Pennsylvania Department of Education
COMMONWEALTH OF PENNSYLVANIA
DEPARTMENT OF EDUCATION
333 MARKET STREET
HARRISBURG, PA 17126-0333
Special Education Report
Wednesday,
February 20, 2008
Entity: Lackawanna Trail SD
Address: PO Box 85
Factoryville, PA 18419-0085
Phone:
Contact Name: Robert Jurbala
School District Demographics
|
School
District |
IU # |
Superintendent |
# of
Bldgs |
Total
Enrollment |
Total
Unduplicated SES Students |
|
Lackawanna
Trail SD |
Northeastern Educational IU 19 |
Robert M.
Jurbala |
2 |
1353 |
253 |
District Special Education Contact:
|
Name |
Title |
Phone |
Fax |
Email |
|
JoAnn
Radicchi |
Director
of Special Education |
570-945-5184 |
570-945-3154 |
radicchij@ltsd.org |
Special Education Plan Team Members
|
Name |
Affiliation |
Membership Category |
Appointed By |
|
Jeff
Gregory |
Secondary
Asst. Principal |
Administrator |
Administration |
|
Donna
Salva |
Reading
Specialist |
Elementary
School Teacher |
Teachers |
|
Ellen
Frank |
Secondary
Guidance Counselor |
Ed
Specialist - School Counselor |
Educational Specialists |
|
Gerauld
Frost |
Community
Member |
Community
Representative |
School
Board |
|
Jane
Richards |
Community
Representative |
Board
Member |
School
Board |
|
Janice
Joyce |
Curriculum
Director |
Administrator |
Administration |
|
JoAnn
Radicchi |
Special
Education Director |
Special
Education Representative |
Administration |
|
Maria
DelPrete |
Parent |
Parent |
School
Board |
|
Matthew
Rakauskas |
Secondary
Principal |
Administrator |
Administration |
|
Robert M.
Jurbala |
Superintendent |
Administrator |
Administration |
|
Robert
Scott |
Higher
Education Representative |
Community
Representative |
School
Board |
|
Timothy
Ronchi |
Secondary
Guidance Counselor |
Ed
Specialist - School Counselor |
Educational Specialists |
Program Evaluation (P.L. 105-17, §612(2) and §613(a))
Current Program Strengths and Highlights
Lackawanna Trail maximizes its use of available
resources. The collaboration between special education and general education
leadership allows us to work within a schedule in both buildings that promotes
careful consideration of least restrictive environment. The regular education
administrators work with us to make the master schedule as flexible as possible
to make this happen. For example, all grade level teachers at the elementary
level are required to teach all subjects at the same time. At the high school
level, the guidance department hand-schedules our students so that their
identified needs can be met. That has allowed us to schedule our special
education staff so that there is direct teaching available outside the general
education classroom for those students whose IEP team has identified the need
for that, as well as special education supports and services delivered in the
general education classroom for students whose IEP team has identified that
setting as appropriate.
The special education staff have worked hard to
implement instructional strategies and materials that are scientifically
researched-based in special education classrooms. All of our Learning Support
teachers and teacher assistants are direct instruction trained and use the
PaTTAN trained progress monitoring methods routinely. Each year at IEP time, we
are recommending more and more of our students be included in regular education
classrooms the following year in Language Arts and Math based on their progress
in these programs such as Reading Mastery Plus, Connecting Math Concepts,
Expressive Writing, Corrective Reading and Math, Language for Learning, etc. The
use of these programs also provides continuity for students from year to year as
they move to new teachers.
The dedication of the special education staff is a strength. While we are
geographically distant from readily available professional development, our
teachers are willing to do what it takes to stay current on best practices. The
district is willing to commit the financial resources for workshops,
conferences, and trainings. Because we are a small district, this often requires
one person taking on several different types of responsibility, and both our
professional and para-professional staff readily do this. Our special education
staff has little turnover.
