1. Special Education Draft Comprehensive Plan
Amy L. Pastorak, M.Ed.
Director of Special Education

2. Student Highlight- Tyquan Sinkler
Chambers Hill Elementary School
5th Grade, SUP/FT Learning Support Program

3. Plan Timeline February 12, 2018 February 13, 2018 March 26, 2018
Committee Meeting
School Board presentation of draft plan
February 13, 2018
Starts Public Review and Comment Period
Posted on Front Page of District Website, February 13- March 14
March 26, 2018
School Board presentation/review of draft plan changes per public review and comment period
April 9, 2018
School Board vote on final Special Education Comprehensive Plan
May 1, 2018
Plan submission to the Bureau of Special Education

4. Regulatory Background
Federal Law- Individuals with Disabilities Education Act (IDEA)
State Law-Pennsylvania Ch. 14
Special Education Plan
22 Pa Code §
Time table and format is established by the state
The special education plan is developed every three years on the same cycle as the District Level Plan
Per school code, the Special Education Plan is completed prior to the District Comp Plan

5. Regulatory Purpose
This District must affirm to the Bureau of Special Education that:
Services and programs are designed to meet the needs of students with disabilities
A full range of services and programs are available to students with disabilities
Placement of students with disabilities in settings other than regular education settings may not be based on lack of resources, facilities or staff

6. Comprehensive Plan Structure
District Profile
Planning Committee
Core Foundations
Data Review
District Process and Procedures
Assurances
Facilities
Program Profile
Support and Contracted Services
District Level Plan
Personnel Development

7. Planning Committee
PDE only recommends one representative in each category: Administrator, Parent, Regular Education Teacher, Special Education Teacher
This mirrors the required attendees at an IEP Meeting
The District Special Education Parent Advisory Council (SPAC) provided input to the draft in January

8. Planning Committee

9. Core Foundations - Students
Special Education Students
December 1, 2017 Child Count: 1756
CDHS Enrollment December 1, 2017: 1695
The District has experienced steady growth in our special education population since 2011
The growth primarily has been in the area of students with significant disabilities such as:
Autism
Emotional Disturbance
Multi-Disabilities

11. Core Foundations - Identification
Two Identification Procedures for eligibility and need for specially designed instruction
1. Discrepancy model, Multi-Disciplinary Evaluation Process (MDE)
2. RTII - Response to Intervention and Instruction
Specific Learning Disability (SLD) in Reading only
PDE Approved Schools:
South Side Elementary
EH Phillips Elementary
Rutherford Elementary
Lawnton Elementary
Tri-Community Elementary

12. Core Foundations - Enrollment Data
The Special Education Comprehensive Plan must examine three data categories per the Special Education Data Report, Data at a Glance
Disability Category
Educational Environment
Race/Ethnicity
Data is complied from the district’s yearly Enrollment (PIMS) and Child Count state submissions. Data for the state is managed by Penn State Harrisburg with oversight by the Bureau of Special Education

13. https://penndata. hbg. psu

15. CD is 1.93 % above the state range for Autism
Data by Enrollment
PDE sets a state range of 10% above or below the state average for disability analysis purposes
The District falls above the state range by:
Autism -1.93%
Intellectual Disability %
Multi-Disability %
AUTISM
State
LEA (CD)
10.7 %
13.7 %
State Range (9.63 % to11.77 %)
13.7 % % = 1.93 %
CD is 1.93 % above the state range for Autism

16. Data by Enrollment The District falls below the state range by:
Other Health Impairment (OHI)- 1.31%
The District falls within the state range for all other disability categories
Overall, the District is below the state percent for total special education students
CD- 14.7%
State- 16.5%

18. Data by Educational Environment
Educational Environment is the calculation of a student with an IEP’s time during the school day they are with regular education students
The District is 11.4% below the state average in the area “Inside the Regular Class by 80% or more” or 5.26% below the state range
Targeted areas of improvement have already been identified to increase the percent of students with disabilities in the regular education classroom

20. Data by Race/Ethnicity
PDE requires us to review the data and ensure referral procedures and cultural awareness/responsiveness strategies are in place
Race/Ethnicity is not a single determining factor for eligibility of special education services
The District adheres to clearly defined referral and child find procedures
The District provides cultural responsiveness training to staff

21. Core Foundations - Section 1306
Section 1306 of the Public School Code requires the District to have Non-Resident Student Oversight and Incarcerated Student Oversight.
The plan outlines delivery of special and regular education services to students in Dauphin County Prison and Schaffner Youth Center.

22. Core Foundations - LRE Least Restrictive Environment (LRE)
The District must ensure comprehensive practices are in place to ensure students with disabilities are educated with their non-disabled peers to the maximum extent possible
District Practices:
RtII
PBIS
Assistive Technology practices
Community Based Instruction
Work Experience Programs

23. Core Foundations – Behavior
PBIS – Positive Behavior Interventions and Supports in 17/19 schools
Partnership with True North Wellness for school based outpatient counseling
4 Behavioral Specialists support 19 schools
Masters level Therapist assigned to every full-time Emotional support program
Safe Crisis Management annual trainings

24. Strengths and Highlights
The district offers a full continuum of services by supporting all disability categories in our 19 schools
Strong partnership with PaTTAN’s Autism Initiative
Andrew’s Gift Grant
Technology and Literacy grant program at Mt. View Elementary School
SPAC- Special Education Parent Advisory Council
Parent Trainings offered 3xs per year
Work Experience Program- CDEHS & CDHS
Over 100 secondary students with special needs working in our community

25. Assurances - LRE Facilities

26. Assurances - Program Profile
Provides a snapshot of professional staff who carry caseloads
The BSE approves additions and deletions to this section of the plan
The district has 125 program positions
Program positions only account for staff/programs who carry caseloads
District Special Education Teachers
District Speech, DHH, BVI staff
IU Classrooms operated within the District

27. Assurances - Program Profile
Ch. 14 dictates caseload requirements

28. Assurances - Support Services
Accounts for district staff that do not carry caseloads per Ch. 14 requirements

29. Assurances - Contracted Services

30. Personnel Development
The plan outlines training in the following required areas during the life of the plan:
Autism
Behavior
Transition
Reading
Paraprofessionals
The District exceeds the expectations for training beyond these four categories due to Summer Academy and other in-service requirements

31. Student Highlight- Gary Gifford
Senior, Central Dauphin High School
Project Search; CAIU Program

32. Questions?