Pennsylvania Department of Education
COMMONWEALTH
OF PENNSYLVANIA
DEPARTMENT OF EDUCATION
333 MARKET STREET
HARRISBURG, PA 17126-0333
Special Education Report
Thursday, August
28, 2008
Entity: Mount Union Area SD
Address: 28 W Market St
Mount Union, PA 17066-1232
Phone:
Contact Name:
School District Demographics
|
School
District |
IU # |
Superintendent |
# of
Bldgs |
Total
Enrollment |
Total
Unduplicated SES Students |
|
Mount
Union Area SD |
Tuscarora
IU 11 |
Mr. James
Estep |
4 |
1521 |
291 |
District Special Education Contact:
|
Name |
Title |
Phone |
Fax |
Email |
|
Tonya
DeVecchis-Kerr |
Director
of Special Education/Student Services |
814-542-8631 |
814-542-2964 |
tdevecchis-kerr@muasd.org |
Special Education Plan Team Members
|
Name |
Affiliation |
Membership
Category |
Appointed
By |
|
Bambi
Guentner |
Mount
Union Area School District |
Ed
Specialist - School Psychologist |
Tonya
DeVecchis-Kerr |
|
Brian
Kritzer |
Mount
Union Area School District |
Special
Education Teacher |
Tonya
DeVecchis-Kerr |
|
Candi
Gilliland |
Mount
Union Area School District |
Regular
Education Teacher |
Tonya
DeVecchis-Kerr |
|
Curt
Whitesel |
Mount
Union Area School District |
Administrator |
Tonya
DeVecchis-Kerr |
|
Donna
Waleski |
Tuscarora
Intermediate Unit 11 |
Other |
Tonya
DeVecchis-Kerr |
|
James
Estep |
Mount
Union Area School District |
Administrator |
Tonya
DeVecchis-Kerr |
|
Randy
Crowder |
Mount
Union Area High School |
Special
Education Teacher |
Tonya
DeVecchis-Kerr |
|
Robert
Wydock |
Mount
Union Area School District |
Special
Education Teacher |
Tonya
DeVecchis-Kerr |
|
Sonja
Boozel |
Mount
Union Area High School |
Special
Education Teacher |
Tonya
DeVecchis-Kerr |
|
Susan
Bender |
Mount
Union Area School District |
Regular
Education Teacher |
Tonya
DeVecchis-Kerr |
|
Tonya
DeVecchis-Kerr |
Mount
Union Area School District |
Administrator |
Tonya
DeVecchis-Kerr |
|
Yvette
Weller |
Mount
Union Area School District |
Special
Education Teacher |
Tonya
DeVecchis-Kerr |
Program Evaluation (P.L. 105-17, §612(2) and §613(a))
Current Program Strengths and Highlights
The Mount Union Area School
District is a small rural district in central Pennsylvania. We are
dedicated to providing all students with a free and appropriate public
education. The district offers a full range of services within the
district for our students with disabilities, which include: learning
support, life skills support, emotional support, speech and language support,
multiple disabilities support and autistic support. We also offer
services for protected handicapped students. The pre referral process includes
IST and Child Study teams.
For the past four years we have been involved with the Verbal Behavior Project
for our children with autism. This classroom is located at the Mount Union
— Kistler Elementary School. All of the children in this classroom are
included based on individual need. One of the students spends a
significant amount of their day in a general education kindergarten
class.
We also have provided training for all of our staff on co-teaching,
differentiated instruction and LRE. We have initiated an inclusion
program that involved intensive training during the summer of 2008 with on site
visits by a national presenter during the 2008-2009 school year. We have
also written for and received the Inclusion Mini Grant that we are using for
site visits, materials and trainings. A portion of our staff is currently
involved in an after school teacher book-study group discussing
inclusion. This involved administrators, general education, special
education staff, paraeducators and parents.
The High School
Supports both a Life Skills classroom and a multiple disabilities
classroom. Our inclusion initiative began at the High School and we are
seeing success not only in student adjustment but the numbers regarding LRE are
reflective of the inclusion initiative. We have a full time Emotional
Support teacher located at the high school who provides itinerant emotion
support services to our students. This person is also involved in crisis
intervention and provides support to students at the Career and Technology
Center if needed. We have available to student with higher learning needs
learning support teachers who provided reading and math instruction according
to the IEP.
