building
Downingtown East
High School
A Senior
High
School
Building
Type
Support
Service
Type
A building in
which
General
Education
programs are
operated
A building in
which
General
Supplemental
(Less Than 80%
but More Than
20%)
Learning
Support
14 to
18
3
0.25
Itinerant
Learning
Support
14 to
18
25
0.75
47
Building
Education
programs are
operated
Program Position #41
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: January 25, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Downingtown East
High School
A Senior
High
School
Building
Downingtown East
High School
A Senior
High
School
Building
Building
Type
A building in
which General
Education
programs are
operated
A building in
which General
Education
programs are
operated
Support
Service
Type
Age
Range
Caseload
FTE
Itinerant
Learning
Support
14 to
18
28
0.9
Supplemental
(Less Than 80%
but More Than
20%)
Learning
Support
14 to
18
1
0.1
Age
Range
Caseload
FTE
Program Position #42
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: January 25, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Downingtown East
High School
A Senior
High
School
Building
Downingtown East
High School
A Senior
High
School
Building
Building
Type
A building in
which General
Education
programs are
operated
A building in
which General
Education
programs are
operated
Support
Service
Type
Itinerant
Learning
Support
14 to
18
23
0.6
Supplemental
(Less Than 80%
but More Than
20%)
Learning
Support
14 to
18
6
0.4
Age
Range
Caseload
FTE
Program Position #43
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: January 25, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Building
Type
Support
Service
Type
48
Downingtown East
High School
A Senior
High
School
Building
Downingtown East
High School
A Senior
High
School
Building
A building in
which General
Education
programs are
operated
A building in
which General
Education
programs are
operated
Itinerant
Learning
Support
15 to
17
27
0.9
Supplemental
(Less Than 80%
but More Than
20%)
Learning
Support
14 to
18
1
0.1
Age
Range
Caseload
FTE
Program Position #44
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: January 25, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Downingtown East
High School
A Senior
High
School
Building
Downingtown East
High School
A Senior
High
School
Building
Building
Type
A building in
which
General
Education
programs are
operated
A building in
which
General
Education
programs are
operated
Support
Service
Type
Itinerant
Emotional
Support
14 to
18
12
0.4
Supplemental
(Less Than 80%
but More Than
20%)
Learning
Support
14 to
18
7
0.6
Age
Range
Caseload
FTE
Program Position #45
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: January 25, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Downingtown East
High School
A Senior
High School
Building
Downingtown East
High School
A Senior
High School
Building
Program Position #46
Operator: School District
Building Type
A building in
which General
Education
programs are
operated
A building in
which General
Education
programs are
operated
Support
Service
Type
Itinerant
Autistic
Support
14 to
18
11
0.9
Itinerant
Learning
Support
14 to
18
2
0.1
49
PROGRAM DETAILS
Type: Position
Implementation Date: January 15, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Building
Type
Support
Service
Type
Age
Range
Caseload
FTE
Beaver Creek
Elementary School
An
Elementary
School
Building
Supplemental
(Less Than 80%
but More Than
20%)
Autistic
Support
5 to 8
2
0.3
Beaver Creek
Elementary
An
Elementary
School
Building
A building in
which
General
Education
programs are
operated
A building in
which
General
Education
programs are
operated
Full-Time
Special
Education Class
Autistic
Support
5 to 8
4
0.7
Program Position #47
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: January 15, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Building
Type
Support
Service
Type
Age
Range
Caseload
FTE
Beaver Creek
Elementary School
An
Elementary
School
Building
Supplemental
(Less Than 80%
but More Than
20%)
Autistic
Support
9 to 12
2
0.4
Beaver Creek
Elementary School
An
Elementary
School
Building
Itinerant
Autistic
Support
9 to 12
1
0.2
Beaver Creek
Elementary School
An
Elementary
School
Building
A building in
which
General
Education
programs are
operated
A building in
which
General
Education
programs are
operated
A building in
which
General
Education
programs are
operated
Full-Time
Special
Education Class
Autistic
Support
9 to 12
2
0.4
Program Position #48
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: January 15, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
50
Location/Building
Grade
Building
Type
Beaver Creek
Elementary School
An
Elementary
School
Building
Beaver Creek
Elementary School
An
Elementary
School
Building
A building in
which
General
Education
programs
are operated
A building in
which
General
Education
programs
are operated
Support
Service
Type
Age
Range
Caseload
FTE
Supplemental
(Less Than
80% but More
Than 20%)
Learning
Support
9 to
12
6
0.3
Itinerant
Learning
Support
9 to
12
15
0.7
Service
Type
Age
Range
Caseload
FTE
Supplemental
(Less Than
80% but More
Than 20%)
Learning
Support
5 to 8
6
0.4
Itinerant
Learning
Support
5 to 8
9
0.6
Age
Range
Caseload
FTE
Program Position #49
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: January 15, 2016
Reason for the proposed change: Special Ed Plan Revision
PROGRAM SEGMENTS
Location/Building
Grade
Building
Type
Beaver Creek
Elementary School
An
Elementary
School
Building
Beaver Creek
Elementary School
An
Elementary
School
Building
A building in
which
General
Education
programs
are operated
A building in
which
General
Education
programs
are operated
Support
Program Position #50
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: January 15, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Building
Type
Beaver Creek
Elementary School
An
Elementary
School
Building
Beaver Creek
Elementary School
An
Elementary
School
A building in
which
General
Education
programs
are operated
A building in
which
General
Support
Service
Type
Supplemental
(Less Than
80% but More
Than 20%)
Learning
Support
7 to
10
5
0.3
Itinerant
Learning
Support
7 to
10
13
0.7
51
Building
Education
programs
are operated
Program Position #51
Operator: School District
PROGRAM DETAILS
Type: Class
Implementation Date: January 20, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Building
Type
Bradford Heights
Elementary School
An
Elementary
School
Building
Bradford Heights
Elementary School
An
Elementary
School
Building
A building in
which
General
Education
programs
are operated
A building in
which
General
Education
programs
are operated
Service
Type
Age
Range
Caseload
FTE
Supplemental
(Less Than
80% but More
Than 20%)
Learning
Support
5 to 8
10
0.6
Itinerant
Learning
Support
5 to 8
8
0.4
Age
Range
Caseload
FTE
Support
Program Position #52
Operator: School District
PROGRAM DETAILS
Type: Class
Implementation Date: January 20, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Building
Type
Bradford Heights
Elementary School
An
Elementary
School
Building
Bradford Heights
Elementary School
An
Elementary
School
Building
Bradford Heights
Elementary School
An
Elementary
School
Building
A building in
which
General
Education
programs
are operated
A building in
which
General
Education
programs
are operated
A building in
which
General
Education
programs
are operated
Program Position #53
Support
Service
Type
Supplemental
(Less Than
80% but More
Than 20%)
Learning
Support
10 to
12
16
0.8
Itinerant
Learning
Support
10 to
12
3
0.1
Full-Time
Special
Education Class
Learning
Support
10 to
12
1
0.1
52
Operator: School District
PROGRAM DETAILS
Type: Class
Implementation Date: January 20, 2016
Reason for the proposed change: Special Education Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Building
Type
Support
Service
Type
Age
Range
Caseload
FTE
Bradford Heights
Elementary School
An
Elementary
School
Building
Supplemental
(Less Than 80%
but More Than
20%)
Autistic
Support
5 to 8
4
0.9
Bradford Heights
Elementary School
An
Elementary
School
Building
A building in
which
General
Education
programs
are operated
A building in
which
General
Education
programs
are operated
Full-Time
Special
Education Class
Autistic
Support
5 to 8
1
0.1
Service
Type
Age
Range
Caseload
FTE
Supplemental
(Less Than
80% but More
Than 20%)
Learning
Support
6 to 9
10
0.5
Itinerant
Learning
Support
6 to 9
20
0.5
Age
Range
Caseload
FTE
10 to
10
0.5
Program Position #54
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: January 15, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Building
Type
Brandywine
Wallace
Elementary School
An
Elementary
School
Building
Brandywine
Wallace
Elementary School
An
Elementary
School
Building
A building in
which
General
Education
programs
are operated
A building in
which
General
Education
programs
are operated
Support
Program Position #55
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: January 15, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Brandywine
Wallace
Grade
Building
Type
An
Elementary
A building in
which
Support
Supplemental
(Less Than
Service
Type
Learning
53
Elementary School
School
Building
Brandywine
Wallace
Elementary School
An
Elementary
School
Building
General
Education
programs
are operated
A building in
which
General
Education
programs
are operated
80% but More
Than 20%)
Support
12
Itinerant
Learning
Support
10 to
12
13
0.5
Age
Range
Caseload
FTE
Program Position #56
Operator: School District
PROGRAM DETAILS
Type: Class
Implementation Date: January 20, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Building
Type
East Ward
Elementary School
An
Elementary
School
Building
East Ward
An
Elementary
School
Building
A building in
which
General
Education
programs
are operated
A building in
which
General
Education
programs
are operated
Support
Service
Type
Supplemental
(Less Than
80% but More
Than 20%)
Learning
Support
9 to
12
13
0.75
Itinerant
Learning
Support
9 to
12
5
0.25
Program Position #57
Operator: School District
PROGRAM DETAILS
Type: Class
Implementation Date: January 20, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Building
Type
Support
Service
Type
Age
Range
Caseload
FTE
East Ward
Elementary School
An
Elementary
School
Building
Supplemental
(Less Than 80%
but More Than
20%)
Learning
Support
6 to 9
10
0.7
East Ward
Elementary School
An
Elementary
School
Building
A building in
which
General
Education
programs
are operated
A building in
which
General
Education
programs
are operated
Itinerant
Learning
Support
6 to 9
9
0.3
Program Position #58
54
Operator: School District
PROGRAM DETAILS
Type: Class
Implementation Date: January 20, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Building
Type
East Ward
An
Elementary
School
Building
East Ward
Elementary School
An
Elementary
School
Building
A building in
which
General
Education
programs
are operated
A building in
which
General
Education
programs
are operated
Support
Service
Type
Age
Range
Caseload
FTE
Supplemental
(Less Than
80% but More
Than 20%)
Learning
Support
10 to
12
14
0.75
Itinerant
Learning
Support
10 to
12
3
0.25
Program Position #59
Operator: School District
PROGRAM DETAILS
Type: Class
Implementation Date: January 20, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Building
Type
Support
Service
Type
Age
Range
Caseload
FTE
Lionville
Elementary School
An
Elementary
School
Building
Supplemental
(Less Than 80%
but More Than
20%)
Learning
Support
5 to 8
14
0.7
Lionville
Elementary School
An
Elementary
School
Building
A building in
which
General
Education
programs
are operated
A building in
which
General
Education
programs
are operated
Itinerant
Learning
Support
5 to 8
14
0.3
Program Position #60
Operator: School District
PROGRAM DETAILS
Type: Class
Implementation Date: January 20, 2016
Reason for the proposed change: Special Education Plan Update
PROGRAM SEGMENTS
Location/Building
Lionville
Grade
Building
Type
Support
Service
Type
Age
Range
Caseload
FTE
An
Elementary
A building in
which
Supplemental
(Less Than 80%
Learning
9 to 12
15
0.75
55
Elementary School
School
Building
Lionville
Elementary School
An
Elementary
School
Building
General
Education
programs
are operated
A building in
which
General
Education
programs
are operated
but More Than
20%)
Support
Itinerant
Learning
Support
9 to 12
13
0.25
Age
Range
Caseload
FTE
14 to
18
28
1
Program Position #61
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: January 25, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Downingtown East
High School
Grade
A Senior
High School
Building
Building Type
A building in
which General
Education
programs are
operated
Support
Service
Type
Itinerant
Learning
Support
Program Position #62
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: January 25, 2016
Reason for the proposed change: Special Education Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Building
Type
Pickering Valley
Elementary School
An
Elementary
School
Building
Pickering Valley
Elementary School
An
Elementary
School
Building
A building in
which
General
Education
programs
are operated
A building in
which
General
Education
programs
are operated
Service
Type
Age
Range
Caseload
FTE
Supplemental
(Less Than
80% but More
Than 20%)
Learning
Support
5 to 8
11
0.6
Itinerant
Learning
Support
5 to 8
6
0.4
Support
Program Position #63
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: January 25, 2016
Reason for the proposed change: Special Ed Plan Update
56
PROGRAM SEGMENTS
Location/Building
Grade
Building
Type
Pickering Valley
Elementary School
An
Elementary
School
Building
Pickering Valley
Elementary School
An
Elementary
School
Building
A building in
which
General
Education
programs
are operated
A building in
which
General
Education
programs
are operated
Support
Service
Type
Age
Range
Caseload
FTE
Supplemental
(Less Than
80% but More
Than 20%)
Learning
Support
9 to
12
10
0.6
Itinerant
Learning
Support
9 to
12
9
0.4
Age
Range
Caseload
FTE
Program Position #64
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: January 25, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Building
Type
Pickering Valley
Elementary School
An
Elementary
School
Building
Pickering Valley
Elementary School
An
Elementary
School
Building
A building in
which
General
Education
programs
are operated
A building in
which
General
Education
programs
are operated
Support
Service
Type
Supplemental
(Less Than
80% but More
Than 20%)
Learning
Support
8 to
11
13
0.75
Itinerant
Learning
Support
8 to
11
6
0.25
Age
Range
Caseload
FTE
Program Position #65
Operator: School District
PROGRAM DETAILS
Type: Class
Implementation Date: January 20, 2016
Reason for the proposed change: Special Education Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Building
Type
Shamona Creek
Elementary School
An
Elementary
School
Building
Shamona Creek
Elementary School
An
Elementary
A building in
which
General
Education
programs
are operated
A building in
which
Support
Service
Type
Supplemental
(Less Than
80% but More
Than 20%)
Learning
Support
9 to
12
14
0.75
Itinerant
Learning
Support
9 to
12
6
0.25
57
School
Building
General
Education
programs
are operated
Program Position #66
Operator: School District
PROGRAM DETAILS
Type: Class
Implementation Date: January 20, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Building
Type
Shamona Creek
Elementary School
An
Elementary
School
Building
Shamona Creek
Elementary School
An
Elementary
School
Building
A building in
which
General
Education
programs
are operated
A building in
which
General
Education
programs
are operated
Service
Type
Age
Range
Caseload
FTE
Supplemental
(Less Than
80% but More
Than 20%)
Learning
Support
5 to 8
4
0.5
Itinerant
Learning
Support
5 to 8
9
0.5
Support
Program Position #67
Operator: School District
PROGRAM DETAILS
Type: Class
Implementation Date: January 20, 2016
Reason for the proposed change: Special Education Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Shamona Creek
Elementary School
An
Elementary
School
Building
Building
Type
A building
in which
General
Education
programs
are
operated
Support
Service
Type
Age
Range
Caseload
FTE
Supplemental
(Less Than
80% but More
Than 20%)
Emotional
Support
6 to 9
8
1
Age
Range
Caseload
FTE
Program Position #68
Operator: School District
PROGRAM DETAILS
Type: Class
Implementation Date: January 20, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Building
Type
Support
Service
Type
58
Shamona Creek
Elementary School
An
Elementary
School
Building
Shamona Creek
Elementary School
An
Elementary
School
Building
A building
in which
General
Education
programs
are
operated
A building
in which
General
Education
programs
are
operated
Supplemental
(Less Than
80% but More
Than 20%)
Emotional
Support
10 to
12
6
0.8
Full-Time
Special
Education
Class
Emotional
Support
10 to
12
2
0.2
Age
Range
Caseload
FTE
Program Position #69
Operator: School District
PROGRAM DETAILS
Type: Class
Implementation Date: January 20, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Building
Type
Springton Manor
Elementary School
An
Elementary
School
Building
Springton Manor
Elementary School
An
Elementary
School
Building
A building in
which
General
Education
programs
are operated
A building in
which
General
Education
programs
are operated
Support
Service
Type
Supplemental
(Less Than
80% but More
Than 20%)
Learning
Support
9 to
12
10
0.5
Itinerant
Learning
Support
9 to
12
13
0.5
Age
Range
Caseload
FTE
Program Position #70
Operator: School District
PROGRAM DETAILS
Type: Class
Implementation Date: January 20, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Building
Type
Springton Manor
Elementary School
An
Elementary
School
Building
Springton Manor
Elementary School
An
Elementary
School
Building
A building in
which
General
Education
programs
are operated
A building in
which
General
Education
Support
Service
Type
Supplemental
(Less Than
80% but More
Than 20%)
Learning
Support
9 to
12
8
0.5
Itinerant
Learning
Support
9 to
12
11
0.5
59
programs
are operated
Program Position #71
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: January 25, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Building
Type
Uwchlan Hills
Elementary School
An
Elementary
School
Building
Uwchlan Hills
Elementary School
An
Elementary
School
Building
A building in
which
General
Education
programs
are operated
A building in
which
General
Education
programs
are operated
Service
Type
Age
Range
Caseload
FTE
Supplemental
(Less Than
80% but More
Than 20%)
Learning
Support
5 to 8
7
0.5
Itinerant
Learning
Support
5 to 8
15
0.5
Age
Range
Caseload
FTE
Support
Program Position #72
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: January 25, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Building
Type
Uwchlan Hills
Elementary School
An
Elementary
School
Building
Uwchlan Hills
Elementary School
An
Elementary
School
Building
A building in
which
General
Education
programs
are operated
A building in
which
General
Education
programs
are operated
Support
Service
Type
Supplemental
(Less Than
80% but More
Than 20%)
Learning
Support
9 to
12
8
0.5
Itinerant
Learning
Support
9 to
12
19
0.5
Program Position #73
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: January 25, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
60
Location/Building
Grade
Building
Type
Support
Service
Type
Age
Range
Caseload
FTE
Uwchlan Hills
Elementary School
An
Elementary
School
Building
Supplemental
(Less Than 80%
but More Than
20%)
Autistic
Support
5 to 8
4
0.9
Uwchlan Hills
Elementary School
An
Elementary
School
Building
A building in
which
General
Education
programs are
operated
A building in
which
General
Education
programs are
operated
Full-Time
Special
Education Class
Autistic
Support
5 to 8
1
0.1
Service
Type
Age
Range
Caseload
FTE
Supplemental
(Less Than
80% but More
Than 20%)
Learning
Support
5 to 8
11
0.6
Itinerant
Learning
Support
5 to 8
11
0.4
Age
Range
Caseload
FTE
Program Position #74
Operator: School District
PROGRAM DETAILS
Type: Class
Implementation Date: January 20, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Building
Type
West Bradford
Elementary School
An
Elementary
School
Building
West Bradford
Elementary School
An
Elementary
School
Building
A building in
which
General
Education
programs
are operated
A building in
which
General
Education
programs
are operated
Support
Program Position #75
Operator: School District
PROGRAM DETAILS
Type: Class
Implementation Date: January 20, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Building
Type
West Bradford
Elementary School
An
Elementary
School
Building
West Bradford
Elementary School
An
Elementary
School
A building in
which
General
Education
programs
are operated
A building in
which
General
Support
Service
Type
Supplemental
(Less Than
80% but More
Than 20%)
Learning
Support
9 to
12
8
0.5
Itinerant
Learning
Support
9 to
12
13
0.5
61
Building
Education
programs
are operated
Program Position #76
Operator: School District
PROGRAM DETAILS
Type: Class
Implementation Date: January 25, 2016
Reason for the proposed change: Special Education Plan Update
PROGRAM SEGMENTS
Location/Building
East Ward
Elementary School
Grade
Building
Type
Support
Service
Type
Age
Range
Caseload
FTE
An
Elementary
School
Building
A building in Full-Time
Multiple
5 to 12 8
1
which
Special
Disabilities
General
Education
Support
Education
Class
programs
are operated
Justification: Justification: Students are instructed in age-appropriate instructional groups that do not
exceed 3 years at the elementary level and 4 years at the secondary level." However, in accordance
with Chapter 14, exceptions are made to the age range limits through documentation that such is
appropriate in a student's IEP.
Program Position #77
Operator: School District
PROGRAM DETAILS
Type: Class
Implementation Date: January 20, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Building
Type
Support
Service
Type
Age
Range
Caseload
FTE
Springton Manor
Elementary School
An
Elementary
School
Building
A building in
which
General
Education
programs
are operated
Supplemental
(Less Than 80%
but More Than
20%)
Autistic
Support
5 to 8
4
1
Program Position #78
Operator: School District
PROGRAM DETAILS
Type: Class and Position
Implementation Date: January 25, 2016
Reason for the proposed change: Special Education Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Building
Type
Support
Service
Type
Age
Range
Caseload
FTE
Uwchlan Hills
Elementary School
An
Elementary
School
Building
A building in
which
General
Education
Full-Time
Special
Education Class
Autistic
Support
9 to 12
3
0.5
62
Uwchlan Hills
Elementary School
programs are
operated
A building in
which
General
Education
programs are
operated
An
Elementary
School
Building
Supplemental
(Less Than 80%
but More Than
20%)
Autistic
Support
9 to 12
2
0.5
Program Position #79
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: January 25, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Grade
Building Type
Support
Service
Type
Age
Range
Caseload
FTE
Downingtown
Middle School
A Middle
School
Building
Supplemental
(Less Than 80%
but More Than
20%)
Autistic
Support
11 to
15
2
0.4
Downingtown
Middle School
A Middle
School
Building
A building in
which General
Education
programs are
operated
A building in
which General
Education
programs are
operated
Itinerant
Autistic
Support
11 to
15
6
0.6
Age
Range
Caseload
FTE
Location/Building
Program Position #80
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: January 25, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Downingtown East
High School
A Senior
High
School
Building
Downingtown East
High School
A Senior
High
School
Building
Building
Type
Support
Service
Type
A building in
which
General
Education
programs are
operated
A building in
which
General
Education
programs are
operated
Supplemental
(Less Than 80%
but More Than
20%)
Emotional
Support
14 to
18
4
0.5
Itinerant
Emotional
Support
14 to
18
13
0.5
Program Position #81
Operator: School District
PROGRAM DETAILS
63
Type: Class
Implementation Date: January 20, 2016
Reason for the proposed change: Special Education Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Building
Type
Springton Manor
Elementary School
An
Elementary
School
Building
Springton Manor
Elementary School
An
Elementary
School
Building
A building in
which
General
Education
programs
are operated
A building in
which
General
Education
programs
are operated
Service
Type
Age
Range
Caseload
FTE
Supplemental
(Less Than
80% but More
Than 20%)
Learning
Support
5 to 8
4
0.2
Itinerant
Learning
Support
5 to 8
6
0.3
Age
Range
Caseload
FTE
Support
Program Position #82
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: January 25, 2016
Reason for the proposed change: Special Education Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Building
Type
Bradford Heights
Elementary School
An
Elementary
School
Building
Bradford Heights
Elementary School
An
Elementary
School
Building
A building in
which
General
Education
programs
are operated
A building in
which
General
Education
programs
are operated
Support
Service
Type
Supplemental
(Less Than
80% but More
Than 20%)
Autistic
Support
7 to
10
3
0.4
Itinerant
Learning
Support
9 to
12
14
0.6
Program Position #83
Operator: School District
PROGRAM DETAILS
Type: Class
Implementation Date: January 20, 2016
Reason for the proposed change: Special Education Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Building
Type
Support
Service
Type
Age
Range
Caseload
FTE
Springton Manor
Elementary School
An
Elementary
School
Building
A building in
which
General
Education
Supplemental
(Less Than 80%
but More Than
20%)
Autistic
Support
9 to 12
2
0.2
64
Springton Manor
Elementary School
programs
are operated
A building in
which
General
Education
programs
are operated
An
Elementary
School
Building
Itinerant
Autistic
Support
9 to 12
5
0.8
Age
Range
Caseload
FTE
Program Position #84
Operator: School District
PROGRAM DETAILS
Type: Class
Implementation Date: January 20, 2016
Reason for the proposed change: Special Education Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
STEM
A Senior
High
School
Building
STEM
A Senior
High
School
Building
Building
Type
A building in
which General
Education
programs are
operated
A building in
which General
Education
programs are
operated
Support
Service
Type
Itinerant
Learning
Support
14 to
18
22
0.9
Supplemental
(Less Than 80%
but More Than
20%)
Learning
Support
14 to
18
1
0.1
Service
Type
Age
Range
Caseload
FTE
Itinerant
Learning
Support
6 to 9
9
0.4
Supplemental
(Less Than
80% but More
Than 20%)
Learning
Support
6 to 9
10
0.6
Program Position #85
Operator: School District
PROGRAM DETAILS
Type: Class
Implementation Date: January 20, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Building
Type
Shamona Creek
Elementary School
An
Elementary
School
Building
Shamona Creek
Elementary School
An
Elementary
School
Building
A building in
which
General
Education
programs
are operated
A building in
which
General
Education
programs
are operated
Program Position #86
Operator: School District
PROGRAM DETAILS
Support
65
Type: Position
Implementation Date: January 25, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Downingtown
West High School
A Senior
High
School
Building
Downingtown
West High School
A Senior
High
School
Building
Building
Type
A building in
which General
Education
programs are
operated
A building in
which General
Education
programs are
operated
Support
Service
Type
Age
Range
Caseload
FTE
Itinerant
Learning
Support
14 to
18
14
0.5
Supplemental
(Less Than 80%
but More Than
20%)
Learning
Support
14 to
18
4
0.5
Age
Range
Caseload
FTE
Program Position #87
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: August 29, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
West Bradford
Elementary School
Grade
Building Type
Support
Service
Type
An
Elementary
