Bucks County INTERMEDIATE Unit #22 PORTFOLIO OF SPECIAL EDUCATION PROGRAMS FOR 2017-2018 PetSECTION A AUTISTIC / EMOTIONAL SUPPORT (AS/ES) PROGRAM PROGRAM DESCRIPTION: The AS/ES program provides instruction for those students who have been diagnosed with characteristics of Autism and/or Emotional Disturbance with noted internalizing behaviors Elementary/secondary school age students appropriate for this program are served in regional classes throughout Bucks County. The program offers a low student to teacher ratio, which permits instructional emphasis upon the development of behavior management, social skills, social-emotional regulation, and academic content areas. Counseling is provided to students in small group and/or individual sessions depending on the student’s need. Maximum Full Time Class Size: Follows current Chapter 14 Guidelines Elementary and Secondary: 8-10 Students are instructed in the following areas: Behavior management, academics, fine/gross motor, daily living skills, social skills, social-emotional regulation and community living skills. ‘The Primary Goal is to: Develop social, behavioral, academic, and functional living skills in the least restrictive public education setting. PROGRAM FEATURES: * Intensive Specially Designed Instruction in Social and Behavioral Skills + Behavior Management Support Services Counseling Coordination with Regular Education Curriculum Program Supervision and Management Individualized Educational Planning Psychological Support Servi Social Support Services and Community Based Instruction for Secondary Students, ‘+ Staff Development/Training (Project TEACCH, PECS, Applied Behavior Analysis, Responsive Classroom, Social Stories, Crisis Prevention Intervention, Competent Learner Model (CLM) and other researched based strategies) Certifications of Staff: Special Education Certification PgsSECTION A AUTISTIC SUPPORT PROGRAM PROGRAM DESCRIPTION: ‘Schoo! age students appropriate for placement in an Autistic Support program are served in regional classes throughout Bucks County. All programs offer a low student to teacher ratio, which permits instructional emphasis upon the development of skills in communication, behavior management, daily living, socialization and academic content areas. Maximum Full Time Class Size: Follows current Chapter 14 Guidelines PROGRAM FEATURES: © Instruction in academic, social, communication, and behavioral skills * Professional services to the classroom, as dictated by students IEP, include: behavior analyst, psychologist, social worker, speech language pathologist, occupational therapist, physical therapist, feeding team, counseling, hearing, assistive technology specialist. ‘+ Instruction aligned with the regular education curriculum ‘* Program supervision and management © Community Based Instruction for high school students Ongoing staff professional development on the most up-to-date, evidence based strategies and curricula * Program Coordinator and Educational Consultant available to support classroom needs ‘+ Class-wide and individual positive behavior support plans ‘© On-going communication between teachers, parents, guardians ‘© Transition Planning * Augmentative Communication Program * Structured Environment © Use of assistive technology ‘+ Interagency Coordinator * Use of research based curriculums The primary goal is to: Develop social, behavioral, academic, and functional living skills in the least restrictive public education setting, Certifications of Staff: Special Education Certification LEVELS OF SUPPORT: cls are to indicate the amount ‘The Autistic Support program maintains three levels of support, ‘The le of support a student requires and is for billing purposes. Level 1 + The classroom includes up to 8 students, 1 classroom teacher, and 1 instructional assistant. PgtLevel Additional staffing supports provided based on student's IEP BCIU consultation with the general education teacher for inclusion Accommodations to the general education curriculum for instruction are made according to student need Individual instruction/feedback is available to students as needed throughout the school day ‘Small and large group instruction both within the special educ education settings Supplemental academic instruction and support Direct social skills instruction and general The classroom includes up to 8 students, 1 classroom teacher, and up to 3 instructional assistants, Additional staffing supports provided based on individual’s IEP Support provided by BCIU staff within the general education setting BCIU consultation with the general education teacher for inclusion Adaptation, accommodations and modifications to the general education curriculum with increased levels of supports for instruction 2:1 of individualized instruction for academic and/or functional skills provided within the BCTU classroom The classroom includes up to 8 students, 1 classroom teacher, and up to 7 instructional assistants Individualized support for inclusion is provided by BCIU staf BCIU consultation with the general education teacher for inclusion Adaptation, accommodations and modifications to the general education curriculum, with increased levels of supports for instruction Provide supplemental and/or replacement curricular materials according to individual need 1:1 for instruction acquisition of new skills PesSECTION A MULTIPLE DISABILITIES SUPPORT PROGRAM DESCRIPTION: ‘School age students appropriate for placement in the Multiple Disability Support program are served in regional classes throughout Bucks County. Students supported in these classes present with significant physical, sensory, and/or with health care needs. All programs offer a low student to teacher ratio, which permits instructional emphasis upon the development of skills in communication, behavior ‘management, daily living, so ization, and academic content areas. Maximum Full Time Class Size: Follows current Chapter 14 