The district monitors the least restrictive environment of each student through
regular MDE meetings, IEP meetings and progress monitoring. Special
education students are provided access to all services available to regular
education students. All classrooms facilities for special education
students are appropriate size and location to meet the needs of our
students..
The District's Special Education staff members are properly certified.
These staff members meet Act 48 requirements. District personnel have
a solid understanding of the basic special education procedures,
laws and regulations and participate in staff in-service regarding special
education and general education. Special educators are provided the
necessary instructional materials, equipment and supplies to implement student
IEPs.
Due to our small class size, our teachers are able to develop bonds and
relationships with our students that help them throughout their school years as
well as transcending beyond school. Our staff provides a very caring,
goal oriented and nurturing environment for our students. This is very
individualized based on our students' needs.
Transition has been strengthened over the past two years. Currently, we
provide a variety of site visit to our students looking at employment and
post secondary opportunities. Outside agencies such as OVR, Career Link
are involved in the transition process. We have utilized our AmeriCorp
representative to help, plan and organize activities related to
transition.
District staff works closely with agencies involved with the children and
their families. District staff regularly attends and is actively engaged
in interagency coordination. We also work closely with Children and
Youth services as well as local physicians.
District staff is involved with Early Intervention staff in order
to provide a seamless transition to school age. We have strong
parents participation at IEP and MDE meetings stressing the importance of
parental input..
Identifying Students with Learning Disabilities
Mount Union Area School District implements a prereferral process; such
as and Instructional Support Team or Child Study Team to screen and identify
students who may be in need of learning support services.
This prereferral team always consists of the parent of the child and teachers
involved with the child. The team could also include the counselors,
building administrators, bus drivers, specialists, physicians, outside agencies
and any other individual having information regarding the individual
child. After prereferral interventions have been in place the team
determines if there is a need for a psychoeducational evaluation. The
team will issue a referral that includes demographic information and any
pertinent medical/health information to the Special Education Office.
Then the Special Education Office will issue a Permission to Evaluate
and Procedural Safeguards to the parent. Once the
Permission to Evaluate is received the MUASD will proceed in gathering
information as indicated on the Permission to Evaluate. This could involve
ability testing, achievement testing, behavioral rating scales, adaptive
behavior rating scales and any other information relating to the individual
child.
Once the school District has the evaluation results gathered, a
Multidisciplinary Team is convened by the District's School
Psychologist. The team will review all the information and use the
information to determine by consensus if the student is a student with
Specific Learning Disability. The primary diagnosis of Specific Learning
Disability is based on a discrepancy between the student's Aptitude and
Achievement as measured by standardized, norm referenced assessments, or by a
pattern of strengths or weaknesses relative to age or grade. The District
reviews all exclusionary factors that suggest that a student may not be a
student with Specific Learning Disability if the primary reason for the
students inability to meet age and grade level standards may be related to any
of the following: Vision, hearing or motor problems; mental retardation,
emotional disturbance; cultural and/or environmental issues; or Limited English
proficiency.
Enrollment Differences
Not significantly disproportionate.
Ethnicity Enrollment Differences
No significant disproportionality by race or ethnicity.
Exiting Statistics
During the 2007-2008 school year, we have provided our
students with school to work opportunities working with employers and other
agencies such as Career Link and OVR. We are also using our AmeriCorp
person to provide additional transition activities to our students. We
are providing our students with on site visits to technical
schools, employment sites, junior colleges. We actively seek to find
local job opportunities for our students and then make a modified school day
experience for the students. We also provide remedial on line courses for
our students.
We also have the opportunity to involve our students with special needs
in the Career and Technology Center beginning in 9th grade. This starts
their skill development a year earlier. This also aids in career
exploration.
During their 2007-2008 school year, student/teacher advisory groups were
formed. Each teacher is assigned a group of students beginning in 7th
grade to advise and mentor. Regularly scheduled meetings are held to
monitor progress and advise. This is an on going process that is
continuing into future years. Each advisor stays with the same group
until graduation.
With the implementation of these programs, we will improve the district's
graduation rate and decrease the dropout rates. During the 2008-2009
school year the graduation rate will increase to 88% and the drop out rate will
decrease to 11%. During the 2009-2010 school year the graduation rate
will increase to 91% and the drop out rate will decrease to 8%. During
the 2010-2011 school year the graduation rate will increase to 94% and the drop
out rate will decrease to 4%.
