LTSD.INFO

 


 

Pennsylvania Department of Education

 






LTSD.INFO

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:

  1. There are a full range of services, programs and alternative placements available to the school district for placement and implementation of the special education programs in the school district.
  2. The school district has adopted a child find system to locate, identify and evaluate young children and children who are thought to be a child with a disability eligible for special education residing within the school district's jurisdiction. Child find data is collected, maintained, and used in decision-making. Child find process and procedures are evaluated for its effectiveness. The school district implements mechanisms to disseminate child find information to the public, organizations, agencies, and individuals on at least an annual basis.
  3. The school district has adopted policies and procedures that assure that students with disabilities are included in general education programs and extracurricular and non-academic programs and activities to the maximum extent appropriate in accordance with an Individualized Education Program.
  4. The school district will comply with the PA Department of Education, Bureau of Special Education's report 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 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

Lackawanna Trail School District Special Education Report not Official LTSD.ORG LTSD LTHS LTEC

Lackawanna Trail School District Special Education Report not Official LTSD.ORG LTSD LTHS LTEC