We maintain positive, collaborative relationships with our parents by using
student-focused problem solving strategies. The extra time that this approach
often takes is well woth it, as we have almost no parent complaints to BSE or
due process hearings.
Identifying Students with Learning Disabilities
Enrollment Differences
Ethnicity Enrollment Differences
Exiting Statistics
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 |
Incarcerated Students Oversight
Lackawanna Trail has no facility for incarcerated students
within its district boundaries.
Facilities for Incarcerated Students
|
Facility Name |
Provider of Educational Services |
# of
Students Receiving Srvcs as of Dec 1 |
Least Restrictive Environment 34 CFR §300.551
Ensuring Maximum Integration
The LEA at Lackawanna Trail attends both in-district and
out-of-district IEP meetings. The district understands that special education is
a service and not a place, and the discussions at these meetings are conducted
with that premise. The district uses both local and MA funds to offer
professional development to both its regular and special education staff to
build capacity within our district buildings to meet the needs of all of our
special education students.Trail is currently completing the first year of what
is projected to be a three year phase-in of Response to Intervention as a way of
working with struggling students. The Lackawanna Trail School District uses a
variety of supplementary aids and services to ensure that our students can be
educated in general education classrooms in our district whenever possible.At
the elementary level, the district has regular assessment procedures in place
(DIBELS) which gives us accurate information regarding each student's skill
level when considering instructional options. The LTSD uses its Class Size
Reduction funds to make a teacher available to do small group instruction with a
variety of instructional materials in the primary grade classrooms to meet
individual student needs. Several regular education teachers at the Elementary
Center are trained in researched-based intervention programs which they
incorporate into their regular education curriculum when a student is not
successful in the grade level regular instructional materials so that more
options are available in regular education classrooms. Special Education
teachers and teacher assistants at the intermediate level are scheduled so that
they are available to co-teach and assist with adaptations within the regular
education classroom in Science, Health, and Social Studies classes. At the High
School level, one Learning Support teacher and two teacher assistants are
assigned only to assist special education students who are in general education
classes.
Lackawanna Trail currently maintains a relationship with four agencies that
provide metal health and behavioral services throughout our district. These
services, such as TSS, Mobile Therapy, and Behavioral Specialist allow many
students to be successful in their home school, regular education environment.
In addition, our school guidance counselors and school psychologist work with
IEP teams to write, implement, and monitor postive behavior support plans for
students.
Supplementary Aids and Services
|
Service |
Comment |
|
Northeastern Educational Intermediate Unit #19 |
Special
Education services, curriculum services |
|
Special
Education Director |
K — 12
position; district funded |
|
Assistive
technology |
Access to
all types of assistive technology for students from a grant received by
Marywood University in partnership with area school districts |
LRE Data Analysis
Least Restrictive Environment - Facilities
|
Facility Name |
Type of
Facility |
Type of
Service |
# of
Students Placed |
|
Abington
Heights High School |
Neighboring School Districts |
Emotional
Support |
3 |
|
Abington
Heights Middle School |
Neighboring School Districts |
Autistic
Support |
1 |
|
Abington
Heights Middle School |
Neighboring School Districts |
Life
Skills Support |
1 |
|
Clarks
Summit Elementary Center |
Neighboring School Districts |
Autistic
Support |
1 |
|
Mayfield
Elementary Center |
Neighboring School Districts |
Multi-Disabilities Support |
1 |
|
Mayfield
Elementary Center |
Neighboring School Districts |
Emotional
Support |
1 |
|
Carbondale
Area Jr/Sr HS |
Neighboring School Districts |
Emotional
Support/Partial Hospitalization |
1 |
|
Tri-County
Human Services |
Other |
Emotional
Support/Acute Partial Hospitalization |
2 |
|
Mid-Valley
High School |
Neighboring School Districts |
Life
Skills Support |
1 |
|
Valley
View Elementary |
Neighboring School Districts |
Life
Skills Support |
1 |
|
Valley
View Middle School |
Neighboring School Districts |
Life
Skills Support |
1 |
|
Jefferson
Center |
Special
Education Centers |
Life
Skills Support |
1 |
|
Clarks
Summit Elementary |
Neighboring School Districts |
Life
Skills Support |
2 |
|
Old Forge
Elementary |
Neighboring School Districts |
Life
Skills Support |
1 |
|
Old Forge
Jr/Sr HS |
Neighboring School Districts |
Emotional
Support |
1 |
|
Elk Lake
High School |
Neighboring School Districts |
Emotional
Support |
2 |
|
Elk Lake
Elementary Center |
Neighboring School Districts |
Emotional
Support |
3 |
|
Lourdesmont Day Treatment |
Other |
Emotional
Support/Partial Hospitalization |
2 |
|
Alternative Learning Center |
Special
Education Centers |
Emotional
Support |
1 |
|
Scranton
State School for the Deaf |
Special
Education Centers |
Deaf and
Hearing Impaired Support |
2 |
|
Dana St.
