School District of Upper Dublin Special Education Overview Presented to the Special Education Advisory Committee May 28, 2015

School District of Upper DublinSpecial Education Overview

Presented to the Special Education Advisory Committee

May 28, 2015

District Mission Statement

“The mission of the School District of Upper Dublin is to provide a safe environment in which all students are respected, educated, encouraged, and challenged to become life-long learners within a global society.”

Special Education Data ReportPennsylvania Department of Education

Total Special Education Enrollment:2010-2011 = 510 or 11.9% (State Average 15.2%)

2011-2012 = 481 or 11.2% (State Average 15.1%)

2012-2013 = 476 or 11.0% (State Average 15.3%)

2013-2014 = 452 or 10.5% (State Average 15.4%)

2014-2015 = 462 or 10.9%


Percent of Special Education Enrollment by Disability:

Disability 2010-11 2011-12 2012-13 2013-14 2014-15Autism 11.4 (7.0) 13.5 (7.9) 13.9 (8.6) 14.4 (9.4) 14.2Deaf-Blind 0 (0.0) 0 (0.0) 0 (0.0) 0 (0.0) 0Emotional Disturbance

10.8 (8.8) 9.4 (8.6) 10.5 (8.6) 13.7 (8.4) 10.6

Hearing Impairment

0 (1.0) 0 (1.0) 0 (1.0) 0 (1.0) .01

Intellectual Disability

3.3 (7.6) 4.8 (7.1) 4.8 (7.1) 4.9 (6.7) 4.8

Multiple Disabilities

0 (1.1) 0 (1.1) 0 (1.1) 0 (1.1) .01

Orthopedic Impairment

0 (0.3) 0 (0.3) 0 (0.3) 0 (0.3) .002

Other Health Impairment

10.4 (9.0) 13.7 (10.1) 15.5 (11.2) 16.8 (12.3) 18.8

Specific Learning Disability

40.2 (48.3) 38.9 (46.9) 34.9 (45.4) 34.1 (44.3) 34.8

Speech or Language

21.2 (16.2) 17.0 (16.2) 17.2 (16.0) 12.6 (15.8) 13.4

Traumatic Brain Injury

0 (0.3) 0 (0.3) 0 (0.2) 0 (0.3) .004

Visual Impairment 0 (0.4) 0 (0.4) 0 (0.4) 0 (0.4) .002


Least Restrictive EnvironmentThe Individuals with Disabilities Education Act, 2004 (also known as the Individuals with Disabilities Education Improvement Act), requires …(1) That to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are non-disabled; and (2) That special classes, separate schooling or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.

YEAR Regular Ed 80% or more of the time

Regular Ed less than 40% of the time

In Other Settings

2010-2011 67.9 (61.0) 3.4 (9.6) 4.6 (4.3)

2011-2012 66.3 (62.4) 5.1 (9.2) 4.8 (4.3)

2012-2013 66.4 (62.1) 5.5 (8.9) 5.1 (5.0)Target 3.3%

2013-14 67.5 (62.4) 4.5 (8.9) 5.2 (4.8) Target 3.3%

2014-15 66.0 5.6 3.5

District-Wide Program Profile2014-15

School Learning Support

Autistic Support

Emotional Support

Life Skills Support

Jarrettown 1.5 (+) 1.0

Fort Washington

1.5 2.0

Maple Glen 1.5 1.0 1.0

Thomas Fitz 1.5 .5 1.0

Sandy Run 6.0 2.0 1.0 1.0

High School 5.0 (+) 1.5 (+) 2.0 1.0

Instruction in the Home

As needed As needed As needed As needed

Updates on 2014-15 InitiativesElementary Level

Middle Level High School Level Update

Establishment of a K-5Life Skills Program

Establishment of a 6-8Life Skills Program

Establishment of a 9-12 Life Skills Program

This year we had several students transition into the programs from existing district programs and out of district programs. Students receive instruction In Itinerant, Supplemental and Full Time programs (LRE) determined by the IEP team.

Establishment of K-5 Emotional Support Program

Continued emphasis on expansion of program to include Supplemental level of support when needed.

Continued emphasis on expansion of program to include Supplemental level of support when needed.