24 P.S., §1306 and §1306.2 Placements
Facilities for Nonresident Students
|
Facility
Name |
Provider
of Educational Services |
# of
Students Receiving Srvcs as of Dec 1 |
|
IFC |
Mount
Union Area School District |
2 |
Incarcerated Students Oversight
The District will ensure implementation of Child Find
activities through: evaluation procedures, development of Individualized
Education plans, educational placements, re-evaluation, personnel
development, maintenance of confidentiality, parental involvement,
surrogate parents assignment, private school placements, procedural safeguards
and due process procedures. The requirement includes an approved academic
program, appropriate credentials of personnel, appropriate supervision and
provision of the program consistent with special education standards and
regulations. Incarcerated student remain eligible for education service
in the same manner and to the same extent as a student who has been placed in
an alternative education program for disruptive students. The
educational program and placement will permit students to make normal academic
progress and achieve requirements for graduation as defined by the home
district.The district would conduct psychoeducational testing, convening
the MDE/IEP teams to determine the level of need and services. Once
decided, the agency responsible for providing educational services would
provide FAPE to the student (s).
Facilities for Incarcerated Students
|
Facility
Name |
Provider
of Educational Services |
# of
Students Receiving Srvcs as of Dec 1 |
|
None |
None |
0 |
Least Restrictive Environment 34 CFR §300.551
Ensuring Maximum Integration
At every IEP meeting the team first discusses the LRE for
each student, looking at the general education setting with supplementary aides
and services. The team includes all of the required personnel as well as
any personnel that has knowledge of the child and the types of support the
child needs. Outside agencies involved with the child and the family are
also included in this decision making process. The district staff also
attends/participates in the meeting of students placed outside of the
school district in partial placement, alternative settings, etc.
The district has initiated an inclusion initiative since January 2008. We were
awarded the Inclusion Mini Grant in the amount of $15,000. As a
result of this grant we have conducted session for all staff on inclusion,
co-teaching, differentiated instruction and LRE. The sessions were
presented to the staff by IU 11 personnel. Also, we just concluded
a teacher book study group reading, discussing and synthesizing the book,
"Making Inclusion Work" by Francis Murphy. These sessions were
attended by an average of 26 educators both general education and special
education. Personnel from IU 11 also help to facilitate the session.
As a result of the evaluation sheets the staff indicated their needs and views
on where we need to go from here.
Currently, we are in the process of scheduling site visits to sites that are
successfully implementing inclusion in their districts. We are attending the
session being presented by Dr. Villa on May 13, 2008 and have already viewed
the Webinar presented by Twin Valley Middle School administrators.
During the summer of 2008, all staff (general ed teachers, sp
education teachers, administrators and paraeducators) will be attending a two
day in-service presented by Dr. Richard Villa. Dr. Villa will be
providing information on inclusion, co teaching, differentiated instruction and
flexible grouping. He will be returning for follow up two days in
November 2008 and one day in January 2009. Parent will be encouraged to
attend these sessions. Also, a parent information session is planned for
August 27, 2008.
We are in the process of researching and purchasing AimsWeb for the high school
staff to aide with progress monitoring of students.
Building administrators are examining the master schedule to include common
planning time for grade level general and special education teachers.
Supplementary Aids and Services
|
Service |
Comment |
|
Adapted
grading |
As
determined by the IEP team |
|
Adapted
testing |
As
determined by the IEP team |
|
Preferential
seating |
As
determined by the IEP team |
|
Study
guides, word banks |
As
determined by the IEP team |
|
Assistive
Technology |
As
determined by the IEP team |
|
Paraeducators |
As
determined by the IEP team |
|
Professional
Development |
Regular
and special education staff and paraeducators |
|
Books on
tape |
As
determined by the IEP team |
|
Behavior
Support Plans |
As
determined by the IEP team |
|
Adapted
Curriculum |
As
determined by the IEP team |
LRE Data Analysis
Personnel Development Activities:
|
Topic |
Co-Teaching,
Differentiated Instruction, LRE, Flexible Grouping |
|
Anticipated
Training Dates |
Training
Partners |
Training
Participants and Audience |
Training
Format |
Evidence
of Results |
|
2007-2008,
2008-2009 school year |
IU Staff,
Dr. Richard Villa |
Parent,
New Staff, Paraprofessional, Instructional Staff, Administrative Staff,
Related Service Personnel |
On-site
Training with Guided Practice, Conferences, Study Groups, Distance Learning |
Our data
has already improved in the area of LRE. The state's average is 13% for the
60% or high category for Specific Learning Disability. Our average was
reported at 18%. Currently, we have decreased that number to 5% for the
2007-2008 school year. Our goal is to reduce the 61% or greater percentages
to the state index or below. |
|
|
|
|
|
|
Least Restrictive Environment - Facilities
|
Facility
Name |
Type
of Facility |
Type
of Service |
# of
Students Placed |
|
Manito |
Other |
Alternative
Education Program |
10 |
|
Huntingdon
Area School District |
Neighboring
School Districts |
Elementary
Life Skills Support |
1 |
|
Bethesda
Day Treatment Facility |
Other |
Partial
Program |
1 |
|
Extended
Family Academy |
Other |
Partial
Program |
1 |
|
Meadows
Partial |
Other |
Partial
Program |
2 |
|
JC Blair
Partial |
Other |
Partial
Program |
3 |
Personnel Development for Improved Student Results
Technical Assistance and Training
Personnel Development Activities:
|
Topic |
AYP |
|
Anticipated
Training Dates |
Training
Partners |
Training
Participants and Audience |
Training
Format |
Evidence
of Results |
|
|
|
|
|
|
|
Topic |
Participation |
|
Anticipated
Training Dates |
Training
Partners |
Training
Participants and Audience |
Training
Format |
Evidence
of Results |
|
|
|
|
|
|
|
Topic |
Proficiency-Reading
First, Aimsweb, Inclusion, Co-Teaching, Differentiated Instruction, Flexible
Grouping, LRE, Academy Reading, Academy of Math |
|
Anticipated
Training Dates |
Training
Partners |
Training
Participants and Audience |
Training
Format |
Evidence
of Results |
|
Beginning
during the 2007-2008 school year and continuing through the 2010 school year.
August 27-28-, November 2008, January 2009. |
PATTAN
Staff, IU Staff, Dr. Richard Villa |
Parent,
New Staff, Paraprofessional, Instructional Staff, Administrative Staff,
Related Service Personnel |
On-site
Training with Guided Practice, Workshops with Joint Planning Periods,
Conferences, Study Groups, Distance Learning |
PSSA
score increase |
Personnel Development - PA NCLB Goal #1
Baseline Data:
Personnel Development Activities:
|
Topic |
Reading |
|
Anticipated
Training Dates |
Training
Partners |
Training
Participants and Audience |
Training
Format |
Evidence
of Results |
|
June
2008, June 2009, June 2010 |
PATTAN
Staff, IU Staff, Study Island Personnel |
Parent,
New Staff, Paraprofessional, Instructional Staff, Administrative Staff,
Related Service Personnel |
On-site
Training with Guided Practice |
In addition to the other strategies that we incorporate in
reading, Study Island provides students with reinforcement and remediation in
reading. We expect to continue to see student growth in both formative and
summative assessments. Our goal is to increase student performance in reading
on the PSSA by 10% each school year. |
|
One day
in Sept 2008, 2009, 2010 and One day in Jan 2009, 2010, 2011 |
PATTAN
Staff, IU Staff, District Staff |
Parent,
New Staff, Paraprofessional, Instructional Staff, Administrative Staff,
Related Service Personnel |
Data
Analysis |
An
increase in student scores on the following measures: DIBELS, Scholastic
Reading Inventory, Terra Nova and 4Sight Benchmark Assessment. Exploration of
the following data sources that will allow staff to track student progress:
Emetrics, PSSA, 4Sight Member Center, CUrriculum Matrix. Our goal is to
increase student performance by 10% each school year in the above assessment. |
|
Early
September 2008, 2009, 2010-2 days |
PATTAN
Staff, IU Staff, Lexia Staff |
Parent,
New Staff, Paraprofessional, Instructional Staff, Administrative Staff,
Related Service Personnel |
On-site
Training with Guided Practice |
Teachers
will explore differentiated instruction strategies that are available through
Lexia. More differentiated instructional strategies will be incorporated in
daily instruction in order to meet the individual needs of our students. Our
goal is to increase student performance by 10% each school year based on
Lexia scores as well as a positive impact on PSSA reading scores. |
|
Two days
during the 2008-2009, 2009-2010, 2010-2011 school year |
PATTAN
Staff, IU Staff, Read 180 staff |
Parent,
New Staff, Paraprofessional, Instructional Staff, Administrative Staff,
Related Service Personnel |
On-site
Training with Guided Practice |
An
increase of student scores based on the implementation of the remediation
software. The expected increase would be 10% each year on PSSA reading. |
|
Beginning
at the end of the 2008 school year |
Academy
of Reading Staff |
Parent,
New Staff, Paraprofessional, Instructional Staff, Administrative Staff,
Related Service Personnel |
On-site
Training with Guided Practice |
Our
students with special needs will increase PSSA scores in Reading by 10% each
year. |
|
Topic |
Math |
|
Anticipated
Training Dates |
Training
Partners |
Training
Participants and Audience |
Training
Format |
Evidence
of Results |
|
June
2008, June 2009, June 2010 |
Study
Island staff |
New
Staff, Instructional Staff, Administrative Staff, Related Service Personnel |
|
In
addition to the other strategies that we incorporate in math, Study Island
provides students with reinforcement and remediation in math. We expect to
continue to see student growth in both formative and summative assessments.
