Pennsylvania Department of Education
COMMONWEALTH
OF PENNSYLVANIA
DEPARTMENT OF EDUCATION
333 MARKET STREET
HARRISBURG, PA 17126-0333
Special Education Report
Tuesday,
February 26, 2008
Entity: Scranton SD
Address: 425 N Washington Ave
Scranton, PA 18503-1305
Phone:
Contact Name:
School District Demographics
|
School District |
IU # |
Superintendent |
# of Bldgs |
Total Enrollment |
Total Unduplicated SES Students |
|
Scranton SD |
Northeastern Educational IU 19 |
Michael M. Sheridan |
18 |
9495 |
1569 |
District Special Education Contact:
|
Name |
Title |
Phone |
Fax |
|
|
Lee Carr |
Supervisor of Special Education |
570-348-3438 |
570-348-3372 |
lee.carr@scrsd.org |
Special Education Plan Team Members
|
Name |
Affiliation |
Membership Category |
Appointed By |
|
Lee Carr |
Scranton School District |
Special Education Representative |
Administrators |
|
Rose Malinowski |
Parent Teacher Organization |
Parent |
PTO |
|
Sheila Durkin |
Scranton School District |
Elementary School Teacher |
Scranton Federation of Teachers |
|
William F. King |
Scranton School District |
Administrator |
Administrators |
Program Evaluation (P.L. 105-17, §612(2) and §613(a))
Current Program Strengths and Highlights
The philosophy of the Scranton School District Special Education Program is evolving to one of inclusion. We believe that students with disabilities will be better served, whenever possible, with regular education students. However, we tend to balance that with providing students with specially-designed instruction to meet their educational needs in the general education curriculum.
Scranton School District has implemented co-teaching in the two high schools, with an itinerant and resource program in the high school and two middle schools. The elementary schools have embarked on inclusive programs and the district is continuing to expand the inclusionary model. Careful preparation and planning between Special Education Teachers, Regular Education Teachers and Special Education Paraprofessionals has been implemented to provide successful inclusion of special education students. NEIU #19 has been involved in in-servicing all of the Regular Education Teachers, Special Educational Teachers, and Paraprofessionals in four models consisting of an Introduction and Interview, Models of Inclusion and Adaptations, Differentiated Instruction and Effective Behavior Support. Our Special Education Program is becoming a collaborative effort of Special Education Teachers and Regular Education Teachers, as well as Paraprofessionals, working together to provide the very best program for all students. The Scranton School District’s desire is to give students with disabilities a sense of belonging to a school community. We encourage all of our special education students to participate in all extra curricular activities, including sports, band, clubs, EAP program, SOARS program, PRIDE program, and etc.
Our Special Education Staff is very knowledgeable, enthusiastic, and committed to providing the best to special education students. The Scranton School District is enthusiastic regarding the move to a more inclusive program for special needs students. NEIU #19 has been involved in in-servicing all of the Regular Education Teachers, Special Educational Teachers, and Paraprofessionals in four models consisting of an Introduction and Interview, Models of Inclusion and Adaptations, Differentiated Instruction and Effective Behavior Support. The District has collaborated with Supporting Autism and Families Everywhere (SAFE) and PaTTAN to develop a Verbal Behavior classrooms for special education students labeled with Autistic. With the assistance of PaTTAN, the District is promoting the state incentives of Progress Monitoring in the area of Reading and Mathematics. The staff is provided with in-services and encouraged to attend conferences to provide them with the cutting edge teaching methodology and strategies available. The District hosts a Partial Hospitalization program on the high school level. The Scranton School District works in cooperation with Lourdesmont Treatment Center to provide the students’ education in a therapeutic environment.
The Scranton School District initiated a Transition Program designed to introduce, train and place students in skilled positions within our community. Transitions students are from our Special Education Classes in both Scranton and West High Schools. Community business partners take part in any one or all three levels of student involvement of Career Shadowing, Apprenticeships, and School to Work. Career Shadowing allows the student to follow an employee on a “typical” day. This program is for students who would like to continue their education after high school, but want a feel for the profession before committing to a course study. The Apprenticeship is an experience for the student who will learn the job skills right at the job site. The student becomes skilled before being paid for their work. Ideally, the student would work part-time during the school year, then move to a full time position after graduation. The School to Work Program is developed for students who work in local businesses at less skilled positions that may take just several days to learn. Just as with the Apprentice Program, our goal is for the student to work part-time during the school day, then move to fulltime employment after graduation.
All of our Itinerant, Resource, Part Time, and Full Time Classrooms are equipped with the latest technological equipment available. Our students have access to computers and software to assist the students to transfer print to speech and speech to print. The District utilizes a number of Kurzwiel Educational Systems. This software-based program features the key skills necessary for successful learning in fluency and decoding, reading comprehension, vocabulary development, information organization of writing, spelling and self-editing.