Guidelines PROGRAM FEATURES: Instruction in academic, social, communication, and behavioral skills, Professional services to the classroom, as dictated by students TEP, include: behavior analyst, psychologist, social worker, speech language pathologist, occupational therapist, physical therapist, feeding team, counseling, hearing, assistive technology specialist Instruction aligned with the regular education curriculum Program supervision and management ‘Community Based Instruction for high school students, Ongoing staff professional development on the most up-to-date, evidence based strategies and curricula Program Coordinator and Educational Consultant available to support classroom needs Class-wide and individual positive behavior support plans ‘On-going communication between teachers, parents, guardians Transition Planning Augmentative Communication Program Structured Environment Use of assistive technology Interagency Coordinator ‘Nursing Services Individualized health care plans (HP) Individualized transportation care plans (ITP) Use of functional curriculum linked to the PA Core Teachers trained in utilizing specialized equipment (ex. Hoyer lift) Staff to assist with medical equipment and supplies provided by parent’s insurance companies ‘The primary goal is to: Develop the students’ functional living skills by increasing social and academic skills in the least restrictive public school setting. Certifications of Staff: Special Education Certification PesLEVELS OF SUPPOR’ Level 1: + The classroom includes up to 8 students,1 classroom teacher, and up to 2 instructional assistants ‘+ The classroom includes a classroom nurse ‘+ Additional staffing supports based on individual's TEP ‘+ Support provided by BCIU within the general education setting + BCIU consultation with the general education teacher for inclusion ‘+ Adaptation, accommodations, and modifications to the general education curriculum with increased levels of support for instruction + 2:1 or individualized instruction for academic and/or functional skills provided within the BCIU classroom Level 2: * The classroom includes up to 8 students, classroom teacher, and up to 3 instructional assistants ‘+ The classroom includes a classroom nurse ‘+ Additional staffing supports based on individual’s IEP + Support provided by BCIU within the general education setting ‘* Individualized support for inclusion is provided by BCTU staff + Provide supplemental and/or replacement curricular materials according to individual need + 1:1 support for instruction during acquisition of new skills MDS In The Home: ‘+ Tinerant instruction provided in the student’s home based on medical need ‘+ 1:1 instruction using supplemental and/or replacement curricular materials according to individual need © Adaptations, accommodations, and modifications to the general education curriculum * Upto five hours of instruction provided per week unless IEP indicates differently + High level of collaboration between teacher and home supports * Integrated delivery of related services to optimize student functional skill acquisition Pg?SECTION A TRANSITIONS LIFE SKILLS SUPPORT PROGRAM DESCRIPTION: The Transition (Life Skills) Programs more commonly referred to as Spirit, Del Val Decisions, Step AS1 and the WOW Class serve students who are 18 -21 years old. The students have transition goals that include post secondary training, education, employment and/or community living. The programs emphasize a combination of the following: functional academics, independent living, social, behavioral, communication, employment and community living skills ata level specific to individual student needs, Instruction progresses from classroom to community, as the student incrementally gains skills as they approach 21 years of age. Emphasis is placed on the students’ ability to generalize the skills learned in the context of direct classroom instruction to community based work and leisure activities. Students with learning disabilities, mental health issues, intellectual disabilities and multiple disabilities are served based on individual needs and personal and family planning. Community agency partnerships are fostered and developed to enable a smooth transition to adult service providers. Maximum Full Time Class Size: Follows current Chapter 14 Guidelines, Secondary: 8-12 ‘Students may be instructed in the following areas: Skill deficits to be able to successfully complete post secondary training, functional academics, communication, self determination, interpersonal relationships, skills of independent living, travel/mobility instruction, technology and assistive technology, work readiness and recreation and leisure skills. ‘The Primary Goal is to: Prepare the student to become contributing members of society while they acquire skills needed to work, live and function in the community as independently as possible. PROGRAM FEATURES: © Academic or Functional Curriculum with Individualized Instructional Planning according to Transition Goals ‘* Community Based Instruction to promote skill generalization in academic, recreation and leisure skills area Transition Planning and Services: (© Vocational Assessments © Career Exploration © Site Based Internships 9 Job Coaching © Job Development Integrated Therapeutic Services Model Travel Instruction/Training Communication and Social Skills Instruction Physical and Health Instruction Facilitation of transition planning to adult services (MH/MR, OVR) Program Supervision and Management Cenifications of Staff: Special Education Certification Pg 10SECTION A TRANSITIONS SUPPORT PROGRAM DESCRIPTION: ‘The Multiple Disabilities Support Programs located at the Quakertown Center and the two classes at the STEP program at Neshaminy, provide instruction for students 18-21 years of age who have an Intellectual Disability and or physical and sensory impairments. The program is oriented to developing, skills