Elementary Center |
Neighboring School Districts |
Deaf and
Hearing Impaired Support |
1 |
Personnel Development for Improved Student Results
Technical Assistance and Training
Personnel Development Activities:
|
Topic |
WRITING:
Students with disabilities will demonstrate increased educational results in
writing as outlined in the PA academic standards. |
|
Anticipated Training Dates |
Training
Partners |
Training
Participants and Audience |
Training
Format |
Evidence
of Results |
|
Fall 2007
continuing through Spring 2010 as new information becomes avaialable |
PATTAN
Staff, IU Staff, School District Staff |
New Staff,
Instructional Staff |
On-site
Training with Guided Practice |
The
Learning Support teachers will be inserviced on the latest research on what
works in writing instruction and be given examples of tools and rubrics to
use to assess progress to inform instruction. Students in our special
education programs will expand the types of writing that they are proficient
with. |
|
Topic |
AYP |
|
Anticipated Training Dates |
Training
Partners |
Training
Participants and Audience |
Training
Format |
Evidence
of Results |
|
|
|
|
|
|
|
Topic |
Proficiency |
|
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 |
|
|
|
|
|
|
Personnel Development - PA NCLB Goal #1
Personnel Development - PA NCLB Goal #3
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 |
|
Spring
2007, Winter 2008, Spring 2008, Winter 2009, Spring 2009, Winter 2010,
Spring 2010 |
PATTAN
Staff, IU Staff, Higher Education Staff, Community Agencies |
Parent,
New Staff, Paraprofessional, Instructional Staff, Administrative Staff,
Related Service Personnel |
On-site
Training with Guided Practice, Workshops with Joint Planning Periods,
Conferences |
All
teachers who work with students diagnosed on the austism spectrum will have
the necessary knowledge they need to effectively include and teach these
students. |
|
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 |
|
to begin
as soon as Chapter 14 regulations are finalized and to continue until all
specail education teacher assistants are highly qualified by that definition |
PATTAN
Staff, IU Staff |
Paraprofessional |
On-site
Training with Guided Practice, Conferences |
All
teacher assistants working in Learning Support programs will meet Chapter 14
guidelines for highly qualified. |
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 |
|
Spring
2007 |
Lourdesmont Therapist to describe truancy prevention program |
Instructional Staff, Administrative Staff |
Conferences |
LTSD High
School will consider partnering with Lourdesmont in the implementation of
their program to reduce truancy. |
|
Fall 2007 |
PATTAN
Staff, IU Staff |
New Staff,
Paraprofessional, Instructional Staff |
On-site
Training with Guided Practice |
The high
school Learning Support teachers will take responsibility for conducting an
identified series of transition planning activities with the students they
are case managers for. |
|
Fall 2007,
Fall 2008, Fall 2009 |
IU Staff |
Parent |
|
Students
and parents will be able to identify and access agency supports to pursue