We utilize specialized multisensory and phonological-based reading programs, in addition, to other comprehensive and supplementary reading programs to meet the individual needs of our special needs students. The Elementary and Middle Schools are using the DIBELS, the DRA and the Read Natural Program for Progress Monitoring for our special education students in the reading area. Special Education classes at the first through third grade level are using the Waterford Early Reading Program, a computer based program to supplement the reading series. Our Middle School and High School students are utilizing the SRA supplemental reading program, as well as SRA Expressive Writing. The District recently embarked upon the implementation of the 4Sight program for all high school students. Our Assesment Committee has developed a comprehensive plan to monitor and analyze data from grades two through eleven. The District will utilize the 4Sight program to make data decisions regarding the PSSAs. The Program consists of three tests this year and moves into four tests the following year. This provides our special education students, along with the teachers and administrators, the ability to analyze the data provided by the 4Sight testing program.
The Scranton School District inspires our special education students to succeed, and they do. They succeed in school, and the graduation rate is 93.83% - well above the state average. Our dropout rate is 6.17% and well below the state average.
For the past eight years, the District has been involved in the Stop Truancy and Really Succeed (STARS) Program that is a cross-systems collaborative project based on research, planning, and implementation relying on input from schools, community services, and the court system. By collectively searching for solutions, the District, along with other service agencies, is able to capitalize on the creativity and initiative of individuals in each of the systems. The continuing process of communication and collaboration allows the District to adjust the program and respond to new issues or concerns. Other goals include strengthening the relationship among students, family, and the school ,and at the same time, hold parents accountable for ensuring their child gains a full and proper education. Emphasizing the importance of education is a basic building block of the Program. Finally, a long-term goal is to reduce the rate of juvenile delinquency and ultimately adult criminal activity.
The Scranton School District is making an extra effort to establish an excellent rapport and communication with our parents of special education students. The District realizes the importance of this relationship and the cooperation with the parents leads to the success we will have with their students. The District has offered three in-services for parents of Autistic students through the resources of the Verbal Behavior Project. It is the District's goal to continue to increase the number of in-services for parents of students with special needs.
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 |
|
Friendship House Children's Service Center |
Friendship House |
16 |
Incarcerated Students Oversight
The Scranton School District provides educational programming for students placed at the Lackawanna County Prison, as well as, supplies the educational services to the Lackawanna County Prison. The prison informs our district of any students that may be in need of special education services. Our district then implements the same procedures that we would use to identify, evaluate, and then develop a program to meet the student’s educational needsunder IDEA offering FAPE. The District has a guidance counselor assigned to contact and review the students previous school for educational records. Progress reports are mailed to the district of the student's residence.
Facilities for Incarcerated Students
|
Facility Name |
Provider of Educational Services |
# of Students Receiving Srvcs as of Dec 1 |
|
Lacawanna County Prison |
Scranton School District |
11 |
|
Lackawanna County Juvenile Detention Center |
Scranton School District |
13 |
Least Restrictive Environment 34 CFR §300.551
Ensuring Maximum Integration
The Scranton School District uses a variety of strategies to ensure that children with disabilities are educated with non-disabled peers. A staff of six educational diagnosticians is assigned to various schools to offer support while children are being maintained in regular education. This includes adapted materials, curriculum, instructional strategies and a host of other sound educational practices. In addition, supports such as Title I Reading and Math after school enrichment, and many other supportive programs are offered. To these supports, the district employs over fifty paraprofessionals, some one on one, as well as, Therapeutic Staff Support provided by outside agencies such as Scranton Counseling Center. The District provides twelve Intensive Case Managers through the Scranton Counseling Center who work in our buildings. Scranton also uses alternative education programs for students who are at risk, before special education evaluations are conducted. The District operates SAVES, Yellowwood program and Student Teenage Mothers program as an alternative educational placements located in the District.
Supplementary Aids and Services
|
Service |
Comment |
|
Students receive instruction from highly qualified teachers; special education teachers assist regular education in the adaptation and modification of content and assessments. Students' IEPs are on file in the school office and available for teacher review. Classroom teachers are included in the initial preparation and the re-evaluation of the IEP. |
|
LRE Data Analysis
Least Restrictive Environment - Facilities
|
Facility Name |
Type of Facility |
Type of Service |
# of Students Placed |
|
Dunmore School District |
Neighboring School Districts |
Multi-handicapped |
6 |
|
Carbondale School Dstrict |
Neighboring School Districts |
Emotional Support |
1 |
|
Mid Valley School District |
Neighboring School Districts |
Emotional Support |
2 |
|
Abington Heights School District |
Neighboring School Districts |
Autism |
2 |
|
Riverside School District |
Neighboring School Districts |
Life Skills |
1 |
|
Lakelend School District |
Neighboring School Districts |
Life Skills |
1 |
|
Jefferson Center, NEIU#19 |
Special Education Centers |
Multi-handicapped, Autistic and Life Skills |
20 |
|
Eynon School, NEIU #19 |
Special Education Centers |
Emotional Support |
4 |
|
Pine Ridge School, VT |
Out-of-State Schools |
Learning Support |
1 |
|
Lakeview Neurological Rehabilitation, |
Out-of-State Schools |
Other health impaired |
1 |
|
Scranton State School for the Deaf |
Other |
Hearing Impaired |
4 |
|
Lourdesmont |
Special Education Centers |
Emotional Support |
44 |
|
Kidspeace |
Other |
Emotional Support |
2 |
|
Friendship House |
Other |
Emotional Support |
17 |
|
Bethesda |
Neighboring School Districts |
Emotional Support |
11 |
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 |
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 |
|
Quarterly Training-June 2006-June 2009 |
PATTAN Staff, IU Staff, Higher Education Staff |
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, |
To build capacity at each level with personnel who will provide support for other teachers within their buildings. The SSD will utilize the expertise of agencies for ongoing support and services. |
|
Ongoing training-June 2006-June 2009 |
PATTAN Staff, IU Staff, Higher Education Staff |
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 |
Currently, the SSD has five autistic classrooms. During the the school year, the district participates a partnership with the PaTTAN in the Verbal Behavior Project collect and analyzing the data from the ABILs assessments. |
|
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 |
|
June 2007-June 2009 |
PATTAN Staff, IU Staff, Higher Education Staff |
Parent, New Staff, Paraprofessional, Instructional Staff, Administrative Staff, Related Service Personnel |
On-site Training with Guided Practice, Workshops with Joint Planning Periods, Conferences, Distance Learning |
The District received a grant to train all our paraprofessional staff throughout the District. The paraprofessionals were surveyed after the ten training sessions indicating that the trainings were extremely important to their positions that they held. The SSD plan is continue the training for the paraprofessionals throughout the next three school years for all previously trained staff, as well as, the newly hired paraprofessionls. |
|
JUNE 2007-JUNE 2010 |
PATTAN Staff, IU Staff |
Instructional Staff |
On-site Training with Guided Practice, Workshops with Joint Planning Periods, Conferences |
The District will maintain the level of High Qualified special education teacher staff by requesting that all staff has completed the required Bridge and HOUSSE requirements. |
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 |
|
June 2007-June 2009 |
PATTAN Staff, IU Staff |
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 |
The Transition Coordinator attends Transition Counsel Meetings four times per year and shares the latest information to improve transition for students with disabilities with all high school special education staff. This information regarding transiton will be shared with the parents, Adult Services, new staff, Instructional Staff, Universities and Colleges, Local Agencies, Community Agencies,Recruiters for the Armed Forces, OVR, and Administrative Staff. |
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 |
Adams |
E |
GE |
I |
LS |
6 |
10 |
17 |
1.0 |
|
- |
SD |
Adams |
E |
GE |
PT |
ES |
10 |
11 |
13 |
1.0 |
|
- |
SD |
Armstrong |
E |
GE |
I |
LS |
6 |
8 |
16 |
1.0 |
|
- |
SD |
Armstrong |
E |
GE |
I |
LS |
8 |
9 |
13 |
1.0 |
|
- |
SD |
Armstrong |
E |
GE |
I |
LS |
9 |
10 |
16 |
1 |
|
- |
SD |
Audubon |
E |
GE |
FT |
AS |
5 |
6 |
8 |
1 |
|
- |
SD |
Audubon |
E |
GE |
FT |
AS |
6 |
8 |
7 |
1 |
|
- |
SD |
Audubon |
E |
GE |
FT |
AS |
8 |
9 |
6 |
1 |
|
- |
SD |
Audubon |
E |
GE |
FT |
ES |
9 |
11 |
8 |
1 |
|
- |
SD |
Audubon |
E |
GE |
I |
LS |
6 |
11 |
10 |
1 |
|
- |
SD |
Bancroft |
E |
GE |
PT |
ES |
8 |
10 |
10 |
1 |
|
- |
SD |
Bancroft |
E |
GE |
I |
LS |
6 |
9 |
11 |
.5 |
|
- |
SD |
Bancroft |
E |
GE |
I |
LS |
9 |
11 |
15 |
1 |
|
- |
SD |
Lincoln Jackson |
E |
GE |
I |
LS |
6 |
9 |
10 |
1 |
|
- |
SD |
Lincoln Jackson |
E |
GE |
R |
LS |
9 |
11 |