School
Building
A building in
Itinerant Speech and 5 to 11 60
which General
Language
Education
Support
programs are
operated
Justification: Students are not serviced together when the age difference is greater than 3.
0.8
Program Position #88
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: February 2, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Springton Manor
Elementary School
Grade
An
Elementary
School
Building
Building Type
Support
Service
Type
Age
Range
Caseload
A building in
Itinerant Speech and 5 to 11 65
which General
Language
Education
Support
programs are
operated
Justification: Students are not serviced together when the age difference is greater than 3.
Program Position #89
Operator: School District
PROGRAM DETAILS
FTE
1
66
Type: Position
Implementation Date: August 29, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Pickering Valley
Elementary School
Grade
Building Type
Support
Service
Type
Age
Range
Caseload
An
Elementary
School
Building
A building in
Itinerant Speech and 5 to 11 40
which General
Language
Education
Support
programs are
operated
Justification: Students are not serviced together when the age difference is greater than 3.
FTE
0.6
Program Position #90
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: August 29, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Brandywine
Wallace Elementary
School
Grade
Building Type
Support
Service
Type
Age
Range
Caseload
An
Elementary
School
Building
A building in
Itinerant Speech and 5 to 11 40
which General
Language
Education
Support
programs are
operated
Justification: Students are not serviced together when the age difference is greater than 3.
Downingtown
A Middle
A building in
Itinerant Speech and 13 to
25
Middle School
School
which General
Language
15
Building
Education
Support
programs are
operated
FTE
0.6
0.4
Program Position #91
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: August 29, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Beaver Creek
Elementary School
Grade
An
Elementary
School
Building
Building Type
Support
Service
Type
Age
Range
Caseload
A building in
Itinerant Speech and 5 to 11 9
which General
Language
Education
Support
programs are
operated
Justification: Students are not serviced together when the age difference is greater than 3.
Downingtown
A Middle
A building in
Itinerant Speech and 13 to
17
Middle School
School
which General
Language
15
Building
Education
Support
programs are
FTE
0.15
0.25
67
operated
Program Position #92
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: February 2, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
East Ward
Elementary School
Grade
Building Type
Support
Service
Type
Age
Range
Caseload
An
Elementary
School
Building
A building in
Itinerant Speech and 5 to 11 52
which General
Language
Education
Support
programs are
operated
Justification: Students are not serviced together when the age difference is greater than 3.
FTE
0.4
Program Position #93
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: August 29, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Lionville
Elementary School
Grade
Building Type
Support
Service
Type
Age
Range
Caseload
An
Elementary
School
Building
A building in
Itinerant Speech and 5 to 11 60
which General
Language
Education
Support
programs are
operated
Justification: Students are not serviced together when the age difference is greater than 3.
Downingtown East
A Senior High A building in
Itinerant Speech and 15 to
1
High School
School
which General
Language
19
Building
Education
Support
programs are
operated
FTE
0.9
0.1
Program Position #94
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: August 29, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Bradford Heights
Elementary School
Grade
An
Elementary
School
Building
Building Type
Support
Service
Type
Age
Range
Caseload
FTE
A building in
which General
Education
programs are
Itinerant
Speech and
Language
Support
5 to 11
60
1
68
operated
Justification: Students are not serviced together when the age difference is greater than 3.
Program Position #95
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: February 2, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Uwchlan Hills
Elementary School
Grade
Building Type
Support
Service
Type
Age
Range
Caseload
An
Elementary
School
Building
A building in
Itinerant Speech and 5 to 11 62
which General
Language
Education
Support
programs are
operated
Justification: Students are not serviced together when the age difference is greater than 3.
FTE
1
Program Position #96
Operator: School District
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
Location/Building
Beaver Creek
Elementary School
Grade
Building Type
Support
Service
Type
Age
Range
Caseload
An
Elementary
School
Building
A building in
Itinerant Speech and 5 to 11 65
which General
Language
Education
Support
programs are
operated
Justification: Students are not serviced together when the age difference is greater than 3.
FTE
1
Program Position #97
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: February 2, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Shamona Creek
Elementary School
Grade
Support
Service
Type
Age
Range
Caseload
A building in
Itinerant Speech and 5 to 11 60
which General
Language
Education
Support
programs are
operated
Justification: Students are not serviced together when the age difference is greater than 3.
Program Position #98
An
Elementary
School
Building
Building Type
FTE
1
69
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: August 29, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Marsh Creek 6th
Grade Center
Grade
A Middle
School
Building
Building Type
A building in
which General
Education
programs are
operated
Support
Service
Type
Itinerant
Speech and
Language
Support
Age
Range
Caseload
FTE
11 to
13
52
0.8
Age
Range
Caseload
FTE
Program Position #99
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: August 29, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Downingtown East
High School
A Senior
High
School
Building
Building Type
Support
Service
Type
A building in
14 to
Itinerant Speech and
35
which General
Language
21
Education
Support
programs are
operated
Justification: Students are not serviced together when the age difference is greater than 4.
Downingtown West A Senior
A building in
14 to
Itinerant Speech and
10
High School
High
which General
Language
21
School
Education
Support
Building
programs are
operated
Justification: Students are not serviced together when the age difference is greater than 4.
0.5
0.5
Program Position #100
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: August 29, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Downingtown East
High School
A Senior
High
School
Building
Lionville Middle
School
A Middle
School
Building
Building Type
A building in
which General
Education
programs are
operated
A building in
which General
Education
Age
Range
Caseload
FTE
Speech and
Language
Support
14 to
18
6
0.25
Speech and
Language
Support
13 to
15
31
0.5
Support
Service
Type
Itinerant
Itinerant
70
programs are
operated
Program Position #101
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: January 25, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Downingtown East
High School
Grade
A Senior
High School
Building
Building Type
A building in
which General
Education
programs are
operated
Support
Service
Type
Itinerant
Learning
Support
Age
Range
Caseload
FTE
14 to
18
28
1
Program Position #102
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: January 25, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Downingtown East
High School
A Senior
High
School
Building
Downingtown East
High School
A Senior
High
School
Building
Building
Type
Support
Service
Type
Age
Range
Caseload
FTE
A building in
which General
Education
programs are
operated
A building in
which General
Education
programs are
operated
Supplemental
(Less Than 80%
but More Than
20%)
Life
Skills
Support
14 to
18
2
0.2
Full-Time
Special
Education Class
Life
Skills
Support
14 to
18
7
0.8
Service
Type
Age
Range
Caseload
FTE
Learning
Support
6 to 8
5
0.5
Program Position #103
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: January 25, 2016
Reason for the proposed change: Special Ed Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
Building
Type
West Bradford
Elementary School
An
Elementary
School
Building
A building in
which
General
Education
programs
are operated
Support
Supplemental
(Less Than
80% but More
Than 20%)
71
West Bradford
Elementary School
An
Elementary
School
Building
A building in
which
General
Education
programs
are operated
Supplemental
(Less Than
80% but More
Than 20%)
Learning
Support
9 to
12
4
0.5
Caseload
FTE
Program Position #104
Operator: School District
PROGRAM DETAILS
Type: Class
Implementation Date: January 20, 2016
Reason for the proposed change: Special Education Plan Update
PROGRAM SEGMENTS
Location/Building
Grade
West Bradford
Elementary School
An
Elementary
School
Building
Building
Type
Support
Service
Type
Age
Range
A building in Supplemental
Life
5 to 12 10
1
which
(Less Than
Skills
General
80% but More
Support
Education
Than 20%)
programs
are operated
Justification: Students are instructed in age-appropriate instructional groups that do not exceed 3