and behavior that emphasize communication, functional math and reading skills embedded into daily living skills. Training and instruction, therefore, emphasizes functional skills in the environmental domains of school/community, domestic living, recreation/leisure, and vocational. Maximum Full Time Class Size: Follows current Chapter 14 Guidelines, Secondary: 8 Students are instructed in the following areas: Functional academics, daily living skills, (ic. feeding, Aressing, personal hygiene), communication skills, social and behavioral skills, gross motor skills, sensory stimulation and community based instruction, ‘The primary goal is to: Increase independent functioning through the development of each student's cognitive, social, motor, and behavioral skills. PROGRAM FEATURES: © Functional Curriculum Individual Assessment and Educational Planning. © Community Based Instruction + Interagency Coordination * Augmentative Communication Program * Structured Environment + Use of assistive technology + On-going Communication Between Teachers, Parents, Guardians and Residential Caregivers ‘+ Nursing services, as appropriate Certifications of Staff: Special Education Certification PgitSECTION B TEACHER OF DEAF / HARD OF HEARING SERVICE DESCRIPTION: The itinerant program for the deaf and hard of hearing provides support for students aged 3-21 within the context of their current academic settings. The degree of hearing loss may range from mild to profound. The Individualized Educational Program addresses all aspects of educational development (articulation, language, audition, social, emotional, academic) related to the hearing loss. Emphasis i placed on self-advocacy and strategies to maximize participation in evolving academic settings. Instructional Assistants/Language Facilitators: May be provided upon District request ‘Students are provided support services in the following areas: Any or all of speech, language, auditory, social, emotional, or academic areas may be addressed as necessary in relation to the hearing loss. ‘The Primary Goal is to: Assist each student in compensating for his/her hearing loss in order to adjust. to a hearing society and to maximize academic achievement. SERVICE FEATURE + Functional Hearing Evaluation ‘+ Transitional/Vocational Programming at a + Hearing Aid Checks Secondary Level * Loaner Hearing Aid Bank Staff Development/Training ‘© Parental Counseling ‘© Auditory-Verbal Services In-Service for Teachers and Parents * Cochlear Implant Follow-up and ‘+ Distribution of Medical Reports Management (audiological and educational) + C-Print Captioning coordination Sound field equipment support C-Print Captioning Program Supervision and Management © Functional School/Community Experiences ‘+ Transitional/vocational programming for + Individualized Instructional Computer secondary level Applications ‘© Telepractice option available ‘+ Behavioral Management Systems + FM/BTE amplification systems Certifications of Staff include: Teacher of Deaf/Hard of Hearing Pennsylvania Department of Education (LSLS, Cert. Aut.) Council on Education of the Deaf Certification Listening and Spoken Language Specialization Certification Pgi9SECTION B BEHAVIOR ANALYST SERVICE DESCRIPTION: ‘The Behavior Analyst works collaboratively with the student’s teacher, IEP team, and/or building team to assess problem behavior, to design and monitor behavior support plans. Additionally, they design data collection systems, collect data and evaluate data to measure individual student progress and the effectiveness of classroomy/building-wide behavior management systems. They facilitate the development of individual, classroom or building-wide behavior support plans and provide follow-up consultation and modifications to those plans as needed. ‘The Primary Goal is to meet individual behavior support needs, classroom behavior management needs, and building-wide behavior management needs SERVICE FEATURES: ‘© Program Supervision and Management Functional Behavior Assessments Classroom Management Coaching, Behavior Plans and Interventions School Wide Positive Behavior Support Preference and Motivation Assessments Address Skill Development Issues which impact upon behavior and the development of the TEP’s, * Individual/Classroom/Building-Wide Motivational Systems © Follow-up Consultation * Staff Development and Training Certifications of Staff: Board Certified Assistant Behavior Analyst (BCaBA) or Board Certified Behavior Analyst (BCBA) Pg 20SECTION B ITINERANT CONSULTANT for Multiple Disabilities Support (Homebound)) SERVICE DESCRIPTION: The Itinerant Multiple Disabilities Support Program provides instruction for students 5-21 years of age who have an Intellectual Disability along with physical and sensory impairments and their medical condition is such that travel to an from school is not warranted. A physician’s recommendation is needed. The program is oriented to developing skills and behavior that emphasize communication, functional math and reading skills embedded into daily living skills, Students are instructed in the following areas: Functional academics, daily living skills, (i.e. feeding dressing, personal hygiene), communication skills, social and behavioral skills, gross motor skills, sensory stimulation and community based instruction. The primary goal is to: Increase independent functioning through the development of each student's cognitive, social, motor, and behavioral skills. SERVICE FEATURES: © Functional Curriculum ‘+ Individual Assessment and Educational Planning Interagency Coordination Transition Planning ‘Augmentative Communication Program Structured Environment Use of assistive technology ‘On-going Communication Between Teachers, Parents, Guardians and Residential Caregivers Physical and Occupational Hearing & Vision Support Services, as appropriate Nursing services, as appropriate Cettifications of Staff: Special Education Certification Pg29