District Level Planning Overview
Demographics
Forest
City Regional SD
Address:
100 Susquehanna Street
Forest City, PA 18421
Phone Number:
(570)785-2400
Phase:
Phase 3
Superintendent
Information
Name:
Dr. Jessica Aquilina
E-mail address:
jaquilina@fcrsd.org
Director
of Special Education Information
Name:
Dr. Angela Geyer
E-mail address:
ageyer@fcrsd.org
Planning
Committee
· Peter Jordan – Administrator
Appointed to the Professional
Education subcommittee by:
Administrator
Appointed to the Special Education
subcommittee by:
Administrator
· Joni Kopa – Ed Specialist - School
Psychologist
Appointed to the Professional
Education subcommittee by:
Educational Specialist
Appointed to the Special Education
subcommittee by:
Administrator
· Kim Kurtus – Parent
Appointed to the Professional
Education subcommittee by:
Administrator
Appointed to the Special Education
subcommittee by:
Administrator
· Michele Lesjack – Elementary School
Teacher - Special Education
Appointed to the Professional
Education subcommittee by:
Administrator
Appointed to the Special Education
subcommittee by:
Administrator
· Bridget Moran – Secondary School Teacher -
Special Education
Appointed to the Professional
Education subcommittee by:
Administrator
Appointed to the Special Education
subcommittee by:
Administrator
Special Education
Students
Identify the total number of unduplicated special education
students.
Total students identified: 128
Identification
Method
Identify the District's method for identifying students with
specific learning disabilities.
The Forest City Regional School District currently utilizes the
ability/achievement discrepancy models in identifying a student with specific
learning disability throughout the district. The discrepancy model
measures the gap between a students cognitive ability and a students
achievement level as evidenced by performance on a standardized academic
achievement assessment. In addition, the district rules out the lack of
exposure of research based instruction by highly qualified teacher in the areas
of reading and math as the primary cause of academic performance. Forest City
also have in place Child Find procedures and a referral process that
begins prior to formal Kindergarten enrollment though a screening process.Forest
City Regional also uses Response to Intervention strategies at the elementary
level and incorporates I/E (intervention and
enhancement) period every day for each grade level. Weekly Child Study
meetings are held at each level in the District. All students referred to
child study are considered at risk and an educational team prescribes a plan of
intervention and monitors the progress of the intervention.The teams develops
an Action PLan for the student, data is collected, interventions are progress
monitored for a specific lengthen of time. The child study team consists
of special education supervisor, guidance counselor, principal, teachers
and parents when necessary.
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
A review of our data for the 2011 - 2012 school year does not
indicate a 10% difference in the LEA and State
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?
There are no facilities that house students under Section 1306
of the Public School Code
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).
Presently FCRSD does not have any students that are
incarcerated. In the event that this would occur, the LEA would work with
Lackawanna, Wayne or Susquehanna probation and court system or school districts
where the facility is located to ensure FAPE. The NEIU #19 provides services to
students that are incarcerated in Lackawanna County and notifies the district
when students are placed. The same is for Wayne and Susquehanna counties.
Least Restrictive
Environment
1.
Describe the District procedures, which ensure that, to the
maximum extent appropriate, children with disabilities, including those in
private institutions, are educated with non-disabled children, and that removal
from the regular education environment only occurs when education in that
setting with supplementary aids and services, cannot be achieved
satisfactorily.
2.
Describe how the District is replicating successful programs,
evidence-based models, and other PDE sponsored initiatives to enhance or expand
the continuum of supports/services and education placement options available within
the District to support students with disabilities access the general education
curriculum in the least restrictive environment (LRE). (Provide information
describing the manner in which the District utilizes site-based training,
consultation and technical assistance opportunities available through
PDE/PaTTAN, or other public or private agencies.)
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.