By incorporating Study Island for our students, we expect to see and increase
of 10% in our PSSA math Proficiency rate scores. |
|
One day
in September 2008, 2009, 2010 and one day in Jan 2009, 2010,2011 |
District
Staff |
New
Staff, Paraprofessional, Instructional Staff, Administrative Staff, Related
Service Personnel |
Data
groups |
An
increase in student scores on the following measures: DIBELS, Scholastic
Reading Inventory, Terra Nova and 4Sight Benchmark Assessment. Exploration of
the following data sources that will allow staff to track student progress:
Emetrics, PSSA, 4Sight Member Center, Curriculum Matrix. By implementing and
facilitating data groups, we expect to see and increase of 10% inthe test
scores of our student on the above assessments especially on the PSSA. |
|
Early
September 08, 09, 10-2 days |
Lexia
Staff |
Parent,
New Staff, Paraprofessional, Instructional Staff, Administrative Staff,
Related Service Personnel |
On-site
Training with Guided Practice |
Teachers
will explore differentiated instruction strategies that are available through
Lexia. More differentiated instructional strategies will be incorporated in
daily instruction in order to meet the individual needs of our students. By
incorporating Lexia we expect to see and increase of 10% in our PSSA math
Proficiency Rate scores. |
|
End of
the 2007-2008 school year |
Academy
of Math |
New
Staff, Paraprofessional, Instructional Staff, Administrative Staff, Related
Service Personnel |
On-site
Training with Guided Practice |
By
incorporating the Academy of Math for our students with special needs, we
will see an increase of 10% in our PSSA math Proficiency Rate scores. |
|
Summer
2008 |
First in
Math |
Parent,
New Staff, Paraprofessional, Instructional Staff, Administrative Staff,
Related Service Personnel |
On-site
Training with Guided Practice |
There
will be an increase of 10% on PSSA math proficiency rate scores for students
in grades 2-6. |
Personnel Development - PA NCLB Goal #3
Baseline Data:
All of our teachers are highly qualified except our speech and language
therapist who is working under an emergency certificate and is actively
pursuing her master's degree and certificate. The district communicates
with paraeduators the recent changes regarding the paraeducator competencies
and highly qualified requirements. The district distributes either by
hard copy or email training opportunities for paraeducators offered throughout
the year.