The new ES program at Thomas Fitz had a productive first year. Students from our four elementary schools who require more intensive programming can be placed here in lieu of alternative settings. Based on IEP team determinations, the student is either Itinerant, Supplemental or Full Time. The High School program expanded this year to include Supplemental supports through the addition of English and History (9-12) (approved /modified grade level curriculum )

Mental Health First Aid Program

Emergency Response Teams





K-12 Teams trained at every building in both areas – this will be ongoing through 2015-16.

Updates on 2014-15 InitiativesElementary Level Middle Level High School Level UpdateReview existing programs, access needs and adopt necessary Research-based Reading Intervention Programs K-5. Provide staff training as required to ensure fidelity of implementation.

Review existing programs, access needs and adopt necessary Research-based Reading Intervention Programs 6-8. Provide staff training as required to ensure fidelity of implementation.

Review existing programs, access needs and adopt necessary Research-based Reading Intervention Programs 9-12. Provide staff training as required to ensure fidelity of implementation.

This year we expanded the Read 180 and System 44 Programs to all levels. Elementary teachers were trained in May with a plan for full implementation next year.

We also purchased and trained staff in the SRA reading and math programs.

Continued refresher training was provided this year in existing programs.

Review existing programs, access needs and adopt Social Skills Programs K-5. Provide staff training as required to ensure fidelity of implementation.

Review existing programs, access needs and adopt Social Skills Programs 6-8. Provide staff training as required to ensure fidelity of implementation.

Review existing programs, access needs and adopt Social Skills Programs 9-12. Provide staff training as required to ensure fidelity of implementation.

This year all AS programs at the elementary level received training/materials for the Super Flex curriculum.

AS teachers worked on Social Skills K-12 scope and sequence of skills aligning to the PA Core Standards.

Updates on 2014-15 InitiativesElementary Level Middle Level High School Level Update

Expansion of current professional development to include district-wide resource manual outlining practices, processes, timelines and paperwork required to ensure compliance with Chapter 14 Regulations.



Monthly department meetings this year involved discussion and clarification of IDEA mandates specifically related to paperwork and compliance.

Specific trainings were held this year with A.Faust to address several topics including:Child FindLRE/InclusionGoal WritingIEP WritingProgress Monitoring

Further development of Transition Goals and Planning to ensure full understanding of the impact of State mandated testing (Keystones) and Graduation Requirements.

X This year we learned a lot from the state regarding the Keystone requirements and the impact on students with IEPs.

New Initiatives for 2015-16Elementary Middle High School

Collaboration with surrounding districts to partner teachers in our ES, AS, LSS Programs for sharing and professional development.

Utilization of the MCIU TAC (Teaching and Consulting) Team to provide consultation and support as needed to our programs.

Continued professional development on compliance, progress monitoring and IDEA.

Continued professional development on research-based programs used for direct instruction in reading.

Increased awareness and support of District focus on differentiation of instruction.

Expansion of current WINGS program to middle level. Examination of programs that support socialization, foster friendships and increase student involvement.

Expansion of mental health supports and services to all schools. •Development of SAP (Student Assistance Programs) Teams at the Elementary Level•Reallocation of district psychologists to assist with concentrated counseling as needed.•Utilization of Montgomery County Dept. of Health supports and programs K-12

• Development of comprehensive developmental guidance curriculum K-12 (examination of quality bullying programs)

KeystonesMust all students with IEPs participate in the Keystone Exams? (Algebra I, Biology and Literature administered at the end of course replace the 11th grade PSSA) Graduation class of 2017YES except for students who take the PASA.

A student who does not achieve proficiency on a Keystone Exam must complete a project-based assessment.

Exception: After a student attempts each Keystone, the IEP team may exempt the student from PBA.

Note: Student would then graduate based on IEP goals rather than PA Standards/Requirements.

Strengths and Highlights• District maintains outstanding reputation for excellence.• Strong partnerships between Board of School Directors, Administrative Team,

Faculty, Staff, Parent, Community Groups, Students and Early Intervention.• Continued GROWTH toward inclusionary practices K-12 and differentiation of

instruction for all students.• Continued development of K-12 District Programs to support students with

disabilities.• Continued planning to provide District-sponsored parent workshops highlighting

special education and related services. (Understanding the Law and Your Child 4/7/15, Program Showcase 5/21, Understanding Allergies 5/26/15)

• Continued growth of inclusionary Cardinal WINGS program at UDHS with a plan to expand to Sandy Run Middle School.

• Continued expansion and development of community-based work experiences and job coaching in and around Upper Dublin to support secondary transition plans.

• SPEAC Parent Advocacy Group; partnership with PEAC.

Staff Share SuccessesThe LAMP Words for Life app, based on the Unity® language system, is a augmentative communication program used with our students who are non verbal. Linda Blickley, OTR/L has partnered with Prentke Romich Company (the manufacturer) to make Upper Dublin a Beta site for their product. Following training, this program is used across the student’s day. Here in physical therapy, the student worked on the motor skills necessary to make a potato head while using the AAC device.

Submitted by Colleen Carey,Physical Therapist

Staff Share SuccessesHosted a homework club after school every Monday ( October through April to all LS students ) 13 students attended and parents raved about the positive experience!

Co-teaching the Eureka math program with a 4th grade teacher and seeing the successes of all students!!!Tier Movement and students moving back into the regular education classroom for reading due to their continuous progress.

Hosted volunteers and college students that want to learn more about our special education programs.

Submitted by, Julie MarshallTeacher @ JT

Staff Share Successes• Wings group had wonderful activities this year!• Examples: Secret Cardinal for a holiday gift exchange• Autism Awareness display for April- Students wrote on puzzle pieces with facts about Autism, personal experiences having

Autism (if they were comfortable sharing this)• Partnering with the athletic department (our spin off of Athletes Helping Athletes) to provide opportunities for students

with special needs to manage sports teams. • Travel training program to promote independent living skills- Louise and I organized a SEPTA bus trip in the fall to the

Willow Grove to purchase gifts for our secret cardinal and Train trip in the spring to a restaurant in Philadelphia to practice tips- We partnered with PTMA. Students learned how to read train schedules and planned these trips. Students learned perspective-taking skills (e.g. what gift would your secret cardinal want, locating a restaurant that is wheelchair accessible in Philly for one of Louise’s students, etc).

• Increased Community-based instruction placements established up with businesses in the community. Each day, our students go to 1-2 locations to work for 1.5 hours. A list of current placements include: Hilton Hotel, Fire Station, Township Building, George’s, Nick’s Pizza, Salad works (newest!!), Ambler YMCA, and Wal-mart. Our students are working on increasing independence in the natural work environment. We target custodial, clerical, and food service skills. It is awesome! We have included some students in the Life Skills program, too.

• - Partnership (informal) with UDHS cafeteria- -Students are learning to operate the industrial dishwasher, stock milks/juices, and restock utensils. These are students who have an interest in working in the food service industry after high school. Increasing partnerships in other departments in the high school to provide students with additional vocational opportunities- Letters for the nurse, newspapers in the communication center, serving drinks in the cardinal café, alphabetizing grey cards for the office, setting up Disney information for the seniors.

Submitted by ,Caitlyn LandskronerTeacher UDHDS

Staff Share Successes

“With the new “Reading Mastery Program”, my students in this program (5 out of 5) have all jumped one full grade level in their decoding ability and oral reading fluency levels over the course of 7 months in the program. One student in particular went from reading 50 words correct with 85% accuracy on a first grade oral reading fluency level to reading 82 words correct with 95% accuracy on a third grade oral reading fluency level.”

Submitted by, Christie Lawson Teacher Maple Glen

Linda Blickley and I co-presented at the ATIA conference in Orlando at the end of January 2015. Our presentation focused the success of one student learning to communicate using the Words For Life Sequence 84 communication system on his iPad. Raylene Fuchsel, Teacher Maple Glen