years at the elementary level and 4 years at the secondary level." However, in accordance with Chapter
14, exceptions are made to the age range limits through documentation that such is appropriate in a
student's IEP.
Program Position #105
Operator: School District
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
Location/Building
Grade
Building Type
Support
Service
Type
Age
Range
Caseload
FTE
A building in
Itinerant Deaf and
5 to 18 7
0.25
which General
Hearing
Education
Impaired
programs are
Support
operated
Justification: Students are instructed in age-appropriate instructional groups that do not exceed 3
years at the elementary level and 4 years at the secondary level." However, in accordance with Chapter
14, exceptions are made to the age range limits through documentation that such is appropriate in a
student's IEP.
All Schools
An
Elementary
School
Building
Program Position #106
Operator: School District
PROGRAM DETAILS
Type:
Implementation Date:
PROGRAM SEGMENTS
Location/Building
Grade
Building Type
Support
Service
Type
Age
Range
Caseload
FTE
72
A building in
Itinerant Blind or
5 to 18 5
0.25
which General
Visually
Education
Impaired
programs are
Support
operated
Justification: Students are instructed in age-appropriate instructional groups that do not exceed 3
years at the elementary level and 4 years at the secondary level." However, in accordance with Chapter
14, exceptions are made to the age range limits through documentation that such is appropriate in a
student's IEP.
All Schools
An
Elementary
School
Building
Program Position #107
Operator: School District
PROGRAM DETAILS
Type: Class and Position
Implementation Date: August 25, 2014
Average square feet in regular classrooms: 900 sq. ft.
Square footage of this classroom: 900 sq. ft. (30 feet long x 30 feet wide)
PROGRAM SEGMENTS
Location/Building
Grade
Downingtown High
School West
A Senior
High
School
Building
Downingtown
West High School
A Senior
High
School
Building
Building
Type
Support
Service
Type
Age
Range
Caseload
FTE
A building in
which General
Education
programs are
operated
A building in
which General
Education
programs are
operated
Supplemental
(Less Than 80%
but More Than
20%)
Life
Skills
Support
18 to
21
4
0.4
Itinerant
Life
Skills
Support
18 to
21
4
0.6
Program Position #108
Operator: School District
PROGRAM DETAILS
Type: Position
Implementation Date: January 26, 2016
Average square feet in regular classrooms: 900 sq. ft.
Square footage of this classroom: 900 sq. ft. (30 feet long x 30 feet wide)
PROGRAM SEGMENTS
Location/Building
Grade
Downingtown High
School West
A Senior
High
School
Building
Downingtown High
School West
A Senior
High
School
Building
Program Position #109
Age
Range
Caseload
FTE
Emotional
Support
14 to
18
5
0.5
Emotional
Support
14 to
18
10
0.5
Building
Type
Support
Service
Type
A building in
which
General
Education
programs are
operated
A building in
which
General
Education
programs are
operated
Supplemental
(Less Than 80%
but More Than
20%)
Itinerant
73
Operator: School District
PROGRAM DETAILS
Type: Class and Position
Implementation Date: September 1, 2014
Average square feet in regular classrooms: 892 sq. ft.
Square footage of this classroom: 900 sq. ft. (30 feet long x 30 feet wide)
PROGRAM SEGMENTS
Grade
Building
Type
Support
Service
Type
Age
Range
Caseload
FTE
Marsh Creek 6th
Grade Center
A Middle
School
Building
Supplemental
(Less Than 80%
but More Than
20%)
Life
Skills
Support
11 to
13
2
0.5
Marsh Creek 6th
Grade Center
A Middle
School
Building
A building in
which General
Education
programs are
operated
A building in
which General
Education
programs are
operated
Full-Time Special
Education Class
Life
Skills
Support
11 to
13
3
0.5
Location/Building
Program Position #110
Operator: School District
PROGRAM DETAILS
Type: Class and Position
Implementation Date: September 1, 2014
Average square feet in regular classrooms: 900 sq. ft.
Square footage of this classroom: 900 sq. ft. (30 feet long x 30 feet wide)
PROGRAM SEGMENTS
Grade
Building
Type
Support
Service
Type
Age
Range
Caseload
FTE
Marsh Creek 6th
Grade Center
A Middle
School
Building
Supplemental
(Less Than 80%
but More Than
20%)
Autistic
Support
11 to
13
2
0.4
Marsh Creek 6th
Grade Center
A Middle
School
Building
A building in
which General
Education
programs are
operated
A building in
which General
Education
programs are
operated
Itinerant
Autistic
Support
11 to
13
6
0.6
Location/Building
Program Position #111
Operator: School District
PROGRAM DETAILS
Type: Class and Position
Implementation Date: September 1, 2014
Average square feet in regular classrooms: 900 sq. ft.
Square footage of this classroom: 900 sq. ft. (30 feet long x 30 feet wide)
PROGRAM SEGMENTS
Location/Building
Marsh Creek 6th
Grade
Building
Type
A Middle
A building in
Support
Itinerant
Service
Type
Emotional
Age
Range
Caseload
FTE
11 to
5
0.4
74
Grade Center
School
Building
Marsh Creek 6th
Grade Center
A Middle
School
Building
Marsh Creek 6th
Grade Center
A Middle
School
Building
which
General
Education
programs are
operated
A building in
which
General
Education
programs are
operated
A building in
which
General
Education
programs are
operated
Support
13
Full-Time
Special
Education Class
Emotional
Support
11 to
13
1
0.1
Supplemental
(Less Than 80%
but More Than
20%)
Emotional
Support
11 to
13
4
0.5
Program Position #112
Operator: School District
PROGRAM DETAILS
Type: Class and Position
Implementation Date: September 1, 2014
Average square feet in regular classrooms: 900 sq. ft.
Square footage of this classroom: 900 sq. ft. (30 feet long x 30 feet wide)
PROGRAM SEGMENTS
Location/Building
Age
Range
Caseload
FTE
Learning
Support
11 to
13
6
0.5
Learning
Support
11 to
13
15
0.5
Grade
Building
Type
Support
Service
Type
Marsh Creek 6th
Grade Center
A Middle
School
Building
Supplemental
(Less Than 80%
but More Than
20%)
Marsh Creek 6th
Grade Center
A Middle
School
Building
A building in
which General
Education
programs are
operated
A building in
which General
Education
programs are
operated
Itinerant
Program Position #113
Operator: School District
PROGRAM DETAILS
Type: Class and Position
Implementation Date: September 1, 2014
Average square feet in regular classrooms: 900 sq. ft.
Square footage of this classroom: 900 sq. ft. (30 feet long x 30 feet wide)
PROGRAM SEGMENTS
Grade
Building
Type
Support
Service
Type
Age
Range
Caseload
FTE
Marsh Creek 6th
Grade Center
A Middle
School
Building
Supplemental
(Less Than 80%
but More Than
20%)
Autistic
Support
11 to
13
6
0.75
Marsh Creek 6th
A Middle
A building in
which General
Education
programs are
operated
A building in
Itinerant
Autistic
11 to
2
0.25
Location/Building
75
Grade Center
School
Building
which General
Education
programs are
operated
Support
13
Program Position #114
Operator: School District
PROGRAM DETAILS
Type: Class and Position
Implementation Date: September 1, 2014
Average square feet in regular classrooms: 900 sq. ft.
Square footage of this classroom: 900 sq. ft. (30 feet long x 30 feet wide)
PROGRAM SEGMENTS
Location/Building
Grade
Building
Type
Marsh Creek 6th
Grade Center
A Middle
School
Building
Marsh Creek 6th
Grade Center
A Middle
School
Building
A building in
which General
Education
programs are
operated
A building in
which General
Education
programs are
operated
Support
Service
Type
Age
Range
Caseload
FTE
Itinerant
Learning
Support
11 to
13
13
0.5
Supplemental
(Less Than 80%
but More Than
20%)
Learning
Support
11 to
13
5
0.5
Program Position #115
Operator: Outside Contractor for the School District
PROGRAM DETAILS
Type: Position
Implementation Date: August 29, 2016
Average square feet in regular classrooms: 900 sq. ft.
Square footage of this classroom: 900 sq. ft. (30 feet long x 30 feet wide)
PROGRAM SEGMENTS
Location/Building
Marsh Creek 6th
grade Center
Grade
A Middle
School
Building
Building Type
A building in
which General
Education
programs are
operated
Support
Service
Type
Itinerant
Speech and
Language
Support
Age
Range
Caseload
FTE
11 to
13
21
0.4
Special Education Support Services
Support Service
Director of Pupil Services
Special Education
Supervisors
Psychologists
Teacher FTE
Location
Central Office
Central Office
1
5
District buildings
13
76
Paraprofessionals
Social Workers
District buildings
District buildings
156.98
4
Special Education Contracted Services
Special Education Contracted
Services
Pediatric Therapeutic
Services - Occupational
Therapy, Physical Therapy
and Speech services
Avonbrook Consulting- BCBA
Services
Chester County Intermediate
Unit Home and Community
Services- Personal Care
Assistance
Criticare- PCA and Nursing
services
Discover Transition Services
Psychiatric Services
Vision and Hearing Support
Delta T Group-PCA and
Nursing Services
Clarity Service GroupBehavior Support Services
Operator
Amt of Time per Week
Outside Contractor
200 Days
Outside Contractor
10 Hours
Intermediate Unit
5 Days
Outside Contractor
5 Days
Intermediate Unit
Intermediate Unit
Intermediate Unit
Outside Contractor
5 Days
1 Hours
2 Days
5 Days
Outside Contractor
1 Days
77
District Level Plan
Special Education Personnel Development
Autism
Description
The District will facilitate professional development opportunities for the 201617, 2017-18, 2018-19 school years for the following groups:

administrators: 1 training annually, initial intense 3-day training, and
an additional advanced training, consultation provided by PaTTAN and
district BCBA

teachers: 1 hour weekly coaching for teachers in the autistic support
programs, outside workshops & conferences, IU TAC Support, initial
intense 3-day training, and an additional advanced training provided,
consultation provided by PaTTAN and district BCBA

paraprofessionals: at least 1 in-district training annually, initial intense
3-day training, and an additional advanced training provided

parents: at least 2 workshops annually, opportunity to attend initial
intense 3-day training and an additional advanced training

therapists: 1 training annually, opportunity to attend initial intense 3day training, and an additional advanced training
The focus of the staff development is that of Applied Behavior Analysis (ABA),
Verbal Behavior (VB), and the use of the Verbal Behavior Milestones
Assessment and Placement Program (VB-MAPP).
Verbal Behavior Therapy teaches communication using the principles of
Applied Behavior Analysis. Verbal Behavior Therapy motivates a child,
adolescent or adult to learn language by connecting words with their purposes.
The student learns that words can help obtain desired objects or other results.
This intervention focuses on understanding why we use words. Verbal behavior
involves social interaction between a speaker and a listener, and includes both
vocal and non-vocal behavior. It analyzes the variables that control different
types of verbal responses.
The Verbal Behavior Milestones Assessment and Placement Program: The VB-
78
MAPP is a criterion-referenced assessment tool, curriculum guide, and skill
tracking system that is designed for children with autism, and other individuals
who demonstrate language delays. There are five components of the VBMAPP, and collectively they provide a baseline level of performance, a
direction for intervention, a system for tracking skill acquisition, a tool for
outcome measures and other language research projects, and a framework for
curriculum planning. Each of the skills in the VB-MAPP is not only measurable
and developmentally balanced, but they are balanced across the verbal
operants and other related skills.
The five components of the VB-MAPP include:

Milestones Assessment with over 170 measurable milestones that
cover 16 skill areas and three developmental levels, 0-18 months, 1830 months and 30-48 months.

Barriers Assessment that assess 24 potential learning and language
barriers.

Transition Assessment that assess the child’s readiness to move to the
next educational setting.

Task Analysis and Skills Tracking that provides a more thorough verbal
behavior curriculum guide.

Placement and IEP Goals. Note: these goals are based on the VBMAPP, but are not included in the MAPP you must have a copy of the
VB-MAPP guide.
The District has contracted with a Board Certified Behavior Analysis to work
with all stakeholders in the use of VB and VB-MAPP. The training will continue
over the next three years moving from the elementary buildings to the middle
school in the second year and finally the high schools in the final year.
Person Responsible
Start Date
End Date
Program Area(s)
Evidence: Teachers will complete the VB-MAPP and use the information to
write IEP goals and document on-going progress monitoring. This tool will
afford teachers concrete evidence of student growth.
Supervisors of Special Education
7/1/2016
6/30/2019
Professional Education, Special Education
79
Professional Development Details
Hours Per Session
1.0
# of Sessions
45
# of Participants Per Session 10
Provider
District
Provider Type
School Entity
PDE Approved
No
Knowledge Gain
The District contracts consultative services with Board Certified Behavior
Analyst for approximately 600 hours annually. His/her role is to
intensively work with teachers to build their knowledge in the areas of:

Verbal Behavior & Applied Behavior Analysis

Verbal Behavior Mapping
This is an essential component of our Autism Personnel Development and
all district-wide AS teachers will be continuously trained over the next
three years.
Research & Best Practices
Base
For classroom teachers,
school counselors and
education specialists
This is an optional narrative for Special Education.




