Profile and Plan Essentials
Special Education Students
Total Number of Special Education Students 291
Total Student Enrollment 1719
Percent of Special Education Students 16.9
Steering Committee
Name
Position/Role
Building
Sarah Bordi
General Education Teacher
Bedford SHS
Sam Carroll
Special Education Teacher
Bedford SHS
Hannah Clites
Special Education Teacher
Bedford MS
Bobbi King
General Education Teacher
Bedford El Sch
Jessica Pencil
Parent
Bedford El Sch
Greg Hays
Other
Bedford Area SD
Sherry Kendall
Parent
Bedford SHS
Kevin Steele
Building Principal
Bedford SHS
Paul Ruhlman
Director of Special Education
Bedford Area SD
School District Areas of Improvement and Planning - Indicators
Suspension/Expulsion by Race/Ethnicity (Indicator 4B)
Indicator not flagged at this time.
Disproportionate Representation by Race/Ethnicity (Indicator 9)
Indicator not flagged at this time.
Disproportionate Representation by Race/Ethnicity/Disability (Indicator 10)
Indicator not flagged at this time.
Timely Initial Evaluations (Indicator 11)
Indicator not flagged at this time.
Secondary Transition (Indicator 13)
Indicator not flagged at this time.
Graduation (Indicator 1)
Indicator not flagged at this time.
Drop Out (Indicator 2)
Indicator not flagged at this time.
Assessment (Indicator 3)
Indicator not flagged at this time.
Education Environments (Indicator 5)
Indicator not flagged at this time.
Parent Involvement (Indicator 8)
Indicator not flagged at this time.
Early Childhood Transition (Indicator 12)
Indicator not flagged at this time.
Post-School Outcomes (Indicator 14)
Indicator not flagged at this time.
Resolution Sessions (Indicator 15)
Indicator not flagged at this time.
Mediation (Indicator 16)
Indicator not flagged at this time.
School District Areas of Improvement and Planning - Monitoring
District has completed all monitoring corrective action/improvement plans.
Identification Method
Identify the District's method for identifying students with specific learning disabilities
Building Name
AUN
Branch Number
RTI
Approved RTI Use
Significant Disproportionality - Placement
Significant Disproportionality
District Not Flagged for Significant Disproportionality in this area.
Identify Trends
Improvement Planning and Activities
Significant Disproportionality - Discipline
Significant Disproportionality
District Not Flagged for Significant Disproportionality in this area.
Identify Trends/Notable Observations
Improvement Planning and Activities
Significant Disproportionality - Identification
Significant Disproportionality
District Not Flagged for Significant Disproportionality in this area.
Identify Trends/Notable Observations
Improvement Planning and Activities
Non-Resident Students Oversight
1. Is your district currently a host district for a 1306 facility?
No
1. Describe the host’s educational oversight to ensure students with disabilities are educated in the least restrictive environment while in the 1306 facility? (If not a host, answer as if you were.)
The Bedford Area School District is not a host district for any facilities or institutions that would meet the criteria for Section 1306 of the Pennsylvania Public School Code. If a 1306 facility would begin to operate within the attendance boundaries of the Bedford Area School District, the district would become a host district responsible for providing educational programs to all students, including both regular and special education students attending the 1306 facility. The district would ensure students with Individualized Educational Plans (IEPs) receive a Free and Appropriate Public Education. Students requiring 504 Service Agreements would receive Service Agreements in accordance with the Rehabilitation Act of 1973 and 22 PA Code Chapter 15. For students with IEPs or Service Agreements, the district will first consider the district's public school buildings as the first placement option to educate all students attending the 1306 facility unless prohibited by court order. If the IEP team or the district and parents in the case of a Service Agreement determine the public school is not an appropriate setting, the host district will locate an appropriate setting and ensure the students receive a free and appropriate education in accordance with 22 PA Code Chapter 14 and IDEA or in accordance with 504 of the Rehabilitation Act. The host district will adhere to all elements of the IEP process and regularly review the student's educational placement and services each marking period. Moreover, the host district will provide the student's district of residence with information about the student's placement, progress and grades every marking period. Additionally, the host district will meet with the student's family to develop a Service Agreement in accordance with Chapter 15. The host district will also complete its Child Find responsibility with regards to all students residing within the district's boundaries including students attending 1306 facilities. In accordance with Child Find, the district will locate and evaluate all 1306 students suspected of having a disability. The district understands the resident district does have a financial obligation, duty to cooperate, possesses valuable information about the student, and should be actively involved in monitoring the student. Therefore, the host district will contact the district of residence every marking period at which time the host district will provide current information regarding the student's educational placement, progress, and grades.
2. Describe the district’s procedures for communicating with 1306 facilities and how the district ensures a successful transition back to school?
The host district will adhere to all elements of the IEP process and regularly review the student's educational placement and services each marking period. As part of this process, the host district will invite a representative of the student's district of residence to participate in all meetings. Moreover, the host district will provide the student's district of residence with information about the student's placement, progress and grades every marking period. Additionally, the host district will meet with the student's family to develop a Service Agreement in accordance with Chapter 15.
Incarcerated Students Oversight
1. Does the district have an adult correctional facility that houses juveniles within its geographical boundries?
Yes
�1306.2 Facilities
Facility Name
Facility Type
Services Provided By
Student Count
Bedford County Prison
Prison
Other
0
1. Describe the system of oversight the District would implement to ensure that all incarcerated students who may be eligible for special education are located, identified, evaluated and when deemed eligible, are offered a free appropriate public education (FAPE).
The Bedford Area School District works collaboratively with the Bedford County Prison to provide a quality educational program to eligible students with disabilities. This program operates under the guidance of the Appalachia Intermediate Unit 8, to whom the district contracts for services at the prison. Comprehensive referral and identification procedures have been developed to ensure that all eligible students with disabilities are provided FAPE. IU8 procedures for ensuring FAPE include meeting with County Prison officials weekly to check inmate rosters for students that potentially qualify for services under Brian B. v. Commonwealth of PA. Students are interviewed and asked to participate in the program. The IU contacts the district of residence for records and to coordinate the course of study for students. Based on their screening results, the IU conducts an evaluation, when appropriate, in accordance with Chapter 14 and IDEA requirements and procedures. For identified students, their IEPs are followed and data are reviewed and collected from the student, teachers, parents, and district representatives to determine appropriate programs/services.
Least Restrictive Environment
1. Review the district’s data for Least Restrictive Environment. Highlight areas of improvement.
The District's data summarizing the least restrictive environment highlights a strong commitment to educating students in the least restrictive environment. According to the 2019-2020 Special Education Data Report, the district was 86.2% SE inside the regular class, 80% or more in comparison with the State average of 61.5%. Also, the district was 4.8% inside the regular class less than 40% of the time in comparison with the State average of 9.6%. Finally, the district had 3.8% SE in other settings in comparison with the State average of 4.8%. The district data is considerably better than the state average. The one area which approximates the state average is generally driven by parents of students with autism who prefer their students receive their education in a private school setting.
2. What universal practices does the district utilize to address the academic and social/emotional needs of all students in need of accommodations to their learning environments?
Academic Needs: The district employs numerous universal practices to meet the academic needs of all students. These practices begin as early as preschool. Currently, the district coordinates preschool programs at the elementary school with outside agencies who govern the programs and offer sliding tuition based on family need. At Kindergarten registration, teams of teachers screen students to assess their current level of preparedness for elementary school. The process continues once a student begins elementary school with ongoing formative assessments to gauge student progress. When students require additional support, students receive title I support, and additional support with instructional assistants. Additionally, elementary staff regularly receive professional development in all instructional areas to promote varied instructional approaches to meet students needs. Grade-level teams regularly meet to require informal and formal assessments and best instructional practices to meet students' needs. After-school tutoring and transportation is offered to all families seeking additional support. Many of the same programs continue in middle school. The middle school groups students based on their academic needs in their core subjects. Therefore if a student requires additional support in reading they can attend an appropriate group targeting their needs and still attend a math class meeting a different level of needs. The middle school staff meet weekly in grade level teams to review formal and informal assessments and to discuss the needs of their students. Also, the grade level teams discuss cross-curricular activities in an effort to offer students varied opportunities to learn important concepts. The building schedule allows additional time for teachers to meet with students who require more instruction. The middle school also has an after-school tutoring program and transportation for any families who wish to participate. The high school offers a variety of courses to meet the instructional needs and future goals of students. Additionally, the high school staff regularly uses assessment data to develop a plan of instruction for students. The high school teachers meet regularly in department, grade-level and cross curricular teams to refine the educational program. All students have the opportunity to pursue several pathways such as vocational training, college and career. High school students have access to after-school tutoring and transportation. Social and Emotional Needs: The plan for the social and emotional needs is universal across all district buildings. The district developed its own spiraling K-12 SEL curriculum. In an effort to support the district SEL curriculum, grade level teachers both teach respective elements of the curriculum and complete specific activities to further expand learning. Additionally, each building has identified building-wide activities and awards in effort to promote students' learning and conviction to demonstrate the important elements of SEL. The district also has a district-wide psychologist and emotional support teacher. Each building has school counselors who train regularly in all aspects of mental health. The district contracts with Laurel Life to offer on-site mental health counselors in each building. Each building also has a standing SAP team to further identify students who may potentially need additional support. The district regularly trains all staff in suicide awareness and trauma-informed practices. Students, teachers, and parents receive information about the Safe2Say program and the district's threat assessment team. Finally, the district has an established relationship with partial hospitalization.
3. Describe the academic programming and training efforts the LEA utilizes to ensure meaningful participation of students with disabilities in the general education curriculum.
The district offers a full range of supplementary aids and services. Additionally, the district offers a full range of special education supports. The district also provides Title I reading and early intervention at the elementary school level. All school buildings employ co-teaching in core subject areas and in many elective/non-core classes. All teachers use differentiated instruction and will modify the curriculum as necessary to meet students needs. Teachers will also utilize modified grading when necessary. Our staff help students in a variety of ways such as organization, regular communication with parents regarding progress, additional time, re-teach materials, assistance with notes, and numerous other instructional techniques. The district also offers after school programs at all grade levels to provide students with academic support. Our teachers have received considerable professional development in co-teaching models, differentiated instruction, and instructional technologies. Additionally, building administrators ensure teachers receive specific professional development targeting the needs of their staff. The elementary building offers numerous professional development trainings in reading and writing. The middle school building trains regularly in data decision-making and modifying the curriculum to meet the needs of students. Similarly, the high school trains regularly on data decision-making, connecting progress monitoring to the regular education curriculum and ensuring the students are educating appropriately in the LRE. The district regularly trains instructional assistants in a variety of instructional support techniques at the district and/or building levels and also through PaTTAN. The district continues to monitor the needs of staff and meets with the education association regularly to identify future professional development priorities.
4. Describe the supplementary aids and services the LEA utilizes to ensure meaningful participation of students with disabilities in extracurricular activities.
The Bedford Area School District employs the following supplementary aids and services: Collaborative Co-teaching Professional development supporting co-teaching Professional development for paraprofessionals Collaboration between community agencies and the school district Instructional Modified curricular goals Test modification Assistive technology and/or alternative materials Instructional adaptations such as repeating directions, re-teaching, word banks, extra time for responding, and cueing. Reader services Physical Specific seating arrangements Adaptive equipment Structural Aids Social-Behavioral Social Skills Instruction Modification of rules and expectations Individualized behavior support plans Peer supports
5. Describe the District procedures, which ensure that, to the maximum extent appropriate, children with disabilities placed in private institutions are educated with non-disabled children and have the opportunity to participate in district lead extracurricular activities?
The Bedford Area School District is committed to educating students in the LRE to the maximum extent appropriate. The district follows all federal and state laws and regulations during the evaluation and re-evaluation process. Additionally, the district asks all IEP teams to begin with the LRE with supplementary aids and services and then move to more restrictive environments when it is necessary to meet the students needs. When the IEP team decides to place a student in a private institution the Assistant Superintendent/Director of Special Education becomes the LEA and point of contact for students and families. During every IEP meeting, parents are reminded to contact the assistant superintendent at any time and that the assistant superintendent's philosophy is to serve as a partner in their journey. Many times, parents with complex needs are given the assistant superintendent's cell phone number for quick and easy communication. Additionally, parents of students in private institutions continue to receive all district and building-level information including upcoming events. Parents regularly make requests for the children to participate in activities occurring in the students' home buildings. For example, we often have students placed in private institutions participate in after-school and/or return to the home building for a few periods. In addition to events, the district provides equal as well as specialized access to district technology. For example, students placed in private institutions were offered IPads when all students in the home buildings received IPads. Finally, the district is very successful with transitioning students placed in private institutions back to their home buildings through individualized and scaffolding transition plans.
6. Discuss the district’s need to build capacity and expand programs and services in an effort to provide a continuum of services. (Consider the out of district placement chart)
A review of the Bedford Area School District's State Data Report demonstrates the district's ability to educate students in the LRE. A further review reveals the district currently has a full continuum of services. The district has a wide range of supplementary aids and services. The district offers a range complete of special education supports for all disability categories. Additionally, the district has well-established agreements with outside agencies, private providers, partial hospitalization, the local intermediate unit and in-house contracts to assist in educating difficult to place and/or students who require a more restrictive environment. The district constantly reviews the needs of our students and develops appropriate services as needed.
Out of District Placements
Facility Name
Facility Type
Other
Operated By
Service Type
Number of Students Placed
Chestnut Ridge Elementary School
Other
Public Elementary School
Chestnut Ridge School District
Emotional Support
3
Everett Middle High School
Other
public school middle senior high school
Everett School District
Life Skills Support
13
Extended Family Program
Other
IU operates educational program
Appalachia IU8
Emotional Support
1
Merakey
Licensed Private Academic
Merakey
Autistic Support
5
Merakey
Licensed Private Academic
Merakey
Emotional Support
3
Pressley Ridge
Licensed Private Academic
Pressley Ridge
Emotional Support
1
Nulton Diagnostics
Other
Partial Hospitalization
Nulton Diagnostics
Emotional Support
2
Soaring Heights
Licensed Private Academic
Soaring Heights
Autistic Support
2
Positive Behavior Support
Date of Approval
2020-12-07
Uploaded Files
Behavior support Policy.pdf
1. How does the district support the emotional, social needs of students with disabilities?
The district strives to implement positive behavioral support practices for all students with disabilities. Any identified student who exhibits significant behaviors that interfere with appropriate functioning within educational settings will have a plan for behavior support included in the IEP. As part of their plan and in accordance with board policy, the district employs techniques to (1) modify the contextual influences of behavior, (2) teach socially appropriate alternative skills, and (3) reduce problem behaviors. If a student continues to demonstrate challenging behaviors, the district will pull together the IEP team to determine if any adjustments are necessary to the student's current plan or if a new Functional Behavioral Assessment is needed to determine if a new positive behavioral support plan needs to be developed. Manifestation Determinations are completed prior to changing a child’s placement due to behavioral concerns.