post high school goals. Seniors and their families will participate in
Transition Roundtable to make direct contact with the agencies that may
provide them support. |
|
Winter
2007 |
PATTAN
Staff, IU Staff, Outside Agency |
Parent,
New Staff, Paraprofessional, Instructional Staff, Administrative Staff,
Related Service Personnel |
On-site
Training with Guided Practice, Conferences |
All staff
working with high school students with IEP's will be knowledgable about
revised Chapter 14 requirements regarding transition services and will be
trained to implement revised requirements |
|
Fa.. 2007,
2008, 2009 |
Career
Link |
Instructional Staff |
On-site
Training with Guided Practice |
Junior
students and teachers will participate in the Career Link program "What Do
You Want To Be When You Grow Up?". While the students will get hands-on
experience with some life planning, the teachers will see the types of
activities that can be further explored in their classrooms. |
Behavior Support Services
Interagency Collaboration (11 P.S. §875.304)
Ensuring FAPE/Hard to Place Students
Local Continuum of Supports and Services
Expansion of Continuum of Supports and Services
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 |
Lackawanna
Trail Elementary Center |
E |
GE |
R |
LS |
6 |
9 |
11 |
.8 |
|
- |
SD |
Lackawanna
Trail Elementary Center |
E |
GE |
R |
LS |
8 |
11 |
15 |
1 |
|
- |
SD |
Lackawanna
Trail Elementary Center |
E |
GE |
R |
LS |
9 |
12 |
5 |
1 |
|
- |
SD |
Lackawanna
Trail Elementary Center |
E |
GE |
R |
LS |
11 |
12 |
16 |
1 |
|
- |
SD |
Lackawanna
Trail Elementary Center |
E |
GE |
R |
LS |
11 |
13 |
19 |
1 |
|
- |
SD |
Lackawanna
Trail Jr/Sr High School |
S |
GE |
I |
LS |
13 |
17 |
23 |
1 |
|
- |
SD |
Lackawanna
Trail Jr/Sr High School |
S |
GE |
R |
LS |
15 |
19 |
20 |
1 |
|
- |
SD |
Lackawanna
Trail Jr/Sr HS |
S |
GE |
R |
LS |
14 |
18 |
19 |
1 |
|
- |
SD |
Lackawanna
Trail Jr/Sr HS |
S |
GE |
R |
LS |
13 |
17 |
19 |
1 |
|
- |
SD |
Lackawanna
Trail Jr/Sr HS |
S |
GE |
R |
LS |
14 |
18 |
19 |
1 |
|
- |
IU |
Lackawanna
Trail Jr/Sr HS |
J |
GE |
PT |
ES |
13 |
17 |
9 |
1 |
|
- |
SD |
Lackawanna
Trail Jr/Sr HS |
S |
GE |
R |
LS |
13 |
17 |
20 |
1 |
Support Staff (District)
School District:
Lackawanna Trail SD
|
ID |
OPR |
Title |
Location |
FTE |
|
- |
SD |
Speech/Language Support |
Lackawanna
Trail Elementary Center |
1.00 |
Contracted Support Services
|
ID |
IU /
Agency |
Title /
Service |
Amount
of Time per Week |
|
- |
NEIU #19 |
School
Psychologist |
5 Days |
|
- |
NEIU #19 |
Occupational Therapist |
1 Days |
|
- |
NEIU #19 |
Speech/Language Therapist |
2 Days |
|
- |
NEIU #19 |
Physical
Therapist |
6 Hours |
|
- |
NEIU #19 |
Teacher of
the Hearing Impaired |
6 Hours |
|
- |
NEIU #19 |
Itinerant
Emotional Support |
4 Hours |
ASSURANCE FOR THE OPERATION OF SPECIAL EDUCATION
SERVICES AND PROGRAMS
School Years: 2010 - 2013
The Lackawanna Trail SD
within Northeastern Educational IU 19 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:
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