For school or LEA

administrators, and other
educators seeking
leadership roles



Enhances the educator’s content knowledge in the area of the
educator’s certification or assignment.
Increases the educator’s teaching skills based on research on
effective practice, with attention given to interventions for struggling
students.
Provides educators with a variety of classroom-based assessment
skills and the skills needed to analyze and use data in instructional
decision-making.
Empowers educators to work effectively with parents and
community partners.
Provides the knowledge and skills to think and plan strategically,
ensuring that assessments, curriculum, instruction, staff professional
education, teaching materials and interventions for struggling students
are aligned to each other as well as to Pennsylvania’s academic standards.
Provides leaders with the ability to access and use appropriate
data to inform decision-making.
Empowers leaders to create a culture of teaching and learning,
with an emphasis on learning.
Instructs the leader in managing resources for effective results.
80
Training Format





LEA Whole Group Presentation
Series of Workshops
Department Focused Presentation
Professional Learning Communities
Offsite Conferences
Participant Roles




Classroom teachers
Principals / Asst. Principals
Paraprofessional
Parents
Grade Levels




Elementary - Primary (preK - grade 1)
Elementary - Intermediate (grades 2-5)
Middle (grades 6-8)
High (grades 9-12)
Follow-up Activities



Evaluation Methods






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
Lesson modeling with mentoring
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
Participant survey
Review of participant lesson plans
Review of written reports summarizing instructional activity
Portfolio
Behavior Support
Description
The District recognizes the importance of providing staff development in
writing Functional Behavior Assessments (FBA) and individual Positive Behavior
Support Plans (PBSP).
81
FBA is the process of gathering and analyzing information about the student's
behavior and accompanying circumstances in order to determine the purpose
or intent of the actions.
FBA was designed to help staff:
-determine the appropriateness of placement and services
-identify positive interventions to reduce the undesirable behavior
-develop appropriate behaviors to be substituted in replacement of the
inappropriate ones.
FBA is based upon the following assumptions:
-challenging behaviors do not occur in a vacuum
-behaviors occur in response to an identifiable stimuli
-behaviors are governed by the consequences that follow them
-behavior is a form of communication
-behaviors serve a function & have a purpose, usually:
-to get something (e.g., attention, money, good grades)
-to avoid/escape something (e.g., punishment, embarrassment)
Positive Behavior Support Plans are individual plans written by a team of
people to address the challenging behaviors.
Positive Behavior support plans must contain the following components:

Behavior Hypothesis Statements – statements that include a
description of the behavior, triggers or antecedents for the behavior,
maintaining consequences, and the purpose of the problem behavior.

Prevention Strategies – Strategies that may be used to reduce the
likelihood that the child will have problem behavior.

Replacement Skills – Skills to teach that will replace the problem
behavior.

Consequence Strategies – Guidelines for how the adults will respond to
problem behaviors in ways that will not maintain the behavior. In
addition, this part of the plan may include positive reinforcement
strategies for promoting the child’s use of new skills or appropriate
behavior (this may also be included in prevention strategies)
Because this is a very intense process and one that requires refined skills, the
District will ensure all new staff are trained in the process and on-going
82
support is provided throughout the life of the plan.
Yearly survey to be conducted on current district behavior support practices
for current special education students as well as for at-risk students. IndicatorCompleted behavior support surveys. Trainings to support schools and staff
members who are in need of additional PD in the area of behavior supports.
Indicator- Completed trainings. Trainings on Chapter 14 paperwork related to
behavior supports. Indicator- Completed trainings. Trainings on FBA's, PBSP's,
replacement behaviors, behavioral goal writing, and analyzing data revising
plans. Indicator- Completed trainings. Trainings for para-professional staff on
data collection. Indicator-completed trainings.
Currently and moving forward, continued evaluation and support of behavior
support systems in each school and trainings as new staff are hired. Develop
and identify a strong model of appropriate behavior supports for schools, i.e.
Positive Actions Programming, staff and new staff to use in developing and
supporting behavior programming. Indicator- Completed observation for
those in need of a good model. For schools and staff who are implementing
new behavior support systems, have periodic meetings to review the data that
is collected via observations and use of the DESSA progress monitoring tool;
thereby, continuously assessing the appropriateness of the program at the
district level. There is one staff designated to assist teachers in the
implementation of the program at each level/building. Indicator- Site visit logs
and reports.
Person Responsible
Start Date
End Date
Program Area(s)
Continue with trainings, models, and mentor site visits. More mentors will be
recruited and trained. Include behavior support data in data team meetings.
Indicator- Data team agendas. Trainings for new school administrators and
staff on behavior supports. Indicator- Training logs. CCIU / in-district BCBA
support staff will be provided. Indicator- Training logs.
Supervisors of Spec. Ed., Supervisor of Professional Development, Principals.
7/1/2016
6/30/2019
Professional Education, Teacher Induction, Special Education, Student Services
Professional Development Details
Hours Per Session
2.0
# of Sessions
12
# of Participants Per
25
Session
Provider
DASD staff and CCIU staff along with behavior support consultants
Provider Type
School Entity
83
PDE Approved
Knowledge Gain
Yes
The knowledge gained from these trainings will allow staff to be more adept
at implementing and overseeing behavior support systems that are district
wide, school wide, classroom based and individually developed. All students
will benefit from these trainings including special education students, at risk
students and the general population of students. Behavior supports help
improve overall school climate and support academics.
Research & Best Practices
Base
Positive based behavior support programs with a mentoring component,
clear expectations, and consistently applied. Based off of research and PDE
expectations.
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 decisionmaking.
Empowers educators to work effectively with parents and
community partners.

For school or LEA

administrators, and other
educators seeking

leadership roles
Provides leaders with the ability to access and use appropriate data
to inform decision-making.
Empowers leaders to create a culture of teaching and learning, with
an emphasis on learning.
Training Format



Series of Workshops
Department Focused Presentation
Professional Learning Communities
Participant Roles







Classroom teachers
Principals / Asst. Principals
School counselors
Paraprofessional
New Staff
Other educational specialists
Related Service Personnel
84
Grade Levels




Follow-up Activities



Evaluation Methods





Elementary - Primary (preK - grade 1)
Elementary - Intermediate (grades 2-5)
Middle (grades 6-8)
High (grades 9-12)
Team development and sharing of content-area lesson
implementation outcomes, with involvement of administrator and/or peers
Analysis of student work, with administrator and/or peers
Journaling and reflecting
Classroom observation focusing on factors such as planning and
preparation, knowledge of content, pedagogy and standards, classroom
environment, instructional delivery and professionalism.
Classroom student assessment data
Participant survey
Review of participant lesson plans
Portfolio
Paraprofessional
Description
Person Responsible
Start Date
End Date
Program Area(s)
All paraprofessionals will be highly qualified as demonstrated by the
completion of 20 hours of professional development annually. Training
opportunities will be provided by district and intermediate staff with a variety
of topics related to their individual positions. The District uses multiple sources
of trainers when conducting the paraprofessional trainings.
Supervisor of Special Education
7/1/2016
6/30/2019
Special Education
Professional Development Details
Hours Per Session
3.0
# of Sessions
30
# of Participants Per
60
Session
Provider
Training opportunities will be provided by qualified district and intermediate
staff with a variety of topics related to their individual areas of expertise.
Provider Type
School Entity
PDE Approved
No
Knowledge Gain
Paraprofessionals will gain knowledge in all ten areas of the PDE
85
Paraprofessional Competencies including:

Foundations of Special Education

Development of Characteristics of Learners

Individual learning differences

Instructional strategies

Learning environments

Language

Instructional Planning

Assessment

Professional and Ethical Practice

Collaboration
A variety of topics will be covered to ensure all paraprofessionals have the
knowledge base to complete their position responsibilities with success. All
paraprofessionals will participate and successfully complete CPR/AED/First
Aid certification training. Examples of the professional development menu
options available include:

Nonviolent Crisis Intervention (NCI)

Data Collection

Stress Management

Occupational Therapy Strategies to be implemented in the
classroom

Prompt Hierarchy

Positive Reinforcement

On-line medical Access (MA) Billing System

Effective strategies for supporting students on the spectrum in the
regular education classroom
86

Verbal Behavior (VBA) and Applied Behavior Analysis (ABA)

Social Skills Strategies

Role of the Paraprofessional
Research & Best Practices
Base
All professional development facilitators will be highly qualified in the
content area for each session. The information presented will be current
and in aligned with the competencies as outlined by the state.
For classroom teachers, 
school counselors and
education specialists
Enhances the educator’s content knowledge in the area of the
educator’s certification or assignment.
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.
Training Format