2. Describe training provided to staff in the use of positive behavior supports, de-escalation techniques and responses to behavior that may require immediate intervention.
Staff members from the Bedford Area School District have participated in training sessions that support a comprehensive school-wide positive behavior support. A variety of components that are implemented within the district would include: consistent behavioral expectations throughout the district, structured approach to address attendance and mental health concerns, expanded Student Assistance Program, effective school-family partnerships and communication, establishment of mentoring relationships for all students, identification of individualized incentives for improved attendance and behavior, and transitional supports for students as they move from elementary to middle school and middle school to high school. The special education department works collaboratively with regular education staff and administrators to provide appropriate training regarding the implementation of positive behavioral support practices. Positive measures form the basis for any behavioral support plan and suspension is utilized only when less restrictive interventions are not successful or the student poses a danger to the safety and welfare of others. The district has also been diligent in supporting individuals by allowing them to participate in training opportunities such as non-violent crisis prevention (CPI) training. This intervention program focuses on the concept of positive de-escalation techniques when dealing with challenging behaviors. In regards to immediate interventions, the district takes both a reactive and proactive approach. The district has mental health counselors and school counselors at all school building levels. Additionally, the district regularly trains staff and students about the Safe2Say Something system. To help support the Safe2Say Something platform and ensure continuity of support, the district's threat assessment team is also the district's Safe2Say Something team. This represents all buildings and consists of all administrators, mental health, and the school police officer. The Assistant Superintendent who also serves as the Special Education Director is a senior member of the team.
3. Describe the district positive school wide support programs.
The Bedford Area School District has a robust, multifaceted positive school wide support program. The district developed a district-wide Social and Emotional learning curriculum with spiraling topics and targeted rewards focused on developing positive behaviors. Each building has a committee of teachers who work diligently on ensuring fidelity and improvement. A representative group of teachers from each building also participate in the district's SEL committee. The district also offers a wide range of support services. Every teacher is trained in positive behavior support and is expected to apply those strategies. We also honor the students regularly with letters to parents, public recognition in front of our Board, and special activities. Additionally, the district employs numerous instructional aids to help facilitate learning and apply positive behavior support strategies on a 1 to 1 level as needed. The district supports and guides parents in applying for TSS and other community-based supports. The district's Laurel Life partnership offers students experiencing difficulties even greater access to support through mental health and behavioral support services grades K-12. The district also has existing relationships with partial mental hospitalization and full-time emotional support placements. We believe our positive behavior support plan allows us to educate students in the LRE to the maximum extent possible.
4. Describe the district school-based behavior health services.
The Bedford Area School District maintains a robust full range of school-based behavioral health services. All staff members receive training in youth mental health, availability of interventions, accessing the SAP team, identifying homelessness, social emotional learning, and positive behavior supports. Additionally, the district has a full-time emotional support teacher, school psychologist, and school counselors located in all school buildings. The district also contracts with Laurel Life to provide 3 mental health counselors, one for each school building. Also, the district contracts with Laurel Life for two classrooms, one each at the high school and middle school for both regular and special education students who require specialized educational and behavioral programs. For students who require additional services both at home and/or at school, the district regularly helps parents apply for TSSs and Behavior support. Finally, the district has several more restrictive locations for students who require considerable interventions. Those locations consist of partial mental hospitalization, private providers, and inpatient mental hospitalization.
5. Describe the district restraint procedure.
The District only uses restraints as the last strategy when students could harm themself or others. The District sends all instructional assistants to Non-violent crisis training. The District is proactive in the development of the Individualized Education Plan in an effort to avoid restraints. If a restrain is necessary the district will immediately contact the parents/ guardians and law enforcement. If the student is a student with a disability, the district will immediately begin a manifestation determination. If the student is a student with a disability, the district will invite the parents to an IEP meeting within 10 days of the restraint. If the student is a student with a disability, the IEP team will convene to review the re-evaluation and IEP in an effort to identify potential revision to avoid future restraints. If the student is a student with a disability, the district will complete the RISC Report immediately following the IEP team meeting.
Intensive Interagency
Please address any areas of concern with students who are placed on Instruction Conducted in the Home or who are at a substantial risk of waiting more than 30 days for an appropriate educational placement.
The Bedford Area School District is committed to providing a Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE). Once a student has been determined eligible for and in need of specially designed instruction, the IEP team works collaboratively to develop a comprehensive plan based on the child's unique present educational levels, strengths, and needs. The IEP team follows a progression of activities during the IEP development. The discussion of educational placement occurs only after the determination of present educational levels, strengths, needs, specially designed instruction, related services, and participation in the general education program are addressed. The Bedford Area School District strives to educate all students with disabilities in the regular education program to the maximum extent appropriate. When determining how to best meet a student's individualized goals and objectives, the IEP team begins with a discussion of providing a student's educational program in the regular education environment with supplemental aids and services. Only after the IEP team has determined that success in the regular education program is not possible (even with the provision of supplementary aids and services) may it discuss placement in a more restrictive environment. The district recognizes that a child may need to be removed from the regular education classroom for a period of time to meet his/her educational needs. Under these circumstances, the district is committed to providing alternative opportunities for students with disabilities to interact with non-disabled peers to the maximum extent appropriate. The district utilizes research based, effective practices designed to improve student performance and will continue to foster the use of evidence based practices among special education teachers, regular education teachers, parents, administrators, and paraprofessionals. The district supports inclusive opportunities for all students, while also offering a continuum of service options including Speech/Language Support, Learning Support, Life Skills Support, Emotional Support, Hearing Support, and School-to-Work initiatives. The availability of these services within the district allows us to educate the majority of students within the home district. The district contracts with local IU 8 for the provision of services that cannot be supported by our internal resources, including Multiple Disabilities Support, Autistic Support, and Vision Support. Additionally, the district contracts with CAMCO to provide Occupational and Physical therapy. The BASD works collaboratively with the IEP team and local community agencies to determine appropriate supports and services for difficult to place students. The district offers a variety of alternative educational settings available for students who demonstrate significant needs, both within the district and in the community. If the district is unable to meet the student's needs either through internal programs, or with the assistance of the local intermediate unit, the district will utilize community agencies for support and assistance. Those agencies include Extended Family Academy, Nulton Diagnostics, DBHS, Children and Youth, ACRP, Laurel Springs, and Manito, Inc. Also, BASD works with the other county schools to find appropriate placements for students. The BASD utilizes an intensive interagency approach and works collaboratively with IU08 and the Bedford County CASSP (Children and Adolescent Service System Program) program for students when the district encounters placement difficulties in the provision of FAPE. One of the district's primary focuses is on building local capacity to meet the needs of all students with disabilities. Procedures that are followed regarding difficulties in ensuring a FAPE are: 1) District convenes an IEP team meeting in order to review that all district programming options are being utilized. At these IEP meetings, the team needs to appropriately identify the needs of the students and what layers of support are available. 2) Once all options have either been attempted or ruled out, the district will begin looking for additional placement options by first contacting neighboring school districts to explore possible programs that can meet the needs of the referred student(s). Next, the district contacts the IU 8 and other educational placement centers located as close to our region as possible for placements. Once placement is found, the district contacts the parent(s) or guardian(s), schedules a tour of the placement center, then holds an IEP meeting to finalize required paperwork and secure placement.
Education Program (Caseload FTE)
FTE ID
Classroom Location
Full-time or Part-time Position?
Revised
LLP-BHS
Secondary
Full-time (1.0)
02/20/2022 08:44 PM
Building Name
Bedford SHS
Support Type
Learning Support
Support Sub-Type
Learning Support
Level of Support
Case Load
Itinerant (20% or Less)
3
Identify Classroom
Classroom Location
Age Range
School District
Secondary
14 to 18
Age Range Justification
FTE %
0.06
Building Name
Bedford SHS
Support Type
Learning Support
Support Sub-Type
Learning Support
Level of Support
Case Load
Supplemental (Less Than 80% but More Than 20%)
1
Identify Classroom
Classroom Location
Age Range
School District
Secondary
14 to 18
Age Range Justification
FTE %
0.05
Building Name
Bedford SHS
Support Type
Emotional Support
Support Sub-Type
Emotional Support
Level of Support
Case Load
Itinerant (20% or Less)
4
Identify Classroom
Classroom Location
Age Range
School District
Secondary
14 to 18
Age Range Justification
FTE %
0.08
Building Name
Bedford SHS
Support Type
Emotional Support
Support Sub-Type
Emotional Support
Level of Support
Case Load
Supplemental (Less Than 80% but More Than 20%)
1
Identify Classroom
Classroom Location
Age Range
School District
Secondary
14 to 18
Age Range Justification
FTE %
0.05
Building Name
Bedford SHS
Support Type
Autistic Support
Support Sub-Type
Autistic Support
Level of Support
Case Load
Itinerant (20% or Less)
3
Identify Classroom
Classroom Location
Age Range
School District
Secondary
14 to 18
Age Range Justification
FTE %
0.25
Building Name
Bedford SHS
Support Type
Autistic Support
Support Sub-Type
Autistic Support
Level of Support
Case Load
Supplemental (Less Than 80% but More Than 20%)
1
Identify Classroom
Classroom Location
Age Range
School District
Secondary
14 to 18
Age Range Justification
FTE %
0.12
Building Name
Bedford SHS
Support Type
Learning Support
Support Sub-Type
Learning Support
Level of Support
Case Load
Full-Time (80% or More)
1
Identify Classroom
Classroom Location
Age Range
School District
Secondary
14 to 18
Age Range Justification
FTE %
0.08
Building Name
Bedford SHS
Support Type
Emotional Support
Support Sub-Type
Emotional Support
Level of Support
Case Load
Full-Time (80% or More)
1
Identify Classroom
Classroom Location
Age Range
School District
Secondary
14 to 18
Age Range Justification
FTE %
0.08
Building Name
Bedford SHS
Support Type
Autistic Support
Support Sub-Type
Autistic Support
Level of Support
Case Load
Full-Time (80% or More)
1
Identify Classroom
Classroom Location
Age Range
School District
Secondary
14 to 18
Age Range Justification
FTE %
0.12
FTE ID
Classroom Location
Full-time or Part-time Position?
Revised
LLP-BMS
Secondary
Full-time (1.0)
02/20/2022 08:41 PM
Building Name
Bedford MS
Support Type
Learning Support
Support Sub-Type
Learning Support
Level of Support
Case Load
Itinerant (20% or Less)
3
Identify Classroom
Classroom Location
Age Range
School District
Secondary
12 to 15
Age Range Justification
FTE %
0.06
Building Name
Bedford MS
Support Type
Learning Support
Support Sub-Type
Learning Support
Level of Support
Case Load
Supplemental (Less Than 80% but More Than 20%)
1
Identify Classroom
Classroom Location
Age Range
School District
Secondary
12 to 15
Age Range Justification
FTE %
0.05
Building Name
Bedford MS
Support Type
Emotional Support
Support Sub-Type
Emotional Support
Level of Support
Case Load
Itinerant (20% or Less)
4
Identify Classroom
Classroom Location
Age Range
School District
Secondary
12 to 15
Age Range Justification
FTE %
0.08
Building Name
Bedford MS
Support Type
Emotional Support
Support Sub-Type
Emotional Support
Level of Support
Case Load
Supplemental (Less Than 80% but More Than 20%)
1
Identify Classroom
Classroom Location
Age Range
School District
Secondary
12 to 15
Age Range Justification
FTE %
0.05
Building Name
Bedford MS
Support Type
Autistic Support
Support Sub-Type
Autistic Support
Level of Support
Case Load
Itinerant (20% or Less)
3
Identify Classroom
Classroom Location
Age Range
School District
Secondary
12 to 15
Age Range Justification
FTE %
0.25
Building Name
Bedford MS
Support Type
Autistic Support
Support Sub-Type
Autistic Support
Level of Support
Case Load
Supplemental (Less Than 80% but More Than 20%)
1
Identify Classroom
Classroom Location
Age Range
School District
Secondary
12 to 15
Age Range Justification
FTE %
0.12
Building Name
Bedford MS
Support Type
Learning Support
Support Sub-Type
Learning Support
Level of Support
Case Load
Full-Time (80% or More)
1
Identify Classroom
Classroom Location
Age Range
School District
Secondary
12 to 15
Age Range Justification
FTE %
0.08
Building Name
Bedford MS
Support Type
Emotional Support
Support Sub-Type
Emotional Support
Level of Support
Case Load
Full-Time (80% or More)
1
Identify Classroom
Classroom Location
Age Range
School District
Secondary
12 to 15
Age Range Justification
FTE %
0.08
Building Name
Bedford MS
Support Type
Autistic Support
Support Sub-Type
Autistic Support
Level of Support
Case Load
Full-Time (80% or More)
1
Identify Classroom
Classroom Location
Age Range
School District
Secondary
12 to 15
Age Range Justification
FTE %
0.12
FTE ID
Classroom Location
Full-time or Part-time Position?
Revised
AutisticSupport-NE
Multiple
Full-time (1.0)
02/16/2022 02:19 PM
Building Name
Bedford El Sch
Support Type
Autistic Support
Support Sub-Type
Autistic Support
Level of Support
Case Load
Itinerant (20% or Less)
4
Identify Classroom
Classroom Location
Age Range
Intermediate Unit
Elementary
5 to 11
Age Range Justification
FTE %
Teacher meets with students individually or in appropriate age range groups to provide Autistic support services
0.33
Building Name
Bedford MS
Support Type
Autistic Support
Support Sub-Type
Autistic Support
Level of Support
Case Load
Itinerant (20% or Less)
5
Identify Classroom
Classroom Location
Age Range
Intermediate Unit
Secondary
12 to 15
Age Range Justification
FTE %
0.42
Building Name
Bedford SHS
Support Type
Autistic Support
Support Sub-Type
Autistic Support
Level of Support
Case Load
Itinerant (20% or Less)
1
Identify Classroom
Classroom Location
Age Range
Intermediate Unit
Secondary
13 to 20
Age Range Justification
FTE %
Teacher meets with students individually or in appropriate age range groups to provide Autistic support services
0.08
FTE ID
Classroom Location
Full-time or Part-time Position?
Revised
DistrictMDS-IU
Secondary
Full-time (1.0)
10/25/2021 11:01 AM
Building Name
Bedford MS
Support Type
Multiple Disabilities Support
Support Sub-Type
Multiple Disabilities Support
Level of Support
Case Load
Supplemental (Less Than 80% but More Than 20%)
3
Identify Classroom
Classroom Location
Age Range
School District
Secondary
12 to 15
Age Range Justification
FTE %
0.38
FTE ID
Classroom Location
Full-time or Part-time Position?