Monitoring and developing strategies for students who are
at risk begins with the child study team that meets weekly. The team
develops strategies which are implemented to address struggling students with
special needs to support them in regular education classrooms. If the student
is struggling to meet success, an action plan is developed and the team meets
weekly to monitor the students progress with the plan. LRE is also the first
consideration in planning a students program with supplementary aids and
services. FCRSD is an inclusive environment. Removal from the regular
education program only occurs after all interventions and supplementary aids
and services have been addressed and data is reviewed by the child study
team. The MDT considers all factors when a student is found eligible for
special education services. Co-teaching focusing on differentiated
instruction are available to support maximum integration. All staff, both
regular and special education staff have attended the Co-teaching Academy,
trained at the NEIU#19 as well on site training. I have also completed
the Special Education Fellowship Program that includes training in the LRE and
have shared that information with staff at staff meetings and in house
training. Presently, we have very few students that are being educated
outside the district. Students with Multiple Disabilities, Autism or serve
behaviorial issues are the only ones that are not being education in their home
district. Since there are so few of them, we do not have enough to
generate a program in our home district. A review of Indictor 5
states SE inside Regular class less than 40% of the time, we did not
meet. The district has a Partial Hospitalization Program in our district
that restricts the amount of time a student can be in regular classes. However,
we begin including them as soon as possible which is determined by the Partial
Hospitalization Team. The amount of students that we have in that program
varies from year to year, this year we only have one. However, since were
are such a small district if we have 4 or 5 students in that program it
reflects on our LRE. However, in this same year we exceed the LRE for inside
regular education class 80% or more the state average of 66.2% with the
district reflecting 77.0%
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.
Last year the district developed a team and implemented a
School Wide Positive Behavior Support Program (WEB). It is an on going
training with the NEIU#19#19 consultants meeting with our team on site and
monitoring our progress. The teachers with assistance from the IU have
developed our plan, collect data on behaviors and plan interventions along with
child study team.
The District has two board policies regarding behavioral support
for students with disabilities. Positive Behavior Support and Discipline
of Students with Disabilities. Students with disabilities shall be educated in
the least restrictive environment and shall only be placed in settings other
than a regular education class when the nature or severity of the students
disability is such that eduction in the regular education class with the use of
supplementary aids and services cannot be achieved satisfactorily.
The IEP team shall develop a positive behavior support plan if the students
requires specific interventions to address behavior that interferes with
learning. The identification, evaluation and plan or program shall be
conducted and implemented in accordance with state and federal law. The Board
directs that the districts behavior support programs shall be based on positive
rather than negative behavior techniques to ensure that the student shall be
free from demeaning treatment and unreasonable use of restraints or other
aversive techniques. Staff shall be provided regular training and retraining as
needed in use of specific procedures, methods and techniques including
de-escalation, restraints and seclusion that will be used to implement positive
behavior supports or interventions in accordance with students IEP and Board
policy. In addition, students, parents and staff have been trained using
Rachels Challegne and Olweus. Also, in the elementary as well as the high
school we have a School Base Therapeutic Program
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.
Historically,FCRSD has minimal difficulty providing
FAPE for our students. Adhering to LRE, the majority of our students with
disabilities are serviced within our district. However, should we
encounter difficulty in ensuring FAPE for a student, the district request
assist would utilize the interagency process of collaborative consultation
with our local IU#19, community agencies and parents to address programming
concerns. The district would also request the assistance of the CASSP (County
Child and Adolescent Service System Program) coordinator when there is
increased difficulty in locating appropriate programming for a student. This
system has worked successfully throughout the years and we would continue on
this path. We have contracts with NHS, Mental Health, Behavior Health and Drug
and Alcohol providers We have participated in public hearings in Wayne
county to be prepared if we faced any issues. Often we drive our students and
families to appointments or have supplied them with funds to attend any appointments.
However, if a student is placed in a residential treatment facility, we
continue to participate in their program and follow their progress. Of
course, we pay for the education costs of that student.
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 strengthen of our program are the staff that are
dedicated professionals who think outside the box to provide the best
possible educational experience for all our students. In addition, our
superintendent allows the opportunity to be innovative with our programming and
the board support to implemented unique programs. For instance, this year
we put a workable apartment in our high school to allow our life skills
students to experience real world experiences and to sharpen their functional
skills. This has also given them an extraordinary opportunity to be part of
their home school experience. Building the apartment was a labor of love
that incorporated all staff and parents. In addition, this year we are
establishing a functional business within our school that will be run, operated
by all students including the Life Skill students. The store will also be
open to the public one or two nights a week, again run by students with
staff support.. The store is in the planning strategies with
all aspects of it being developed by students with teachers as facilitators.