LEA Whole Group Presentation
Series of Workshops
Department Focused Presentation
Participant Roles

Paraprofessional
Grade Levels




Elementary - Primary (preK - grade 1)
Elementary - Intermediate (grades 2-5)
Middle (grades 6-8)
High (grades 9-12)
Follow-up Activities

Journaling and reflecting
Evaluation Methods

Individual performance observations in accordance with the PDE
Paraprofessional Standards to maintain highly qualified status.
87
Reading NCLB #1
Description
The District recognizes the critical need for students to become proficient
readers. The explicit teaching of reading strategies helps students to become
increasingly skillful at interpreting, understanding, and analyzing text. As with
any new skill, these reading strategies should be taught through a scaffolding
method, which includes modeling the strategy, providing students with
opportunities for guided practice with the strategy, and then having students
independently apply the strategy. Therefore, the District will provide training
in both new research-based reading programs and the delivery of instructional
strategies throughout the three year plan. The district will continue to analyze
the appropriateness of the current reading programming: Scholastic Systems
44 and Read 180 is implemented across all grade levels in all buildings across
the district. In-district teacher trainers are available to provide constant
support and consultation to the staff. Individual trainings will be provided
through Scholastic to provide in-classroom, on-site support for our teachers
periodically throughout the school year; this in-depth analysis through the
Scholastic representatives will further support the appropriateness and success
of the program. The district plans on providing training to staff on additional
research-based reading programs to further meet individual student literary
needs. This will provide a multiple-tiered approach to our reading instruction.
Classroom observations and data meetings will provide evidence of the
effectiveness of implementation.
Person Responsible
Start Date
End Date
Program Area(s)
Each year teachers and administrators will meet several times to analyze
student data to ensure students are making meaningful progress in reading.
Supervisors of Special Education
7/1/2016
6/30/2019
Professional Education, Special Education
Professional Development Details
Hours Per Session
6.0
# of Sessions
9
# of Participants Per
10
Session
Provider
Scholastic, CCIU Training and Consultation Staff
Provider Type
IU
PDE Approved
Yes
Knowledge Gain
Teachers will learn the basic principles of implementing a research-based
reading program. They will receive on-site coaching to ensure they are
delivering the program and strategies with fidelity. Teachers will learn how
88
to pre-assess students and place them correctly in the program to meet
their individual skill deficits. Teachers will learn how to give formative and
summative assessments; continually analyzing student data and adjusting
their instruction. Special education paraprofessionals will also learn how to
support teachers and students during reading instruction. Special education
teachers will have constant support throughout the three years in
developing sound, research-based programming.
Research & Best Practices
Base
The District recognizes the importance of having teachers trained to
implement research-based instructional strategies when delivering
instructions to increase student achievement and ensure students are
making meaningful progress.
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 decisionmaking.

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
Participant Roles




Classroom teachers
Principals / Asst. Principals
Paraprofessional
New Staff
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Grade Levels




Follow-up Activities





Evaluation Methods





Elementary - Primary (preK - grade 1)
Elementary - Intermediate (grades 2-5)
Middle (grades 6-8)
High (grades 9-12)
Team development and sharing of content-area lesson
implementation outcomes, with involvement of administrator and/or peers
Analysis of student work, with administrator and/or peers
Creating lessons to meet varied student learning styles
Peer-to-peer lesson discussion
Lesson modeling with mentoring
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 participant lesson plans
Transition
Description
In the past, the district participated in the Leading Secondary Transition
Seminar Series, the Secondary Transition Task Force has developed an action
plan to improve Transition Planning practices across the district. Phase one of
the action plan includes mapping the full array of transition assessments
currently available in the district, in order to identify a scope and sequence for
practitioners to follow, and to identify any gaps that need to be filled with
additional tools for use by special education teachers during the IEP process.
Phase two includes training and programming to increase student engagement
and involvement in the IEP process through instruction in self-determination
and self-advocacy throughout the program.
Action Steps for 2015-16 (Phase 1)
1. Survey current Special Education Staff to determine the types of
assessments currently being used, and to determine which grade levels they
are being administered in.
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2. Create a master list of assessments, including building level/guidance
department tools.
3. Create a framework to identify and plan for assessment tools at each grade
level based on transition outcomes.
4. Identify and fill any gaps in assessment tools, and identify barriers such as
scheduling issues or completion timelines.
Action Steps for 2016 - 2019 (Phase 2)
1. Formalize the process for self-determination and self-advocacy within
special education course offerings at the high school level.
2. Solicit and include student input in the IEP as part of standard practice.
3. Investigate cross-curriculum tie-ins to transition self-determination, such as
writing assignments and reflections in language arts programs that focus on
advocacy and self-determination.
Person Responsible
Start Date
End Date
Program Area(s)
4. Provide parent trainings / informational sessions on how state assessments /
programming effect their child's graduation and post-secondary/employment
goals.
Secondary Supervisor of Special Education, Transition Coordinators from each
High School Building
7/1/2016
6/30/2019
Special Education, Student Services
Professional Development Details
Hours Per Session
3.0
# of Sessions
9
# of Participants Per Session
35
Provider
School District and/or IU Personnel
Provider Type
School Entity
PDE Approved
Yes
Knowledge Gain
Teachers will gain a better understanding of the transition assessment
a programming process, in addition to an increased implementation of
self-determination and advocacy strategies with students at the high
school level.
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Research & Best Practices Base
PaTTAN Series: Leading Secondary Transition Programs presentations, materials and workshops provided by PaTTAN on the
topic of Successful Transition Planning
For classroom teachers, school
counselors and education
specialists
Enhances the educator’s content knowledge in the area of the
educator’s certification or assignment.
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.
Training Format


Series of Workshops
Department Focused Presentation
Participant Roles



Classroom teachers
Principals / Asst. Principals
School counselors
Grade Levels

High (grades 9-12)
Follow-up Activities

Presentation to department staff for implementation
Evaluation Methods


Classroom observation focusing on factors such as planning
and preparation, knowledge of content, pedagogy and standards,
classroom environment, instructional delivery and professionalism.
Portfolio
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Special Education Affirmations
We also affirm our understanding that any requests for any deviations from the Chapter 14
regulations, standards, policies, and procedures must be made in writing to the Pennsylvania
Department of Education. The school district understands that the Special Education Component of
the District Level Plan will be approved by PDE in accordance with the following criteria as set forth
in 22 Pa. School Code § 14.104 and as part of the District Level Plan:
1. There are a full range of services, programs and alternative placements available to the
school district for placement and implementation of the special education programs in the
school district.
2. The school district has adopted a child find system to locate, identify and evaluate young
children and children who are thought to be a child with a disability eligible for special
education residing within the school district's jurisdiction. Child find data is collected,
maintained, and used in decision-making. Child find process and procedures are evaluated
for its effectiveness. The school district implements mechanisms to disseminate child find
information to the public, organizations, agencies, and individuals on at least an annual basis.
3. The school district has adopted policies and procedures that assure that students with
disabilities are included in general education programs and extracurricular and nonacademic programs and activities to the maximum extent appropriate in accordance with an
Individualized Education Program.
4. The school district will comply with the PA Department of Education, Bureau of Special
Education's revision notice process.
5. The school district follows the state and federal guidelines for participation of students with
disabilities in state and district-wide assessments including the determination of
participation, the need for accommodations, and the methods of assessing students for
whom regular assessment is not appropriate.
6. The school district affirms the Pennsylvania Department of Education that funds received
through participation in the medical assistance reimbursement program, ACCESS, will be
used to enhance or expand the current level of services and programs provided to students
with disabilities in this local education agency.
We affirm that the school district has completed a 28 day public inspection and comment period as
required under 22 PA Code § 4.13 (d) prior to the school entity's governing board approval and
submission to the Department of Education (Bureau of Special Education).
No signature has been provided
Board President
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No signature has been provided
Superintendent/Chief Executive Officer