Staff Share SuccessesOn October 15 2014 and January 30 I presented at two National conferences for Assistive Technology. In October I presented with national leaders of augmentative communication Prentke Romich at Closing the Gap in Minnesota and in January, I presented with Raylene Fuchsel, Life Skills teacher at MGES at the Assistive Technology conference (ATIA) in Orlando Florida. Each conference was attended by teachers, therapists, families as well as children and adults with disabilities from across the United States and Nationally. Both conferences focus on assistive technology for people with special needs, and physical disabilities. This year, the Maple Glen School team, were asked to present at this conference. The presentation, “It Takes a Village Creating Complete Language Learning Environment,” this presentation demonstrates Maple Glen Elementary school team’s ability o use cutting edge technology as well as a unified team approach to successfully integrate a first grade student into his neighborhood school. The technology presented, Words for Life was purchased by Upper Dublin, and placed on an iPad that we purchased as part of a special education initiative. This program has allowed this student, who is nonverbal; to communicate to his classmates, read books aloud, participate in academic tasks, and ask kids to play on the playground. The school team is an essential part of this presentation because the collaborative efforts of the entire team school, family and home allowed for amazing improvement, and a true success story for inclusion of a student with significant needs into his neighborhood elementary school.

Submitted by Linda Blickley, MS OTR/L, ATS

Speech & Language Pathologist at Jarrettown Elementary School

teaches word retrieval strategies through Rap.

Submitted by, Irene Papanicolaou, Speech & Language Pathologist

Collaborative work at Jarrettown Elementary School with Speech & Language Pathologist,

Occupational Therapist, Physical Therapist and

Special Ed Teacher using state of the art technology with our homebound student.

Camera Mouse is a free software program, developed at Boston College, that allows you to control the mouse pointer on a Windows PC. Camera Mouse is useful for anyone with purposeful head, eye or lip movement that may not have full use of their hands. This software took the movement of the student’s upper lip and converted the signal into a mouse movement on the screen as a mouse replacement. In this video clip the student is using her upper lip to control the mouse and hit a target on the EaglesEyes Aliens.

Submitted by, Irene Papanicolaou, Speech & Language Pathologist

Polar PlungeWe did it! Sandy Run Middle School's “COOL CARDINALS” took the plunge on Saturday, January 24, 2015! The Eastern Polar Bear Plunge benefits our local Special Olympics athletes from Montgomery County, along with athletes across PA. Plungers took a quick dip in the very cold Delaware River in Neshaminy State Park.

This was our first time entering the "Cool Schools" division, and we came in 2nd place - raising a total of $2,605.00 Our team consisted of Dr. Jill Clark, Nancy Greenberg, Jamie Rongione, Lori Saville, and Meg Jones, along with Jack Clark, Amir Lewis, Dave Saville, and Heather Jones.

Special OlympicsThe middle school life skills support class participated in Special Olympics at Souderton High School. It was a wonderful experience for all. Attached is our group photo.Life Skills Teacher @ SRMSLori Saville

Staff Share Successes• Transition Highlights• Hosted Regional Transition Resource Expo/ Autism Fair – sponsored by the Montgomery County Intermediate Unit

• Parent Transition Evening- with SPEAC-Alicia Weiss from Montgomery County Community College and Jennifer Uber from Temple University presented information on accessing accommodations in college

• Dr. Graciela Slesaransky-Poe from Arcadia University presented information on the REAL Certificate

• Montgomery County Community College Symposium- Students attended symposium to learn about accessing accommodations in college and the differences between high school and college.

• Interview Awareness Day- Montgomery County Community College- students had an opportunity to participate in 2 mock interviews from employers in Montgomery County and receive feedback. They also participated in other job awareness activities.

• Eastern Center for Arts and Technology-students participated in the career expo presentation at school and had an opportunity to visit Eastern to explore 2 programs of interest.

• College Panel- Former students came to the high school during an enhancement period and spoke to students about accessing

accommodations in college and what has helped them to be successful in post- secondary education. • Eight Grade Transition- Students will visit the high school next week with their class for a tour and hear from a panel of

current high school students. Other transition activities have included meeting with parents of eight grade students prior to the program of studies presentation, high school teachers visited Sandy Run and met with students, and eight grade teachers have met with ninth grade teachers to discuss needed supports for students to be successful at the high school.

• Submitted by Maureen Klenk, Transition Coordinator @ UDHS

College PanelSubmitted by Maureen Klenk, TransitionCoordinator @ UDHS

Questions?

Alone we can do so little. Together we can do so much.

Helen Keller

Documents

School District of Upper Dublin Special Education Overview Presented to the Special Education Advisory Committee May 28, 2015