Educating our special needs students at FCRSD is truly a team effort. We have
are own school psychologist, 3 guidance counselors and contracts with NHS to
deliver mental health services in our elementary as well as the high
school We have a progressive technology program where every student
in grades from 7 to 12 have their own lab top computer to use in school and
take home. There is on going training for all staff to do flip classrooms
and to use the technology to enhance student learning and achievement. We have
a high degree of integration of all students in regular education programs,
they are included in all extra-curricular activities as well. The
district holds a Transition Fair yearly with 3 or 4 other districts joining us
to offer information to all our students. In addition, we have speakers and
trades professionals meeting with our students on a monthly basis. We
offer parent training at IEP meetings, doing open house as often as
possible. We are a small rural community that the school is the hub of
the town which benefits our students and staff. There
are professional development throughout the year on a variety of subject
matter.
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.
· Carbondale Area School District
Type of Facility:
Neighboring School Districts
Type of Service:
AL
Number of Students Placed:
1
· Jefferson Center
Type of Facility:
Special Education Centers
Type of Service:
AS, LS,
Number of Students Placed:
4
· NHS Intensive Care
Type of Facility:
Special Education Centers
Type of Service:
Emotional Support
Number of Students Placed:
1
· Program Position #1
Operator:
School District
Program Details
Details have not been provided.
|
Location/Building
|
Grade
|
Building
Type
|
Support
|
Service
Type
|
Age Range
|
Caseload
|
FTE
|
|
Elementary
|
An Elementary School Building
|
A building in which General Education programs are
operated
|
Itinerant
|
Learning Support
|
10 to 13
|
24
|
1
|
|
Justification: Teacher
is Learning Support for Students spanning 4th grade to 5th and they are never
with her at the same time
|
|
· Program Position #2
Operator:
School District
Program Details
Details have not been provided.
|
Location/Building
|
Grade
|
Building
Type
|
Support
|
Service
Type
|
Age Range
|
Caseload
|
FTE
|
|
Forest City Elementary
|
An Elementary School Building
|
A building in which General Education programs are
operated
|
Itinerant
|
Learning Support
|
8 to 10
|
15
|
1
|
· Program Position #3
Operator:
School District
Program Details
Details have not been provided.
|
Location/Building
|
Grade
|
Building
Type
|
Support
|
Service
Type
|
Age Range
|
Caseload
|
FTE
|
|
Forest City High School
|
A Junior/Senior High School Building
|
A building in which General Education programs are
operated
|
Itinerant
|
Learning Support
|
17 to 18
|
11
|
1
|
· Program Position #4
Operator:
School District
Program Details
Details have not been provided.
|
Location/Building
|
Grade
|
Building
Type
|
Support
|
Service
Type
|
Age Range
|
Caseload
|
FTE
|
|
Forest City School District
|
A Junior/Senior High School Building
|
A building in which General Education programs are
operated
|
Itinerant
|
Learning Support
|
12 to 14
|
12
|
1
|
· Program Position #5
Operator:
School District
Program Details
Proposed Program Information
Details have not been provided.
|
Location/Building
|
Grade
|
Building
Type
|
Support
|
Service
Type
|
Age Range
|
Caseload
|
FTE
|
|
Forest City Regional School District
|
A Junior/Senior High School Building
|
A building in which General Education programs are
operated
|
Full-Time Special Education Class
|
Life Skills Support
|
15 to 16
|
3
|
1
|
· Program Position #6
Operator:
School District
Program Details
Details have not been provided.
|
Location/Building
|
Grade
|
Building
Type
|
Support
|
Service
Type
|
Age Range
|
Caseload
|
FTE
|
|
Forest City Regional
|
A Junior/Senior High School Building
|
A building in which General Education programs are
operated
|
Full-Time Special Education Class
|
Life Skills Support
|
15 to 16
|
3
|
1
|
· Program Position #7
Operator:
School District
Program Details
Details have not been provided.
|
Location/Building
|
Grade
|
Building
Type
|
Support
|
Service
Type
|
Age Range
|
Caseload
|
FTE
|
|
Forest City Regioanl
|
A Junior/Senior High School Building
|
A building in which General Education programs are
operated
|
Itinerant
|
Learning Support
|
12 to 14
|
12
|
1
|
· Program Position #8
Operator:
School District
Program Details
Details have not been provided.
|
Location/Building
|
Grade
|
Building
Type
|
Support
|
Service
Type
|
Age Range
|
Caseload
|
FTE
|
|
Forest City Regional
|
A Junior/Senior High School Building
|
A building in which General Education programs are
operated
|
Itinerant
|
Learning Support
|
15 to 17
|
18
|
1
|
· Program Position #9
Operator:
School District
Program Details
Details have not been provided.