Revised
DistrictESBurkett
Multiple
Full-time (1.0)
10/25/2021 10:59 AM
Building Name
Bedford El Sch
Support Type
Emotional Support
Support Sub-Type
Emotional Support
Level of Support
Case Load
Itinerant (20% or Less)
1
Identify Classroom
Classroom Location
Age Range
School District
Elementary
5 to 12
Age Range Justification
FTE %
Emotional support teacher only meets individually or within age appropiate groups.
0.02
Building Name
Bedford MS
Support Type
Emotional Support
Support Sub-Type
Emotional Support
Level of Support
Case Load
Itinerant (20% or Less)
1
Identify Classroom
Classroom Location
Age Range
School District
Secondary
11 to 14
Age Range Justification
FTE %
0.02
Building Name
Bedford SHS
Support Type
Emotional Support
Support Sub-Type
Emotional Support
Level of Support
Case Load
Itinerant (20% or Less)
8
Identify Classroom
Classroom Location
Age Range
School District
Secondary
14 to 18
Age Range Justification
FTE %
0.16
FTE ID
Classroom Location
Full-time or Part-time Position?
Revised
Ringler SPL
Multiple
Full-time (1.0)
10/25/2021 10:55 AM
Building Name
Bedford El Sch
Support Type
Speech And Language Support
Support Sub-Type
Speech And Language Support
Level of Support
Case Load
Itinerant (20% or Less)
31
Identify Classroom
Classroom Location
Age Range
School District
Elementary
5 to 11
Age Range Justification
FTE %
This is a speech language teacher who groups students within the appropriate age range. The age range represents the entire caseload at BE.
0.48
Building Name
Bedford MS
Support Type
Speech And Language Support
Support Sub-Type
Speech And Language Support
Level of Support
Case Load
Itinerant (20% or Less)
6
Identify Classroom
Classroom Location
Age Range
School District
Secondary
10 to 16
Age Range Justification
FTE %
This is speech language teacher who either meets with students individually or group them within the appropriate age range. The age range represents the entire caseload at BMS.
0.09
FTE ID
Classroom Location
Full-time or Part-time Position?
Revised
StrawHI/SPL
Multiple
Full-time (1.0)
10/25/2021 10:50 AM
Building Name
Bedford El Sch
Support Type
Speech And Language Support
Support Sub-Type
Speech And Language Support
Level of Support
Case Load
Itinerant (20% or Less)
43
Identify Classroom
Classroom Location
Age Range
School District
Elementary
5 to 12
Age Range Justification
FTE %
This is a speech language teacher who groups students within the appropriate age range. The age range represents the entire caseload at BE.
0.66
Building Name
Bedford SHS
Support Type
Speech And Language Support
Support Sub-Type
Speech And Language Support
Level of Support
Case Load
Itinerant (20% or Less)
5
Identify Classroom
Classroom Location
Age Range
School District
Secondary
13 to 20
Age Range Justification
FTE %
This is speech language teacher who either meets with students individually or group them within the appropriate age range. The age range represents the entire caseload at BHS.
0.08
Building Name
Bedford El Sch
Support Type
Deaf And Hearing Impaired Support
Support Sub-Type
Deaf And Hearing Impaired Support
Level of Support
Case Load
Itinerant (20% or Less)
2
Identify Classroom
Classroom Location
Age Range
School District
Elementary
8 to 10
Age Range Justification
FTE %
0.04
Building Name
Bedford SHS
Support Type
Deaf And Hearing Impaired Support
Support Sub-Type
Deaf And Hearing Impaired Support
Level of Support
Case Load
Itinerant (20% or Less)
2
Identify Classroom
Classroom Location
Age Range
School District
Secondary
16 to 18
Age Range Justification
FTE %
0.04
FTE ID
Classroom Location
Full-time or Part-time Position?
Revised
LSBHS16-20SC
Secondary
Full-time (1.0)
10/21/2021 01:02 PM
Building Name
Bedford SHS
Support Type
Learning Support
Support Sub-Type
Learning Support
Level of Support
Case Load
Itinerant (20% or Less)
11
Identify Classroom
Classroom Location
Age Range
School District
Secondary
16 to 20
Age Range Justification
FTE %
0.22
Building Name
Bedford SHS
Support Type
Learning Support
Support Sub-Type
Learning Support
Level of Support
Case Load
Supplemental (Less Than 80% but More Than 20%)
1
Identify Classroom
Classroom Location
Age Range
School District
Secondary
16 to 20
Age Range Justification
FTE %
0.05
FTE ID
Classroom Location
Full-time or Part-time Position?
Revised
LSBHS15-19LM
Secondary
Full-time (1.0)
10/21/2021 12:59 PM
Building Name
Bedford SHS
Support Type
Learning Support
Support Sub-Type
Learning Support
Level of Support
Case Load
Itinerant (20% or Less)
19
Identify Classroom
Classroom Location
Age Range
School District
Secondary
15 to 19
Age Range Justification
FTE %
0.38
Building Name
Bedford SHS
Support Type
Learning Support
Support Sub-Type
Learning Support
Level of Support
Case Load
Supplemental (Less Than 80% but More Than 20%)
1
Identify Classroom
Classroom Location
Age Range
School District
Secondary
15 to 19
Age Range Justification
FTE %
0.05
FTE ID
Classroom Location
Full-time or Part-time Position?
Revised
LSBHS14-18CT
Secondary
Full-time (1.0)
10/21/2021 12:56 PM
Building Name
Bedford SHS
Support Type
Learning Support
Support Sub-Type
Learning Support
Level of Support
Case Load
Itinerant (20% or Less)
16
Identify Classroom
Classroom Location
Age Range
School District
Secondary
14 to 18
Age Range Justification
FTE %
0.32
Building Name
Bedford SHS
Support Type
Learning Support
Support Sub-Type
Learning Support
Level of Support
Case Load
Supplemental (Less Than 80% but More Than 20%)
1
Identify Classroom
Classroom Location
Age Range
School District
Secondary
14 to 18
Age Range Justification
FTE %
0.05
FTE ID
Classroom Location
Full-time or Part-time Position?
Revised
LSBHS13-17CB
Secondary
Full-time (1.0)
10/21/2021 12:54 PM
Building Name
Bedford SHS
Support Type
Learning Support
Support Sub-Type
Learning Support
Level of Support
Case Load
Itinerant (20% or Less)
15
Identify Classroom
Classroom Location
Age Range
School District
Secondary
13 to 17
Age Range Justification
FTE %
0.3
Building Name
Bedford SHS
Support Type
Learning Support
Support Sub-Type
Learning Support
Level of Support
Case Load
Supplemental (Less Than 80% but More Than 20%)
1
Identify Classroom
Classroom Location
Age Range
School District
Secondary
13 to 17
Age Range Justification
FTE %
0.05
FTE ID
Classroom Location
Full-time or Part-time Position?
Revised
LSSBMS11-15HC
Multiple
Full-time (1.0)
10/20/2021 01:55 PM
Building Name
Bedford MS
Support Type
Life Skills Support
Support Sub-Type
Life Skills Support (Grades K-6)
Level of Support
Case Load
Supplemental (Less Than 80% but More Than 20%)
2
Identify Classroom
Classroom Location
Age Range
School District
Elementary
11 to 15
Age Range Justification
FTE %
This is a combine 6 and 7th grade life skills support class.
0.1
Building Name
Bedford MS
Support Type
Life Skills Support
Support Sub-Type
Life Skills Support (Grades 7-12)
Level of Support
Case Load
Supplemental (Less Than 80% but More Than 20%)
6
Identify Classroom
Classroom Location
Age Range
School District
Secondary
11 to 15
Age Range Justification
FTE %
This is a combined 6 and 7th grade life skills support class.
0.3
FTE ID
Classroom Location
Full-time or Part-time Position?
Revised
LSBMS12-16PH
Secondary
Full-time (1.0)
10/20/2021 01:44 PM
Building Name
Bedford MS
Support Type
Learning Support
Support Sub-Type
Learning Support
Level of Support
Case Load
Itinerant (20% or Less)
10
Identify Classroom
Classroom Location
Age Range
School District
Secondary
12 to 16
Age Range Justification
FTE %
0.2
Building Name
Bedford MS
Support Type
Learning Support
Support Sub-Type
Learning Support
Level of Support
Case Load
Supplemental (Less Than 80% but More Than 20%)
1
Identify Classroom
Classroom Location
Age Range
School District
Secondary
12 to 16
Age Range Justification
FTE %
0.05
FTE ID
Classroom Location
Full-time or Part-time Position?
Revised
LSBMS11-15JH
Secondary
Full-time (1.0)
10/20/2021 01:42 PM
Building Name
Bedford MS
Support Type
Learning Support
Support Sub-Type
Learning Support
Level of Support
Case Load
Itinerant (20% or Less)
14
Identify Classroom
Classroom Location
Age Range
School District
Secondary
11 to 15
Age Range Justification
FTE %
0.28
Building Name
Bedford MS
Support Type
Learning Support
Support Sub-Type
Learning Support
Level of Support
Case Load
Supplemental (Less Than 80% but More Than 20%)
1
Identify Classroom
Classroom Location
Age Range
School District
Secondary
11 to 15
Age Range Justification
FTE %
0.05
FTE ID
Classroom Location
Full-time or Part-time Position?
Revised
LSBMS10-14BR
Secondary
Full-time (1.0)
10/21/2021 01:05 PM
Building Name
Bedford MS
Support Type
Learning Support
Support Sub-Type
Learning Support
Level of Support
Case Load
Itinerant (20% or Less)
13
Identify Classroom
Classroom Location
Age Range
School District
Secondary
10 to 14
Age Range Justification
FTE %
0.26
Building Name
Bedford MS
Support Type
Learning Support
Support Sub-Type
Learning Support
Level of Support
Case Load
Supplemental (Less Than 80% but More Than 20%)
1
Identify Classroom
Classroom Location
Age Range
School District
Secondary
10 to 14
Age Range Justification
FTE %
0.05
FTE ID
Classroom Location
Full-time or Part-time Position?
Revised
LSBE9-12RM
Elementary
Full-time (1.0)
10/20/2021 01:26 PM
Building Name
Bedford El Sch
Support Type
Learning Support
Support Sub-Type
Learning Support
Level of Support
Case Load
Itinerant (20% or Less)
13
Identify Classroom
Classroom Location
Age Range
School District
Elementary
9 to 12
Age Range Justification
FTE %
0.26
Building Name
Bedford El Sch
Support Type
Learning Support
Support Sub-Type
Learning Support
Level of Support
Case Load
Supplemental (Less Than 80% but More Than 20%)
1
Identify Classroom
Classroom Location
Age Range
School District
Elementary
9 to 12
Age Range Justification
FTE %
0.05
FTE ID
Classroom Location
Full-time or Part-time Position?
Revised
LSBE-7-10LS
Elementary
Full-time (1.0)
10/20/2021 01:21 PM
Building Name
Bedford El Sch
Support Type
Learning Support
Support Sub-Type
Learning Support
Level of Support
Case Load
Itinerant (20% or Less)
12
Identify Classroom
Classroom Location
Age Range
School District
Elementary
7 to 10
Age Range Justification
FTE %
0.24
Building Name
Bedford El Sch
Support Type
Learning Support
Support Sub-Type
Learning Support
Level of Support
Case Load
Supplemental (Less Than 80% but More Than 20%)
1
Identify Classroom
Classroom Location
Age Range
School District
Elementary
7 to 10
Age Range Justification
FTE %
0.05
FTE ID
Classroom Location
Full-time or Part-time Position?
Revised
LSBEJD
Elementary
Full-time (1.0)
10/20/2021 01:18 PM
Building Name
Bedford El Sch
Support Type
Learning Support
Support Sub-Type
Learning Support
Level of Support
Case Load
Itinerant (20% or Less)
12
Identify Classroom
Classroom Location
Age Range
School District
Elementary
5 to 8
Age Range Justification
FTE %
0.24
Building Name
Bedford El Sch
Support Type
Learning Support
Support Sub-Type
Learning Support
Level of Support
Case Load
Supplemental (Less Than 80% but More Than 20%)
1
Identify Classroom
Classroom Location
Age Range
School District
Elementary
5 to 8
Age Range Justification
FTE %
0.05
FTE ID
Classroom Location
Full-time or Part-time Position?
Revised
LSSBEMB
Elementary
Full-time (1.0)
02/16/2022 09:04 PM
Building Name
Bedford El Sch
Support Type
Life Skills Support
Support Sub-Type
Life Skills Support (Grades K-6)
Level of Support
Case Load
Supplemental (Less Than 80% but More Than 20%)
13
Identify Classroom
Classroom Location
Age Range
School District
Elementary
7 to 11
Age Range Justification
FTE %
IEP team agreed and parents signed age range waiver to permit 2nd grader to attend LSS at Bedford Elementary
0.65
Building Name
Bedford El Sch
Support Type
Life Skills Support
Support Sub-Type
Life Skills Support (Grades K-6)
Level of Support
Case Load
Full-Time (80% or More)
1
Identify Classroom
Classroom Location
Age Range
School District
Elementary
8 to 11
Age Range Justification
FTE %
0.08
Special Education Facilities
Building Name
Room #
Bedford El Sch
119
School Building
Building Description
Elementary
A building in which general education programs are operated
Classroom Measurements
Classroom Area Measurement
Max # of students in classroom
36 feet, 0 inches x 28 feet, 0 inches
1008sqft
36
Implementation Date
2021-10-21
Uploaded Files
Assurance Check
Assurance Check
Yes
No
The class is maintained as close as appropriate to the ebb and flow of usual school activities
Yes
The class is located where noise will not interfere with instruction
Yes
The class is located only in space that is designed for purposes of instruction
Yes
The class is readily accessible
Yes
The class is composed of at least 28 square feet per student
Yes
Building Name
Room #
Bedford El Sch
126
School Building
Building Description
Elementary
A building in which general education programs are operated
Classroom Measurements
Classroom Area Measurement
Max # of students in classroom
30 feet, 0 inches x 27 feet, 0 inches
810sqft
28
Implementation Date
2022-01-12
Uploaded Files
Assurance Check
Assurance Check
Yes
No
The class is maintained as close as appropriate to the ebb and flow of usual school activities
Yes
The class is located where noise will not interfere with instruction
Yes
The class is located only in space that is designed for purposes of instruction
Yes
The class is readily accessible
Yes
The class is composed of at least 28 square feet per student
Yes
Building Name
Room #
Bedford El Sch
001
School Building
Building Description
Elementary
A building in which general education programs are operated
Classroom Measurements
Classroom Area Measurement
Max # of students in classroom
29 feet, 0 inches x 27 feet, 0 inches
783sqft
27
Implementation Date
2022-02-14
Uploaded Files
Assurance Check
Assurance Check
Yes
No
The class is maintained as close as appropriate to the ebb and flow of usual school activities
Yes
The class is located where noise will not interfere with instruction
Yes
The class is located only in space that is designed for purposes of instruction
Yes
The class is readily accessible
Yes
The class is composed of at least 28 square feet per student
Yes
Building Name
Room #
Bedford El Sch
3408
School Building
Building Description
Elementary
A building in which general education programs are operated
Classroom Measurements
Classroom Area Measurement
Max # of students in classroom
23 feet, 0 inches x 27 feet, 0 inches
621sqft
22
Implementation Date
2022-02-14
Uploaded Files
Assurance Check
Assurance Check
Yes
No
The class is maintained as close as appropriate to the ebb and flow of usual school activities
Yes
The class is located where noise will not interfere with instruction
Yes
The class is located only in space that is designed for purposes of instruction
Yes
The class is readily accessible
Yes
The class is composed of at least 28 square feet per student
Yes
Building Name
Room #
Bedford El Sch
34A
School Building
Building Description
Elementary
A building in which general education programs are operated
Classroom Measurements
Classroom Area Measurement
Max # of students in classroom
21 feet, 0 inches x 11 feet, 0 inches
231sqft
8
Implementation Date
2022-02-14
Uploaded Files
Assurance Check
Assurance Check
Yes
No
The class is maintained as close as appropriate to the ebb and flow of usual school activities
Yes
The class is located where noise will not interfere with instruction
Yes
The class is located only in space that is designed for purposes of instruction
Yes
The class is readily accessible
Yes
The class is composed of at least 28 square feet per student
Yes
Building Name
Room #
Bedford El Sch
34B
School Building
Building Description
Elementary
A building in which general education programs are operated
Classroom Measurements
Classroom Area Measurement
Max # of students in classroom
21 feet, 0 inches x 15 feet, 0 inches
315sqft
11
Implementation Date
2022-02-14
Uploaded Files
Assurance Check
Assurance Check
Yes
No
The class is maintained as close as appropriate to the ebb and flow of usual school activities
Yes
The class is located where noise will not interfere with instruction
Yes
The class is located only in space that is designed for purposes of instruction
Yes
The class is readily accessible
Yes
The class is composed of at least 28 square feet per student
Yes
Building Name
Room #
Bedford MS
211
School Building
Building Description
Middle
A building in which general education programs are operated
Classroom Measurements
Classroom Area Measurement
Max # of students in classroom
24 feet, 0 inches x 34 feet, 0 inches
816sqft
29
Implementation Date
2022-02-14
Uploaded Files
Assurance Check
Assurance Check
Yes
No
The class is maintained as close as appropriate to the ebb and flow of usual school activities
Yes
The class is located where noise will not interfere with instruction
Yes
The class is located only in space that is designed for purposes of instruction
Yes
The class is readily accessible
Yes
The class is composed of at least 28 square feet per student
Yes
Building Name
Room #
Bedford MS
215
School Building
Building Description
Middle
A building in which general education programs are operated
Classroom Measurements
Classroom Area Measurement
Max # of students in classroom
24 feet, 0 inches x 33 feet, 0 inches
792sqft
28
Implementation Date
2022-02-14
Uploaded Files
Assurance Check
Assurance Check
Yes
No
The class is maintained as close as appropriate to the ebb and flow of usual school activities
Yes
The class is located where noise will not interfere with instruction
Yes
The class is located only in space that is designed for purposes of instruction
Yes
The class is readily accessible
Yes
The class is composed of at least 28 square feet per student
Yes
Building Name
Room #
Bedford MS
220
School Building
Building Description
Middle
A building in which general education programs are operated
Classroom Measurements
Classroom Area Measurement
Max # of students in classroom
26 feet, 0 inches x 31 feet, 0 inches
806sqft
28
Implementation Date
2022-02-14
Uploaded Files
Assurance Check
Assurance Check
Yes
No
The class is maintained as close as appropriate to the ebb and flow of usual school activities
Yes
The class is located where noise will not interfere with instruction
Yes
The class is located only in space that is designed for purposes of instruction
Yes
The class is readily accessible
Yes
The class is composed of at least 28 square feet per student
Yes
Building Name
Room #
Bedford MS
112
School Building
Building Description
Middle
A building in which general education programs are operated
Classroom Measurements
Classroom Area Measurement
Max # of students in classroom
28 feet, 0 inches x 31 feet, 0 inches
868sqft
31
Implementation Date
2022-02-14
Uploaded Files
Assurance Check
Assurance Check
Yes
No
The class is maintained as close as appropriate to the ebb and flow of usual school activities
Yes
The class is located where noise will not interfere with instruction
Yes
The class is located only in space that is designed for purposes of instruction
Yes
The class is readily accessible
Yes
The class is composed of at least 28 square feet per student
Yes
Building Name
Room #
Bedford MS
111
School Building
Building Description
Middle
A building in which general education programs are operated
Classroom Measurements
Classroom Area Measurement
Max # of students in classroom
28 feet, 0 inches x 31 feet, 0 inches
868sqft
31
Implementation Date
2022-02-14
Uploaded Files
Assurance Check
Assurance Check
Yes
No
The class is maintained as close as appropriate to the ebb and flow of usual school activities
Yes
The class is located where noise will not interfere with instruction
Yes
The class is located only in space that is designed for purposes of instruction
Yes
The class is readily accessible
Yes
The class is composed of at least 28 square feet per student
Yes
Building Name
Room #
Bedford SHS
235
School Building
Building Description
Senior High
A building in which general education programs are operated
Classroom Measurements
Classroom Area Measurement
Max # of students in classroom
46 feet, 0 inches x 22 feet, 0 inches
1012sqft
36
Implementation Date
2022-02-14
Uploaded Files
Assurance Check
Assurance Check
Yes
No
The class is maintained as close as appropriate to the ebb and flow of usual school activities
Yes
The class is located where noise will not interfere with instruction
Yes
The class is located only in space that is designed for purposes of instruction
Yes
The class is readily accessible
Yes
The class is composed of at least 28 square feet per student
Yes
Building Name
Room #
Bedford SHS
201
School Building
Building Description
Senior High
A building in which general education programs are operated
Classroom Measurements
Classroom Area Measurement
Max # of students in classroom
30 feet, 0 inches x 22 feet, 0 inches
660sqft
23
Implementation Date
2022-02-14
Uploaded Files
Assurance Check
Assurance Check
Yes
No
The class is maintained as close as appropriate to the ebb and flow of usual school activities
Yes
The class is located where noise will not interfere with instruction
Yes
The class is located only in space that is designed for purposes of instruction
Yes
The class is readily accessible
Yes
The class is composed of at least 28 square feet per student
Yes
Building Name
Room #
Bedford SHS
338
School Building
Building Description
Senior High
A building in which general education programs are operated
Classroom Measurements
Classroom Area Measurement
Max # of students in classroom
25 feet, 0 inches x 25 feet, 0 inches
625sqft
22
Implementation Date
2022-02-14
Uploaded Files
Assurance Check
Assurance Check
Yes
No
The class is maintained as close as appropriate to the ebb and flow of usual school activities
Yes
The class is located where noise will not interfere with instruction
Yes
The class is located only in space that is designed for purposes of instruction
Yes
The class is readily accessible
Yes
The class is composed of at least 28 square feet per student
Yes
Building Name
Room #
Bedford SHS
143
School Building
Building Description
Senior High
A building in which general education programs are operated
Classroom Measurements
Classroom Area Measurement
Max # of students in classroom
29 feet, 0 inches x 21 feet, 0 inches
609sqft
21
Implementation Date
2022-02-14
Uploaded Files
Assurance Check
Assurance Check
Yes
No
The class is maintained as close as appropriate to the ebb and flow of usual school activities
Yes
The class is located where noise will not interfere with instruction
Yes
The class is located only in space that is designed for purposes of instruction
Yes
The class is readily accessible
Yes
The class is composed of at least 28 square feet per student
Yes
Special Education Support Services
Special Education Support Services
Special Education Support Services
Numerical Value
Primary Location
Contractor or District
Director of Special Education
.5
District Wide
District
School Psychologist
1
District Wide
District
Transition Coordinator
.5
Secondary
District
Paraprofessionals
17
District Wide
District
Special Education Personnel Development
Autism
Description of Training
Topic: Educating Students with Autism in the Least Restrictive Environment. This training will provide professional development focusing on supporting the instructional and emotional needs of students with autism.
Lead Person/Position
Year of Training
Building principals
2023-2024
Hours Per Training
Number of Sessions
Provider
Audience
1
1
District
Building Administrators
Central Office Administrators
General Education Teachers
Parents
Paraprofessionals
Special Education Teachers
Description of Training
Lead Person/Position
Year of Training
Hours Per Training
Number of Sessions
Provider
Audience
Other
Central Office Administrators
Paraprofessionals
Positive Behavior Support
Description of Training
An expert in brain science will provide Bedford Area School District professional development about the development of the brain and how it affects student behaviors. This training will include techniques to improve students' brain functioning and behaviors.
Lead Person/Position
Year of Training
Paul Ruhlman / Assistant Superintendent
2022-2023
Hours Per Training
Number of Sessions
Provider
Audience
4
1
Other
Building Administrators
Central Office Administrators
General Education Teachers
Paraprofessionals
Special Education Teachers
Description of Training
Instruction of specific techniques to enhance the district's current approach to Social Emotional Learning (SEL) and further development of SEL lessons and activities. This training will be presented to a small group including the current SEL committee.
Lead Person/Position
Year of Training
Paul Ruhlman / Assistant Superintendent
2022-2023
Hours Per Training
Number of Sessions
Provider
Audience
3
1
Other
Building Administrators
Central Office Administrators
General Education Teachers
Special Education Teachers
Paraprofessional
Description of Training
Paraprofessionals will complete 20 hours of professional development each year. Topics will include non-violent crisis intervention, first aid and CPR. Other topics will be identified based on specific areas in which paraprofessionals require training. Training areas include disabilities harassment, reading interventions and legal updates.
Lead Person/Position
Year of Training
Paul Ruhlman / Assistant Superintendent
2022-2023
Hours Per Training
Number of Sessions
Provider
Audience
2
10
District
Intermediate Unit
PaTTAN
Other
Paraprofessionals
Description of Training
Paraprofessionals will complete 20 hours of professional development each year. Topics will include non-violent crisis intervention, first aid and CPR. Other topics will be identified based on specific areas in which paraprofessionals require training. Training areas include disabilities harassment, reading interventions and legal updates.
Lead Person/Position
Year of Training
Paul Ruhlman / Assistant Superintendent
2023-2024
Hours Per Training
Number of Sessions
Provider
Audience
2
10
District
Intermediate Unit
PaTTAN
Other
Paraprofessionals
Description of Training
Paraprofessionals will complete 20 hours of professional development each year. Topics will include non-violent crisis intervention, first aid and CPR. Other topics will be identified based on specific areas in which paraprofessionals require training. Training areas include disabilities harassment, reading interventions and legal updates.
Lead Person/Position
Year of Training
Paul Ruhlman / Assistant Superintendent
2024-2025
Hours Per Training
Number of Sessions
Provider
Audience
2
10
District
Intermediate Unit
PaTTAN
Other
Parents
Paraprofessionals
Transition
Description of Training
This training will provide special education teachers with activities and assessments to create individual comprehensive transition plans for students with disabilities. Best practices will be shared for enhancing education to increase positive post-school outcomes for students with disabilities.
Lead Person/Position
Year of Training
Paul Ruhlman / Assistant Superintendent
2022-2023
Hours Per Training
Number of Sessions
Provider
Audience
1
1
District
Special Education Teachers
Description of Training
This training will provide special education teachers with activities and assessments to create individual comprehensive transition plans for students with disabilities. Best practices will be shared for enhancing education to increase positive post-school outcomes for students with disabilities.
Lead Person/Position
Year of Training
Paul Ruhlman / Assistant Superintendent
2023-2024
Hours Per Training
Number of Sessions
Provider
Audience
1
1
District
Special Education Teachers
Description of Training
This training will provide special education teachers with activities and assessments to create individual comprehensive transition plans for students with disabilities. Best practices will be shared for enhancing education to increase positive post-school outcomes for students with disabilities.
Lead Person/Position
Year of Training
Paul Ruhlman / Assistant Superintendent
2024-2025
Hours Per Training
Number of Sessions
Provider
Audience
1
1
District
Special Education Teachers
Science of Literacy
Description of Training
General and special education teachers will gain knowledge for best practices with literacy instruction. Teachers will align literacy curriculum activities with state standards to ensure complete coverage of skills and knowledge needed.
Lead Person/Position
Year of Training
Building Principals
2022-2023
Hours Per Training
Number of Sessions
Provider
Audience
3
1
District
Intermediate Unit
PaTTAN
Other
Building Administrators
General Education Teachers
Special Education Teachers
Parent Training
Description of Training
This training will provide parents with techniques for assisting their child be successful in school. Topics may include homework help, navigating technology, and accessing additional resources.
Lead Person/Position
Year of Training
Special Education Teachers
2022-2023
Hours Per Training
Number of Sessions
Provider
Audience
2
3
District
Parents
Description of Training
This training will provide parents with techniques for assisting their child be successful in school. Topics may include homework help, navigating technology, and accessing additional resources.
Lead Person/Position
Year of Training
Special Education Teachers
2023-2024
Hours Per Training
Number of Sessions
Provider
Audience
2
3
District
Parents
Description of Training
This training will provide parents with techniques for assisting their child be successful in school. Topics may include homework help, navigating technology, and accessing additional resources.
Lead Person/Position
Year of Training
Special Education Teachers
2024-2025
Hours Per Training
Number of Sessions
Provider
Audience
2
3
District
Parents
IEP Development
Description of Training
This training will provide a review of required components and compliance regulations for IEP development. The focus will include previously identified areas of need as well as including best practices in IEP development.
Lead Person/Position
Year of Training
Paul Ruhlman / Assistant Superintendent
2022-2023
Hours Per Training
Number of Sessions
Provider
Audience
1
1
District
Special Education Teachers
Description of Training
This training will provide a review of required components and compliance regulations for IEP development. The focus will include previously identified areas of need as well as including best practices in IEP development.
Lead Person/Position
Year of Training
Paul Ruhlman / Assistant Superintendent
2023-2024
Hours Per Training
Number of Sessions
Provider
Audience
1
1
District
Special Education Teachers
Description of Training
This training will provide a review of required components and compliance regulations for IEP development. The focus will include previously identified areas of need as well as including best practices in IEP development.
Lead Person/Position
Year of Training
Paul Ruhlman / Assistant Superintendent
2024-2025
Hours Per Training
Number of Sessions
Provider
Audience
1
1
District
Special Education Teachers
Signatures & Affirmations
Approval Date
Uploaded Files
• 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.
• 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.
• 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.
• The school district will comply with the PA Department of Education, Bureau of Special Education’s revision notice process.
• 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.
• The school district affirms 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.
Superintendent/Chief Executive Officer
Date
Special Education Students
Total Number of Special Education Students 291
Total Student Enrollment 1719
Percent of Special Education Students 16.9
Steering Committee
Name
Position/Role
Building
Sarah Bordi
General Education Teacher
Bedford SHS
Sam Carroll
Special Education Teacher
Bedford SHS
Hannah Clites
Special Education Teacher
Bedford MS
Bobbi King
General Education Teacher
Bedford El Sch
Jessica Pencil
Parent
Bedford El Sch
Greg Hays
Other
Bedford Area SD
Sherry Kendall
Parent
Bedford SHS
Kevin Steele
Building Principal
Bedford SHS
Paul Ruhlman
Director of Special Education
Bedford Area SD
School District Areas of Improvement and Planning - Indicators
Suspension/Expulsion by Race/Ethnicity (Indicator 4B)
Indicator not flagged at this time.
Disproportionate Representation by Race/Ethnicity (Indicator 9)
Indicator not flagged at this time.
Disproportionate Representation by Race/Ethnicity/Disability (Indicator 10)
Indicator not flagged at this time.
Timely Initial Evaluations (Indicator 11)
Indicator not flagged at this time.
Secondary Transition (Indicator 13)
Indicator not flagged at this time.
Graduation (Indicator 1)
Indicator not flagged at this time.
Drop Out (Indicator 2)
Indicator not flagged at this time.
Assessment (Indicator 3)
Indicator not flagged at this time.
Education Environments (Indicator 5)
Indicator not flagged at this time.
Parent Involvement (Indicator 8)
Indicator not flagged at this time.
Early Childhood Transition (Indicator 12)
Indicator not flagged at this time.
Post-School Outcomes (Indicator 14)
Indicator not flagged at this time.
Resolution Sessions (Indicator 15)
Indicator not flagged at this time.
Mediation (Indicator 16)
Indicator not flagged at this time.
School District Areas of Improvement and Planning - Monitoring
District has completed all monitoring corrective action/improvement plans.
Identification Method
Identify the District's method for identifying students with specific learning disabilities
Building Name
AUN
Branch Number
RTI
Approved RTI Use
Significant Disproportionality - Placement
Significant Disproportionality
District Not Flagged for Significant Disproportionality in this area.
Identify Trends
Improvement Planning and Activities
Significant Disproportionality - Discipline
Significant Disproportionality
District Not Flagged for Significant Disproportionality in this area.
Identify Trends/Notable Observations
Improvement Planning and Activities
Significant Disproportionality - Identification
Significant Disproportionality
District Not Flagged for Significant Disproportionality in this area.
Identify Trends/Notable Observations
Improvement Planning and Activities
Non-Resident Students Oversight
1. Is your district currently a host district for a 1306 facility?
No
1. Describe the host’s educational oversight to ensure students with disabilities are educated in the least restrictive environment while in the 1306 facility? (If not a host, answer as if you were.)
The Bedford Area School District is not a host district for any facilities or institutions that would meet the criteria for Section 1306 of the Pennsylvania Public School Code. If a 1306 facility would begin to operate within the attendance boundaries of the Bedford Area School District, the district would become a host district responsible for providing educational programs to all students, including both regular and special education students attending the 1306 facility. The district would ensure students with Individualized Educational Plans (IEPs) receive a Free and Appropriate Public Education. Students requiring 504 Service Agreements would receive Service Agreements in accordance with the Rehabilitation Act of 1973 and 22 PA Code Chapter 15. For students with IEPs or Service Agreements, the district will first consider the district's public school buildings as the first placement option to educate all students attending the 1306 facility unless prohibited by court order. If the IEP team or the district and parents in the case of a Service Agreement determine the public school is not an appropriate setting, the host district will locate an appropriate setting and ensure the students receive a free and appropriate education in accordance with 22 PA Code Chapter 14 and IDEA or in accordance with 504 of the Rehabilitation Act. The host district will adhere to all elements of the IEP process and regularly review the student's educational placement and services each marking period. Moreover, the host district will provide the student's district of residence with information about the student's placement, progress and grades every marking period. Additionally, the host district will meet with the student's family to develop a Service Agreement in accordance with Chapter 15. The host district will also complete its Child Find responsibility with regards to all students residing within the district's boundaries including students attending 1306 facilities. In accordance with Child Find, the district will locate and evaluate all 1306 students suspected of having a disability. The district understands the resident district does have a financial obligation, duty to cooperate, possesses valuable information about the student, and should be actively involved in monitoring the student. Therefore, the host district will contact the district of residence every marking period at which time the host district will provide current information regarding the student's educational placement, progress, and grades.
2. Describe the district’s procedures for communicating with 1306 facilities and how the district ensures a successful transition back to school?
The host district will adhere to all elements of the IEP process and regularly review the student's educational placement and services each marking period. As part of this process, the host district will invite a representative of the student's district of residence to participate in all meetings. Moreover, the host district will provide the student's district of residence with information about the student's placement, progress and grades every marking period. Additionally, the host district will meet with the student's family to develop a Service Agreement in accordance with Chapter 15.
Incarcerated Students Oversight
1. Does the district have an adult correctional facility that houses juveniles within its geographical boundries?
Yes
�1306.2 Facilities
Facility Name
Facility Type
Services Provided By
Student Count
Bedford County Prison
Prison
Other
0
1. Describe the system of oversight the District would implement to ensure that all incarcerated students who may be eligible for special education are located, identified, evaluated and when deemed eligible, are offered a free appropriate public education (FAPE).
The Bedford Area School District works collaboratively with the Bedford County Prison to provide a quality educational program to eligible students with disabilities. This program operates under the guidance of the Appalachia Intermediate Unit 8, to whom the district contracts for services at the prison. Comprehensive referral and identification procedures have been developed to ensure that all eligible students with disabilities are provided FAPE. IU8 procedures for ensuring FAPE include meeting with County Prison officials weekly to check inmate rosters for students that potentially qualify for services under Brian B. v. Commonwealth of PA. Students are interviewed and asked to participate in the program. The IU contacts the district of residence for records and to coordinate the course of study for students. Based on their screening results, the IU conducts an evaluation, when appropriate, in accordance with Chapter 14 and IDEA requirements and procedures. For identified students, their IEPs are followed and data are reviewed and collected from the student, teachers, parents, and district representatives to determine appropriate programs/services.
Least Restrictive Environment
1. Review the district’s data for Least Restrictive Environment. Highlight areas of improvement.
The District's data summarizing the least restrictive environment highlights a strong commitment to educating students in the least restrictive environment. According to the 2019-2020 Special Education Data Report, the district was 86.2% SE inside the regular class, 80% or more in comparison with the State average of 61.5%. Also, the district was 4.8% inside the regular class less than 40% of the time in comparison with the State average of 9.6%. Finally, the district had 3.8% SE in other settings in comparison with the State average of 4.8%. The district data is considerably better than the state average. The one area which approximates the state average is generally driven by parents of students with autism who prefer their students receive their education in a private school setting.
2. What universal practices does the district utilize to address the academic and social/emotional needs of all students in need of accommodations to their learning environments?
Academic Needs: The district employs numerous universal practices to meet the academic needs of all students. These practices begin as early as preschool. Currently, the district coordinates preschool programs at the elementary school with outside agencies who govern the programs and offer sliding tuition based on family need. At Kindergarten registration, teams of teachers screen students to assess their current level of preparedness for elementary school. The process continues once a student begins elementary school with ongoing formative assessments to gauge student progress. When students require additional support, students receive title I support, and additional support with instructional assistants. Additionally, elementary staff regularly receive professional development in all instructional areas to promote varied instructional approaches to meet students needs. Grade-level teams regularly meet to require informal and formal assessments and best instructional practices to meet students' needs. After-school tutoring and transportation is offered to all families seeking additional support. Many of the same programs continue in middle school. The middle school groups students based on their academic needs in their core subjects. Therefore if a student requires additional support in reading they can attend an appropriate group targeting their needs and still attend a math class meeting a different level of needs. The middle school staff meet weekly in grade level teams to review formal and informal assessments and to discuss the needs of their students. Also, the grade level teams discuss cross-curricular activities in an effort to offer students varied opportunities to learn important concepts. The building schedule allows additional time for teachers to meet with students who require more instruction. The middle school also has an after-school tutoring program and transportation for any families who wish to participate. The high school offers a variety of courses to meet the instructional needs and future goals of students. Additionally, the high school staff regularly uses assessment data to develop a plan of instruction for students. The high school teachers meet regularly in department, grade-level and cross curricular teams to refine the educational program. All students have the opportunity to pursue several pathways such as vocational training, college and career. High school students have access to after-school tutoring and transportation. Social and Emotional Needs: The plan for the social and emotional needs is universal across all district buildings. The district developed its own spiraling K-12 SEL curriculum. In an effort to support the district SEL curriculum, grade level teachers both teach respective elements of the curriculum and complete specific activities to further expand learning. Additionally, each building has identified building-wide activities and awards in effort to promote students' learning and conviction to demonstrate the important elements of SEL. The district also has a district-wide psychologist and emotional support teacher. Each building has school counselors who train regularly in all aspects of mental health. The district contracts with Laurel Life to offer on-site mental health counselors in each building. Each building also has a standing SAP team to further identify students who may potentially need additional support. The district regularly trains all staff in suicide awareness and trauma-informed practices. Students, teachers, and parents receive information about the Safe2Say program and the district's threat assessment team. Finally, the district has an established relationship with partial hospitalization.
3. Describe the academic programming and training efforts the LEA utilizes to ensure meaningful participation of students with disabilities in the general education curriculum.
The district offers a full range of supplementary aids and services. Additionally, the district offers a full range of special education supports. The district also provides Title I reading and early intervention at the elementary school level. All school buildings employ co-teaching in core subject areas and in many elective/non-core classes. All teachers use differentiated instruction and will modify the curriculum as necessary to meet students needs. Teachers will also utilize modified grading when necessary. Our staff help students in a variety of ways such as organization, regular communication with parents regarding progress, additional time, re-teach materials, assistance with notes, and numerous other instructional techniques. The district also offers after school programs at all grade levels to provide students with academic support. Our teachers have received considerable professional development in co-teaching models, differentiated instruction, and instructional technologies. Additionally, building administrators ensure teachers receive specific professional development targeting the needs of their staff. The elementary building offers numerous professional development trainings in reading and writing. The middle school building trains regularly in data decision-making and modifying the curriculum to meet the needs of students. Similarly, the high school trains regularly on data decision-making, connecting progress monitoring to the regular education curriculum and ensuring the students are educating appropriately in the LRE. The district regularly trains instructional assistants in a variety of instructional support techniques at the district and/or building levels and also through PaTTAN. The district continues to monitor the needs of staff and meets with the education association regularly to identify future professional development priorities.
4. Describe the supplementary aids and services the LEA utilizes to ensure meaningful participation of students with disabilities in extracurricular activities.
The Bedford Area School District employs the following supplementary aids and services: Collaborative Co-teaching Professional development supporting co-teaching Professional development for paraprofessionals Collaboration between community agencies and the school district Instructional Modified curricular goals Test modification Assistive technology and/or alternative materials Instructional adaptations such as repeating directions, re-teaching, word banks, extra time for responding, and cueing. Reader services Physical Specific seating arrangements Adaptive equipment Structural Aids Social-Behavioral Social Skills Instruction Modification of rules and expectations Individualized behavior support plans Peer supports
5. Describe the District procedures, which ensure that, to the maximum extent appropriate, children with disabilities placed in private institutions are educated with non-disabled children and have the opportunity to participate in district lead extracurricular activities?
The Bedford Area School District is committed to educating students in the LRE to the maximum extent appropriate. The district follows all federal and state laws and regulations during the evaluation and re-evaluation process. Additionally, the district asks all IEP teams to begin with the LRE with supplementary aids and services and then move to more restrictive environments when it is necessary to meet the students needs. When the IEP team decides to place a student in a private institution the Assistant Superintendent/Director of Special Education becomes the LEA and point of contact for students and families. During every IEP meeting, parents are reminded to contact the assistant superintendent at any time and that the assistant superintendent's philosophy is to serve as a partner in their journey. Many times, parents with complex needs are given the assistant superintendent's cell phone number for quick and easy communication. Additionally, parents of students in private institutions continue to receive all district and building-level information including upcoming events. Parents regularly make requests for the children to participate in activities occurring in the students' home buildings. For example, we often have students placed in private institutions participate in after-school and/or return to the home building for a few periods. In addition to events, the district provides equal as well as specialized access to district technology. For example, students placed in private institutions were offered IPads when all students in the home buildings received IPads. Finally, the district is very successful with transitioning students placed in private institutions back to their home buildings through individualized and scaffolding transition plans.
6. Discuss the district’s need to build capacity and expand programs and services in an effort to provide a continuum of services. (Consider the out of district placement chart)
A review of the Bedford Area School District's State Data Report demonstrates the district's ability to educate students in the LRE. A further review reveals the district currently has a full continuum of services. The district has a wide range of supplementary aids and services. The district offers a range complete of special education supports for all disability categories. Additionally, the district has well-established agreements with outside agencies, private providers, partial hospitalization, the local intermediate unit and in-house contracts to assist in educating difficult to place and/or students who require a more restrictive environment. The district constantly reviews the needs of our students and develops appropriate services as needed.
Out of District Placements
Facility Name
Facility Type
Other
Operated By
Service Type
Number of Students Placed
Chestnut Ridge Elementary School
Other
Public Elementary School
Chestnut Ridge School District
Emotional Support
3
Everett Middle High School
Other
public school middle senior high school
Everett School District
Life Skills Support
13
Extended Family Program
Other
IU operates educational program
Appalachia IU8
Emotional Support
1
Merakey
Licensed Private Academic
Merakey
Autistic Support
5
Merakey
Licensed Private Academic
Merakey
Emotional Support
3
Pressley Ridge
Licensed Private Academic
Pressley Ridge
Emotional Support
1
Nulton Diagnostics
Other
Partial Hospitalization
Nulton Diagnostics
Emotional Support
2
Soaring Heights
Licensed Private Academic
Soaring Heights
Autistic Support
2
Positive Behavior Support
Date of Approval
2020-12-07
Uploaded Files
Behavior support Policy.pdf
1. How does the district support the emotional, social needs of students with disabilities?
The district strives to implement positive behavioral support practices for all students with disabilities. Any identified student who exhibits significant behaviors that interfere with appropriate functioning within educational settings will have a plan for behavior support included in the IEP. As part of their plan and in accordance with board policy, the district employs techniques to (1) modify the contextual influences of behavior, (2) teach socially appropriate alternative skills, and (3) reduce problem behaviors. If a student continues to demonstrate challenging behaviors, the district will pull together the IEP team to determine if any adjustments are necessary to the student's current plan or if a new Functional Behavioral Assessment is needed to determine if a new positive behavioral support plan needs to be developed. Manifestation Determinations are completed prior to changing a child’s placement due to behavioral concerns.
2. Describe training provided to staff in the use of positive behavior supports, de-escalation techniques and responses to behavior that may require immediate intervention.
Staff members from the Bedford Area School District have participated in training sessions that support a comprehensive school-wide positive behavior support. A variety of components that are implemented within the district would include: consistent behavioral expectations throughout the district, structured approach to address attendance and mental health concerns, expanded Student Assistance Program, effective school-family partnerships and communication, establishment of mentoring relationships for all students, identification of individualized incentives for improved attendance and behavior, and transitional supports for students as they move from elementary to middle school and middle school to high school. The special education department works collaboratively with regular education staff and administrators to provide appropriate training regarding the implementation of positive behavioral support practices. Positive measures form the basis for any behavioral support plan and suspension is utilized only when less restrictive interventions are not successful or the student poses a danger to the safety and welfare of others. The district has also been diligent in supporting individuals by allowing them to participate in training opportunities such as non-violent crisis prevention (CPI) training. This intervention program focuses on the concept of positive de-escalation techniques when dealing with challenging behaviors. In regards to immediate interventions, the district takes both a reactive and proactive approach. The district has mental health counselors and school counselors at all school building levels. Additionally, the district regularly trains staff and students about the Safe2Say Something system. To help support the Safe2Say Something platform and ensure continuity of support, the district's threat assessment team is also the district's Safe2Say Something team. This represents all buildings and consists of all administrators, mental health, and the school police officer. The Assistant Superintendent who also serves as the Special Education Director is a senior member of the team.
3. Describe the district positive school wide support programs.
The Bedford Area School District has a robust, multifaceted positive school wide support program. The district developed a district-wide Social and Emotional learning curriculum with spiraling topics and targeted rewards focused on developing positive behaviors. Each building has a committee of teachers who work diligently on ensuring fidelity and improvement. A representative group of teachers from each building also participate in the district's SEL committee. The district also offers a wide range of support services. Every teacher is trained in positive behavior support and is expected to apply those strategies. We also honor the students regularly with letters to parents, public recognition in front of our Board, and special activities. Additionally, the district employs numerous instructional aids to help facilitate learning and apply positive behavior support strategies on a 1 to 1 level as needed. The district supports and guides parents in applying for TSS and other community-based supports. The district's Laurel Life partnership offers students experiencing difficulties even greater access to support through mental health and behavioral support services grades K-12. The district also has existing relationships with partial mental hospitalization and full-time emotional support placements. We believe our positive behavior support plan allows us to educate students in the LRE to the maximum extent possible.
4. Describe the district school-based behavior health services.
The Bedford Area School District maintains a robust full range of school-based behavioral health services. All staff members receive training in youth mental health, availability of interventions, accessing the SAP team, identifying homelessness, social emotional learning, and positive behavior supports. Additionally, the district has a full-time emotional support teacher, school psychologist, and school counselors located in all school buildings. The district also contracts with Laurel Life to provide 3 mental health counselors, one for each school building. Also, the district contracts with Laurel Life for two classrooms, one each at the high school and middle school for both regular and special education students who require specialized educational and behavioral programs. For students who require additional services both at home and/or at school, the district regularly helps parents apply for TSSs and Behavior support. Finally, the district has several more restrictive locations for students who require considerable interventions. Those locations consist of partial mental hospitalization, private providers, and inpatient mental hospitalization.
5. Describe the district restraint procedure.
The District only uses restraints as the last strategy when students could harm themself or others. The District sends all instructional assistants to Non-violent crisis training. The District is proactive in the development of the Individualized Education Plan in an effort to avoid restraints. If a restrain is necessary the district will immediately contact the parents/ guardians and law enforcement. If the student is a student with a disability, the district will immediately begin a manifestation determination. If the student is a student with a disability, the district will invite the parents to an IEP meeting within 10 days of the restraint. If the student is a student with a disability, the IEP team will convene to review the re-evaluation and IEP in an effort to identify potential revision to avoid future restraints. If the student is a student with a disability, the district will complete the RISC Report immediately following the IEP team meeting.
Intensive Interagency
Please address any areas of concern with students who are placed on Instruction Conducted in the Home or who are at a substantial risk of waiting more than 30 days for an appropriate educational placement.
The Bedford Area School District is committed to providing a Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE). Once a student has been determined eligible for and in need of specially designed instruction, the IEP team works collaboratively to develop a comprehensive plan based on the child's unique present educational levels, strengths, and needs. The IEP team follows a progression of activities during the IEP development. The discussion of educational placement occurs only after the determination of present educational levels, strengths, needs, specially designed instruction, related services, and participation in the general education program are addressed. The Bedford Area School District strives to educate all students with disabilities in the regular education program to the maximum extent appropriate. When determining how to best meet a student's individualized goals and objectives, the IEP team begins with a discussion of providing a student's educational program in the regular education environment with supplemental aids and services. Only after the IEP team has determined that success in the regular education program is not possible (even with the provision of supplementary aids and services) may it discuss placement in a more restrictive environment. The district recognizes that a child may need to be removed from the regular education classroom for a period of time to meet his/her educational needs. Under these circumstances, the district is committed to providing alternative opportunities for students with disabilities to interact with non-disabled peers to the maximum extent appropriate. The district utilizes research based, effective practices designed to improve student performance and will continue to foster the use of evidence based practices among special education teachers, regular education teachers, parents, administrators, and paraprofessionals. The district supports inclusive opportunities for all students, while also offering a continuum of service options including Speech/Language Support, Learning Support, Life Skills Support, Emotional Support, Hearing Support, and School-to-Work initiatives. The availability of these services within the district allows us to educate the majority of students within the home district. The district contracts with local IU 8 for the provision of services that cannot be supported by our internal resources, including Multiple Disabilities Support, Autistic Support, and Vision Support. Additionally, the district contracts with CAMCO to provide Occupational and Physical therapy. The BASD works collaboratively with the IEP team and local community agencies to determine appropriate supports and services for difficult to place students. The district offers a variety of alternative educational settings available for students who demonstrate significant needs, both within the district and in the community. If the district is unable to meet the student's needs either through internal programs, or with the assistance of the local intermediate unit, the district will utilize community agencies for support and assistance. Those agencies include Extended Family Academy, Nulton Diagnostics, DBHS, Children and Youth, ACRP, Laurel Springs, and Manito, Inc. Also, BASD works with the other county schools to find appropriate placements for students. The BASD utilizes an intensive interagency approach and works collaboratively with IU08 and the Bedford County CASSP (Children and Adolescent Service System Program) program for students when the district encounters placement difficulties in the provision of FAPE. One of the district's primary focuses is on building local capacity to meet the needs of all students with disabilities. Procedures that are followed regarding difficulties in ensuring a FAPE are: 1) District convenes an IEP team meeting in order to review that all district programming options are being utilized. At these IEP meetings, the team needs to appropriately identify the needs of the students and what layers of support are available. 2) Once all options have either been attempted or ruled out, the district will begin looking for additional placement options by first contacting neighboring school districts to explore possible programs that can meet the needs of the referred student(s). Next, the district contacts the IU 8 and other educational placement centers located as close to our region as possible for placements. Once placement is found, the district contacts the parent(s) or guardian(s), schedules a tour of the placement center, then holds an IEP meeting to finalize required paperwork and secure placement.
Education Program (Caseload FTE)
FTE ID
Classroom Location
Full-time or Part-time Position?
Revised
LLP-BHS
Secondary
Full-time (1.0)
02/20/2022 08:44 PM
Building Name
Bedford SHS
Support Type
Learning Support
Support Sub-Type
Learning Support
Level of Support
Case Load
Itinerant (20% or Less)
3
Identify Classroom
Classroom Location
Age Range
School District
Secondary
14 to 18
Age Range Justification
FTE %
0.06
Building Name
Bedford SHS
Support Type
Learning Support
Support Sub-Type
Learning Support
Level of Support
Case Load
Supplemental (Less Than 80% but More Than 20%)
1
Identify Classroom
Classroom Location
Age Range
School District
Secondary
14 to 18
Age Range Justification
FTE %
0.05
Building Name
Bedford SHS
Support Type
Emotional Support
Support Sub-Type
Emotional Support
Level of Support
Case Load
Itinerant (20% or Less)
4
Identify Classroom
Classroom Location
Age Range
School District
Secondary
14 to 18
Age Range Justification
FTE %
0.08
Building Name
Bedford SHS
Support Type
Emotional Support
Support Sub-Type
Emotional Support
Level of Support
Case Load
Supplemental (Less Than 80% but More Than 20%)
1
Identify Classroom
Classroom Location
Age Range
School District
Secondary
14 to 18
Age Range Justification
FTE %
0.05
Building Name
Bedford SHS
Support Type
Autistic Support
Support Sub-Type
Autistic Support
Level of Support
Case Load
Itinerant (20% or Less)
3
Identify Classroom
Classroom Location
Age Range
School District
Secondary
14 to 18
Age Range Justification
FTE %
0.25
Building Name
Bedford SHS
Support Type
Autistic Support
Support Sub-Type
Autistic Support
Level of Support
Case Load
Supplemental (Less Than 80% but More Than 20%)
1
Identify Classroom
Classroom Location
Age Range
School District
Secondary
14 to 18
Age Range Justification
FTE %
0.12
Building Name
Bedford SHS
Support Type
Learning Support
Support Sub-Type
Learning Support
Level of Support
Case Load
Full-Time (80% or More)
1
Identify Classroom
Classroom Location
Age Range
School District
Secondary
14 to 18
Age Range Justification
FTE %
0.08
Building Name
Bedford SHS
Support Type
Emotional Support
Support Sub-Type
Emotional Support
Level of Support
Case Load
Full-Time (80% or More)
1
Identify Classroom
Classroom Location
Age Range
School District
Secondary
14 to 18
Age Range Justification
FTE %
0.08
Building Name
Bedford SHS
Support Type
Autistic Support
Support Sub-Type
Autistic Support
Level of Support
Case Load
Full-Time (80% or More)
1
Identify Classroom
Classroom Location
Age Range
School District
Secondary
14 to 18
Age Range Justification
FTE %
0.12
FTE ID
Classroom Location
Full-time or Part-time Position?
Revised
LLP-BMS
Secondary
Full-time (1.0)
02/20/2022 08:41 PM
Building Name
Bedford MS
Support Type
Learning Support
Support Sub-Type
Learning Support
Level of Support
Case Load
Itinerant (20% or Less)
3
Identify Classroom
Classroom Location
Age Range
School District
Secondary
12 to 15
Age Range Justification
FTE %
0.06
Building Name
Bedford MS
Support Type
Learning Support
Support Sub-Type
Learning Support
Level of Support
Case Load
Supplemental (Less Than 80% but More Than 20%)
1
Identify Classroom
Classroom Location
Age Range
School District
Secondary
12 to 15
Age Range Justification
FTE %
0.05
Building Name
Bedford MS
Support Type
Emotional Support
Support Sub-Type
Emotional Support
Level of Support
Case Load
Itinerant (20% or Less)
4
Identify Classroom
Classroom Location
Age Range
School District
Secondary
12 to 15
Age Range Justification
FTE %
0.08
Building Name
Bedford MS
Support Type
Emotional Support
Support Sub-Type
Emotional Support
Level of Support
Case Load
Supplemental (Less Than 80% but More Than 20%)
1
Identify Classroom
Classroom Location
Age Range
School District
Secondary
12 to 15
Age Range Justification
FTE %
0.05
Building Name
Bedford MS
Support Type
Autistic Support
Support Sub-Type
Autistic Support
Level of Support
Case Load
Itinerant (20% or Less)
3
Identify Classroom
Classroom Location
Age Range
School District
Secondary
12 to 15
Age Range Justification
FTE %
0.25
Building Name
Bedford MS
Support Type
Autistic Support
Support Sub-Type
Autistic Support
Level of Support
Case Load
Supplemental (Less Than 80% but More Than 20%)
1
Identify Classroom
Classroom Location
Age Range
School District
Secondary
12 to 15
Age Range Justification
FTE %
0.12
Building Name
Bedford MS
Support Type
Learning Support
Support Sub-Type
Learning Support
Level of Support
Case Load
Full-Time (80% or More)
1
Identify Classroom
Classroom Location
Age Range
School District
Secondary
12 to 15
Age Range Justification
FTE %
0.08
Building Name
Bedford MS
Support Type
Emotional Support
Support Sub-Type
Emotional Support
Level of Support
Case Load
Full-Time (80% or More)
1
Identify Classroom
Classroom Location
Age Range
School District
Secondary
12 to 15
Age Range Justification
FTE %
0.08
Building Name
Bedford MS
Support Type
Autistic Support
Support Sub-Type
Autistic Support
Level of Support
Case Load
Full-Time (80% or More)
1
Identify Classroom
Classroom Location
Age Range
School District
Secondary
12 to 15
Age Range Justification
FTE %
0.12
FTE ID
Classroom Location
Full-time or Part-time Position?
Revised
AutisticSupport-NE
Multiple
Full-time (1.0)
02/16/2022 02:19 PM
Building Name
Bedford El Sch
Support Type
Autistic Support
Support Sub-Type
Autistic Support
Level of Support
Case Load
Itinerant (20% or Less)
4
Identify Classroom
Classroom Location
Age Range
Intermediate Unit
Elementary
5 to 11
Age Range Justification
FTE %
Teacher meets with students individually or in appropriate age range groups to provide Autistic support services
0.33
Building Name
Bedford MS
Support Type
Autistic Support
Support Sub-Type
Autistic Support
Level of Support
Case Load
Itinerant (20% or Less)
5
Identify Classroom
Classroom Location
Age Range
Intermediate Unit
Secondary
12 to 15
Age Range Justification
FTE %
0.42
Building Name
Bedford SHS
Support Type
Autistic Support
Support Sub-Type
Autistic Support
Level of Support
Case Load
Itinerant (20% or Less)
1
Identify Classroom
Classroom Location
Age Range
Intermediate Unit
Secondary
13 to 20
Age Range Justification
FTE %
Teacher meets with students individually or in appropriate age range groups to provide Autistic support services
0.08
FTE ID
Classroom Location
Full-time or Part-time Position?
Revised
DistrictMDS-IU
Secondary
Full-time (1.0)
10/25/2021 11:01 AM
Building Name
Bedford MS
Support Type
Multiple Disabilities Support
Support Sub-Type
Multiple Disabilities Support
Level of Support
Case Load
Supplemental (Less Than 80% but More Than 20%)
3
Identify Classroom
Classroom Location
Age Range
School District
Secondary
12 to 15
Age Range Justification
FTE %
0.38
FTE ID
Classroom Location
Full-time or Part-time Position?
Revised
DistrictESBurkett
Multiple
Full-time (1.0)
10/25/2021 10:59 AM
Building Name
Bedford El Sch
Support Type
Emotional Support
Support Sub-Type
Emotional Support
Level of Support
Case Load
Itinerant (20% or Less)
1
Identify Classroom
Classroom Location
Age Range
School District
Elementary
5 to 12
Age Range Justification
FTE %
Emotional support teacher only meets individually or within age appropiate groups.
0.02
Building Name
Bedford MS
Support Type
Emotional Support
Support Sub-Type
Emotional Support
Level of Support
Case Load
Itinerant (20% or Less)
1
Identify Classroom
Classroom Location
Age Range
School District
Secondary
11 to 14
Age Range Justification
FTE %
0.02
Building Name
Bedford SHS
Support Type
Emotional Support
Support Sub-Type
Emotional Support
Level of Support
Case Load
Itinerant (20% or Less)
8
Identify Classroom
Classroom Location
Age Range
School District
Secondary
14 to 18
Age Range Justification
FTE %
0.16
FTE ID
Classroom Location
Full-time or Part-time Position?
Revised
Ringler SPL
Multiple
Full-time (1.0)
10/25/2021 10:55 AM
Building Name
Bedford El Sch
Support Type
Speech And Language Support
Support Sub-Type
Speech And Language Support
Level of Support
Case Load
Itinerant (20% or Less)
31
Identify Classroom
Classroom Location
Age Range
School District
Elementary
5 to 11
Age Range Justification
FTE %
This is a speech language teacher who groups students within the appropriate age range. The age range represents the entire caseload at BE.
0.48
Building Name
Bedford MS
Support Type
Speech And Language Support
Support Sub-Type
Speech And Language Support
Level of Support
Case Load
Itinerant (20% or Less)
6
Identify Classroom
Classroom Location
Age Range
School District
Secondary
10 to 16
Age Range Justification
FTE %
This is speech language teacher who either meets with students individually or group them within the appropriate age range. The age range represents the entire caseload at BMS.
0.09
FTE ID
Classroom Location
Full-time or Part-time Position?
Revised
StrawHI/SPL
Multiple
Full-time (1.0)
10/25/2021 10:50 AM
Building Name
Bedford El Sch
Support Type
Speech And Language Support
Support Sub-Type
Speech And Language Support
Level of Support
Case Load
Itinerant (20% or Less)
43
Identify Classroom
Classroom Location
Age Range
School District
Elementary
5 to 12
Age Range Justification
FTE %
This is a speech language teacher who groups students within the appropriate age range. The age range represents the entire caseload at BE.
0.66
Building Name
Bedford SHS
Support Type
Speech And Language Support
Support Sub-Type
Speech And Language Support
Level of Support
Case Load
Itinerant (20% or Less)
5
Identify Classroom
Classroom Location
Age Range
School District
Secondary
13 to 20
Age Range Justification
FTE %
This is speech language teacher who either meets with students individually or group them within the appropriate age range. The age range represents the entire caseload at BHS.
0.08
Building Name
Bedford El Sch
Support Type
Deaf And Hearing Impaired Support
Support Sub-Type
Deaf And Hearing Impaired Support
Level of Support
Case Load
Itinerant (20% or Less)
2
Identify Classroom
Classroom Location
Age Range
School District
Elementary
8 to 10
Age Range Justification
FTE %
0.04
Building Name
Bedford SHS
Support Type
Deaf And Hearing Impaired Support
Support Sub-Type
Deaf And Hearing Impaired Support
Level of Support
Case Load
Itinerant (20% or Less)
2
Identify Classroom
Classroom Location
Age Range
School District
Secondary
16 to 18
Age Range Justification
FTE %
0.04
FTE ID
Classroom Location
Full-time or Part-time Position?
Revised
LSBHS16-20SC
Secondary
Full-time (1.0)
10/21/2021 01:02 PM
Building Name
Bedford SHS
Support Type
Learning Support
Support Sub-Type
Learning Support
Level of Support
Case Load
Itinerant (20% or Less)
11
Identify Classroom
Classroom Location
Age Range
School District
Secondary
16 to 20
Age Range Justification
FTE %
0.22
Building Name
Bedford SHS
Support Type
Learning Support
Support Sub-Type
Learning Support
Level of Support
Case Load
Supplemental (Less Than 80% but More Than 20%)
1
Identify Classroom
Classroom Location
Age Range
School District
Secondary
16 to 20
Age Range Justification
FTE %
0.05
FTE ID
Classroom Location
Full-time or Part-time Position?
Revised
LSBHS15-19LM
Secondary
Full-time (1.0)
10/21/2021 12:59 PM
Building Name
Bedford SHS
Support Type
Learning Support
Support Sub-Type
Learning Support
Level of Support
Case Load
Itinerant (20% or Less)
19
Identify Classroom
Classroom Location
Age Range
School District
Secondary
15 to 19
Age Range Justification
FTE %
0.38
Building Name
Bedford SHS
Support Type
Learning Support
Support Sub-Type
Learning Support
Level of Support
Case Load
Supplemental (Less Than 80% but More Than 20%)
1
Identify Classroom
Classroom Location
Age Range
School District
Secondary
15 to 19
Age Range Justification
FTE %
0.05
FTE ID
Classroom Location
Full-time or Part-time Position?
Revised
LSBHS14-18CT
Secondary
Full-time (1.0)
10/21/2021 12:56 PM
Building Name
Bedford SHS
Support Type
Learning Support
Support Sub-Type
Learning Support
Level of Support
Case Load
Itinerant (20% or Less)
16
Identify Classroom
Classroom Location
Age Range
School District
Secondary
14 to 18
Age Range Justification
FTE %
0.32
Building Name
Bedford SHS
Support Type
Learning Support
Support Sub-Type
Learning Support
Level of Support
Case Load
Supplemental (Less Than 80% but More Than 20%)
1
Identify Classroom
Classroom Location
Age Range
School District
Secondary
14 to 18
Age Range Justification
FTE %
0.05
FTE ID
Classroom Location
Full-time or Part-time Position?
Revised
LSBHS13-17CB
Secondary
Full-time (1.0)
10/21/2021 12:54 PM
Building Name
Bedford SHS
Support Type
Learning Support
Support Sub-Type
Learning Support
Level of Support
Case Load
Itinerant (20% or Less)
15
Identify Classroom
Classroom Location
Age Range
School District
Secondary
13 to 17
Age Range Justification
FTE %
0.3
Building Name
Bedford SHS
Support Type
Learning Support
Support Sub-Type
Learning Support
Level of Support
Case Load
Supplemental (Less Than 80% but More Than 20%)
1
Identify Classroom
Classroom Location
Age Range
School District
Secondary
13 to 17
Age Range Justification
FTE %
0.05
FTE ID
Classroom Location
Full-time or Part-time Position?
Revised
LSSBMS11-15HC
Multiple
Full-time (1.0)
10/20/2021 01:55 PM
Building Name
Bedford MS
Support Type
Life Skills Support
Support Sub-Type
Life Skills Support (Grades K-6)
Level of Support
Case Load
Supplemental (Less Than 80% but More Than 20%)
2
Identify Classroom
Classroom Location
Age Range
School District
Elementary
11 to 15
Age Range Justification
FTE %
This is a combine 6 and 7th grade life skills support class.
0.1
Building Name
Bedford MS
Support Type
Life Skills Support
Support Sub-Type
Life Skills Support (Grades 7-12)
Level of Support
Case Load
Supplemental (Less Than 80% but More Than 20%)
6
Identify Classroom
Classroom Location
Age Range
School District
Secondary
11 to 15
Age Range Justification
FTE %
This is a combined 6 and 7th grade life skills support class.
0.3
FTE ID
Classroom Location
Full-time or Part-time Position?
Revised
LSBMS12-16PH
Secondary
Full-time (1.0)
10/20/2021 01:44 PM
Building Name
Bedford MS
Support Type
Learning Support
Support Sub-Type
Learning Support
Level of Support
Case Load
Itinerant (20% or Less)
10
Identify Classroom
Classroom Location
Age Range
School District
Secondary
12 to 16
Age Range Justification
FTE %
0.2
Building Name
Bedford MS
Support Type
Learning Support
Support Sub-Type
Learning Support
Level of Support
Case Load
Supplemental (Less Than 80% but More Than 20%)
1
Identify Classroom
Classroom Location
Age Range
School District
Secondary
12 to 16
Age Range Justification
FTE %
0.05
FTE ID
Classroom Location
Full-time or Part-time Position?
Revised
LSBMS11-15JH
Secondary
Full-time (1.0)
10/20/2021 01:42 PM
Building Name
Bedford MS
Support Type
Learning Support
Support Sub-Type
Learning Support
Level of Support
Case Load
Itinerant (20% or Less)
14
Identify Classroom
Classroom Location
Age Range
School District
Secondary
11 to 15
Age Range Justification
FTE %
0.28
Building Name
Bedford MS
Support Type
Learning Support
Support Sub-Type
Learning Support
Level of Support
Case Load
Supplemental (Less Than 80% but More Than 20%)
1
Identify Classroom
Classroom Location
Age Range
School District
Secondary
11 to 15
Age Range Justification
FTE %
0.05
FTE ID
Classroom Location
Full-time or Part-time Position?
Revised
LSBMS10-14BR
Secondary
Full-time (1.0)
10/21/2021 01:05 PM
Building Name
Bedford MS
Support Type
Learning Support
Support Sub-Type
Learning Support
Level of Support
Case Load
Itinerant (20% or Less)
13
Identify Classroom
Classroom Location
Age Range
School District
Secondary
10 to 14
Age Range Justification
FTE %
0.26
Building Name
Bedford MS
Support Type
Learning Support
Support Sub-Type
Learning Support
Level of Support
Case Load
Supplemental (Less Than 80% but More Than 20%)
1
Identify Classroom
Classroom Location
Age Range
School District
Secondary
10 to 14
Age Range Justification
FTE %
0.05
FTE ID
Classroom Location
Full-time or Part-time Position?
Revised
LSBE9-12RM
Elementary
Full-time (1.0)
10/20/2021 01:26 PM
Building Name
Bedford El Sch
Support Type
Learning Support
Support Sub-Type
Learning Support
Level of Support
Case Load
Itinerant (20% or Less)
13
Identify Classroom
Classroom Location
Age Range
School District
Elementary
9 to 12
Age Range Justification
FTE %
0.26
Building Name
Bedford El Sch
Support Type
Learning Support
Support Sub-Type
Learning Support
Level of Support
Case Load
Supplemental (Less Than 80% but More Than 20%)
1
Identify Classroom
Classroom Location
Age Range
School District
Elementary
9 to 12
Age Range Justification
FTE %
0.05
FTE ID
Classroom Location
Full-time or Part-time Position?
Revised
LSBE-7-10LS
Elementary
Full-time (1.0)
10/20/2021 01:21 PM
Building Name
Bedford El Sch
Support Type
Learning Support
Support Sub-Type
Learning Support
Level of Support
Case Load
Itinerant (20% or Less)
12
Identify Classroom
Classroom Location
Age Range
School District
Elementary
7 to 10
Age Range Justification
FTE %
0.24
Building Name
Bedford El Sch
Support Type
Learning Support
Support Sub-Type
Learning Support
Level of Support
Case Load
Supplemental (Less Than 80% but More Than 20%)
1
Identify Classroom
Classroom Location
Age Range
School District
Elementary
7 to 10
Age Range Justification
FTE %
0.05
FTE ID
Classroom Location
Full-time or Part-time Position?
Revised
LSBEJD
Elementary
Full-time (1.0)
10/20/2021 01:18 PM
Building Name
Bedford El Sch
Support Type
Learning Support
Support Sub-Type
Learning Support
Level of Support
Case Load
Itinerant (20% or Less)
12
Identify Classroom
Classroom Location
Age Range
School District
Elementary
5 to 8
Age Range Justification
FTE %
0.24
Building Name
Bedford El Sch
Support Type
Learning Support
Support Sub-Type
Learning Support
Level of Support
Case Load
Supplemental (Less Than 80% but More Than 20%)
1
Identify Classroom
Classroom Location
Age Range
School District
Elementary
5 to 8
Age Range Justification
FTE %
0.05
FTE ID
Classroom Location
Full-time or Part-time Position?
Revised
LSSBEMB
Elementary
Full-time (1.0)
02/16/2022 09:04 PM
Building Name
Bedford El Sch
Support Type
Life Skills Support
Support Sub-Type
Life Skills Support (Grades K-6)
Level of Support
Case Load
Supplemental (Less Than 80% but More Than 20%)
13
Identify Classroom
Classroom Location
Age Range
School District
Elementary
7 to 11
Age Range Justification
FTE %
IEP team agreed and parents signed age range waiver to permit 2nd grader to attend LSS at Bedford Elementary
0.65
Building Name
Bedford El Sch
Support Type
Life Skills Support
Support Sub-Type
Life Skills Support (Grades K-6)
Level of Support
Case Load
Full-Time (80% or More)
1
Identify Classroom
Classroom Location
Age Range
School District
Elementary
8 to 11
Age Range Justification
FTE %
0.08
Special Education Facilities
Building Name
Room #
Bedford El Sch
119
School Building
Building Description
Elementary
A building in which general education programs are operated
Classroom Measurements
Classroom Area Measurement
Max # of students in classroom
36 feet, 0 inches x 28 feet, 0 inches
1008sqft
36
Implementation Date
2021-10-21
Uploaded Files
Assurance Check
Assurance Check
Yes
No
The class is maintained as close as appropriate to the ebb and flow of usual school activities
Yes
The class is located where noise will not interfere with instruction
Yes
The class is located only in space that is designed for purposes of instruction
Yes
The class is readily accessible
Yes
The class is composed of at least 28 square feet per student
Yes
Building Name
Room #
Bedford El Sch
126
School Building
Building Description
Elementary
A building in which general education programs are operated
Classroom Measurements
Classroom Area Measurement
Max # of students in classroom
30 feet, 0 inches x 27 feet, 0 inches
810sqft
28
Implementation Date
2022-01-12
Uploaded Files
Assurance Check
Assurance Check
Yes
No
The class is maintained as close as appropriate to the ebb and flow of usual school activities
Yes
The class is located where noise will not interfere with instruction
Yes
The class is located only in space that is designed for purposes of instruction
Yes
The class is readily accessible
Yes
The class is composed of at least 28 square feet per student
Yes
Building Name
Room #
Bedford El Sch
001
School Building
Building Description
Elementary
A building in which general education programs are operated
Classroom Measurements
Classroom Area Measurement
Max # of students in classroom
29 feet, 0 inches x 27 feet, 0 inches
783sqft
27
Implementation Date
2022-02-14
Uploaded Files
Assurance Check
Assurance Check
Yes
No
The class is maintained as close as appropriate to the ebb and flow of usual school activities
Yes
The class is located where noise will not interfere with instruction
Yes
The class is located only in space that is designed for purposes of instruction
Yes
The class is readily accessible
Yes
The class is composed of at least 28 square feet per student
Yes
Building Name
Room #
Bedford El Sch
3408
School Building
Building Description
Elementary
A building in which general education programs are operated
Classroom Measurements
Classroom Area Measurement
Max # of students in classroom
23 feet, 0 inches x 27 feet, 0 inches
621sqft
22
Implementation Date
2022-02-14
Uploaded Files
Assurance Check
Assurance Check
Yes
No
The class is maintained as close as appropriate to the ebb and flow of usual school activities
Yes
The class is located where noise will not interfere with instruction
Yes
The class is located only in space that is designed for purposes of instruction
Yes
The class is readily accessible
Yes
The class is composed of at least 28 square feet per student
Yes
Building Name
Room #
Bedford El Sch
34A
School Building
Building Description
Elementary
A building in which general education programs are operated
Classroom Measurements
Classroom Area Measurement
Max # of students in classroom
21 feet, 0 inches x 11 feet, 0 inches
231sqft
8
Implementation Date
2022-02-14
Uploaded Files
Assurance Check
Assurance Check
Yes
No
The class is maintained as close as appropriate to the ebb and flow of usual school activities
Yes
The class is located where noise will not interfere with instruction
Yes
The class is located only in space that is designed for purposes of instruction
Yes
The class is readily accessible
Yes
The class is composed of at least 28 square feet per student
Yes
Building Name
Room #
Bedford El Sch
34B
School Building
Building Description
Elementary
A building in which general education programs are operated
Classroom Measurements
Classroom Area Measurement
Max # of students in classroom
21 feet, 0 inches x 15 feet, 0 inches
315sqft
11
Implementation Date
2022-02-14
Uploaded Files
Assurance Check
Assurance Check
Yes
No
The class is maintained as close as appropriate to the ebb and flow of usual school activities
Yes
The class is located where noise will not interfere with instruction
Yes
The class is located only in space that is designed for purposes of instruction
Yes
The class is readily accessible
Yes
The class is composed of at least 28 square feet per student
Yes
Building Name
Room #
Bedford MS
211
School Building
Building Description
Middle
A building in which general education programs are operated
Classroom Measurements
Classroom Area Measurement
Max # of students in classroom
24 feet, 0 inches x 34 feet, 0 inches
816sqft
29
Implementation Date
2022-02-14
Uploaded Files
Assurance Check
Assurance Check
Yes
No
The class is maintained as close as appropriate to the ebb and flow of usual school activities
Yes
The class is located where noise will not interfere with instruction
Yes
The class is located only in space that is designed for purposes of instruction
Yes
The class is readily accessible
Yes
The class is composed of at least 28 square feet per student
Yes
Building Name
Room #
Bedford MS
215
School Building
Building Description
Middle
A building in which general education programs are operated
Classroom Measurements
Classroom Area Measurement
Max # of students in classroom
24 feet, 0 inches x 33 feet, 0 inches
792sqft
28
Implementation Date
2022-02-14
Uploaded Files
Assurance Check
Assurance Check
Yes
No
The class is maintained as close as appropriate to the ebb and flow of usual school activities
Yes
The class is located where noise will not interfere with instruction
Yes
The class is located only in space that is designed for purposes of instruction
Yes
The class is readily accessible
Yes
The class is composed of at least 28 square feet per student
Yes
Building Name
Room #
Bedford MS
220
School Building
Building Description
Middle
A building in which general education programs are operated
Classroom Measurements
Classroom Area Measurement
Max # of students in classroom
26 feet, 0 inches x 31 feet, 0 inches
806sqft
28
Implementation Date
2022-02-14
Uploaded Files
Assurance Check
Assurance Check
Yes
No
The class is maintained as close as appropriate to the ebb and flow of usual school activities
Yes
The class is located where noise will not interfere with instruction
Yes
The class is located only in space that is designed for purposes of instruction
Yes
The class is readily accessible
Yes
The class is composed of at least 28 square feet per student
Yes
Building Name
Room #
Bedford MS
112
School Building
Building Description
Middle
A building in which general education programs are operated
Classroom Measurements
Classroom Area Measurement
Max # of students in classroom
28 feet, 0 inches x 31 feet, 0 inches
868sqft
31
Implementation Date
2022-02-14
Uploaded Files
Assurance Check
Assurance Check
Yes
No
The class is maintained as close as appropriate to the ebb and flow of usual school activities
Yes
The class is located where noise will not interfere with instruction
Yes
The class is located only in space that is designed for purposes of instruction
Yes
The class is readily accessible
Yes
The class is composed of at least 28 square feet per student
Yes
Building Name
Room #
Bedford MS
111
School Building
Building Description
Middle
A building in which general education programs are operated
Classroom Measurements
Classroom Area Measurement
Max # of students in classroom
28 feet, 0 inches x 31 feet, 0 inches
868sqft
31
Implementation Date
2022-02-14
Uploaded Files
Assurance Check
Assurance Check
Yes
No
The class is maintained as close as appropriate to the ebb and flow of usual school activities
Yes
The class is located where noise will not interfere with instruction
Yes
The class is located only in space that is designed for purposes of instruction
Yes
The class is readily accessible
Yes
The class is composed of at least 28 square feet per student
Yes
Building Name
Room #
Bedford SHS
235
School Building
Building Description
Senior High
A building in which general education programs are operated
Classroom Measurements
Classroom Area Measurement
Max # of students in classroom
46 feet, 0 inches x 22 feet, 0 inches
1012sqft
36
Implementation Date
2022-02-14
Uploaded Files
Assurance Check
Assurance Check
Yes
No
The class is maintained as close as appropriate to the ebb and flow of usual school activities
Yes
The class is located where noise will not interfere with instruction
Yes
The class is located only in space that is designed for purposes of instruction
Yes
The class is readily accessible
Yes
The class is composed of at least 28 square feet per student
Yes
Building Name
Room #
Bedford SHS
201
School Building
Building Description
Senior High
A building in which general education programs are operated
Classroom Measurements
Classroom Area Measurement
Max # of students in classroom
30 feet, 0 inches x 22 feet, 0 inches
660sqft
23
Implementation Date
2022-02-14
Uploaded Files
Assurance Check
Assurance Check
Yes
No
The class is maintained as close as appropriate to the ebb and flow of usual school activities
Yes
The class is located where noise will not interfere with instruction
Yes
The class is located only in space that is designed for purposes of instruction
Yes
The class is readily accessible
Yes
The class is composed of at least 28 square feet per student
Yes
Building Name
Room #
Bedford SHS
338
School Building
Building Description
Senior High
A building in which general education programs are operated
Classroom Measurements
Classroom Area Measurement
Max # of students in classroom
25 feet, 0 inches x 25 feet, 0 inches
625sqft
22
Implementation Date
2022-02-14
Uploaded Files
Assurance Check
Assurance Check
Yes
No
The class is maintained as close as appropriate to the ebb and flow of usual school activities
Yes
The class is located where noise will not interfere with instruction
Yes
The class is located only in space that is designed for purposes of instruction
Yes
The class is readily accessible
Yes
The class is composed of at least 28 square feet per student
Yes
Building Name
Room #
Bedford SHS
143
School Building
Building Description
Senior High
A building in which general education programs are operated
Classroom Measurements
Classroom Area Measurement
Max # of students in classroom
29 feet, 0 inches x 21 feet, 0 inches
609sqft
21
Implementation Date
2022-02-14
Uploaded Files
Assurance Check
Assurance Check
Yes
No
The class is maintained as close as appropriate to the ebb and flow of usual school activities
Yes
The class is located where noise will not interfere with instruction
Yes
The class is located only in space that is designed for purposes of instruction
Yes
The class is readily accessible
Yes
The class is composed of at least 28 square feet per student
Yes
Special Education Support Services
Special Education Support Services
Special Education Support Services
Numerical Value
Primary Location
Contractor or District
Director of Special Education
.5
District Wide
District
School Psychologist
1
District Wide
District
Transition Coordinator
.5
Secondary
District
Paraprofessionals
17
District Wide
District
Special Education Personnel Development
Autism
Description of Training
Topic: Educating Students with Autism in the Least Restrictive Environment. This training will provide professional development focusing on supporting the instructional and emotional needs of students with autism.
Lead Person/Position
Year of Training
Building principals
2023-2024
Hours Per Training
Number of Sessions
Provider
Audience
1
1
District
Building Administrators
Central Office Administrators
General Education Teachers
Parents
Paraprofessionals
Special Education Teachers
Description of Training
Lead Person/Position
Year of Training
Hours Per Training
Number of Sessions
Provider
Audience
Other
Central Office Administrators
Paraprofessionals
Positive Behavior Support
Description of Training
An expert in brain science will provide Bedford Area School District professional development about the development of the brain and how it affects student behaviors. This training will include techniques to improve students' brain functioning and behaviors.
Lead Person/Position
Year of Training
Paul Ruhlman / Assistant Superintendent
2022-2023
Hours Per Training
Number of Sessions
Provider
Audience
4
1
Other
Building Administrators
Central Office Administrators
General Education Teachers
Paraprofessionals
Special Education Teachers
Description of Training
Instruction of specific techniques to enhance the district's current approach to Social Emotional Learning (SEL) and further development of SEL lessons and activities. This training will be presented to a small group including the current SEL committee.
Lead Person/Position
Year of Training
Paul Ruhlman / Assistant Superintendent
2022-2023
Hours Per Training
Number of Sessions
Provider
Audience
3
1
Other
Building Administrators
Central Office Administrators
General Education Teachers
Special Education Teachers
Paraprofessional
Description of Training
Paraprofessionals will complete 20 hours of professional development each year. Topics will include non-violent crisis intervention, first aid and CPR. Other topics will be identified based on specific areas in which paraprofessionals require training. Training areas include disabilities harassment, reading interventions and legal updates.
Lead Person/Position
Year of Training
Paul Ruhlman / Assistant Superintendent
2022-2023
Hours Per Training
Number of Sessions
Provider
Audience
2
10
District
Intermediate Unit
PaTTAN
Other
Paraprofessionals
Description of Training
Paraprofessionals will complete 20 hours of professional development each year. Topics will include non-violent crisis intervention, first aid and CPR. Other topics will be identified based on specific areas in which paraprofessionals require training. Training areas include disabilities harassment, reading interventions and legal updates.
Lead Person/Position
Year of Training
Paul Ruhlman / Assistant Superintendent
2023-2024
Hours Per Training
Number of Sessions
Provider
Audience
2
10
District
Intermediate Unit
PaTTAN
Other
Paraprofessionals
Description of Training
Paraprofessionals will complete 20 hours of professional development each year. Topics will include non-violent crisis intervention, first aid and CPR. Other topics will be identified based on specific areas in which paraprofessionals require training. Training areas include disabilities harassment, reading interventions and legal updates.
Lead Person/Position
Year of Training
Paul Ruhlman / Assistant Superintendent
2024-2025
Hours Per Training
Number of Sessions
Provider
Audience
2
10
District
Intermediate Unit
PaTTAN
Other
Parents
Paraprofessionals
Transition
Description of Training
This training will provide special education teachers with activities and assessments to create individual comprehensive transition plans for students with disabilities. Best practices will be shared for enhancing education to increase positive post-school outcomes for students with disabilities.
Lead Person/Position
Year of Training
Paul Ruhlman / Assistant Superintendent
2022-2023
Hours Per Training
Number of Sessions
Provider
Audience
1
1
District
Special Education Teachers
Description of Training
This training will provide special education teachers with activities and assessments to create individual comprehensive transition plans for students with disabilities. Best practices will be shared for enhancing education to increase positive post-school outcomes for students with disabilities.
Lead Person/Position
Year of Training
Paul Ruhlman / Assistant Superintendent
2023-2024
Hours Per Training
Number of Sessions
Provider
Audience
1
1
District
Special Education Teachers
Description of Training
This training will provide special education teachers with activities and assessments to create individual comprehensive transition plans for students with disabilities. Best practices will be shared for enhancing education to increase positive post-school outcomes for students with disabilities.
Lead Person/Position
Year of Training
Paul Ruhlman / Assistant Superintendent
2024-2025
Hours Per Training
Number of Sessions
Provider
Audience
1
1
District
Special Education Teachers
Science of Literacy
Description of Training
General and special education teachers will gain knowledge for best practices with literacy instruction. Teachers will align literacy curriculum activities with state standards to ensure complete coverage of skills and knowledge needed.
Lead Person/Position
Year of Training
Building Principals
2022-2023
Hours Per Training
Number of Sessions
Provider
Audience
3
1
District
Intermediate Unit
PaTTAN
Other
Building Administrators
General Education Teachers
Special Education Teachers
Parent Training
Description of Training
This training will provide parents with techniques for assisting their child be successful in school. Topics may include homework help, navigating technology, and accessing additional resources.
Lead Person/Position
Year of Training
Special Education Teachers
2022-2023
Hours Per Training
Number of Sessions
Provider
Audience
2
3
District
Parents
Description of Training
This training will provide parents with techniques for assisting their child be successful in school. Topics may include homework help, navigating technology, and accessing additional resources.
Lead Person/Position
Year of Training
Special Education Teachers
2023-2024
Hours Per Training
Number of Sessions
Provider
Audience
2
3
District
Parents
Description of Training
This training will provide parents with techniques for assisting their child be successful in school. Topics may include homework help, navigating technology, and accessing additional resources.
Lead Person/Position
Year of Training
Special Education Teachers
2024-2025
Hours Per Training
Number of Sessions
Provider
Audience
2
3
District
Parents
IEP Development
Description of Training
This training will provide a review of required components and compliance regulations for IEP development. The focus will include previously identified areas of need as well as including best practices in IEP development.
Lead Person/Position
Year of Training
Paul Ruhlman / Assistant Superintendent
2022-2023
Hours Per Training
Number of Sessions
Provider
Audience
1
1
District
Special Education Teachers
Description of Training
This training will provide a review of required components and compliance regulations for IEP development. The focus will include previously identified areas of need as well as including best practices in IEP development.
Lead Person/Position
Year of Training
Paul Ruhlman / Assistant Superintendent
2023-2024
Hours Per Training
Number of Sessions
Provider
Audience
1
1
District
Special Education Teachers
Description of Training
This training will provide a review of required components and compliance regulations for IEP development. The focus will include previously identified areas of need as well as including best practices in IEP development.
Lead Person/Position
Year of Training
Paul Ruhlman / Assistant Superintendent
2024-2025
Hours Per Training
Number of Sessions
Provider
Audience
1
1
District
Special Education Teachers
Signatures & Affirmations
Approval Date
Uploaded Files
• 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.
• 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.
• 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.
• The school district will comply with the PA Department of Education, Bureau of Special Education’s revision notice process.
• 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.
• The school district affirms 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.
Superintendent/Chief Executive Officer
Date