Personnel Development Activities:
|
Topic |
AUTISM:
Students with disabilities will be provided services by an adequate supply of
personnel with the knowledge and skills necessary to meet their needs |
|
Anticipated
Training Dates |
Training
Partners |
Training
Participants and Audience |
Training
Format |
Evidence
of Results |
|
Verbal
Behavior Initiative - 4 sessions as determined by PaTTAN during the
2008-2009, 2009-2010, 2010-2011 school year. |
PATTAN
Staff, IU Staff |
Parent,
New Staff, Paraprofessional, Instructional Staff |
On-site
Training with Guided Practice, Conferences |
In taking
the PASA, the students will score advanced and proficient in the areas. |
|
Summer of
each year-August 2008, 2009, 2010 |
PATTAN
Staff, IU Staff, Guest speakers |
Parent,
New Staff, Paraprofessional, Instructional Staff, Administrative Staff,
Related Service Personnel |
Conferences |
Staff and
parents are encouraged to attend the Autism and Low Incidence Institutes held
each summer. Results would be indicated by an increase of participants at the
institute and strategies gained from the institute would be utilized in
working with children with autism. |
|
Topic |
ROLE OF
PARAEDUCATOR/HIGHLY QUALIFIED TEACHER: Students with disabilities will be
provided services by an adequate supply of personnel with the knowledge and
skills necessary to meet their needs |
|
Anticipated
Training Dates |
Training
Partners |
Training
Participants and Audience |
Training
Format |
Evidence
of Results |
|
Summer
2008, 2009, 2010, 2011 |
PATTAN
Staff, IU Staff |
Paraprofessional |
Conferences |
Our
paraeducators will continue to seek their high qualified status by attending
course offerings by PaTTAN and the IU. Paraeducators will continually update
their portfolios containing their competencies checklists. All of our
paraeducators will be highly qualified by 2011. |
Personnel Development - PA NCLB Goal #5
Personnel Development Activities:
|
Topic |
TRANSITION:
Students with disabilities will demonstrate increased ability to successfully
make the transitions to school age programs, to work, to post-secondary
education and/or adult |
|
Anticipated
Training Dates |
Training
Partners |
Training
Participants and Audience |
Training
Format |
Evidence
of Results |
|
Participation
in transition team meetings sponsored by Head Start, IU 11, OVR and Career
Link. September 2008, 2009, 2010, 2011. IU Transition Council September
2008,2009, 2010, 2011, November 2008, 2009, 2010, 2011, January 2009, 2010,
2011, March 2009, 2010, 2011, May 2009, 2010, 2011 |
PATTAN
Staff, IU Staff, OVR/CareerLink |
Parent,
New Staff, Paraprofessional, Instructional Staff, Administrative Staff,
Related Service Personnel |
On-site
Training with Guided Practice, Conferences, IU Transition Council |
Students
with disabilities are leaving high school with a plan in place looking at
independent living, employment and or high education. Due to staff training
and the help of our Ameri Corp staff we have been able to develop these
plans. Many of our students are involved with cooperative work experiences.
This number increase each year. Parents are more involved with the transition
component. More site visits are being held to prospective employers as well
as institutions of higher education. Recently, a career fair was held to
address transition options. A partnership between the district and such career
related agencies such as OVR and Career Link has been valuable in providing
services to our students. The number of students and families taking
advantage of these service has increased and will continue to increase. |
Behavior Support Services
Summarized School District Policy:
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Personnel Development Activities:
|
Topic |
Positive
Behavioral Supports |
|
Anticipated
Training Dates |
Training
Partners |
Training
Participants and Audience |
Training
Format |
Evidence
of Results |
|
The
beginning of each school year |
District
Staff |
New
Staff, Paraprofessional, Instructional Staff, Administrative Staff, Related
Service Personnel |
On-site
Training with Guided Practice |
Decease
of disciplinary referrals by 10% each school year. |
|
Topic |
School-based
Behavioral Health |
|
Anticipated
Training Dates |
Training
Partners |
Training
Participants and Audience |
Training
Format |
Evidence
of Results |
|
Beginning
of each school year. |
PATTAN
Staff, IU Staff, BER, SDE and other providers |
Parent,
New Staff, Paraprofessional, Instructional Staff, Administrative Staff,
Related Service Personnel |
Conferences |
Staff
will be more versed in discussing behavior health concerns of students and
will be able to incorporate strategies that will address behavioral health
concerns. The hope would be more on site services and a decrease in out of
district placements in theraputic setting and alternative settings. A 5% decrease
in each of these area each school year is desirable. |
|
Topic |
De-escalation
Techniques-CPI |
|
Anticipated
Training Dates |
Training
Partners |
Training
Participants and Audience |
Training
Format |
Evidence
of Results |
|
July
17-18, 2008 and every school year. |
IU Staff |
New
Staff, Paraprofessional, Instructional Staff, Administrative Staff, Related
Service Personnel |
On-site
Training with Guided Practice, Workshops with Joint Planning Periods |
Each
school year staff will become recertified in CPI as well as new staff will
participate in the intitial training. A desired goal would be to have a
decrease in situations that would require de-escalation thoughout each school
year. |
Interagency Collaboration (11 P.S. §875.304)
Ensuring FAPE/Hard to Place Students
Incorporating the help of our various local agencies such as
Youth Advocacy Program, Meadows, Raystown Developmental Services, Northwestern
Human Services, Manito, Extended Family Academy, Children and Youth, and
the CASSP process has aided us in securing placements for our hard to place
students. The district has been faced with finding appropriate placements
for therapeutic foster children placed in our district. The
children move into our area with high needs, especially in the area of
behavior and emotional needs. These students also come to us with
incomplete information. Our guidance office strives to secure the needed
information to develop a program for the children.We are in the process of
working with the sponsors of our alternative education program in examining the
needs of establishing a program for elementary aged students with
emotional/behavioral needs. We also have a reciprocal agreement with
neighboring districts that enable us to have more options for placements.
As mentioned above the placement of therapeutic foster care students in the
district has been a revolving door. We have been very creative in
designing programs for the students based on the information received from the
sending district. However very often we design a program and then the
families are not equipped to deal with the emotional and behavioral needs of
the child and send them on to another family outside of our district. We
strive to communicate with the agencies and the receiving district to attempt
to make the transition easier for the child.
Local Continuum of Supports and Services
The district utilizes information from CASSP, SAP, MH/MR,
OVR, Children and Youth, Probation, Transition staff, Early Intervention
providers, Foster Care, Therapeutic Support staff providers the BSU as well as
the local agencies providing service to our children. The district is
part of the IU Transition Council. The district attends regularly
scheduled Special Education Advisory Council meetings facilitated by IU
11 for updates on program and services offered throughout the IU area and
the state. We have a reciprocal agreement with neighboring districts in
which we share programs. The IU is often called upon for support,
training and guidance in developing appropriate programs to meet the needs
of our students.
Our salary and bargaining unit contract is commensurate with others in the
area. We encourage our staff to attend professional development
opportunities offered through the district, IU and state.
Expansion of Continuum of Supports and Services
The Mount Union Area School District ensures that we will
coordinate services for eligible students with agencies that are involved with
the child and family. The district is committed to locating programs that
meet the needs of each individual child. This has resulted
in locating programs outside the district and County and even outside the
state to ensure the provisions of FAPE. The district is an
actively engaged participant in all interagency team meetings. This
participation is either in person or by phone. The district works closely
with not only agencies that are providing services to the child and their
families but local physicians as well. The district has a amicable
working relationship with the agencies involved. District staff are
involved with IU Transition Council, IU Special Education Advisory Council, IU
Curriculum Advisory Council and IU Superintendent Advisory Council. We
collaborate with such agencies as MH/MR, BSU, CASSP, HCCTC, Northwestern Human
Services, Meadows, IFC, Manito, CYS, Probation, etc.
Program Profile
|
ID |
OPR |
Location
/ Building Name |
Bldg
Grade |
Bldg
Type |
Type
of Support |
Type
of Service |
Low
Age |
High
Age |
Case
load |
Tchr
FTE |
|
- |
SD |
Mount
Union-Kistler Elementary |
E |
GE |
I |
LS |
7 |
10 |
17 |
1.0 |
|
- |
SD |
Mount
Union-Kistler Elementary |
E |
GE |
I |
LS |
10 |
12 |
12 |
1.0 |
|
- |
SD |
Mount
Union-Kistler Elementary |
E |
GE |
I |
LS |
12 |
13 |
12 |
1.0 |
|
- |
SD |
Mount
Union-Kistler Elementary |
E |
GE |
PT |
AS |
7 |
9 |
7 |
1.0 |
|
- |
SD |
Shirley
Township Elementary |
E |
GE |
I |
LS |
7 |
9 |
9 |
1.0 |
|
- |
SD |
Shirley
Township Elementary |
E |
GE |
I |
LS |
9 |
11 |
9 |
1.0 |
|
- |
SD |
Shirley
Township Elementary |
E |
GE |
I |
LS |
11 |
13 |
7 |
1.0 |
|
- |
SD |
Mapleton-Union
Elementary |
E |
GE |
I |
LS |
9 |
12 |
8 |
1.0 |
|
- |
SD |
Mapleton-Union
Elementary |
E |
GE |
I |
LS |
8 |
10 |
6 |
1.0 |
|
- |
SD |
Mount
Union Area High School |
M |
GE |
I |
LS |
12 |
14 |
21 |
1.0 |
|
- |
SD |
Mount
Union Area High School |
M |
GE |
I |
LS |
13 |
15 |
21 |
1.0 |
|
- |
SD |
Mount
Union Area High School |
M |
GE |
R |
LS |
12 |
18 |
0 |
1.0 |
|
- |
SD |
Mount
Union Area High School |
S |
GE |
I |
LS |
14 |
16 |
25 |
1.0 |
|
- |
SD |
Mount
Union Area High School |
S |
GE |
I |
LS |
16 |
18 |
17 |
1.0 |
|
- |
SD |
Mount
Union Area High School |
S |
GE |
I |
LS |
17 |
18 |
18 |
1.0 |
|
- |
SD |
Mount
Union Area High School |
S |
GE |
PT |
LSS |
15 |
19 |
11 |
1.0 |
|
- |
SD |
Mount
Union Area High School |
S |
GE |
PT |
MDS |
16 |
20 |
5 |
1.0 |
|
- |
SD |
Mount
Union Area High School |
S |
GE |
I |
ES |
14 |
18 |
28 |
1.0 |
|
- |
SD |
Mount
Union Area High School |
S |
GE |
R |
LS |
12 |
19 |
14 |
.5 |
|
- |
SD |
All
Elementary School |
E |
GE |
I |
ES |
9 |
11 |
3 |
.5 |
|
- |
SD |
Mount
Union Kistler Elem and Shirley Twp Elem |
E |
GE |
I |
SLS |
6 |
11 |
59 |
1.0 |
|
- |
SD |
Mount
Union Area High School |
M |
GE |
I |
LS |
13 |
18 |
20 |
0.5 |
|
- |
IU |
Mount
Union Area High School |
S |
GE |
I |
SLS |
14 |
20 |
24 |
.5 |
|
- |
IU |
Mapleton
Union Elementary |
E |
GE |
I |
SLS |
6 |
12 |
18 |
.4 |
|
- |
IU |
All
School |
E |
GE |
I |
BVIS |
7 |
20 |
3 |
.03 |
|
- |
IU |
All
Schools |
E |
GE |
I |
DHIS |
8 |
17 |
3 |
.13 |
|
- |
SD |
Mount
Union Area High School |
S |
GE |
I |
LS |
15 |
17 |
20 |
1.0 |
Justification: The caseload that once stated 45 is now listed as 0. This
teacher is not responsible for the management of IEPs of the students. These
students are on the caseloads of other teachers and this person provides direct
instruction in reading and math to small groups. If we only included teachers
with an assigned caseload, this person would not appear on the list even though
they are providing services to students with special needs. The age range is
also a concern but again these students are divided among other teachers. There
is never a period where the age range is exceeded. The teacher of the age range
of 12-19 also never exceeds the age range in any given class period. The age
range of our SLS teacher at the elementary level has also been flagged. These
students are never grouped together. This is the justification for the other
areas that appear in violation of the age range.
Support Staff (District)
School District: Mount
Union Area SD
|
ID |
OPR |
Title |
Location |
FTE |
|
- |
SD |
School
Psychologist |
All
schools |
1.00 |
|
- |
SD |
Director
of Special Education |
All
schools |
1.00 |
|
- |
SD |
Paraeducators |
Mapleton
Union Elem |
2.00 |
|
- |
SD |
Paraeducators |
Mount
Union Kistler Elem |
6.50 |
|
- |
SD |
Paraeducators |
Shirley
Township Elem. |
3.50 |
|
- |
SD |
Paraeducators |
Mount
Union Area High School |
11.00 |
Contracted Support Services
|
ID |
IU /
Agency |
Title
/ Service |
Amount
of Time per Week |
|
- |
TIU 11 |
Physical
Support |
195
Minutes |
|
- |
Huntingdon
County Pride |
Occupational
Therapy |
570
Minutes |
ASSURANCE FOR THE OPERATION OF SPECIAL EDUCATION
SERVICES AND PROGRAMS
School Years: 2008 - 2011
The Mount Union Area SD
within Tuscarora IU 11 assures that the school district will comply with the
requirements of 22 PA Code Chapter 14 and with the policies and procedures of
PDE. PDE will specify, in writing, policies and procedures to be followed.
Requests for any deviations from these regulations, standards, policies, and
procedures must be made in writing to PDE. The school district understands that
special education reports will be approved by PDE in accordance with the following
criteria as set forth in 22 Pa. School Code §14.104:
- 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.
- 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.
- The school district has adopted policies and procedures
that assure that students with disabilities are included in general
education programs and extracurricular and non-academic programs and
activities to the maximum extent appropriate in accordance with an
Individualized Education Program.
- The school district will comply with the PA Department
of Education, Bureau of Special Education's report revision notice
process.
- 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.
- The school district assures 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.
This
assurance must be signed by the School Board President and the Superintendent
for the school district to operate services and programs.
_________________________ __________ _________________________
__________
Board
President Date Superintendent Date