|
Location/Building
|
Grade
|
Building
Type
|
Support
|
Service
Type
|
Age Range
|
Caseload
|
FTE
|
|
|
|
|
|
|
|
|
|
· Program Position #10
Operator:
School District
Program Details
Details have not been provided.
|
Location/Building
|
Grade
|
Building
Type
|
Support
|
Service
Type
|
Age Range
|
Caseload
|
FTE
|
|
Forest City Regional
|
An Elementary School Building
|
A building in which General Education programs are
operated
|
Itinerant
|
Learning Support
|
6 to 9
|
15
|
1
|
Location:
Elememtary
Teacher Full Time Equivalent:
0.5
Location:
Elementary
Teacher Full Time Equivalent:
0.5
Location:
Elememtary
Teacher Full Time Equivalent:
0.5
Location:
Elememtary
Teacher Full Time Equivalent:
0.5
Location:
Elememtary
Teacher Full Time Equivalent:
0.5
Location:
Elememtary
Teacher Full Time Equivalent:
0.5
Location:
Elememtary
Teacher Full Time Equivalent:
0.5
Location:
High School
Teacher Full Time Equivalent:
1
Location:
District Wide
Teacher Full Time Equivalent:
1
- Special Education supervisor
Location:
District wide
Teacher Full Time Equivalent:
1
Location:
Forest City Regional Elementary and High School
Teacher Full Time Equivalent:
1
Operator:
Intermediate Unit
Amount of Time per Week:
1 Days
Operator:
Intermediate Unit
Amount of Time per Week:
30 Minutes
- Teacher of the Hard of Hearing
Operator:
Intermediate Unit
Amount of Time per Week:
1 Days
Operator:
Intermediate Unit
Amount of Time per Week:
1 Days
Special Education Personnel Development
Autism
Description:
Each school the special
education teachers, paraeducators and parents working with students on the
Spectrum will receive on going consultation and training.
Manding, Instructional pacing
effective transitions and integration, Positive Behavior Support Plans
Person Responsible:
Donna Potis
Start Date:
10/6/2015
End Date:
6/6/2018
Proposed Cost/Funding:
- 2015–2018: $0.00 funded by 010 - ADMINISTRATIVE
BUDGET
Program Area(s):
Special
Education
PROFESSIONAL DEVELOPMENT DETAILS
Hours Per Session:
2.0
# of Sessions:
3
# of Participants Per
Session:
8
Provider:
NEIU
Provider Type:
IU
PDE Approved:
Yes
Knowledge Gain:
This is an optional narrative
for Special Education.
Research & Best
Practices Base:
This is an optional narrative
for Special Education.
For classroom teachers,
school counselors and education specialists:
- Enhances
the educator’s content knowledge in the area of the educator’s
certification or assignment.
- Increases
the educator’s teaching skills based on research on effective practice,
with attention given to interventions for struggling students.
- Provides
educators with a variety of classroom-based assessment skills and the
skills needed to analyze and use data in instructional decision-making.
- Empowers
educators to work effectively with parents and community partners.
For school or LEA administrators, and other educators seeking
leadership roles:
- Provides
the knowledge and skills to think and plan strategically, ensuring that
assessments, curriculum, instruction, staff professional education,
teaching materials and interventions for struggling students are aligned
to each other as well as to Pennsylvania’s academic standards.
- Provides
leaders with the ability to access and use appropriate data to inform
decision-making.
- Instructs
the leader in managing resources for effective results.
Training Format:
LEA Whole
Group Presentation
Participant Roles:
- Classroom
teachers
- Principals
/ Asst. Principals
- School
counselors
- Paraprofessional
- New
Staff
- Other
educational specialists
- Parents
Grade Levels:
- Elementary
- Primary (preK - grade 1)
- Elementary
- Intermediate (grades 2-5)
- Middle
(grades 6-8)
- High
(grades 9-12)
Follow-up Activities:
- Creating
lessons to meet varied student learning styles
- Lesson
modeling with mentoring
- Joint
planning period activities
Evaluation Methods:
- Classroom
observation focusing on factors such as planning and preparation,
knowledge of content, pedagogy and standards, classroom environment,
instructional delivery and professionalism.
- Student
PSSA data
- Participant
survey
- Review
of participant lesson plans
Reading NCLB
#1
Description:
Each year special education
teachers will receive training from the consultants and trainers of the direct
instruction reading programs utilized in the special education
program. The program include: SRA Reading Mastery and Corrective
Reading, Edmark and Trophies. Each year the special education will
receive training on progress monitoring of IEP goals to monitor educational
benefit to include: DIEBELS. Evidence that action step was implemented
will be documented on teachers logs.
Person Responsible:
Donna Potis
Start Date:
10/6/2015
End Date:
6/5/2018
Program Area(s):
Professional
Education, Special Education
PROFESSIONAL DEVELOPMENT DETAILS
Hours Per Session:
9.0
# of Sessions:
3
# of Participants Per
Session:
8
Provider:
Education
Consultants and Trainers, Supervisor of Special Education
Provider Type:
IU
PDE Approved:
Yes
Knowledge Gain:
This is an optional narrative
for Special Education.
Research & Best
Practices Base:
This is an optional narrative
for Special Education.
For classroom teachers,
school counselors and education specialists:
- Enhances
the educator’s content knowledge in the area of the educator’s
certification or assignment.
- Increases
the educator’s teaching skills based on research on effective practice,
with attention given to interventions for struggling students.
- Provides
educators with a variety of classroom-based assessment skills and the
skills needed to analyze and use data in instructional decision-making.
For school or LEA administrators, and other educators seeking
leadership roles:
- Provides
the knowledge and skills to think and plan strategically, ensuring that
assessments, curriculum, instruction, staff professional education,
teaching materials and interventions for struggling students are aligned
to each other as well as to Pennsylvania’s academic standards.
- Provides
leaders with the ability to access and use appropriate data to inform
decision-making.
- Empowers
leaders to create a culture of teaching and learning, with an emphasis on
learning.
- Instructs
the leader in managing resources for effective results.
Training Format:
Series of
Workshops
Participant Roles:
- Classroom
teachers
- Paraprofessional
- New
Staff
Grade Levels:
- Elementary
- Primary (preK - grade 1)
- Elementary
- Intermediate (grades 2-5)
- Middle
(grades 6-8)
Follow-up Activities:
- Analysis
of student work, with administrator and/or peers
- Creating
lessons to meet varied student learning styles
- Peer-to-peer
lesson discussion
- Lesson
modeling with mentoring
Evaluation Methods:
- Classroom
observation focusing on factors such as planning and preparation,
knowledge of content, pedagogy and standards, classroom environment,
instructional delivery and professionalism.
- Student
PSSA data
- Classroom
student assessment data
Behavior
Support
Description:
Each year all faculty and
staff in the special education department will receive training on the
districts Behavior Management Policies. Trainint will include classroom
and behavior management, functional behavior assessment, positive behavior
support plans, deescalation techniques and safe crissi management. Staff as
targeted by need in their program will receive descalation and restraint traing
by a CPI specialist. Evidence that the action step was implemented will be
documented in professional development logs. In addition, participatents
passing the assessment will receive CPI certificates.
Person Responsible:
Donna Potis
Start Date:
10/9/2015
End Date:
6/5/2018
Program Area(s):
Special
Education
PROFESSIONAL DEVELOPMENT DETAILS
Hours Per Session:
3.0
# of Sessions:
9
# of Participants Per
Session:
8
Provider:
Special
education Supervisor, CPI certified instructor
Provider Type:
IU
PDE Approved:
Yes
Knowledge Gain:
This is an optional narrative
for Special Education.
Research & Best
Practices Base:
This is an optional narrative
for Special Education.
For classroom teachers,
school counselors and education specialists:
- Enhances
the educator’s content knowledge in the area of the educator’s
certification or assignment.
- Increases
the educator’s teaching skills based on research on effective practice,
with attention given to interventions for struggling students.
For school or LEA administrators, and 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
- Paraprofessional
- Related
Service Personnel
Grade Levels:
- Elementary
- Primary (preK - grade 1)
- Elementary
- Intermediate (grades 2-5)
- Middle
(grades 6-8)
- High
(grades 9-12)
Follow-up Activities:
Other:
Review of FBAs and PBPSs
Evaluation Methods:
Other:
Assessment Certification of CPI
Paraprofessional
Description:
Each year all paraprofessional
will receive training in the following areas; Technology,
Assessments (PSSA, Keystone and DEBILES) Bullying, Safety, Disabilities.
Evidence that action step was implemented will be documented in training logs.
Person Responsible: